Plagiarism, AI & ChatGPT

What do teachers who assign writing need to know about AI text generators? How should we change our pedagogical practices, given the recent advances in AI Large Language Models (LLMs) such as OpenAI's GPT-3, as recently covered in The New York Times, The New Yorker, The Chronicle of Higher Education, and Inside Higher Ed? How should teachers participate in shaping policies around these technologies in our departments, institutions, and society?

The November 30 release of ChatGPT and its abilities to generate, revise, and critique essays have raised concerns about the promise and perils of AI for writing instruction. We will discuss how these tools work, their affordances and challenges, and the place of artificial intelligence in the writing curriculum.

ChatGPT’s recommendations for writing an exhibition review are nothing if not uncritical, and yet they are unmistakably of the moment.

Among the many concerns educators have about ChatGPT, the core one seems to be that students will allow artificial intelligence to do their thinking for them. While people are still hashing out what that means for short essay prompts and other assignments for which AI seems well suited, Mark Maier has an idea for how instructors who assign research papers can help students to use these tools as study aids rather than substitutes for original ideas.

Artificial intelligence should prompt a reorientation of writing instruction to focus more on critical reading and editing skills, Rachel Elliott Rigolino writes.

Can you cite computer software in APA Style? Yes! Here’s everything you need to know.

How you cite a program that uses artificial intelligence depends on the format in which you interact with it, as well as the goal of your citation.

The language of co-authorship, taken from OpenAI’s own terms and policies, can be useful in addressing the rise of AI writing in the classroom, Sean Ross Meehan writes.