Turnitin Community Blog - North America
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.”
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.
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.”