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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
Copyright
Copyright © 2015, ScholarWorks at Western Michigan University.
Publisher
Western Michigan University ScholarWorks
Volume
4
Issue
1
Peer Reviewed
yes
eCommons Citation
Biswas, Ann E., "'I Second that Emotion': Minding How Plagiarism Feels" (2015). English Faculty Publications. 25.
https://ecommons.udayton.edu/eng_fac_pub/25
Comments
Permission documentation is on file.