ABSTRACT
Teaching students how to cite properly might be the most-skipped part of research instruction in the everyday classroom. A combination of new technology that makes the cumbersome process more manageable and the time it takes to work through all of the necessary components adds up to teachers skimming or skipping the process, hoping that their students will remember what was taught the last time. Students often don't understand the meaning behind the title: Works Cited. Some students tried to un-indent the second line of each citation because it looked "weird." Explicit citation lessons must be part of each project, allowing for student questions and struggles. While putting together a Works Cited feels easier to us, because we don't have to remember the formatting intricacies, teachers are often failing to teach students the content of what goes into a Works Cited.
