history essay writer ai

history essay writer ai

The Role of Artificial Intelligence in Writing History Essays

1. Introduction to Artificial Intelligence in Academic Writing

However, with the growing outbreak of artificial intelligence in many fields, students have gotten a new tool for essay writing assistance – AI-based programs with advanced text processing, natural language, and project management abilities. In this study, we conduct a small experiment to check out these AI essay writing tools by employing a few commonly suggested means such as WritePaper’s RobotDon and Grammarly, on the sample of argumentative essays submitted as a final course project, and providing an exemplary scoring rubric. Then we reflect on the benefits, drawbacks, and ethical concerns regarding the use of AI tools for essay writing and come up with some suggestions on how to use them responsibly and effectively to make them beneficial for the students and useful for their academic supervisors.

Writing an academic piece is a challenging task regardless of its type, structure, complexity, or subject matter. Be it an essay, a thesis, or a dissertation, it often takes time, effort, and some nerve to come up with a good paper that meets teachers’ and editors’ requirements and earns a high score. As a result, students from all over the world are regularly looking for tips and tricks to improve their academic writing skills, paying close attention to pieces of advice from their teachers, browsing the internet to figure out the dos and don’ts, and maybe even asking the more experienced writers to check out their pieces and suggest possible improvements.

2. Benefits of Using AI in History Essay Writing

In the past few years, AI has been influencing the educational domain, particularly in the field of evaluative assessment. The advent of artificial intelligence (AI) has proved beneficial to educators in providing feedback and improving the quality of students’ essay writing. Particularly, the emergence of writing teaching assistants provides nearly human-like capabilities to the human evaluators, using natural language understanding, semantic orientations, and quality improvements. The several benefits of using AI in writing evaluative assessment include a new era of teaching and grading the students’ written assignments and saving a significant quantity of college teacher time. Moreover, AI assistance can improve K12 education, the tertiary industry, and private sectors, as well as being useful in creating systems for summarizing sports data/results and newspaper articles or sentence generation in spoken dialogue systems. AI writing assistants have proved beneficial to teachers and students by offering plagiarism detection, grammar and style checks for determining punctuation, vocabulary, syntax, clarity, coherence, and flow, as well as intelligent essay scoring and grading to enhance their written work.

Artificial intelligence offers university academics the benefit of not only teaching humans why it was developed and for what purpose, but it intelligently allows the paraphrasing of plagiarism-free students’ assessed written work, as well as providing essay writing guidance to students and assisting in APA style format. Social science and many other fields also need AI to paraphrase their written work properly. Therefore, the intelligent tools I am addressing are not only beneficial to the field of data science and designing AI for other fields, but also to other educational needs. Writing teaching assistants are beneficial to both the students and the teachers they are assisting.

3. Challenges and Limitations of AI in Historical Research and Writing

Doubtless, AI and other IT tools are perfect when needed to assist in better understanding historical research and in writing essays in history. However, their existing limitations may understandably make instructors hesitant to use AI. Firstly, AI-generated essays, based on big data, are usually found in a static format of already known historical facts. They do not advance historical research and do not discover new facts. Secondly, due to not random reasons, the AI-generated essays that most often repeat online are about the most widely discussed historical events, leaving little space for unique essays. Thirdly, the messages used to present arguments and conclusions in the essays generated by AI are usually poor. Fourthly, the AI-generated conclusions are usually variations of a few general points and therefore all look the same. These conclusions are indifferent with regard to the tone of voice for writing the essays. And at last, artificial intelligence cannot suggest its opinion i.e. advance argumentation research. It merely reproduces the approach of only a singular researcher or a group of researchers based on received or generated big data. Not unexpectedly, AI-generated essays are virtually identical to each other.

AI-based essay-writing and other educational applications have become a substitute or a supplement to educational programs all over the world. Perfect in numerous aspects, AI is the scariest opponent of traditional education. Notwithstanding a high level of reliability of AI-generated essays, they remain deprived of a non-existent capacity for emotions and genuine interest in the subject of essays. Additionally, AI lacks advanced reasoning. Historical analysis and writing essays on history topics are among the key tasks to be performed by AI.

4. Ethical Considerations in Utilizing AI for Academic Writing

The use of artificial intelligence (AI) has the potential to improve a student’s ability to understand a topic and to write a paper that is well-executed. Having a clear support system for a student to be successful when writing essays and researching topics is key to their success in history classes. By providing an outline to help guide students through the writing of their assignments, teachers can assist budding historians in the development of their skills of critical thinking and analysis. However, teachers generally have large class sizes and little time to provide additional scaffolding resources to help students be successful. Before delving into the creation of a teaching resource that utilizes AI in the structure of writing essays, the decision of whether or not allowing AI to write is ethical or not will be discussed for using this unique tool.

Topics for history essays vary widely for high school students. Teachers generally provide students with multiple topics they may choose from and sometimes allow students to come up with their own. However, once students have been given their assignments, there are certain requirements that teachers expect the students to meet. The essay must have a clear and concise thesis with good supporting arguments. It must be written in an academic style suitable for the grade level. There must be a well-thought-out conclusion, and the entire essay must be well-organized and free of syntax errors. Using AI as a guide can make writing these essays much easier and less stressful for students. The goal of this paper is to describe a model that uses AI to scaffold essay writing following these grade-level requirements, discussing how writing history essays in such a manner contributes to student learning, and how discussing the potential challenges of this approach can provide a launching pad into open acceptance of AI in writing.

5. Future Prospects and Developments in AI Technology for History Essays

While some of the trends and applications discussed above operate on more specialized programming principles like neural networks, reinvestment in AI is necessary to unlock the full potential of this new knowledge. Investment in more generically applicable understanding of history than the one prompted by specialized AI tools yielded when big data tools were the whole show. A new generation of AI history/philosophy tools – potentially needing gigabytes if not terabytes of analyzed writing samples in order to support the expected knowledge/quest chains and semi-supervision of it – could theoretically improve all kinds of niche AI tools and, most critically, big data tools in identifying those day-to-day facts that people were looking up in library cards or observation books. Therefore, if we want to improve on the horizon effects we’ve analytically distributed, then the process of literary knowledge mining and visualization it required must be repeated. Which AI history/philosophy visualization niche(s) will be worth continually investing in for the betterment of all other forms of AI continues to be an open question.

Many additional tools that help contribute to digital writing are starting to incorporate less general AI and more potent specialized AI. The primary differentiator, however, between these specialized tools and a general AI system is the quantity and quality of data used to numerically define the heuristics that actors in the AI space use to generate sophisticated AI classifications and correlations. Comprehensively analyzing writing to a degree suitable for more than simply lightly suggesting the most general actions requires a lot of data. Ideas of what kinds of conclusions algorithms might be able to draw when processing massive amounts of text are referred to in popular circles as the domain of big data. Big data is a powerful new form of technology, as computer scientists have developed methods of data analysis that are often far more robust than conventional ones, although with big data’s power often comes the curse of needing exponentially more bits of information.