“Imitation, Cultural Multiplicity, and Academic Integrity: Insights from Neuroscience Research” argues that imitation, both as a theoretical concept and a classroom practice, can contribute to academic integrity, because it can reduce the insecurity and anxiety that often motivates students to plagiarise. Countering the idea that imitation can result in plagiarism, and utilising insights from neuroscience research concerning the relationship between performance and identity, this chapter suggests that imitation can foster rhetorical insights and a deeper understanding of structure and style, thereby contributing to students’ familiarity with academic genres. Because imitation enables students to “perform” as writers, the habitual role-playing involved in imitating academic writing genres will result in students’ developing a view of themselves as writers, enabling them to gain confidence in their writing ability and thereby decreasing their need to plagiarise.