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Unbalancing Acts: Plagiarism As Catalyst For Instructor Emotion In The Composition Classroom, Ann E. Biswas
Unbalancing Acts: Plagiarism As Catalyst For Instructor Emotion In The Composition Classroom, Ann E. Biswas
Ann E. Biswas
In this essay, the author reflects on her experiences while researching composition instructors’ emotional responses to plagiarism. The research found that instructors faced a variety of complex and competing feelings when students plagiarized, and those responses threatened to upset relationships, power structures, and professional identities in the classroom. The author considers how and why her own emotional labor was altered in light of these findings and what this might suggest about the need for increased professional conversation in our discipline regarding the impact of emotions in the writing classroom.
'I Second That Emotion': Minding How Plagiarism Feels, Ann E. Biswas
'I Second That Emotion': Minding How Plagiarism Feels, Ann E. Biswas
Ann E. Biswas
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 …