• Upcoming Submission Workflow Changes

    In mid-January, we will be changing the assignment submission workflow for instructors and students. This change is specific to users submitting a single file to Turnitin from,, or select LMS integrations that offer a single-sign-on or a framed-in experience.

    As we expand Turnitin’s accepted file types to include files that may have little or no text, we want to show an immediate image preview of the file being submitted. Below is the upcoming new submission workflow from a student perspective; instructors will have a similar experience:

    First, the student fills out the Submission title field, and selects a file to upload (from local computer, Google Drive™, or Dropbox), then click the Upload button.

    Step 1: Select File

    After clicking upload, the student is shown a 'Processing' screen, with some additional information about the submission and assignment.

    Continue Reading

  • Evaluating Live Presentations

    Evaluate Live PresentationsAccepting PowerPoint files opens up possibilities for how Turnitin can be used; now when your students give live presentations, you can evaluate their presentations—slides and all—with Turnitin. Below is a proposed workflow for efficiently evaluating live presentations:
    1. Create an assignment for the presentation.
    2. Create a custom rubric for the presentation or import this rubric on presentation evaluation from Turnitin Teaching Tools.
    3. Create a custom QuickMark set for common feedback that you can readily use—comments on their delivery such as: clarify, enunciate, eye contact, don't read notes, engage audience. Of course you'll also want to give feedback on content as well.
    4. Have students submit their PowerPoint presentations to Turnitin.
    5. While a student is presenting, you can view their PowerPoint slides in Turnitin on a laptop, or in the Turnitin for iPad app, and leave helpful QuickMark comments and feedback as the student is presenting.
    6. When the presentation is over and the next presenter is getting set up, you can quickly grade the presentation with the rubric.
    When class is over, your grading is done, and your students can have immediate access to your feedback on their performance.

  • Coming Soon: New Login Page

    Login PageIn early January 2014, we will be making a change to the website, replacing the Sign In fields at the top of each webpage, with a Log In button. Clicking the Log In button will take users to a new login page where they can log in with their email address and password.

    By removing the sign in fields from all of our web pages, it allows us to streamline our website and reduce load time. The new login page will also highlight new features, training resources, and helpful tips. Users can bookmark this new login page which will load faster and provide quick links to helpful resources.

    Continue Reading

  • Submit & Evaluate PowerPoint

    Accept and Evaluate PowerPointStudents are often asked to demonstrate their knowledge and communication skills in various disciplines by giving presentations. Instructors and students can now submit PowerPoint presentation files to Turnitin to be checked for similarity and to give and get feedback with QuickMark® comments, voice comments, rubrics, and more.

    PowerPoint files (.pptx, .ppt, .ppsx, and .pps) can be submitted via file upload, Google Drive™, or Dropbox and will be converted to a static PDF. The text and images on the slides will be visible and available for feedback in the Document Viewer and Turnitin for iPad® app; however any dynamic elements such as slide animations, transitions, presenter notes, and audio/video are not available.

    Continue Reading

  • New to Turnitin: Cloud Submit

    Cloud Submit allows users to submit files to Turnitin assignments from Google Drive™ and Dropbox—two of the most widely used document storage services.

    Continue Reading

  • Implementing BYOD

    webcast bherbertIn a recent Turnitin webcast, "BYOD and Student Engagement: Meeting Students Where They're @," Beth Herbert addressed some key challenges around implementing Bring Your Own Device initiatives at schools.

    Some broad concerns center around classroom management were raised, and beg answers to a lot of questions.

    Will all these devices prove to engage students in their learning or only be a distraction?

    How do you monitor what is being accessed with 30+ students on different devices working at different paces?

    How can you limit or filter what content can be accessed, especially with mobile data access?

    How do you safeguard against unwarranted collaboration or cheating?

    Webcast Highlight: BYOD and Student Engagement

    Continue Reading

  • Organic Feedback Q&A

    S. Lewin-HardyAs Student Success Week continues, Stephanie Lewin-Hardy joined us for her webcast, "Organic Feedback: Growing through Consistent Adjustments." It was an interesting exploration into ways to integrate assessment into lesson plans and to utilize feedback effectively.

    Watch Now

    During the session, we had so many great questions that we couldn't get to, so Stephanie was kind enough to address them below.

    Q: Do you have any ideas for how to apply principles of emotional intelligence to online learners—anticipate their emotional state? 

    Yes!  The method for gauging will be slightly different but the same principles for applying the overall concept of Organic Feedback will remain the same.  Unfortunately, we can't hear intonation or see facial expressions in some of the online environments utilized by today's learner.  However, you can use components such a "polls" to stop the lesson and see where people are more or less comfortable.  The good thing about a poll is that it relatively is anonymous and because of that anonymity, students will be more likely to express their naturally occurring thoughts and feelings about the subject matter.  Also, some online formats allow for students to make audio or audio-visual recordings which will capture their immediate reaction to the lesson.  These tools can work as ways to "feel out" the audience and identify how they are doing concerning your presentation/subject.

    Q: Can you offer guidance for obtaining and applying feedback for those of us who do Writing Center or academic misconduct issues, rather than classroom experience?

    Sure.  The concept can still be applied, but it will be more focused for you.  As you are working on an assignment for a one-on-one or with a small group (2 or 3 students), you don't need to stop as frequently just because the distractions of a larger class aren't the same.  Example:  25 students will likely mean that you may have to keep repeating yourself and in doing so some people still didn't hear what you've said, etc.  With small groups (or one-on-one), you don't have to spend as much time on repetition due to distractions or because you're waiting for all students to write what you've said or are showing on a slide/board.  It will be easier for you to perceive an emotion so that you can stop or say something differently.  Also, because the session is dealing directly with 1 or 3 students, then questioning how the student feels about what you've said is a direct question.  Therefore, the line of questioning places the burden to answer directly on your pupil.  In terms of misconduct issues, you can certainly use Emotional Intelligence to identify what is "really" going on and how to make better choices or address the issue. Certainly, if the issue you are addressing is more-so conversational but one that is influenced by one being cognizant of thoughts, words, and deeds, then the attitude or lesson you are trying to convey can still be gauged by the subject's naturally developing thoughts and feelings about said misconduct or writing or any other task.

    Continue Reading

  • 5 Ways to Engage Students

    Dr. Melody PickleDuring the Student Success Week webcast "Practical Presence: Using Web-based Technology for Interactive, Formative Feedback in Online Learning" with Dr. Melody Pickle from Kaplan University Writing Center, we posed a simple, open-ended question to the audience:

    "How do you engage students?"

    We received hundreds of responses almost immediately. Here are the top 5:

    5. Make the topic relevant to students

    4. Conduct a class activity or group project

    3. Poll students

    2. Use discussion boards

    1. Pose questions to your students

    Watch Melody's webcast, "Practical Presence," on-demand »

    Continue Reading

  • Reducing Unoriginal Writing in High Schools

    Click to View Interactive Infographic and Map33 percent. That's how much high schools that use Turnitin have reduced highly unoriginal paper submissions in the US. Imagine all the not so good things that could be better if there were 33 percent less of it.

    If the US National Debt were reduced by 33 percent, it would go from $17 trillion to $11.4 trillion and the US government wouldn't be in a shut down.

    If the number of High School students that don't graduate on time was reduced by 33 percent, the US would increase the graduation rate from 78% to 85%.

    If global poverty were reduced by 33 percent, there would be 400 million people no longer living on less than $1.25 per day.

    So you see, 33 percent is pretty significant, and can can make quite an impact.

    To our Turnitin teachers and schools, thank you for choosing Turnitin—thank you for making a difference.

    View Interactive Map

  • Student Paper Repository Turns 14

    databaseThe first paper added to the Turnitin Student Paper Repository was submitted on September 20, 1999.

    14 years later the Turnitin Student Paper Repository is nearly 350 million student papers and is growing by 200,000 papers each day. This is on top of our 24 billion current and archived web pages and 110 million articles and publications from publishers, library databases, books, and other digital reference collections.

    Learn more about Turnitin's vast repository of content »