ABSTRACT
In this chapter, the author focuses on the emotion labor associated with policing plagiarism and offers an analysis of her interview data on this topic. Briefly, the author's findings uncovered emotion labor in four areas: noticing and pursuing suspicions of plagiarism; teacher-student interactions around plagiarism; preventing plagiarism; and causes of plagiarism. In terms of noticing plagiarism, respondents reported the ease of detection, given differences between the copied language and students' customary ways of writing. From a hopeful perspective, this finding speaks to the strong commitment among post-secondary English as a Second Language (ESL) teachers in City University of New York (CUNY) to assigning writing regularly, reading it, and writing comments. Given the regularity with which these teachers reported reading and commenting on their students' writing, it is not surprising that plagiarized language would be easily recognized.
