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Educator Spotlight



Using Self and Peer Feedback to Improve Academic Writing

Salim Razi

Assistant Professor, Faculty of Education:

Canakkale Onsekiz Mart University, Turkey

Salim teaches academic writing to English as a Foreign Language (EFL) learners at Canakkale Onsekiz Mart University in Turkey, and for the past five years has used Turnitin to address increasing levels of unoriginal work at the university and promote academic integrity.

Engaging learners with online feedback

Earle Abrahamson

Senior Lecturer in Sports Therapy:

University of East London, UK

As a Senior Lecturer in Sports Therapy at the University of East London, UK Earle teaches in a very practical subject area where students often struggle with the concepts of academic writing. Earle uses Turnitin to model good academic writing for his students enabling them to understand that feedback is integral to the the learning process and not merely a by-product.

Global Innovation Awards



William Kimsey

William Kimsey

Honorable Mention: Academic Integrity 2016
Nicole Brown

Nicole Brown

Winner: Academic Integrity 2016
Phil Rothwell

Phil Rothwell

Honorable Mention: Academic Integrity 2016
Gail Carin-Levy

Gail Carin-Levy

Student Engagement Honorable Mention 2015
Clare Wolfenden

Clare Wolfenden

Global Innovator Award Winner 2015
Sharon Lin

Sharon Lin

Honorable Mention: Writing Improvement 2016

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Guest blog article by Jennifer Haber

Probably the most frustrating part of being a writing instructor is that although I give students feedback and feedback and more feedback, I sometimes wonder if they ever read it. In fact, I remember a few semesters ago when for the third time I wrote on a student’s paper, “Remember, you don’t begin a paragraph with a quote; you need to present an idea first and then support it with the evidence.” Maybe she didn’t understand what I meant, I thought.

Finally, after our next class, I asked to speak with her. “Tiffany,” I probed. “Do you know what I meant by that comment I placed on your paper?”

“What comment?” she asked. “Oh, I don’t really look at those.”

At that point, I knew that one of two things had to happen. One, I could stop writing comments altogether. But, I knew that wasn’t the answer. Or, two, I could make my students do something with the comments.

So, now, when I review their papers in Turnitin, I place the comments on their papers as usual, but next to the comment, I write the letters HOC (Higher-order concern) or LOC (Lower-order concern). The reason that I do this is because I want them to read the comments and do something with them. Some once they have reviewed their comments, they have to complete three tasks:

  1. Choose one higher-order concern that I marked, explain what it means, and explain how they could fix the problem.
  2. Choose two lower-order concerns that I marked, explain the problems, and explain how they could correct the problems.
  3. Find one credible writing website that focuses on one of their writing concerns and share it with the class.

Over the last few semesters, I have seen fewer repetitive mistakes, and students are improving overall. My success rates in my composition I classes have gone from an average of a 78% success rate in 2014 to an 85% success rate in 2016. Moreover, I know that my hard work is not going unnoticed.