In the received history of composition studies, there were once the Dark Ages of current-traditionalism, from which emerged the modern period of process theory, succeeded by post process. This chronology is not, however, unitary: in representations of plagiarism, current-traditionalism still prevails when faculty, including compositionists, strive to control the surface features of student texts and attribute failures to the moral shortcomings of the student writers. Using the lens of plagiarism scholarship, policy, and pedagogy, this course examines not only the fissuring of disciplinary narratives but also the maintenance of the social status quo through seemingly neutral, necessary academic integrity policies that normalize the privileging of first-language speakers in the supposedly egalitarian internationalized university. We will look at these issues through theory (especially Pierre Bourdieu's), and we will conduct collaborative primary research into textual practices. Throughout the course, we will step aside from our lens of plagiarism to ask how our inquiry can inform other textual and social practices in a variety of sites in the university and the community.