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The Impact of AI on Essay Writing: Opportunities and Challenges
In the domain of writing, academic and professional papers require one to express original ideas derived from deep knowledge. There are opportunities and challenges. AI can help students learn the writing process by instant feedback that can guide them during the writing process. AIs can also help students improve their writing skills and also help teachers improve their students’ writing skills by using various methodologies. By contrast, it also threatens to reduce the writing skills of the students if overused. Readers want to use a criterion to evaluate the quality of a piece of writing, and an essay reader will use a wide range of factors to judge the quality of your essay. The impact of AI on essay writing has provided a graph that can be evaluated by readers and can help writers produce essays that match the reader’s needs. This becomes a contentious issue. It is interesting to know the role of AI in the field of essay writing with an example.
AI has become an integral part of most industries. Its application in academics has revolutionized the writing industry. Apparently, AI can be used to teach writing, grade assignments, and produce papers; such an application provides plenty of advantages and challenges. The development in the AI field continues to benefit the writing industry because AI provides writers and learners with continued feedback on their writing, and instructors get freed from grading so that they can concentrate and spend time on providing face-to-face feedback to the learners. Consequently, AI has made writing massive compared to the past era, which is typified by manual writing and grading.
Third, there is an increasing number of AI writing tutoring systems providing essay writing feedback that is relatively sophisticated compared to summary and general feedback because the AI system is able to identify and determine specific areas of the essay, such as the focus, evaluation and organization, introduction, and conclusion, as well as sentence-level discussions. The sophisticated feedback can be seen as providing a more linguistic resource and in-depth analysis for the improvement of academic writing and probably score. It is possible that students find the grammatical feedback useful in conjunction with the application for their learning improvement.
Second, if zero is the lowest possible agreement, the average grade difference value is roughly equal to the system error rate in the large-scale HSC marking exam. Compared with group tutor and marks summary feedback, students are more likely to perceive feedback with per-student grading system as reliable and fair, and to provide a greater sense of learning progress.
First, AI writing tools can increase efficiency through some banner services. For example, many AI-based writing platforms have a wide range of libraries that contain thousands of unique essay examples corresponding to different vocabulary levels, complexity, and essay types.
The current trends show that 24% of service clients are interested in AI writing tools, while 42% are interested in AI-powered essay proofreading. As shown above, AI writing tools have been widely used by university students and they are roughly rated as positive. This part presents some advantages of AI writing tools.
Then there are issues related to the creativity of the essays. Can AI really create essays that cannot be written by humans? It is still under question, and it may also result in potential biases being presented in the essays. For an example, AI might end up reflecting the racist or sexist views in the essays. More importantly, there may be no research that can actually capture the innermost nuances of human expression, especially since different language and subcultures can interpret and share things differently. Due to these issues, there are many limitations to using AI for essay writing. If humans want to engage in discussing things, it may be better to do it themselves rather than relying on some algorithm to provide “authored” essays.
From the many advantages of AI to essay writing, we now turn our attention to its limitations and potential issues. As of now, the use of AI in content generation, more generally, is still controversial. For example, GPT-3 can generate essays cheaply and quickly, but its essays may not be original or truly authored. They are likely to have potential issues of plagiarism. Moreover, it may not be possible for AI to capture the profound meaning that a person may share in real life.
To think of AI-generated essays as automatically detecting and preventing instances of plagiarism and contract cheating is important. After all, regardless of how it is generated, once a document is available in an online essay bank, it can simply be downloaded and submitted as one’s own work. It should be emphasized in this context, however, that the ethical issues of AI-generated essays extend beyond those of individual dishonesty. Indeed, the production and use of AI-generated essays have potential negative societal implications and the power users and developers have ethical obligations to ensure their tools are not misused.
The rise of AI technologies and their increasing sophistication are shaping the essay production processes. As AI models become more widespread, there are ethical issues to be considered when generating essays. In correspondence with ‘norm compliant’ discussions about all the technical, theoretical, or educational opportunities provided by AI, one has always to consider the extent to which its use or misuse might be unethical or even illegal. It is widely recognized that all forms of AI-generated essays are automatically flagged, often downgraded, and sometimes removed from online essay banks because as such they constitute instances of academic dishonesty, whether they have been specifically produced for a human client with a guarantee of the provision of original work, or have been exclusively trained by AI-generated data. Either way, copying them without proper citation does not meet the required standard of ‘originality’ in an academic context, both because the fake-author they ‘cite’ is a product of algorithmic imagination, and because these texts lack the ‘meaning or the ideas of another person, even if they are paraphrased’, as the Joint Advanced Writing 2004 program explains.
The technology now exists to enable students to write to their teachers have been effectively contemporary tests set in the 1950s. Consequently, in addition to offering a critical examination of this technology, this text has also proposed that, should schools wish to use the models now available, settings that could limit the burden of their use on students would be morally justifiable. In addition, and in writing setting, settings with high-stakes natural will need to be empirically tested must be established. If these systems are well designed, it is difficult to see any practical or ethical argument against their use.
Our discussion on this topic has covered some of the key ways in which AI-assisted essay writing can affect students, teachers, and schools. We have outlined the benefits that these technologies can serve to students with different abilities, as well as the logistical advantages afforded to teachers and schools. However, we have also outlined some of the potential harms associated with this writing, including the effects of automation and the potential to prevent the development of writing skills. Although essay writing embodies a complex task, it is clear that many of these theoretical capabilities are now possible.
Our final section provides some comments about the not-too-distant future of artificial intelligence technologies. In particular, we consider enhanced natural language processing and the development of private data evaluation, and how this might lead to new stages of the essay-writing process. The system design of handwriting that is reliant on our individual privacy and data that we choose to share with corporations could dramatically change the landscape of essay writing, including the types of interactions that might happen between humans and AI.
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