Academic writing and ChatGPT: Students transitioning into college in the shadow of the COVID-19 pandemic
Abstract This paper reflects on an educator's perceived experiences and observations on the complex process of ‘passage’ when students transitioning from high school into their first-year of post-secondary education often struggle to adapt to academic writing standards. It relies on literature...
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| Format: | Article |
| Language: | English |
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Springer
2024-01-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-023-00076-5 |
| _version_ | 1797355558762708992 |
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| author | Daniela Fontenelle-Tereshchuk |
| author_facet | Daniela Fontenelle-Tereshchuk |
| author_sort | Daniela Fontenelle-Tereshchuk |
| collection | DOAJ |
| description | Abstract This paper reflects on an educator's perceived experiences and observations on the complex process of ‘passage’ when students transitioning from high school into their first-year of post-secondary education often struggle to adapt to academic writing standards. It relies on literature to further explore such a process. Written communication has become increasingly popular in formal academic and professional settings, stressing the need for effective formal writing skills. The development of online tools for aiding writing is not a new concept, but a new software development known as ChatGPT, may add to the many challenges academic writing has faced over the years. This paper reflects on the students' struggles as they navigate different courses seeking to adapt their writing skills to formal and structured written academic requirements. The COVID-19 pandemic forced many recent high school students into virtual education, uncertain of its effectiveness in developing the writing skills high school graduates require in academia. Many unknowns exist in using ChatGPT in academic contexts, especially in writing. ChatGPT can generate texts independently, raising concerns about plagiarism and its impact on students' critical thinking and writing skills. This paper hopes to contribute to pedagogical discussions on the current challenges surrounding the use of artificial intelligence technology and how better to support beginner writers in academia. |
| first_indexed | 2024-03-08T14:12:53Z |
| format | Article |
| id | doaj.art-1f2d513b018746da90ba395852874c4f |
| institution | Directory Open Access Journal |
| issn | 2731-5525 |
| language | English |
| last_indexed | 2024-03-08T14:12:53Z |
| publishDate | 2024-01-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj.art-1f2d513b018746da90ba395852874c4f2024-01-14T12:33:29ZengSpringerDiscover Education2731-55252024-01-013111010.1007/s44217-023-00076-5Academic writing and ChatGPT: Students transitioning into college in the shadow of the COVID-19 pandemicDaniela Fontenelle-Tereshchuk0Department of English, Languages, and Cultures, Mount Royal UniversityAbstract This paper reflects on an educator's perceived experiences and observations on the complex process of ‘passage’ when students transitioning from high school into their first-year of post-secondary education often struggle to adapt to academic writing standards. It relies on literature to further explore such a process. Written communication has become increasingly popular in formal academic and professional settings, stressing the need for effective formal writing skills. The development of online tools for aiding writing is not a new concept, but a new software development known as ChatGPT, may add to the many challenges academic writing has faced over the years. This paper reflects on the students' struggles as they navigate different courses seeking to adapt their writing skills to formal and structured written academic requirements. The COVID-19 pandemic forced many recent high school students into virtual education, uncertain of its effectiveness in developing the writing skills high school graduates require in academia. Many unknowns exist in using ChatGPT in academic contexts, especially in writing. ChatGPT can generate texts independently, raising concerns about plagiarism and its impact on students' critical thinking and writing skills. This paper hopes to contribute to pedagogical discussions on the current challenges surrounding the use of artificial intelligence technology and how better to support beginner writers in academia.https://doi.org/10.1007/s44217-023-00076-5COVID-19EducationAcademic writingChatGPTAcademiaTechnology |
| spellingShingle | Daniela Fontenelle-Tereshchuk Academic writing and ChatGPT: Students transitioning into college in the shadow of the COVID-19 pandemic Discover Education COVID-19 Education Academic writing ChatGPT Academia Technology |
| title | Academic writing and ChatGPT: Students transitioning into college in the shadow of the COVID-19 pandemic |
| title_full | Academic writing and ChatGPT: Students transitioning into college in the shadow of the COVID-19 pandemic |
| title_fullStr | Academic writing and ChatGPT: Students transitioning into college in the shadow of the COVID-19 pandemic |
| title_full_unstemmed | Academic writing and ChatGPT: Students transitioning into college in the shadow of the COVID-19 pandemic |
| title_short | Academic writing and ChatGPT: Students transitioning into college in the shadow of the COVID-19 pandemic |
| title_sort | academic writing and chatgpt students transitioning into college in the shadow of the covid 19 pandemic |
| topic | COVID-19 Education Academic writing ChatGPT Academia Technology |
| url | https://doi.org/10.1007/s44217-023-00076-5 |
| work_keys_str_mv | AT danielafontenelletereshchuk academicwritingandchatgptstudentstransitioningintocollegeintheshadowofthecovid19pandemic |