December 04, 2013
The Internet is certainly a wonderful thing. It has allowed us to stay informed about the political upheavals of countries thousands of miles away, stay connected with friends and family across oceans, take part in the latest viral dance craze, and of course, lets students from around the world obtain a degree by removing barriers like time and place. Because of the availability of resources at our disposal, we can find information on any topic, in any language, from any time, with the tap of a button through the 634 million websites available.
But like all good things, it can be misused. The sheer volume of accessible and free sources at our fingertips has provided for increased confusion and error, giving even greater rise to plagiarism than ever before. Plagiarism is considered the unattributed use of intellectual property protected under U.S. law (you can read more about that here). And while colleges and universities have serious disciplinary action policies regarding plagiarism, the practice can also prevent you from developing key writing skills.
Whether intentional or accidental, plagiarism can be avoided by simply including citations and acknowledging any borrowed content. Here are 5 essential tools to help you avoid plagiarism and ensure your work is original and accurate:
An online plagiarism detector, TurnitIn.com provides an originality report identifying any feedback or information that alludes to non-original work, even if the text has been reworded or reformatted. Typically a paid service, it is accessible for free to enrolled Thomas Edison State College students taking online courses. TurnitIn.com allows you to not only see your slip-ups and clean them up on your own, but the final originality report can also be submitted to your mentor as evidence of your efforts.
Another online tutorial service, Thomas Edison State College students registered in courses can use this tool for free. Live, expert educators are available to provide you writing assistance and personalized feedback on your work. To allow for the live nature of this resource, submit your drafts at least 48 hours in advance to receive your review.
Similar to the previous two tools, WriteCheck.com is another fee-based plagiarism checker, offering an analysis of your content, citations and sources cross-referenced with other works. The service also offers a grammar check to ensure a proper writing style, as well as professional tutoring services to critique your submissions.
More an option than a tool, Thomas Edison State College’s Request for Course Extension form can be obtained through your mentor if you require more time to complete an assignment because of an illness, financial difficulty or military deployment. You can use the 8-week extension time valuably to review and edit your paper on your own by conducting a Google search on select passages.
A resource that provides more how-to’s and explanations than services, Plagiarism.org describes different citation styles and a glossary of terms, while also providing guides on how to cite your resources, paraphrase, use quotes and more. If you are unsure about a source, plagiarism.org can give you a definitive answer.
Whether you are answering a question on a discussion board, or submitting a lengthy, footnoted research paper, you should be proud of what you have written; it is a reflection of you. Using the resources available to you to help critique your work can be an immense confidence booster when that final grade comes in. Ultimately, every writing assignment will help you develop and sharpen the writing skills necessary to lead you on the educational and professional paths of success that you have already begun by becoming a college student.
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August 13, 2013
As the dynamic feature of online courses, discussion boards provide for vibrant engagement between classmates and mentors. You’ll find your interactions to be lively and thoughtful—like actually being in a classroom together.
However, just as in a traditional classroom, professional etiquette still applies. In an online atmosphere, what you post is a reflection of who you are. Everyone is trying to learn, so understanding the DO’s & DON’Ts of discussion boards will help you avoid unprofessional pitfalls that can hinder the learning process of the entire class, and most importantly, you.
Please include attribution to Thomas Edison State College with this graphic.
November 20, 2012
Dr. Mark Kassop, mentor at Thomas Edison State College
By Dr. Mark Kassop
Mentor, Thomas Edison State College
I have been a mentor at Thomas Edison State College for more than 25 years for several reasons. First and foremost, I enjoy the adult, self-motivated students who populate Thomas Edison State College courses. They are a pleasure to work with and their diverse backgrounds lead to fascinating assignments and discussion postings.
Connecting with students in an online environment is about creating a positive impact on the student and on the student’s classmates. Mentoring courses on the sociology of the family, as I do, my Thomas Edison State College students have been in all stages of dating, marriage, divorce, remarriage, etc., and their experiences enrich the classes that I mentor. I have learned a lot from my students and, hopefully, they have learned a lot of useful material from me, too!
There are significant differences between face-to-face (f2f) students and online students. One could argue that a student loses something by not having face-to-face contact with their mentor. However, I can honestly say that I know my online students better than I know my f2f students and they might often say the same thing in reverse.
When I was president of the New Jersey Virtual Community College Consortium, I gave frequent lectures around the country about the virtues of online learning. One of the differences that I would focus on is the oxymoron, “anonymous intimacy.” Most of us have had the experience of sitting on an airplane next to an absolute stranger who pours out their life history to us, because they know they will never see us again and their story is safe. Similarly, online students open up to their mentors via e-mail and in online discussions in ways that they are not likely to do in a traditional face-to-face classroom.
Furthermore, students do the same in online discussions. Since they do not know their classmates on a face-to-face basis, they are not as inhibited as they might be in a classroom. They feel as though they can express their point of view in the online discussions and politely disagree with their classmates on controversial topics. The online discussions give them the chance to bond and expand their viewpoints based on feedback from their classmates and mentor.
In addition, online students learn skills that f2f classes don’t usually teach. They learn to collaborate with their classmates in online discussions and projects. They develop lifelong learning skills that prepare them for their careers in ways that they had not suspected. They learn computer skills and online searching skills, including the ability to distinguish between legitimate and illegitimate sources; that will benefit them in many careers.
The main role of an online mentor is to assist students in the process of learning a body of knowledge. I love the saying that online mentors are the “guide on the side,” rather than the “sage on the stage.” It is not the responsibility to spoon feed students that knowledge. Having mature, self-motivated students helps a mentor to successfully be that “guide on the side.” I still need to know the same body of material, but I can now use it in a different way than I did when I was expected to be the “sage.” I can guide students to useful information. I can challenge them to move beyond simple answers and partial solutions.
When I first started mentoring online in 1998, I knew that there were some advantages in an online course space, but I didn’t think about the ability for my personality to travel across cyberspace.
However, in numerous student evaluations over the last 14 years, I have had students comment on my sense of humor, my dedication and hard work, my caring personality, and my availability. In turn, I have learned many things about my online student’s personalities – their dedication, their work ethic, their family lives, their goals, their joys and their concerns. We often talk in academia about civil behavior and some professors and administrators complain about the lack of civility among students. Strangely (maybe), online students tend to be much more civil than f2f students. Online students are more likely to send their regards, wish you a nice day, hope that you are feeling better, suggest that you be careful, etc., than f2f students usually are.
I have lots of wonderful stories about students that I could share from my many years of online mentoring experiences, but my favorite is a female student I mentored about 15 years ago.
The student worked as a midwife in Eastern Pennsylvania. Specifically, she helped Amish and Mennonite women deliver their children. On several occasions she would go out in the evening to deliver a child and get home in the middle of the night or very early morning. Her adrenalin was flowing and she would sit down and write me an e-mail and submit an assignment. Her e-mails were filled with the beauty of the delivery and the children who were on the bed with mom or helping my student with the preparations. She would tell about the joy and assistance provided by the father and describe the new baby that she helped to bring into the world. She would share this beautiful experience and finish off her e-mail by noting that she just had to write her assignment since she was wide-awake and so excited.
There are lots of students who I have had in my classes who needed the flexible schedule that Thomas Edison State College has offered throughout its existence. These students have all had an opportunity to complete degrees and excel and share their excitement as part of our online communities.
Featuring stories and information about Thomas Edison State College and going back to college as a busy adult.