ABSTRACT
This chapter reports on the straggles of students in forging their own voices in their writing while using source texts, and the reflections and methods of academic staff regarding plagiarism and referencing. It attempts to explore the differences across lecturers and tutors in how the role of referencing is understood. The chapter also explores the way students perceive this role, and how this confirms or contradicts what staff members believe its role to be. Using Lather's framework, the methodology used was postpositivist, interpretive, praxis-oriented, making use of some deconstructive methods. The analysis sought to probe deeply into the issues of plagiarism, and students' struggles around referencing in academic writing, a set of perspectives from the vantage points of students, lecturers, and tutors. There was also a process of feedback to the research participants, and the department in which the research took place, as well as wider dissemination across the university and in conference papers.
