From the Chronicle of Higher Education:
What I advocate here is not to dispense with teaching students how to use sources but rather to abandon our fixation on the form rather than the function of source attribution. Here’s why: We cannot control how much time and effort students invest in a particular writing assignment; we can only influence how they distribute their energies. Professors’ overattention to flawless citation (or grammar) creates predictable results: Students expend a disproportionate amount of precious time and attention trying to avoid making mistakes. Soon, they also begin to associate “good” writing with mechanically following rules rather than developing good ideas.
This is a superb article to discuss at a staff meeting, especially given the national focus on college readiness. Are we doing enough to focus on the content?