Generative AI in Education: Examining the Impact on Writing Skills
As the world continues to embrace generative artificial intelligence (AI), its presence in the field of education has become increasingly prevalent. At Yale University, students and instructors have incorporated AI-centered assignments into their syllabi, prompting discussions on the opportunities and challenges presented by this technology. Yet, amidst the rapid adaptation to generative AI, concerns have arisen regarding its potential impact on students’ writing abilities.
Traditionally, writing classes aimed to foster creativity and critical thinking by teaching students to craft thoughtful arguments and engage with complex ideas. However, the introduction of generative AI tools like ChatGPT raises questions about the necessity of honing these fundamental writing skills. Why engage in close readings to identify tensions when an AI can effortlessly do it for you? Why bother arranging thoughts when AI can generate a custom outline? These concerns highlight a potential drawback of relying too heavily on AI-driven writing assistance – the loss of our connection to the essence of writing itself.
The University of California San Diego’s Academic-Integrity Coordinator, Tricia Bertram Gallant, analogizes the integration of generative AI into writing to using a calculator for math. While basic writing skills could potentially be offloaded to AI, this approach neglects the creative aspect of writing, which is ingrained in the thinking and communication process. Writing is not merely a mechanical task; it is an expressive and uniquely human endeavor. Every sentence, phrase, and word in an essay showcases the writer’s voice, style, and ability to shape arguments. If we relinquish the grunt work of writing to AI, we risk losing the individuality and humanity that make writing powerful.
Yale University, however, has approached generative AI with caution and critical inquiry. Professor Ben Glaser, who teaches an English 114 section titled Writing Essays with AI, emphasizes the importance of fostering confidence in students’ writing abilities that surpass AI tools. While acknowledging the use of AI as a supportive tool, Glaser maintains the belief that creative tasks should primarily be entrusted to human intelligence.
Nevertheless, the ongoing advancement of generative AI technology raises concerns about its potential to overshadow traditional writing methods entirely. In the face of AI’s increasing sophistication, it becomes essential to draw a line between the tasks AI can handle and those that remain within the realm of human creativity. Otherwise, there is a risk that our conventional modes of thinking and writing may become obsolete.
Looking forward, researchers envision generative AI fulfilling roles as mentors, tutors, and coaches, potentially transforming the landscape of education. Students and institutions may continue to adapt, gradually entrusting larger portions of the essay writing process to AI. However, it is crucial to remain mindful of the potential consequences and ensure that classrooms retain an element of critical engagement.
In conclusion, while generative AI tools like ChatGPT undoubtedly offer convenience and assistance with certain aspects of writing, they should not replace the fundamental building blocks of creative expression and critical thinking. As we navigate the future of education in an AI-driven world, it is essential to strike a balance between utilizing AI as a supportive tool and preserving the essence of human creativity in writing. The unique voice and perspective that each writer brings to their work must be safeguarded, ensuring that the craft of writing remains a truly human endeavor.
