This paper outlines the multi-strategy approach adopted in a post-graduate subject at an Australian university to develop graduate qualities in international students and to educate them with respect to acknowledged Western referencing conventions. The international student body in Australian universities has increased markedly in recent years with the corporatisation of the university sector. These students have different educational backgrounds and expectations with respect to their Australian student experience, and they face a range of difficulties in a new educational environment. Further, their understanding of plagiarism and correct referencing styles may be different to that of a student in a Western university.Concerned with past instances of plagiarism and the complexities faced by international students, the lecturer of the post-graduate subject sought assistance from an Academic Language and Learning (ALL) lecturer to review the assessment tasks in the subject. This led to a redesign of assessment tasks, with the aim to not only address the issue of plagiarism but also enhance the development of graduate qualities in the students. Emphasis was placed on the students' learning environment and high quality outcomes, and explicit education on skills and protocols was provided by the ALL lecturer. Formal feedback from students on the revised tasks was evaluated and used to improve future assessment tasks and teaching. It was concluded that embedding academic language and learning within assessment tasks enhanced the educational outcomes of students and the development of graduate qualities.