‘Full-on robot writing’: the artificial intelligence challenge facing universities [The Guardian, November 2022]

Title:

‘Full-on robot writing’: the artificial intelligence challenge facing universities

 

Author:

Jeff Sparrow

 

Published:

The Guardian, 18 November 2022

https://www.theguardian.com/australia-news/2022/nov/19/full-on-robot-writing-the-artificial-intelligence-challenge-facing-universities

 

From the article:

AI is becoming more sophisticated, and some say capable of writing academic essays. But at what point does the intrusion of AI constitute cheating? 

 

NEW BOOK (2022) - A Philosophical Approach to Perceptions of Academic Writing Practices in Higher Education: Through a Glass Darkly (by Amanda French)

Title of book:

A Philosophical Approach to Perceptions of Academic Writing Practices in Higher Education: Through a Glass Darkly

 

Author:

Amanda French

Reader in teaching and learning at the School of Education and Social Work, Birmingham City University, UK

 

Published:

Routledge, 2022, 1st edition

https://www.routledge.com/A-Philosophical-Approach-to-Perceptions-of-Academic-Writing-Practices-in/French/p/book/9780367209940

 

ISBN:

9780367209940

 

Focus of book:

This book takes a philosophical approach to the question ‘what is academic writing?’ and specifically explores the question of how academic writing and writing development can be better understood and developed by lecturers in higher education.

The Development of Academic Vocabulary in International Foundation Students’ Assessed Academic Writing [Scholarly Article - Journal of International Students, 2022]

Title: 

The Development of Academic Vocabulary in International Foundation Students’ Assessed Academic Writing

 

Author:

Dana Therova, PhD

The Open University, UK

 

Published:

Journal of International Students, Volume 12, Number 1, 2022

https://www.ojed.org/index.php/jis/article/view/2824

Abstract:

Despite the extensive research into academic vocabulary in university student writing, little is known about academic vocabulary in international foundationlevel students’ assessed academic writing. Considering that academic vocabulary is regarded as a key element of academic writing style and that written assignment is one of the main forms of assessment in university contexts, this is an important omission. This study addresses the gap by employing a corpus-based approach to investigate the development of academic vocabulary in assessed academic writing produced by international students (N = 193) in a foundation (gateway) program over an academic year in the context of a British university based in England and its overseas campuses in the United Arab Emirates and Mauritius. The findings show an increase in the usage of academic vocabulary over the course of the foundation program and highlight the impact of the assignment topic and brief.