Using Turnitin to improve academic writing: an action research inquiry

Article English OPEN
Mann, Jonathan (2016)
  • Publisher: Cass School of Education and Communities, University of East London
  • Related identifiers: doi: 10.15123/PUB.5642
  • Subject:
    acm: ComputingMilieux_COMPUTERSANDEDUCATION

As a tutor of academic writing in a university committed to widening student participation, I frequently assist students in making sense of the feedback they have received on their essays. Students simultaneously have to learn how to improve their knowledge of their subject whilst also understanding the general conventions of academic writing in their area. It is an emotional as much as intellectual process (van der Hulst et al. 2014). Combining qualitative data from staff and student focus groups with quantitative data from the Turnitin system, this action research report provides a series of practical resources rooted in practice reflections and current debates, as a possible way to tackle this pedagogical problem
  • References (20)
    20 references, page 1 of 2

    Agius, N. M. & Wilkinson, A. (2014). Students' and teachers' views of wrietn Kemmis, S. and McTaggart, R. (2001) 'Participatory Action Research.' In: feedback at undergraduate level: a literature revieNwu.rse Education Today , (4)34, 552-9.

    Denzin, N. and Lincoln, Y., (eds.)The Handbook of Qualitative Research (2nd Amos, K. & McGowan, U. (2012). 'Integrating academic reading and writing skills development with core content in science and engineerinJogu'.rnal of Learning Development in Higher Education . Online: htp:// ojs/index.php?journal=jldhe&page=article&op=view&path%5B%5D=189 [accessed 19 April 2016] Ball, E. (2010) 'Annotation an eefctive device for student feedback: A critical review of the literatureN'.urse Education in Practice, (10)3,138-143.

    (2012). A marked improvement. York: Higher Education Academy. Online: htps:// [accessed 22 April 2016] Biggs, J. B. and Tang, C. (2011)Teaching for Quality Learning at University.

    Brookfield, S. (1995). Becoming a critically reflective teacher Jossey-Bass.

    . San Francisco: Buckley, E. & Cowap, L. (2013). 'An evaluation of the use of Turnitin for electronic submission and marking and as a formative feedback tool from an educator's perspective'. British Journal of Educational Technology , 44, 562-70.

    Cotrell, S. (2015). Learning and Teaching Strategy 2015-20: 'Learning by doing'. Online: htps:// [accessed 3 May 2016] Cole, M. (2005) 'Puting culture in the middle'. In Daniels, H (ed.)An Introduction to Vygotsky (2nd edn). pp. 199-226. London and New York: Routledge.

    Elliot, J. (1991) Action Research for Educational Change. Buckingham: Open University Press.

    Fitzpatrick, N., Hayes, N., O'Rourke, K.C. (2009). 'Beyond constriction and control: Constructivism in online theory and practice'. In Payne, C. (ed.).

    Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. pp. 14-26. Hershey, New York: Information Science Reference.

    Fry, H, Keetridge, S, Marshall, S (2014) A Handbook for Teaching and Learning in Higher Education: Enhancing academic practice. London: Routledge.

  • Metrics
    views in OpenAIRE
    views in local repository
    downloads in local repository

    The information is available from the following content providers:

    From Number Of Views Number Of Downloads
    ROAR at University of East London - IRUS-UK 0 52
Share - Bookmark