Around us, artificial intelligence is expanding! It is crucial that students learn how to use AI safely to enhance their writing abilities. These days, students can get writing assistance from artificial intelligence tools. However, because these AI-generated works are so convenient, it is simple to commit plagiarism. My research will be supporting the claim that: Students, of any age, should not use AI in their writing.

 

Particularly, many tools are available to students to assist them with their writing, but most of them let artificial intelligence handle most of the task. Over-reliance on technology may endanger students' social and emotional growth as well as other humanities-based educational components. The article "Good Science Writing in the Days of AI and ChatGPT" by Yatheendra Joshi discusses how artificial intelligence, and more specifically ChatGPT, has affected science writing.

 

Initially, the essay covers ChatGPT and other AI tools' potential and challenges as well as how they can assist scientists and science communicators in producing content. The article also explains how, as AI becomes more common, science fiction writers should keep producing works of high caliber and clarity. In the age of artificial intelligence and ChatGPT, the author claims that science writing has both opportunities and challenges. While artificial intelligence (AI) can assist with content creation, maintaining the quality and clarity of writing remains crucial. He also describes a reasonable approach that makes use of AI while upholding the standards of clear scientific communication.

 

Students who wish to use AI tools to enhance their writing abilities should proceed with caution, as per the research findings. There are precautions they can take to make sure they do not plagiarize if they do choose to use AI tools. According to Joshi (2023), there are numerous potential issues with plagiarism detection and the potential for phony citations. "The output is best not submitted without scrutiny," he continues (Joshi, 2023, p.923). Joshi claims that if a student uses AI support, they must alter the provided text to make it their own. Through the articles, he imparts knowledge on various aspects of artificial intelligence and the tools available to students.

 

Furthermore, a major challenge in the ChatGPT era is utilizing AI's capabilities while preserving the integrity of communication and the art of writing. In the digital age, science communication that is both effective and clear requires ways to integrate AI tools such as ChatGPT into writing without sacrificing quality or clarity. This summarizes some of the key points of the discussion on the impact of ChatGPT on science writing and communication. AI tools can fabricate citations and can “generate the most probable text, not necessarily true text” (Joshi, 2023, p.923).

 

According to the author, to capitalize on AI technology's potential for more efficient content creation—such as ChatGPT—science communicators will need to adapt as it advances. Even though science writing may soon be automated in ways never before possible thanks to artificial intelligence (AI), accuracy and the human touch are still essential. Joshi advised that is important to use “effort to make their writing clear, concise, and most important, reader friendly.” (Joshi, 2023, p.923).

 

By following AI developments and their writing implications, writers can further their professional development and remain ahead of industry trends. “Meeting the demands for originality in research is hard enough, and most researchers would rather do without it in their writing.” (Joshi, 2023, p.923). This may entail learning new skills, researching creative writing techniques, and adapting to readers' shifting preferences. As Joshi said, “the tool is known to fabricate citations and references” (Joshi, 2023, p.923). Additionally, by focusing on science writing within the framework of artificial intelligence, the article can inform scientists and science communicators about how to collaborate with emerging technologies in the workplace.

 

On the other hand, AI can help authors create high-quality and compelling content by suggesting relevant topics and helping to produce content ideas. Text-to-speech and AI-driven speech recognition make writing easier for people with disabilities or others who would rather use other forms of communication. Given the circumstances, authors have access to a multitude of tools and skills through AI technologies that improve writing process accessibility, accuracy, productivity, and creativity.

 

The article by Jamieson in Composition Studies titled "The AI “Crisis” and A (Re)Turn to Pedagogy" gives enlightening details about the potential and challenges associated with AI technology, along with suggestions for how scientists and science communicators can take advantage of its application in content creation (2022, p153). It also provides advice on how to maintain excellent and lucid science writing as AI proliferates. Understanding artificial intelligence's effects provides insightful insights into how AI is transforming the writing industry, especially science writing. Writers can get additional knowledge about the ways in which AI technologies are impacting their field and how to adapt to these advancements.

 

In the article, "The AI “Crisis” and A (Re)turn to Pedagogy" by Sandra Jamieson, the author advises students to exercise caution when using artificial intelligence (AI) tools to improve their writing abilities; if they do decide to use these tools, they should take precautions to prevent plagiarism (2022, p153). Students have access to a plethora of tools that purport to assist them with their writing, but many of these tools rely heavily on artificial intelligence.

 

 

Conversely, Jamieson talks about the various fields within artificial intelligence as well as the resources available to students (2022, p154). She agrees that there are appropriate and inappropriate uses for artificial intelligence, but she also supports its use. According to this article, artificial intelligence (AI) is a dangerous tool that can impede students' ability to write. But if you follow the right procedures, you can use artificial intelligence to write more effectively in a safe manner.

 

Artificial intelligence has many beneficial implications on writing in addition to its potential negative effects. Grammatical and spelling mistakes are easily checked by AI techniques. Because auto-correct features automatically detect and fix errors, they can expedite the writing process. More accurately than traditional proofreading techniques, AI-powered writing tools can help writers produce error-free content by identifying grammatical, spelling, and punctuation issues.

 

Indeed, this article is valuable because it tackles a timely and important topic at the intersection of two rapidly evolving fields: artificial intelligence and communication. The article examines AI’s effects on science writing to shed light on how technology is transforming the interpretation and dissemination of scientific knowledge. It offers perceptive opinions about the opportunities and challenges that artificial intelligence in science communication offers, as well as pointers for maintaining writing clarity and quality in the face of these advancements.

 

Contrary to widespread belief, artificial intelligence is a tool that should be applied carefully and with caution. Most academic journals agree that AI is a risky tool that can impair students' writing skills. However, you can safely use artificial intelligence to write better if you take the right steps. These scholarly journals support artificial intelligence; however, they assert that there are applications for AI that are suitable and inappropriate, especially when it comes to a student's education. It is harmful for students to learn how to use AI. If so, they will depend on technology to get through their education and overcome obstacles.

Students should use the resources available to them to complete the task at hand, but instead they are constantly searching for a shortcut or an effortless way out. These authors suggest that to safely use artificial intelligence tools to enhance students' writing, a few precautions need to be taken. All students should be taught how to use technology in a way that broadens their knowledge and comprehension of the world.

 

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References

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Annus, N. (2024). "Education in the Age of Artificial Intelligence." TEM Journal, Vol. 13 Issue 1, p404-413.

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Jamieson, S. (2022). The AI “Crisis” and A (Re)turn to Pedagogy. Composition Studies, Vol. 50 Issue 3, p153-157.

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Joshi, Y. (2023). Good Science Writing in the Days of AI and ChatGPT. Current Science, Vol. 125 Issue 9, p923-924.

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Khoo, S. (2024). “AI-Empowered Schools: Happier Teachers, Better Learners?” Penang Monthly, Issue 3, p1.

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Morrison, A. (2023). “Meta-Writing: AI and Writing.” Composition Studies, Vol. 51 Issue 1, p155-161.

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Pearce, N. (2024). “Revolutionizing Modern Teaching with AI Technology.” Education Journal Review, Vol. 29 Issue 3, p148-154.

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Stanton, C. (2023). “A Dis-Facilitated Call for More Writing Studies in the New AI Landscape; or Finding Our Place Amongst the Chatbots.” Composition Studies, Vol. 51 Issue 1, p182-186.