How should you comment on students’ papers in October? With spooky, fun Halloween QuickMarks™, of course! Turnitin QuickMarks are drag-and-drop comments that educators use to leave feedback on student papers. These seasonal QuickMarks will motivate students to read your feedback, help them remember your clever comments, and incorporate your suggestions in their next drafts.
78% of survey students consider teacher feedback to be “just as important for their learning as studying, doing homework, and listening to instructors’ lectures.”
At Turnitin, we’ve been working to support effective and engaging feedback by building tools that close the gap between teachers and students. With the release of Feedback Studio, our new version of Turnitin, we’ve made giving and getting feedback easier--with a new interface design that really puts feedback front and center.
Feedback is valuable information that helps improve writing skills. Instructors spend a lot of time providing feedback to students, but do students know why feedback is important and how to apply that feedback?
Share these tips with students to help them get the most out of feedback and start seeing the impact on their writing. Use together with the online Feedback Quiz to optimize improvement.
Begin the new school year with resources that will impact students’ attitudes, confidence, and academic performance! Turnitin’s “Rethink Feedback” back-to-school resources and tools help K-12 teachers and higher education instructors educate students about plagiarism and academic integrity, and improve writing skills.
by Jennifer Haber, Professor of Communications at St. Petersburg College
There are many challenges that I deal with as a writing instructor, but there are probably two that come up the most often: the inability to paraphrase and cite correctly.
The Inner Workings of Plagiarism Detection Technology
There are a number of ways that technology can be used to identify potentially plagiarized content. This post examines the different ways, and how Turnitin uses search technology and content comparison algorithms to help educators help students learn how to use source attribution appropriately.
Plagiarism has always existed as a problem - the origins of the word date back to the 1st century. It's only of late, however, that plagiarism has become a significant concern not just for educators and researchers, but also in the public sphere. New instances of plagiarism seem to hit the news on a daily basis. Whether it's song lyrics, plagiarism by school officials, government ministers, speeches by political figures, or the plagiarism that happens in the classroom, incidents of plagiarism appear to be on the rise everywhere.
This post is excerpted from an article originally published on iThenticate.com in 2011. iThenticate is Turnitin's sister service for publishers and academic researchers.
Writers often claim that because they are the authors, they can reuse their work, either in full or in excerpts, over and over again. How can republishing one’s own work be defined as plagiarism if the author has only used his or her own words and ideas? This article explores the definition of self-plagiarism, how it crosses into copyright laws and ethical issues, and the different ways an author can avoid this increasingly controversial act of scholarly misconduct.
Understanding Plagiarism to Avoid Controversy
The 2016 Republican National Convention in Cleveland, Ohio, whether for good or bad, seemed poised to grab quite a few headlines and to stir controversy while it happened. Surprisingly, one particular controversy touched upon a subject that is quite close to what we do: the question of whether Melania Trump’s speech on Monday, July 18th, plagiarized an address Michelle Obama made to the Democratic National Convention in 2008.
So, did she?
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.”
Your students are actually always thinking about voice and audience -- they just may not be aware of it! One way to teach rhetorical analysis is to have students analyze their own texts and tweets for audience, tone, and voice.
For most people, the word “story” is a simple noun used to describe the plot or narrative of a work. However, for Adam Tramantano, story is also a verb, one used to describe the process of writing and the point of view of the author.
Tramantano, an English teacher at the Bronx High School of Science, is also a doctoral student in English Education and an adjunct instructor at Teacher’s College, Columbia University. He recently sat down with Jason Chu for a webcast entitled “What’s the Story Behind Why We Write?” that delved into how we can make writing a more conscious and deliberate process for students.
More Articles ...
- The Types of Feedback that Help Students the Most
- Separating Mimicry from Plagiarism: Teaching Through Copying
- Removing Barriers to Student Understanding of Feedback
- Using Turnitin to Help Developmental Students
- Teaching Originality and Creativity to Students
- Summer Promptastic: Learning in Unexpected Ways
- Teaching With Technology: Empowering Students to Take Control of Their Own Learning
- Turnitin Marks Global Accessibility Awareness Day
- Promptastic: Discovery and Reflection in Student Writing
- How Not to Teach Writing: Literary Playdough, Six Points of Soul, and Assessments That Make Me Queasy