Turnitin and Originality Reports

Dr Jaki LillyAcademic Lead: Academic and Professional

Development

Learning OutcomesLearning Outcomes

At the end of this session you will:

• Understand how we are using Turnitin at Anglia Ruskin and our commitment to our students,

• Be aware of how Faculties are expected to meet our commitment to students,

• Know how Turnitin works,

• Have considered the interpretation of an originality report,

• Be aware of sources of further help.

Dr Jaki Lilly, Sept 2012

Our commitment to studentsOur commitment to students

“…You will be able to use ‘Turnitin®UK’, a special software package which is used to detect plagiarism. Turnitin®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin®UK reports as assessment offences...” (ARU 2012 Module Guides)

Dr Jaki Lilly, Sept 2012

Key concepts of our approachKey concepts of our approach

• Primary focus is Academic Honesty and plagiarism prevention,

• Aim is to embed good academic skills in modules,

• Originality Report informs the development of academic good practice and provides

• Formative feedback for students to discuss with their tutor,

• Faculties required to provide a formative assessment opportunity; anytime access to Turnitin and support for the development of academic skills.

Dr Jaki Lilly, Sept 2012

What Turnitin shows you:What Turnitin shows you:

Dr Jaki Lilly, Sept 2012

• Reflective, about the student’s own experience• Work containing a number of pictures and/or photographs• A review of published work• A response to a titled assignment, perhaps set by a professional body• A dissertation

Assignment type:

OR Interpretation depends on:OR Interpretation depends on:

Distribution of colour:• Block (sentence, paragraph) of one colour• Consecutive blocks of one colour• Each sentence a different colour• None

Student’s use of referencing conventions:• In text• In list of references• Inconsistent style• None

Potential % Match

Potential Skills deficit

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - LOW/MEDIUM. . .- HIGH

. . . . . . . . . . . . . . . . . . . . . . . - MEDIUM/HIGH

. . . . . . . . . . . . . .- LOW. . . . . . . . - LOW

. . . . . . . . . . . . . . . . . . . . . - Paraphrasing. . . . . . . . . . . . . . . . .- Paraphrasing

. . . . . . . . . . . . - Essay construction, language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - Understanding

ExerciseInterpreting an originality report

Plagiarism?Plagiarism?

References are likely to match with those used by others doing similar work.

These references are mainly different colours, indicating that they match with different sources.

Gaps in matched references, such as ‘towards’ in the first reference, may suggest inaccurate referencing practice.

Unlikely.Unlikely.

Dr Jaki Lilly, Sept 2012

Plagiarism?Plagiarism?

Likely.Likely.Students are likely to match quotes with each other, particularly from key authors such as Schultz. However they are unlikely to match the way in which a quote has been paraphrased, or the previous sentence. Given that this student included very few direct referenced quotes in his work, it is highly unlikely that this is co-incidence.

Plagiarism?Plagiarism?

Unlikely.Unlikely.

Students are likely to match terminology which is common in their field. In this case, the student is quoting census categories which will match with any document which is referring to census categories.

Other terms might be head teacher, Oncology Consultant etc. Keep in mind that even sentences might be just a case of the student using a common phrase.

Dr Jaki Lilly, Sept 2012

Plagiarism?Plagiarism?

Unlikely.Unlikely.Students are likely to match with the titles of reports, names of institutions etc. They are also likely to match quotes with each other, particularly from key authors or reports such as above, and in this case the quote is properly referenced and identified as a quote.

Dr Jaki Lilly, Sept 2012

Plagiarism?Plagiarism?

Debatable.Debatable.Students are likely to match with common phrases and it might be considered that the first matched phrase is just that. The second matched sentence though seems to be plagiarised, due to poor paraphrasing. The third match could easily be accidental.

Dr Jaki Lilly, Sept 2012

The Plagiarism Spectrum

Further helpFurther help A brand new VLE site – Academic Honesty for Academics.A brand new VLE site – Academic Honesty for Academics.http://vle.anglia.ac.uk/sites/2011/AcadHon/Pages/Default.aspx

Faculty leads and administrators

LAIBS Helen Benton (Lead) Alana Handwell (Camb Admin)Patricia Pepper (Chelm Admin)

ALSS Apurba Kundu (Lead) Karen Sturt (Admin)

FHSCE Chris ThurstonAlan Turner (Admin)

FST Toby Carter (Lead)Les James (Admin)

04/21/23

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Contact Anglia Learning and Teaching

Call: 0845 271 2639Email: lta@anglia.ac.ukWeb: www.anglia.ac.uk/lta

Author(s): Dr Jaki LillyVersion: 0912

Anglia Learning and Teaching, 2012

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