Unbalancing Acts: Plagiarism as Catalyst for Instructor Emotion in the Composition ClassroomReport as inadecuate




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Composition Forum, v34 Sum 2016

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.

Descriptors: Plagiarism, Writing Instruction, Writing Teachers, Power Structure, Emotional Response, Teacher Attitudes, Professional Identity, Role, Interviews, Qualitative Research, College Faculty

Association of Teachers of Advanced Composition. e-mail: cf[at]compositionforum.com; Web site: http://compositionforum.com





Author: Biswas, Ann E.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2134&id=EJ1113418







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