English Faculty Publications

Document Type

Article

Publication Date

Spring 2015

Publication Source

Teaching/Writing: The Journal of Writing Teacher Education

Abstract

It stands to reason that when writing teachers believe their students have plagiarized, they will experience strong emotions that impact their relationships with students, their pedagogy, and their sense of professional identity. Far from being a threat to reason, understanding and acknowledging writing teachers’ emotional responses to plagiarism can lead to a deeper wisdom of its true impact. By examining the literature on emotion from psychology, sociology, education, and writing studies as well as findings from a pilot study of writing teachers’ emotional responses to plagiarism, this article argues that the work involved in managing the emotions of plagiarism reflects the complex emotional rules that exist for writing teachers. It concludes by advocating for education and research on the emotional costs and consequences of plagiarism in the writing classroom.

Inclusive pages

127-141

Document Version

Published Version

Comments

Permission documentation is on file.

Publisher

Western Michigan University ScholarWorks

Volume

4

Issue

1

Peer Reviewed

yes

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