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Guest classroom practices blog post by Jennifer Haber, Professor of English at St. Petersburg College
Jennifer Haber talks about how to engage students in the classroom in Turnitin in this quick tip video blog.
Featured classroom practices blog post by Kent Walker, Writing Communication Instructor at Brock University
Whether I am assessing assignments for my university-level writing or literature classes, one of the most frequent self-designed QuickMarks I employ is trans, accompanied in the “Additional Comments” box with this clarifying explanation: “a transitional word or phrase needs to be inserted here to enhance the coherence/connection of ideas in this context”.
Turnitin educator story by Charles Trafford, AP English Literature teacher at Inglemoor High School
Three years ago our school purchased Turnitin to simply stem the tide of plagiarism and ensure academic honesty. The previous year we had taken a survey of our students and over seventy percent self-reported that they had in some way cheated in the last year. Our decision to purchase Turnitin was one of a number of things that we implemented to help ensure academic honesty. Clearly a student is not learning if their work is plagiarized. Within a few months of using Turnitin, faculty began to look more deeply at what the Turnitin program’s capabilities were. For me it quickly became clear that the anti-plagiarism aspect of Turnitin was only one of the many powerful tools that the program offers.
Second installment of blog series, "Turnitin Strategies in the Writing Process" by Mary Lawson, Professor of English at Houston Community College
I teach grammar in my Composition classes, but student essays are still plagued with the same grammar issues time and again. Even when I teach grammar in context, students still struggle to make their essays problem-free. One strategy that helps my students is utilizing the ETS e-rater.
To use ETS e-rater, you have to enable it in the settings of each assignment. The student will not be able to see the e-rater marks until after the due date of the essay, which is why it is essential to complete this step in the rough draft stage. When the student views the essay and clicks on the GradeMark tab at the top of the page, this is what he will see:
Second installment of blog series, "Rethinking How We Discuss Plagiarism" by Jennifer Schroeder, Assistant Professor of Biology, Millikin University
If you are in need of a quick primer in dealing with deliberate and accidental plagiarism, here's what I do. For cases of deliberate plagiarism (which includes cases of a student knowingly kidnapping the work of another individual through a full-blown copy/paste approach, a paper mill, an online essay forum, ghostwriting, or recycling a paper previously written or submitted by another student), I follow these steps:
- Mark zero credit on the paper
- Type a direct note to the student explaining the violation (using GradeMark), directing him/her to the Scholastic Integrity policy of the college (which is also part of my syllabus), and inviting him/her to contact me with questions
- Send a copy of the Originality Report .pdf to my academic dean for filing
- Enter an "F" in the college grading system for the semester
Classroom practices blog by Elizabeth Jones, Professor of Business at Notre Dame of Maryland University
I hate to waste time when riding in a car or plane, so in addition to my carrying my e-reader tablet, I often lug my laptop along in order finish grading to make time for fun when we get to our destination during our family’s frequent travels. I was sometimes frustrated because I needed to stop for an internet connection in order to grade my Turnitin assignments. However, my husband solved that problem for me.
Guest classroom practices blog post written by David Sawyer, AP English Literature/British Literature at Brentwood Academy
I am technological troglodyte. I don’t use social media, I don’t have a smart phone, and I text as often as two or three times a year. When it comes to trying new computer programs, I have the attitude of a hobbit: I don’t like adventures and view all passing wizards and software enthusiasts with suspicion.
Yet here I am, several years into an unexpected journey with Turnitin that has turned me into an advocate for this service and into our school’s Turnitin administrator. The initial attraction was the powerful appeal of a reliable way of curbing plagiarism. The first year I used Turnitin, I showed my students what Turnitin tells me about their papers and they were awed. They realized that I now had a sophisticated tool that was much more reliable than my own nose when something smelled fishy about a paper.
I’ve been speaking with many educators to learn about how they use Turnitin and assess what's been helpful for students. In many of those stories, there is frustration when students just don't get it or don't care. There is joy when they see a lightbulb go off in a student's head and they understand. Sometimes I can sense that there is a feeling of being overwhelmed: assignments to grade, students to help, colleagues to support, and technology to learn.
In the midst of that reality, our team at Turnitin is creating The Turnitin Educator Network so that educators worldwide can share best practices and connect to one another. We hope that educators from all disciplines will find helpful resources, creative classroom examples and stories that will encourage educators to use Turnitin in new ways. From educators this month, you’ll find:
- A classroom practices video blog by Jennifer Haber describing how she engages students through positive QuickMark comments
- The second installment of Jennifer Schroeder’s “Plagiarism Discussions Blog Series” entitled, “Strategies for Accidental or Deliberate Plagiarism”
- Turnitin stories by David Sawyer recounting his journey from a technological caveman to a Turnitin administrator and Charles Trafford discovery of Turnitin as more than just a plagiarism tool.
- And more...
I invite you to join the network, subscribe to our newsletter and share your story today. Simply fill out this survey and join our LinkedIn group.
With much appreciation,
Kenneth Balibalos and the Turnitin Team
First installment of blog series, "Turnitin Strategies in the Writing Process" by Mary Lawson, Professor of English at Houston Community College
One struggle my students consistently face is how to effectively revise and edit their essays. As a writer myself, I firmly believe that a first draft is never good enough; though my first drafts are usually quick just to get my thoughts down, my revision process takes three or four times as long. Explaining the necessity of revision is easy, but giving students concrete strategies to improve their drafts is difficult.
First installment of blog series, "Rethinking How We Discuss Plagiarism" by Jennifer Schroeder, Assistant Professor of Biology, Millikin University
One of the things that I have found that has made my discussions of plagiarism more successful is the use of concrete examples. Even if I tell a student, “Don’t plagiarize,” he or she may have no idea what constitutes plagiarism. It is frustrating to have a one-on-one conversation with a student mid-semester and hear “I didn’t know that I was doing anything wrong; no one ever told me.”
- Elizabeth Jones' Featured QuickMark Comments
- What Kind of Feedback Do Nursing Students Want?
- Contextualization in the Classroom
- Kent Walker's Featured QuickMark Comments
- "Quick Marking" Writing Structure: 10 Rhetorical QuickMarks
- Acquisition of Turnitin Enables Growth and Development
- Quick Tip: Assess Without Stress
- Bringing Wikipedia into the Classroom
- Q&A on Trendlines in Education and Technology
- Q&A on Harnessing the Power of Choice and Teachable Moments