Introduction to turnitin
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Turnitin is a plagiarism-prevention service and feedback tool which can be extremely useful in formative assessment to help students learn how to avoid plagiarism and improve their writing. This hands-on session will explore its features and the integration with the Assignment tool in Sulis from a pedagogically and research-informed perspective.
![Introduction to Turnitin
Angelica Risquez, PhD
Centre for Teaching and Learning
University of Limerick, Ireland
[W] www.ul.ie/ctl
1
2/28/2018](https://image.slidesharecdn.com/introductiontoturnitin-180228151555/85/Introduction-to-turnitin-1-320.jpg)
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Introduction to turnitin
- 1. Introduction to Turnitin Angelica Risquez, PhD Centre for Teaching and Learning University of Limerick, Ireland [W] www.ul.ie/ctl 1 2/28/2018
- 2. Overview • Understanding plagiarism • Case scenarios and teaching advice • Policies and… • Turnitin – Originality report – Grademark – Peermark 2
- 4. Plagiarism is: ‘copying someone else’s work (whether or not in the public domain) and passing it off as one’s own, or inappropriately resubmitting one’s own already graded work and passing it off as original.’ Teaching and Learning Committee guidelines for Academic staff on dealing with plagiarism http://www3.ul.ie/ctl/sites/default/files/Plagiarism%20guid elines%20for%20academic%20staff.pdf 4
- 5. Possible Scenario A lecturer (or student who has access to it) receives an originality report showing a match for the following passage: Today, according to authors of The Death of “e” and the Birth of the Real New Economy doing business electronically is the only way to stay alive and competitive. It is a necessity to get involved in the digital economy. Therefore, “e” is disappearing from our vocabulary because conducting business electronically is a normal, every-day activity. Though a Google search, you find that the text is found verbatim in an on-line article, entitled The Death of “e” and the Birth of the Real New Economy. Is this plagiarism or a false positive? Why? 5
- 6. Why do students plagiarise? … The real problem is that it is paradoxical. After all, we learn by copying. (…) It can feel as if you are being told to ‘sound like us, write like us, learn to think like us, but whatever you do, don’t copy us.’ (…) it’s about learning to believe in your own ideas; it’s about not being so besotted with one way of saying something or looking at something that it deprives you of your own voice; it’s about finding the confidence and the motivation to get real value out of your education, not just engaging in a blind pursuit to get letters after your name. By Prof. Sarah Moore, UL Student Academic Handbook
- 7. What do students think? • … 7
- 8. What do students think? • ‘copying and pasting without citation is wrong’ • ‘I never/rarely copy and paste without citation’ 8 …% …% (when presented with a verbatim plagiarism example) • ‘this piece of writing is in breach of academic guidelines’ … % • ‘a reference is needed’ … % Risquez, O’Dwyer, Ledwith (2013); Risquez, O’Dwyer, Ledwith (2011); O’Dwyer, Risquez, Ledwith (2010)
- 9. So what? • This suggests that students’ understanding and awareness of academic breaches would benefit from experiential learning • Higher education institutions should not merely rely on providing statements and definitions of academic misconduct. 9
- 10. UL resources • http://www2.ul.ie/pdf/201553623.pdf (Appendix 5: Plagiarism at College by Prof Sarah Moore) • http://www.ul.ie/~library/GLIS/html/index.htm (Library online tutorials on Harvard referencing style, Refworks, researching with the internet, etc). Other resources • http://www.turnitin.com/static/support.html • http://www.plagiarismadvice.org/ • The Turnitin blog Available supports 10
- 11. Writing Centre Resources Free One-to-One Peer Tutoring Writers’ Groups Writers’ Space Workshops and Seminars Online Resources Free resources for all students and staff
- 12. 12 How can Turnitin help?
- 14. • Paper assignment is the base assignment for all other assignments types. Used to obtain an Originality Report • PeerMark assignment: allows students to review their peers' papers based on scale and free response questions selected by the instructor. • Revision Assignment allows students to submit multiple drafts without overwriting the previous drafts/submissions • Reflection Assignment is designed as a learning journal where students write about what they learned from the writing process as well as offer feedback on the assignment they worked on. Types of “Assignments” 14
- 15. It determines the congruence of text to sources in: • Publicly accessible Internet sources • Every document already submitted to Turnitin* • Assignments from within the class Originality Check * Lecturers can opt out from Turnitin storing papers. Only the lecturer can access the submitted paper. 15
- 16. • Allows for citation verification and quickly provides documentation of alleged plagiarism • Detects rewording • Both lecturer and students can upload • It allows for peer to peer plagiarism detection • It dos not search subscription databases (e.g. Library databases, newspapers, etc) unless those materials also appear in assignments previously sent to Turnitin. • It does not differentiate between quoted materials and original writing! PROS Originality Check CONS 16
- 17. A greyed-out report icon indicates that the report has not yet been generated. Please wait a few moments and click your browser’s refresh button (large reports may take up to 24hh to process) 17 Originality Report (1) An originality report can be generated through the Assignments tool in Sulis or through a Turnitin account. Once it is ready…
- 19. 19 Originality report (3) 2.54 min
- 20. 20 Grademark You can add comments within the body of the paper, point out grammar and punctuation mistakes, evaluate the paper against your own rubrics or predefined ones, etc. And training videos in http://turnitin.com/en_us/training/instructor-training Including a very useful interactive tutorial
- 21. 21 Peermark Allows students to read, review, and evaluate one or many papers submitted by their classmates. Instructors can choose whether the reviews are anonymous or attributed, decide if students should be excluded from reviews, pair students, and assign students specific papers to review. 1.33 min
- 22. Sulis-Turnitin integration • When your students submit their work in the Assignment tool in Sulis, a Turnitin originality report can be also created. You can use the Grademark features too. • To do this, just activate the Turnitin feature when you are creating your Sulis assignment. Note: you will be able to see the originality report in Turnitin too, but it is a read only view. If you wish to change the dates for your students to see feedback using the Grademark features in Turnitin, you will need to edit these in Sulis. 22
- 24. • Use it proactively • Notify and explain to your students • Clear plagiarism policy: definition, avoidance, guidelines and disciplinary process. • Train and support students (e.g. trial submission) • Involve students (e.g. submit themselves) • Be creative! (e.g. using originality report in tutorials, peer review and online grading features, allowing multiple drafts of an assignment…) Teaching advice 24
- 25. Questions? Advanced guides, videos, case students and more in http://turnitin.com/en_us/training/instructor-training Teaching support and advice from CTL Technical support available from Turnitin support directly, (https://www.turnitin.com/help/helpdesk.asp or email tiisupport@turnitin.com). The Self Service Help Centre may be helpful also, Turnitin Self-Service Help Center for quick answers to your questions. 25
Editor's Notes
- So we think that students need to develop their authorial identity, but what do students think? They may perceive the issue quite a different reality, perhaps they look at it from a very strategic point of view – maximising output for input – or perhaps they think their lecturers are making too much of a deal about it?
- Throughout much of the literature on plagiarism in higher education, there is an implicit assumption that students who understand plagiarism, who have high ethical views and declare not to engage in plagiaristic behaviour are able to recognise it and avoid it in practice. Challenging this supposition, this paper contrasts students’ self-reported data with their ability to recognise and avoid plagiarism in a proposed case scenario. A questionnaire was adapted from previous literature and administered to a sample of undergraduate first- and second year students in an Irish university. The first section of results, examining the students’ self-reported data, shows that 75% of students can be classified as having high ethical views, that is, they agree or strongly agree that in their view, copying text and inserting it in a paper without citation is wrong. Additionally, 84% of students surveyed report low levels of engagement in plagiarism as they stated that they never or rarely engage in copying text and inserting it in a paper without citation, as is commonly found in other studies. Therefore, analysis of the data addressing self-reported views and behaviour illustrates that the majority of students hold strong personal ethical views about plagiarism, expect to be punished if caught in fault and also report that they rarely, or never, engage in plagiarism. It would be expected that these views will transfer into practice as measured in the case scenario. In contrast, only 30% of the students sampled agree that inserting a piece verbatim into their work without a reference constitutes a breach of academic guidelines, although the majority of students (64%) agree that a reference was required in this case. Results of the predictive analysis showed that self-reported measures are not a powerful predictor of the students’ ability to recognise the practical case as an academic breach, nor to avoid the breach through referencing. This suggests that students’ understanding and awareness of academic breaches would benefit from experiential learning and that higher education institutions should not merely rely on providing statements and definitions of academic misconduct.
- The Regional Writing Centre, UL offers a free and friendly place for UL students and staff to come and address any aspect of their academic writing. The Writing Centre is dedicated to helping students of all faculties develop strategies to become more confident, critical and independent writers. Whether you’re writing your thesis or a technical report, essay or FYP, Writing Centre tutors are equipped to support you in any of your academic writing endeavours. Writing Centre resources for undergrads include free one-to-one peer tutoring in writing, workshops and seminars, access to RWC Writers’ Space, which is a distraction free area in which to write, and online resources such as links to academic writing related website. Writing Centre resources for Postgrads include free one-to-one peer tutoring in writing, structured Writers’ Groups, workshops and seminars, access to RWC Writers’ Space, which is a distraction free area in which to write, and online resources such as links to academic writing related website. For any further details visit the Writing Centre in C1-065 in the main building or email them at writingcentre@ul.ie
- http://www.turnitin.com/en_us/what-we-offer/feedback-studio