everything their teachers said and gave it back to them without changing a word. At the next class after that exam, I was furious. It was one of the only times in my teaching career that I got angry and showed it in class. I was young and inexperienced, and I thought certain standards were expected and understood. I remember I told them it would have been better if they had cheated—at least cheating required a certain ingenuity—but to repeat my lecture word for word, to include not so much as a glimmer of themselves in their response . . . I went on and on, and as I continued, I became more
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