Emotional responses to plagiarism are rarely addressed in professional literature that focuses on ethics and good teaching practices. Yet, the emotions that are unleashed by cases of plagiarism, or suspicions of plagiarism, influence how we perceive our students and how we approach teaching them. Such responses have been complicated by online plagiarism-detection services that emphasize surveillance and detection. My opposition to such plagiarism software services grows from the conviction that if we use them we are not only poisoning classroom relationships, but also we are missing important opportunities for teaching.