Turnitin Receives 2014 Award of Excellence

Turnitin has been recognized as a 2014 winner in the prestigious 32nd Annual Awards of Excellence by Tech & Learning Magazine.

20141120-TL AwardsWith more than 150 edtech products evaluated, Turnitin is awarded in the Best Upgraded Product category. This category honors already released products that have made significant enhancements since the previous version of the same product and evolved with the changing technology to continue to offer the highest quality experiences for educators and students.

Tech & Learning previously recognized Turnitin with an Award of Excellence in 2012. In the past two years Turnitin has made significant upgrades, including:

  • Expanded its service to “grade anything” for evaluating all types of student work (beyond writing)
  • Integrated a “cloud submit” that allows student paper submissions from Google Drive and Dropbox
  • Launched an iPad app that allows educators to “grade anywhere” (surpassing 100,000+ downloads)
  • Launched interactive website that rates student research sources
  • Released grading rubric as a free educational resource


Read more about the Awards of Excellence.

Turnitin and the Anti-Plagiarism Debate

Turnitin educator story by Andrew Holmes, Innovation Specialist and Library Director at Parker High School

20141006-AndrewHolmesToday I’m going to be sharing my thoughts on Turnitin and the Anti-Plagiarism debate, which was recently featured on nprEd.

You can find the original article here .

I’ve used Turnitin­­­ in the classroom for many years now, and I have nothing but good things to say about it. It is easily one of the greatest reasons for my success as a teacher.

I have taught English for 10 years, the last 7 at a high school in Southern Wisconsin. I’ve used Turnitin in a variety of classes, from general English 9 and 10 to Senior Composition Honors and AP English Language and Composition.

It has always been received well by my students. But the key is in how you use it.

Student Perceptions of Effective Feedback

In a recent survey to students, we asked them about effective forms of feedback. What do they really think about the feedback that they receive? Do they find it helpful, timely, or actionable? Also, what types of feedback do students most want to see? Sign up to receive the full infographic and white paper later this month!

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Until then, here's a list of the most helpful or favorite forms of feedback from our respondents:


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‘Guides.turnitin’ is almost here!

Turnitin will soon launch a new platform to store all product resources conveniently in one place

Guides.turnitin will provide users with:

  • Easily accessible, specialised product manuals that are tailored specifically for administrators, instructors and students
  • Comprehensive integration specific manuals
  • The ability to rate content in terms of suitability and helpfulness, ultimately making ‘Guides.turnitin’ more effective 

What administrators and instructors may find most exciting is that this platform will allow you to create bespoke product information packs, ensuring you have only the documentation that is relevant to your specific institution, and how they personally use Turnitin.

Hyperlinking QuickMarks

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

As an Assistant Professor of first-year writing, I sometimes struggle with balancing the amount of time I spend grading student writing and the amount of feedback that I provide to each student. Turnitin affords me the ability to streamline my grading process without sacrificing student feedback.

Why Student Engagement is Important

david-sawyer-squareGuest classroom practices blog post written by Jennifer Haber, Professor of Communications at St. Petersburg College



I had been teaching writing for over ten years at a local college and found that many students were content submitting writing, getting a grade, and then, hopefully, moving onto the next class. However, I began to ask myself if they were actually getting anything out of the experience. Was I helping to make them better writers?

As I reflected on this question, I began to wonder if maybe that I was failing in what I had set out to do as an educator: to engage them in what we were doing—to make them part of the writing process.

Turnitin Helps Clark Kent Find His Cape

david-sawyer-squareGuest classroom practices blog post written by David Sawyer, AP English Literature/British Literature at Brentwood Academy

Recently, a student was telling me about a paper he had due in another class. He had not started it yet and time was running out, but he wasn’t worried. After all, the instructor was “only a history teacher.” The assumption was that such a teacher would not be as sharp a reader as an English teacher, so the student could just throw something together and still get a good grade.

5 QuickMarks You Didn't Think You Needed

Classroom strategies blog by Audrey Wick, English Professor at Blinn College

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In order to make the most effective use of time marking papers, consider streamlining comments by creating your own set of QuickMarks. These can be added to any existing QuickMark palette, or you can create an entirely new, individualized palette.

Turnitin: Punitive, Educational, or Both?

Featured classroom practices blog post by Missy Mohler, Assistant Professor of Nursing at Mt. Carmel College of Nursing

Distance education in nursing is becoming more and more common and many faculty grade multiple APA papers each semester. Missy-Mohler

Recently, there has been much debate about Turnitin and its intent to be used as an educational tool or punitively towards a student’s grade for the detection of plagiarism. Some have argued that Turnitin cannot detect the difference between accidental and intentional plagiarism and you are absolutely right. However, I believe that Turnitin serves two beneficial purposes.

Crime and Punishment: Who Should Be the Judge and Jury

Fourth installment of the plagiarism blog series, "Rethinking How We Discuss Plagiarism" by Jennifer Schroeder, Associate Professor of Biology, Millikin University

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I was honored to speak at the 6th International Integrity and Plagiarism Conference a few weeks ago in Newcastle-Upon-Tyne, England. What struck me was that although the attendees all had the same goal in mind, to curb the extent of plagiarism we see at our institutions, the methodologies used were quite varied.

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