Academic integrity in the age of Artificial Intelligence (AI) authoring apps

Abstract

Abstract What does it mean to write, learn to write, and teach writing in an age when students can use the latest artificial intelligence (AI) co‐authoring tools to produce entire essays without even adding an original idea or composing a single sentence? This article addresses questions of authorship and academic integrity concerning the use of AI writing assistants and the latest GPT‐3 (Generative Pre‐trained Transformer, Version 3) tools. It begins by problematizing the use of these tools, and then illustrates how students can use these tools to paraphrase, summarize, extend, and even create original texts with minimal original input, raising questions about authorship and academic integrity. The author argues that as these tools become more widespread, teachers must find creative ways to integrate them into the teaching and learning process and offer practical suggestions for classroom practice. The author hopes to raise awareness about threats to academic integrity brought about by the use of the latest AI co‐authoring tools and aims to equip teachers with strategies to embrace the use of these new digital technologies in the teaching of writing.

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