Turnitin Community Blog - All Regions
Classroom practices blog by Marina Amador, a high school teacher and Turnitin Certified Trainer
My first exposure to turnitin.com was a crash course in how to login and a brief description of its "plagiarism" check. I am sure there are many who can relate to this experience with turnitin or some other instructional fad that is suddenly our new best friend.
Student engagement blog by Jackie Harbach, Student Intervention Coordinator at Alpha Omega Academy
The path toward our eventual “Originality Factor Week” sprang from my own frustrations as to how I could help students realize the importance of academic honesty. At the time I was our school’s academic integrity “go-to”. Although we had academic integrity policies in place and teachers were constantly working with students on proper techniques to avoid plagiarism it was still evident that more could and needed to be done.
Guest classroom practices blog post written by Tony Russell, English Professor at Central Oregon Community College
It’s uncanny how often I’m asked, “Do you catch a lot of plagiarists?” I suppose it’s my lot in life as a writing instructor. I mean, I imagine that police officers tire of being asked, “Do you write a lot of tickets?” Nevertheless, what is so unsettling to me is the enthusiasm with which I’m asked if I “catch a lot of plagiarists.”
In this blog, you can explore preliminary findings from over 1000 students in our most recent 2015 study “From Here to There: How Students Use Feedback.”
Since our most recent study, “Instructor Writ Large: Student Perceptions on Effective Feedback,” we are continuing the investigation into the effectiveness of feedback with our latest survey, which is currently out and collecting data from students. This questionnaire delves more deeply into how students interact with feedback. Here are some intriguing, preliminary results we are seeing:
Read how Rachel Pezold, English and Creative Writing Teacher at Washington High School, gives targeted feedback in Turnitin to help students develop their argument.
The CEW (Claim, Evidence, Warrant) QuickMarks allow teachers to give students feedback about their evidence writing. They are useful in ensuring that students are really understanding how to use evidence as support to their argument - and then making that evidence useful in the paper.