Here There be Dragons

Re-scripting Responses to Plagiarism After AI

by Emma King

Things have changed.

AI-generated work haunts classrooms, a force intricately or clumsily woven into essays and assignments. As an educator, I’ve been grappling with the novel necessity of learning to identify the subtle fingerprints of artificial intelligence, a skill that demands attention to the idiosyncrasies of language and style. Plagiarism, once a more-or-less straightforward act, has become more elusive, camouflaged by the intricate algorithms of machine-generated prose.

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Thinking with AI

How Inquiry-based Learning Informs Our Relationship with ChatGPT (and Software Like It)

by DeVaughn Harris

In the words of Albus Dumbledore, “Words are, in my not-so-humble opinion, our most inexhaustible source of magic.” What happens, though, when words are not solely produced by humans? Of course, I am referring to the proliferation of Artificial Intelligence technologies as they relate to the craft of composition—specifically, ChatGPT. The very act of writing has been appropriated from humans by these technologies, and the question that has reverberated throughout the academic community regarding that appropriation is: Where do we go from here?

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