With the advent of the internet and modern technologies, a variety of information resources have emerged and spread; thereby, the thirst for information has grown and is more urged. Data are becoming more digital; researchers and learners can access easily a wide range of academic resources, which may lead to the attempt to copy an original work or steal others’ thoughts without acknowledging the source. The latter has always been a concern for the academic community and has raised a controversial debate among those searching for new methodologies. It is worth noting that drafting a master memoir in the English language has become a burden on students’ shoulders because of several reasons. The act of copying authors’ original work is surprisingly noticed in students’ final output. To conduct this study, two research instruments have been used; a structured questionnaire handed out to forty-eight (48) students and the analyses of master students’ memoirs specialized in Didactics and Literature. The present work portrays a holistic picture of the rationale for such a low achievement in writing a master’s dissertation. Furthermore, this study aims to analyze and identify the students’ difficulties that they face when penning the final product and then attempt to find remedial and utilitarian suggestions that would hopefully enhance the students’ writing competencies for the ultimate objective of making them avoid falling into the trap of plagiarism.