=Paper=
{{Paper
|id=Vol-2555/paper1
|storemode=property
|title=Use of technologies for the production of texts with academic originality
|pdfUrl=https://ceur-ws.org/Vol-2555/paper1.pdf
|volume=Vol-2555
|authors=Elisa Montoya Cantoral,Silvia Espinoza Suarez
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==Use of technologies for the production of texts with academic originality==
https://ceur-ws.org/Vol-2555/paper1.pdf
Use of technologies for the production of texts with
academic originality
Elisa Montoya Cantoral1, Silvia Marisel Espinoza Suárez2
1
Universidad Continental, Peru
emontoya@continental.edu.pe
2
Tecsup, Perú
sespinoza@tecsup.edu.pe
Abstract. This innovation entitled use of technologies for production of texts
with academic originality, aims to develop in student’s the ability to produce
texts respecting sources consulting to create their own texts and use technology
as a support in regulating it’s the originality academic. The methodology used
was request the student to present the academic works through an anti-
plagiarism software with free access delivery. The results showed a change of
attitude in the students when making use of the platform, they began to use
citations for parts of the copied texts and they reconstructed their own words to
which no reference was make before.
Keywords: Production of texts, Turnitin, academic originality, communication
skills.
1 Introduction
Following existing reality in our students have poor quality in production of texts,
we have identified that one of main problems is lack of originality of their work. This
result is because during his school the demand and development of this discourse
competence has been low and no feedback. In absence of a comprehensive review and
relevant to produce own texts, students acquire practice of copying and pasting. As
mention Carlos Arias, professor at Masters in Political Communication at University
[1], [2]"The plagiarism is due to lack of education in ethics, values is bound to a
cultural behavior in which prevails brainer, i.e., everything that requires a greater
effort is avoided ". This problematic scenario and has spread to several parts of to
say to everyone. Therefore, the academic area reflected on what measures or
strategies could be apply to achieve originality in production of texts, without
neglecting revision of coherence and cohesion in their texts avoiding plagiarism in
building them. It is it was decide to review works of students through Turnitin
program to observe percentage of originality.
Copyright c 2019 for this paper by its authors. Use permitted under Creative Commons
License Attribution 4.0 International (CC BY 4.0).
2 Development
2.1 Theoretical framework
Educational model in an educational organization is a conceptualization that guides
educators to development of curricula and systematization of processes of teaching
and learning, incorporating a system to ensure quality of process in order to achieve
competent graduates for business.
In this sense the teacher are in constant search for new strategies to achieve
development of skills students need to function successfully in this context. So it
another of factors that influence academic success is student have level high of
motivation to get involved in their teaching-learning process [3],[4]. These objectives
describe skills and knowledge of our graduates and are testable after early years of
professional performance, which respond to needs of constituents (students,
graduates, teachers and companies) and are compatible with mission of University
and department responsible for program [5],[6].
So that our graduates demonstrate these skills, each program has raised knowledge,
skills, abilities and attitudes that students must be achieved during their studies, "and
approach developed by University is competency-based training.
Result that concerns us ensure, as area is that all programs offered reach next
contest:
A. They communicate effectively in oral, written and graphic.
This result aims to develop following capabilities:
A. Oral expression
B. Reading Comprehension
C. Text production
Each of these areas must be developed in students to become proficient we have
determined; Therefore, we must consider concepts that will help us understand this
innovation.
First, the importance of the skills to be achieve by every student to function in their
workplace is talk. Then speaking, as mentioned Castillo [7],[8] it is of vital
importance to educational context development and consolidation of appropriate use
of oral expression in students from early age and not leave her in upper grades.
Teacher must not forget that all learners attending need your support and guidance to
improve their way of communication. Because in not too distant future, this will be
means of the greater frequency of use that will allow them to achieve their
consolidation as people and professionals. In addition, they always called attention to
what is right and what not from point of view linguistic and communicative.
Therefore, educator has to take this opportunity to develop interaction activities and
listening and, of course, reflection concerning efficient use of their mother language.
[9].
Second, understanding of texts we must try to make students competent in this
matter, since reading comprehension is one of major bases for acquisition of
increasingly complex learning. We should not only see students if they can read
properly but if you understand what you are reading. This will help you to refer to use
of language as a tool for oral and written communication, representation,
interpretation and comprehension of reality, to build and organize knowledge and
self-regulate thoughts, emotions and also behavior for a relevant development in their
environment [10],[11].
Finally, production of texts conceived communicatively competent subject in same
way use their mother language as intentions and situational or cultural contexts [12].
That is activity of writing understood as manifestation of student's ability to solve task
to express in writing their ideas, exploiting linguistic resources dominating and
respecting possibilities, restrictions and requirements of a particular type of text [13].
Write any text student supposed to solve various problems: ¿What I mean in this
text? What is purpose? Who will read it? How formal (or informal) should be? What
conventions should be followed?; also, it establishes that student explains
connections between information or principles that determine classifications, factors
or arrangements in a certain topic and interpret facts, translates knowledge to new
contexts [14]. In process of solving these problems, the students are face with task of
creating, organizing and deepen those ideas that wish to communicate. For this,
students must choose between different discursive modalities that can be integrate
into a single text: an essay may include narrative passages, a poem can incorporate
dialogic sequences, a report may contain argumentative passages, and a story could
include any form of organization discursive well of those narrative natures Lerner
(2009).
Not only that, but also this is original text production; i.e. construction of
thoughtful ideas, text and processed by student, as catch time we ask our students to
submit written work, we find troubling details [15], [16].
It is from here that we enter into definition of lack of originality in written work of
students. For example, they, showing little originality in their texts, have produced
only 30% of its work. That is, rest of these works are copies of other works, since
another point that certain and complements this lack, is omission of citations in
academic tasks [17],[18].
We mean by plagiarism as Barrón [19], [20] that when it comes to text (do not
forget that there is plagiarism images, videos and sound, among many other things),
"(...) plagiarize means include in a document fragments of written texts by someone
else without giving proper credit. This lack has shown in recent years an explosion in
number of cases. Reason is simple: today we have access to a huge repository of
information among specialized pages, digital libraries and digital encyclopedias (...)
"(p. 3) [21], this reason is shared by us, as our students have unlimited access to web
for information on any subject.
In addition, in Global Index Plagiarism report in Secondary and Higher Education
Paz y Mercado, one of most widespread explanations for increase in cases of
plagiarism is relate to change of an analog society to a digital that began more than 60
years ago and it accelerated with birth of World Wide Web (WWW) in mid-nineties.
With just a few clicks, students have at their disposal a source of information that
would be unimaginable to past generations of students. Search engines; for example,
Google allow students to obtain information on very specific issues in past, students
would have to investigate, criticize, synthesize and develop very quickly manually
[22], [23], [24].
Following this, levels of unoriginal content in student papers are very consistent in
secondary and higher education globally. It also shows that rates of plagiarism
globally should be a cause for concern among educators, as tens of millions of
plagiarized papers were deliver without was identify as non-genuine. This has been a
long time [25], [26].
Ways detect plagiarism
Regarding plagiarism detection systems, [27], [28] suggest two types: a) based on
teacher experience and analysis b) through technological tools
In mention of this fact, it is that we say use Turnitin software to part judgment of
teacher.
This software is apply to review work of students and detect if there are omissions
or misuse of quotations or possibilities of plagiarism .In addition, it serves to improve
skills of using sources and writing of student work. They only have to register in
courses and work up. Once student ups work, and by default (that is modifiable)
student receives a report from your document, and allows you to correct (citing,
deleting, etc.) failures (copy, unreferenced) that program discover. This teacher is
discharge from repetitive work and improve quality of student work [26], [29], [30],
[31].
.
2.2 Description of innovation
This strategy was implement in students 2018-1 semester I cycle activity in
expository text.
Activity description: expository text
Objective: Student is able to write accurately, logical order and clarity formal
communications concerning vocational training.
Development activity with students Communication Course One, following steps
was take into account:
First, structure and characteristics of writing an expository text through proposed
models explained. Therefore, for writing of this document, student uses acquired
knowledge of writing, which applied in preparation of this document. Finally, student
presents document respecting structure and organization of expository text. They sent
via Turnitin platform. Accepted copy ratio to 20%.
Activity description: expository text
Objective: Student is able to write accurately, logical order and clarity formal
communications concerning their training.
Development of activity with students of course of Communication 1, following
steps was take into account:
Students will read based on a theme designated by teacher at beginning of semester
in which a paper that will be explain and detailed in subsequent weeks according to
plan course topics will be present.
In week that determines teacher will give indications on structure, format and
presentation of work to students. They will write a text based on given topic. They
sent via Turnitin platform. Accepted copy ratio to 30%.
For this, first let us review following information:
Table 1. Average 2018-1- notes presentation text.
Notes 2018-1 simple average - without Turnitin
10 10 12 12 12 N 08 14
P
10 14 13 11 12 12 08
05 11 N N 13 13 10
P P
08 N 13 10 12 10 14
P
08 N 11 N 13 08 14
P P
Average rating: 11.3
Source: Compiled by Elisa Montoya Cantoral. Note: Population 36 students.
These notes are sections writer had in office at semester 2018-1 According to data
shown in Table 1 are average note in reported activity expository text, students scored
an average of 11.3 in period 2018-1. Worth noting that in this period Turnitin
program for receiving work was use. Evaluation was carry out by a revision of
teaching with support of a rubric.
In this section related directly to use of quotations and references, is ultimate
criterion of this instrument, as observed in Table 2.
According to data shown in Table 1 are average note in reported activity
expository text, students scored an average of 11.3 in period 2018-1. Worth noting
that in this period Turnitin program for receiving work was use. Evaluation was carry
out by a revision of teaching with support of a rubric.
In this section related directly to use of quotations and references, is ultimate
criterion of this instrument, as observed in Table 2.
It is from application of this instrument (section) we obtained results shown in
Table 1 in period 2018-1.
According to results obtained 11.3 average observed in Table 1, we can deduce
that students did not apply mostly correct use of citations and references in their texts
that did not meet other criteria set out in section which is why average so low. On
other hand, we could not check whether content presented academic text, which was
not mention, it was for original construction of students, because as mentioned was
not used in this release our resource.
Continuing with description of information, we must not let stress that average
yields obtained a level of achievement in Regular students.
Therefore, in period 2019-1 our institution takes initiative to use Turnitin
program and apply communication courses by Professor Elisa Montoya Cantoral in
order to achieve level Excellent in our students in developing their work academics.
The pilot had the following objectives:
• Raise awareness of existence of this tool in evaluation process
• Using textual quote or reference in all academic papers
• Draft documents comprehensively
2.3 Implementation Process Innovation
Turnitin program was used during academic semester 2019-I for students of I cycle
activities Expository Text and Monograph to assess their academic work. This
software is appliy to review work of students and detect if there are omissions or
misuse of quotations or possibilities of plagiarism .In addition, it serves to improve
skills of using sources and writing of student work. They only have to register in
courses and work up. Once student ups work, and by default (that is modifiable)
student receives a report from your document, and allows you to correct (citing,
deleting, etc.) failures (copy, unreferenced) that program discover.
For this, it was first created personal accounts Gmail all students to creates Turnitin
accounts. For review of their work, they were accept a percentage of similarity is not
great than or equal to 20%. Then asked feedback received work in drafting and using
references.
We understand similarity degree as copy ratio yielding software for every job; Can
give 0% copy or as 100% similarity with web.
2.4 Evaluation of results
Result of average grades obtained in classroom to my office in activity of
production of expository text is as follows:
Results in Table 3 show an average of 10.8 note. Recall that Turnitin program was
use to accommodate their work with these groups.
By accepting, its work program showed following percentage of similarity in
activity expositive text:
According to percentages in Figure 1 note that six papers showed between 50% to
74% similarity degree; 5 groups, between 25% to 49% and two papers, to 75% to
100%. That is, of 20 papers delivered 13 had a high percentage of copy their work.
That is to say, it was observe in construction of its paragraphs that there was no
originality, as Turnitin threw large percentage of copy. In addition, construction of its
texts did not comply with coherence and cohesion must submit all academic text.
Most of work content was backed web pages. Obviously, this is evidence by note
obtained in each group, reflecting weighted average as low obtained.
Table 2. Heading expository text
Source: University Continental
It mentioned that students were inform that degree of similarity accepted in their
work should not exceed 20%, since for this evaluation first would use Turnitin
program and then going revision of teaching by applying rubric presented in Table 2.
Students were very incredulous about existence of this program, only when they
were show in a session entire process sent Turnitin of his works previously given to
teachers, they understood delivery process and review why it was spend your texts.
Table 3. Average 2019-1- notes presentation Text
Notes 2019-1- simple average - using Turnitin
N 1 9 1 9 9 9 9 N 1 1 1
P 0 4 P 4 1 0
1 1 N 9 1 9 1 0 N N N
5 0 P 0 2 P P P
1 1 9 9 N 1 1 1 1 N 1
5 0 P 0 0 1 4 P 4
8 1 1 8 9 9 1 1 1 N 1
0 4 4 4 1 P 0
1 1 1 9 1 9 9 1 1 1 N
0 2 1 2 1 4 1 P
Average rating: 10.82
Source: Compiled by Elisa Montoya Cantoral. Note: Population 58 students
Texto exspositivo 2019-1- Turnitin 75-100%
1 2 50-74%
6
6 25-49%
5 0-24%
Fig. 1. Percentage of similarity in expository text 2019-1 Source: Compiled by
Elisa Montoya Cantoral Note: Percentage shows degree of similarity presented in
works of students. We should mention that this work was did as a group of three to
four students. A total of 20-group work.
At that meeting, they were also explained use, purpose and applications of this
program for benefit of their academic activities. They were also mentioned that
starting this semester would be received all work this way.
Therefore, we can confirm that students were not make aware that all academic
work should be more carefully constructed ideas and concepts. That is, construction
of texts must be product of understanding and paraphrasing texts because it is one of
skills should bring in students.
This first experience contributed greatly to awareness of students in formulation
and development of their work.
This can be evidence in results of this work delivered by their own means, i.e.
using Turnitin platform directly.
Results obtained are according to results in Figure 2. We note that of the 47
students, 38 had only from 0% to 24% degree similarity in their papers presented.
This shows that our students are awareness process of existence of this tool in
evaluation process and use of quotations or referenced in all academic work. In
addition, in construction of your texts it evidenced an improvement in construction of
his ideas presented greater coherence and cohesion in his writings. This is evident,
that percentage obtained does not exceed established for this evaluation.
Fig. 2.Percentage of similarity Summary 2019-1 Source: Compiled by Elisa
Montoya Cantoral. Note: Percentage shows degree of similarity presented in works of
students. We should mention that this work was did individually. Altogether 47
students.
Notes obtained in this work further corroborate this.
Table 4. Average Monograph notes 2019-1
Notes 2019-1- simple average - with Turnitin- Monograph
14 14 15 15 15 14 12 12 15 13
15 13 14 14 16 10 12 12 15
16 14 15 16 15 15 14 15 13
16 15 16 15 16 11 14 13 12
14 16 15 14 17 11 15 15 10
Average 14.08
Source: Compiled by Elisa Montoya Cantoral. Note: Population of 47
students
Results in Table 4 show average note 14.08. This shows significant progress in
achieving communicative competence in area, since this activity evaluated following
criteria:
Respects structure of academic text
Build your paragraphs with coherence and cohesion
Paragraph main idea secondary and tertiary
Respect rules of language
3 Conclusions
At the beginning, this process of awareness will be difficult for us to achieve our
students. The importance of assimilate it must take time to as well as the student
build own ideas, because it is a completely digitized generation and looking in paper
say least; However, as educators we have to make decision to implement various
strategies and resources to support us in achieving our goals. We know that is
progressive and we must begin if we want our students actually begin process of text
production to achieve development in their environment.
Therefore, we can conclude that impact of use of this program has been positive
and we have seen how students have become aware of existence of this resource in
evaluation process, which has led to an improvement in skills of reading
comprehension, textual reference in their work and production. They have also
allowed diminishing suspicions about authenticity of work, valuing actual effort of
students.
This can show, as in work have started using corresponding quotations lowering
percentage of similarity in their work.
Finally, we must mention that teacher evaluation, clinical eye, using a rubric is
substantial to complete quality work, that is, they have managed to compose
understandable texts for reading, which is also evidence in second work delivered,
because average student rose, as shown in Figure 3.
In addition, it is a support for academic culture and respect for copyright.
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