• Experiment 2016: Streamlining Through Turnitin

    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.

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  • Top 12 Reasons to Use Turnitin

    Educator blog by Dawn Birch, STEAM English teacher at Metro Tech High School


    As I have used Turnitin.com through my years teaching in high schools, universities, and graduate schools, I have come to rely upon it with obsession. Here are those lessons in a succinct list.

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  • Starting an "Originality Factor Week"

    Student engagement blog by Jackie Harbach, Student Intervention Coordinator at Alpha Omega Academy

    Jackie Harbach

    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.

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  • End-of-Semester: What to Expect When You're Expecting (Plagiarism)

    Guest classroom practices blog post written by Tony Russell, English Professor at Central Oregon Community College

    Tony Russell

    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.”

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  • Creating a Valuable Peer Review Experience for Students

    Guest classroom practices blog post written by Alan Reid, an Assistant Professor of First-Year Writing and Instructional Technologies at Coastal Carolina University

    Alan Reid

    As Assistant Professor of First-Year Writing & Instructional Technologies, motivating undergraduates to effectively peer review student writing can be challenging at times. Although there is an introspective usefulness in being exposed to the work of peers, this is often overlooked by students with the shortsighted view that the assignment is only another grade value and nothing more. In my experience, this difficulty in executing a valuable peer review activity stems from two student misconceptions: (1) that there is no benefit to reviewing someone else’s work, and (2) that peer feedback is useless.

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