ABSTRACT
This conclusion presents some closing thoughts on key concepts discussed in the preceding chapters of this book. The twin concepts of emotion labor and feeling rules, originally proposed by A. R. Hochschild drove the research presented in the book. Both draw attention to relationships among teachers' emotions, their training/experience, and institutional power, allowing for the study of emotions not as biological responses or cognitive appraisals, but, rather, as sociocultural phenomena. Given the mismatch between the City University of New York's (CUNY) plagiarism policy and teachers' responses to finding copied language in their students' papers, a good place to start pedagogically is the policy itself. A critical discourse analysis of the plagiarism policy allows students to consider the punitive language, the extent of the sanctions, and any confusion about the institution's demand that they use 'their own words' when writing in additional languages.
