gpt essay checker

gpt essay checker

The Impact and Effectiveness of GPT Essay Checkers in Academic Writing

1. Introduction to GPT Essay Checkers

Apart from the commercial products, large language-based model GPT/NLM developed by OpenAI and Google pre-trains according to the idea of large unsupervised algorithms to aid the fine-tuning and application of auxiliary tasks within the neural architecture and improve the system’s ability in natural language processing. Thanks to GPT’s extraordinary performance in validating the original papers and providing the vast amount of research papers from computer science, we can develop and implement functions such as Mathbrid just like essay checkers compared to traditional tools. However, not much literature has discussed the impact and the effectiveness of the suggested and supported papers published by GPT/NLM in academic writing. We argued that it is essential to conduct an analysis to comprehend in a better context the possible benefits and potential drawbacks to users whose papers are proofread by essay checkers.

Systems and applications that are enabled with AI have been embedded in almost every aspect of our lives due to their great potential in taking over our tasks, and potentially performing them better and faster. In the education industry, AI allowed for the development of an intelligent essay checker system called Essay Checker. To be more specific, online proofreading systems such as Grammarly, SkillStat, etc., are the prominent proofreading tools being used by scholars, especially in writing scholarly articles such as theses, conference papers, and journal articles. These online systems allowed users to practice academic writing in a more constructive manner by offering negation of language, constructive and coding-related text analysis, which are essential for developing both text and text frames. With continuous testing and support, essay checkers have evolved through commercial endeavors and are being developed every year.

2. Benefits and Limitations of GPT Essay Checkers

GPT essay checkers are limited in their ability to evaluate writing, particularly writing from novice linguistic students. There are also larger-scale systemic concerns with leveraging such applications in classroom settings that need to be addressed. Currently, GPT essay checkers are limited to providing feedback on the final drafts of writing assignments. However, the design team at OpenAI is developing a tool that evaluates students’ writing over the entire composition process. Another system, Writing Mentor, uses Natural Language Processing technology such as machine learning models and computational psycholinguistics to provide students with feedback on essays that they have completed preliminary drafts.

When properly used, GPT essay checkers have numerous benefits for ESL and EFL students. The design of the application and technology functions as a scaffold that entices students to better externalize and articulate their essay-writing process. The feedback generated by GPT essay checkers has the potential to encourage more open reflection and dialogue with peers and teachers. This could enable language learners to engage more deeply with the parameters of assignments as well as the content of the essays that they write. GPT essay checkers’ technologies could serve, in part, as pre-draft public writing-in-the curriculum that encourages students to extend the circle of feedback that they rely on as they write.

3. Ethical and Practical Considerations in Using GPT Essay Checkers

Practical implementation issues concern whether educators will take up GPT essay checker recommendations, how they can be integrated into assessment practice, and whether their feedback will be more beneficial if it is delivered in real time. Below are seven practical considerations, taken from the MITRE newsletter, Two Bits, 101 about the implementation of AI (including GPT essay checkers) in higher education, with additional discussion of AI systems and the alignment of their outcomes with organizations. The impact of these considerations is not uniform across every institution or program, so luckily educators face the future of GPT essay checkers with a fair number of policy levers that can be pulled on a number of dimensions, which we discuss in a later context.

In deploying GPT essay checkers, educators must also weigh the ethical and practical implications for their use and decide whether to integrate them as a mandatory or optional essay submission requirement within their coursework. Some ethical considerations promoting the use of these writing technologies include widespread availability at no cost to students and staff and the capacity to generate detailed, albeit automated, formative feedback on demand, helping to maintain academic writing standards in an educational environment with increasing class sizes and arts subject enrollments. Exposing students to a technology-based assessment system that resembles the type used by private sector employers might additionally furnish them with a professional development advantage over their peers who are excluded from this essay writing support. Nevertheless, some educators may perceive the use of GPT essay checkers as being unethical, not least where authors have little awareness that a third-party AI service is reading their work or that AI assessment bias and errors will affect their academic record and employability prospects.

4. Case Studies and Examples of GPT Essay Checker Applications

There are so many excellent writing tools on the market, but the overload of information stuns users who may not know which ones really are the best and most valuable for their specific needs or capabilities. Over and over, students report that they make use of the internet to help them learn languages and become better writers. Nowadays, there are also Butterflies Essay and Alda Education, tools that use AI to check academic essays from schools and higher education. These systems use a set of general models to assess the students’ writing and then submit feedback that corresponds to the outputs of these AI models. Hinote, et al. show that just as educators have discussed the potential benefits and risks of using such tools, students have their own strong opinions from using essay checkers; in that situation, the students expressed an overall positive impression of using these AI tools to improve their academic papers.

Online language learning classes have emerged as one of the top solutions to not jeopardizing education during health crises, but the results of these courses are not always as expected. Often, teachers give writing assignments but do not gauge the honesty of the submitted work, nor do they verify the originality of the pieces. This situation may result in possible ethical violations in students’ work, and when the students progress to the more advanced levels, teachers notice concerns about the language proficiency of these individuals for not having had adequate preparation.

5. Future Developments and Implications for Academic Writing

As we have discovered, current essay checkers are still far from perfect. Therefore, we believe that in the future, the checking power of AI tools could be significantly improved if the guidelines on good academic writing would not be swallowed up or hidden from treatise writers. We suggest that a helpful essay checker should be comprised of two layers: (1) direct automated detailed feedback on how to nurture, guide, and care about a good piece of text, and (2) semi-conscious support for the student on how to work with the feedback. As an auxiliary tool, it should not estrange students from taking care of what is important.

We have found that if a GPT-3-based essay checker pre-digests the information, it falls short of supporting students in coping with the process of learning and thinking independently. Instead, it seems to move students’ focus from higher-order issues, such as logic, creativity, coherence, and relevance, to lower-order issues of correcting formulations, referencing, necessary sections, etc. In other words, using the essay checker may lead to superficial learning and discourage students from doing a great deal of interesting identifying, analyzing, composing, evaluating, and revising the texts themselves, even if this work is hard. We argue that using AI as an auxiliary tool in academic writing development should ultimately contribute to the sustainable development of students’ higher-order thinking skills, instead of promoting uniform, rather passive knowledge acquisition.