Abstract Academic integrity and academic writing are closely linked, especially in the extensive body of literature that addresses plagiarism detection. Several sources examine the rates of plagiarism cases (Béland, 2020; Walker, 2010), the motivations behind plagiarism (Doss et al., 2016; Skaar & Hammer, 2013), and the means to detect it (Foltýnek et al., 2019; Mphahlele & McKenna, 2019). The cross-references between writing and integrity discourses are further evidenced by Jamieson and Howard (2019) who advocate for a distinction between intentional cheating conduct (i.e., academic ghostwriting) that represents a breach of academic integrity and unintentional behaviours (i.e., faulty citations) that should be treated as poor writing practices. In the same vein, there is a growing body of research that is moving away from detecting and punishing misconduct, and towards a greater focus on prevention or restorative practices, including through writing-development pedagogy (Peters & Cadieux, 2019).