At the recent Teaching Professor Conference in Atlanta, I was privileged to have many great conversations on teaching. In one, my group of six contained only one English professor—me. While discussing what our students know (or more frequently don’t know) about the citation of sources in research essays, many of my group members expressed their exasperation over what the English department was failing to teach our students. It was not the first time I’d heard such complaints, nor, I fear, will it be the last. I do, however, have some responses to these frustrations.