Using Grammarly to support students’ source-based writing practices

To ensure academic integrity, an increasing number of plagiarism detection tools, such as Turnitin, Unicheck, PlagScan, Grammarly, have been developed and adopted at higher education institutions. As plagiarism detection tools are usually used for surveillance and punishment, they may cause anxiety...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Assessing writing Jg. 50; S. 100564
Hauptverfasser: Dong, Yanning, Shi, Ling
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Elsevier Inc 01.10.2021
Schlagworte:
Grammarly
Plagiarism detection
Source-based writing
Source-based writing
Grammarly
Plagiarism detection
ISSN:1075-2935, 1873-5916
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:To ensure academic integrity, an increasing number of plagiarism detection tools, such as Turnitin, Unicheck, PlagScan, Grammarly, have been developed and adopted at higher education institutions. As plagiarism detection tools are usually used for surveillance and punishment, they may cause anxiety among students without being conducive to students’ learning of source-based writing (Canzonetta, 2019). It is thus worth exploring how plagiarism detection tools work and in which way they can be used positively and effectively to not only provide plagiarism alerts but also help students with their source use practices. In consideration of these purposes, this paper focuses on Grammarly’s plagiarism checker to review its plagiarism detection features and discuss how it can be used as an effective tool to facilitate students’ learning and assessment of source-based writing. Limitations of this tool as well as future considerations are also discussed.
ISSN:1075-2935
1873-5916
DOI:10.1016/j.asw.2021.100564