AI-Based Text Generation and the Social Construction of "Fraudulent Authorship": A Revisitation

Autor/in	Anson, Chris M.
Titel	AI-Based Text Generation and the Social Construction of "Fraudulent Authorship": A Revisitation
Quelle	In: Composition Studies, 50 (2022) 1, S.37-46 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-9322
Schlagwörter	Plagiarism; Artificial Intelligence; Natural Language Processing; Writing Assignments; Writing Evaluation; Definitions; Identification; Automation + Suchen Sie Ihr Suchwort? Plagiat; Künstliche Intelligenz; Natürliche Sprache; Begriffsbestimmung; Identifikation; Identifizierung
Abstract	Student plagiarism has challenged educators for decades, with heightened paranoia following the advent of the Internet in the 1980's and ready access to easily copied text. But plagiarism will look like child's play next to new developments in AI-based natural-language processing (NLP) systems that increasingly appear to "write" as effectively as humans. How people theorize and contextualize these developments will guide the way to meet their challenges in all courses where writing is assigned and evaluated In this article, the author first revisits an article they wrote for Composition Studies in 2011, "Fraudulent Practices: Academic Misrepresentations of Plagiarism in the Name of Good Pedagogy" (EJ960936). In that article, the author argued that what counts as plagiarism in some contexts occurs with impunity across a wide range of published material. This is because definitions of plagiarism are socially constructed and tied to context-sensitive cycles of reward for the production--and therefore the ownership--of certain kinds of texts. Helping students to understand plagiarism means showing them these contextually-specific constructs of text ownership, rather than assuming that any unattributed text, published anywhere, in any form, constitutes plagiarism. The author then turns to AI-based NLP systems. Teachers who learn what these systems can do usually respond with the same hand-wringing and defensive posture triggered by concerns about student plagiarism. But a social-practices interpretation again breaks open the systems' perceived threats and reveals a more nuanced and contextual approach to their challenges--and their potential acceptance and use--alongside writing produced by humans. (ERIC).
Anmerkungen	Composition Studies. Available from: English Department, UMass Boston. 100 William T. Morrissey Blvd, Boston, MA 02125; e-mail: compstudiesjournal@gmail.com; Web site: https://compstudiesjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01