essay writers ai

essay writers ai

The Impact of AI on Essay Writing: Opportunities and Challenges

1. Introduction to AI in Essay Writing

Part of the problem comes from the identification of AI systems with humans. AI does many things that humans do, such as driving passenger cars, playing chess, performing check-in at airports, and recognizing faces in photographs. But AI is not human intelligence. AI is neither conscious nor self-aware. Some robots look and act like humans, but that does not make them human. The difference between AI and human intelligence goes beyond appearances, however, because the two forms of intelligence rely on ideas that are different in fundamental ways. AI systems rely almost entirely on the intelligence of human experts. AI systems can only follow procedures that humans encode in rules, which define what the AI must do step by step to successfully execute a given task.

The use of AI in essay writing is growing and is poised to become more influential. This paper examines what has already been achieved and what remains to be done to harness the power of AI systems to improve our ability to write clear essays that effectively communicate one’s message to the intended audience. We cannot write well in domains where we cannot think well, so it is important to filter out unreliable beliefs about AI that cloud our thinking. AI is not magic: it is just a computer program. AI is also not yet a general problem solver. What AI systems can do for each task is today always far less than what advocates suggest.

2. Benefits of AI in Essay Writing

At scale, the increase that arises in providing universal access to rubrically valid formative feedback is absolutely transformative, and AI technologies help to organize massive co-design events for collaboration and student reflection. AI can provide immediate essay review evaluation reinforcing feedback that’s important when providing ongoing summative feedback to not ruin the narrative by creating unnecessary confusion. In doing so, one must be concerned with balancing direct and indirect efforts, in which case only indirect efforts, such as participation portfolios, may lead to resources which could be perceived as unfair. These risks might be managed by employing AI agents to support and enhance the experience, which would also help to mitigate the unavoidable identification challenges posed by AI advances which directly impact learner performance.

AI offers several opportunities to bolster the benefits of learner- and user-oriented instructional design that essay writing activity can provide. In the context of peer review and feedback, AI provides access to conversation-like assessment and effective model tutoring in a large classroom, enabling instructors to facilitate and support in-depth, engaging, and frequent peer interactions that are otherwise difficult with limited instructor resources. This flow of information can both support and guide the process, beginning with existing influential factors that are categorically recognized and ultimately integrating content-based prompts and social prompts in the learner’s pursuit of a conceptual and relational community. The provision of an effective meaningful communication model supports both good engagement and model transfers, promoting unequal student learning in the system.

3. Challenges and Ethical Considerations

Ethical and academic integrity concerns recently cropped up with the commercialization of AI writing tools. A committee of the Canadian Parliament had published a report that criticized commercial standardized AI assessment and tutoring tools, finding that “commercial products were often predicated on the opposite approach: that students could not be trusted to write their own essays, and thus commercial products should be used to enforce standardized essays or detect cheating”. Further, “the committee heard from educators who reported that standardized commercial software posed a significant risk of encouraging students to plagiarize”. The extent of the inappropriate use of commercial standardized AI essay evaluation tools and potential academic misconduct is an open and unanswered question.

Predictive nature of tools and possible breach of academic integrity by encouraging plagiarism

There are arguments made by some educators that reliance on AI tools for composing and editing essays can lead to a form of knowledge decay or atrophy of skills. According to those critics of AI-assisted composition, students using these new technologies are less motivated to invest energy and intellectual effort in honing their craft. Students using AI essay tools may develop dependence on technology and may not develop critical thinking and deeply ingrained writing skills. Students may become fixated on grammar and rhetorical mechanics, rather than higher-level cognitive and linguistic aspects such as argumentation, organization, reasoning, evidence, audience consideration, and tone. As Gutman and Cohen remarked, “digital writing is faster to create, but it encourages a particular focus on lower-level skill sets without the same balance found in traditional education”.

Dependence on AI and diminished writing and analytical skills

4. Future Directions and Recommendations

To ensure that informative feedback with an attention to various aspects of essay writing can be provided to students, a redesign of instruction should be considered. We propose an instructional dynamic model of essay writing with an integration of the features of the essay writer’s cognitive processes, feedback provision, and the development of the essay product. In addition, we suggest a human teaching-AI feedback orchestration, and AI-enhanced and AI-enabled human teaching as future directions of using AI technologies in essay writing. With the implications mentioned above, this study gives a new perspective on how AI-supported essay writing feedback based on data effectively promotes students’ learning. These implications not only help develop new intervention studies for improving students’ writing skills in both schools and homes but also drive educational research forward. In conclusion, by integrating AI and data science, broader data-driven educational design approaches that transform teaching and learning in the whole process have been and will continue to be developed and inform the learning process.

There are many future directions of AI technologies in essay writing. First, an exploration of the topic of data on the impact of the feedback approaches that can be supported by AI in relation to their efficiency and effectiveness in learners’ different aspects of essay writing and during different stages of essay writing is essential. Moreover, innovative feedback approaches tailored according to learner data from information literacy perspectives should be developed. Furthermore, a wider range of teacher and learner roles in AI-supported essay writing and a social and philosophical reflection of the introduction of AI in educational practice could be investigated. In order to support teachers in using AI in essay writing tasks, a critical design framework could be developed. Furthermore, a determination of how to achieve a balance between the automated and human components of formative assessment for both teachers and learners is needed.