Hi Emma
An interesting workshop activity I have developed (if you have enough computer that is), is one I use around paraphrasing and turnitin. Research here generally points to a lack of understanding in this area.
1. set up turnitin so students can see their own report. Select a group of quotes from different sources, but check that they can be identified by turnitin
2. Book an it suite
3. Get the students to open a word document and copy and paste a section from a variety of sources you have previously sent around on the subject they are they are studying.
4. discuss paraphrasing, why it's used, it's aims, the different methods of doing it
5. get the students to paraphrase with the aim of extracting and shortening the short section below the copy and pasted section, get them to work in teams if possible, so they can look at each other's and discuss the process
6. so now they should have a copied section and a paraphrased section. Get them to do the reference/citation for this as well, as kills two birds with same stone.
7. students upload into turnitin, while you wait discuss turnitin, how it works, how the reports work, false positives etc
8. they get their reports. And there is a room full of light bulb moments, of a positive kind!
9. discuss, summarise and conclude
Jim LJMU

-----Original Message-----
From: Plagiarism [mailto:[log in to unmask]] On Behalf Of Emma Duke-Williams
Sent: 25 April 2014 09:18
To: [log in to unmask]
Subject: Re: Turnitin for teaching

On 25 Apr 2014, at 08:54, Mary Davis <[log in to unmask]> wrote:

> I agree with you on this point, Mike. I've also found that the formative use of Turnitin works best in a 1-1 tutorial where the originality reports are discussed and students get some guidance on their decisions about what to revise or not to revise using the reports. Without some guidance, sometimes students think they've just got to reduce or make the colour go away by taking out source material. - at least in my international pg student context.
>
> Do other list members have experiences of students using the originality reports successfully on their own?
>
> Mary


We also use it formatively, and, like Mary, students need help [lots, often] to know what to do. The most common question I get is "What's an OK %" - many students find it difficult to grasp that 20% from a single source is probably "worse" than 25% comprised of multiple short phrases; equally that 0% is fairly unlikely, as (unless the short phrases are off), as in many industries there are common phrases.
I also tend to point out to students that it's useful to have it enabled (at least at the start) for both the bibliography and for cited sections - as having them similar often indicates they've cited things correctly. Most need 1:1 or small group to help them understand what's going on.

I'd hoped to use it formatively in the peer review mode earlier in the year, but unfortunately our integration with Moodle is such that we don't have access to the peer review mode.

Emma
--
Emma Duke-Williams
School of Computing, Buckingham Building, (BK1:28) University of Portsmouth,
PO1 3HE.
Tel: 023 9284 6441
Twitter: Emmadw
Blog: http://dukee.myweb.port.ac.uk

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