Email from college or professor

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd like to go back to the days of these complaints. Many of my students are having grammarly essentially write their work, and they don't even realize it because they think that using grammarly is just a "help," and, therefore, not even question whether this is their writing. They all sound like generic scholarly essays that are full of hot air because they don't really read the assignments well enough either! I've had to contact so many, freak them out with AI plagiarism talk and get them to roll it back. Almost grateful to see misspellings because they are an indication that the work is authentic.

As for content, I make it clear from the beginning that points are earned by utilizing info from the readings. It's in the prompt and the rubric. So, no need to chide there.

I think with today's students, this email will just antagonize them, sadly. And some will catch that possessive/plural error.

You do realize that everyone needs to adapt to generative AI, yes? My kid is at a top school and 1/2 his classes REQUIRE use of ChatGPT and 1/2 are old school professors. My kid assures me that probably by next year 100% of classes will use chatGPT in some fashion because the working world demands it.

There was an article in the WSJ today that nearly every MBA program is now incorporating chatGPT into their curricula. Basically, they are telling students to use chatGPT to write "boiler plate" parts of a business plan and then student reviews and edits, and take original ideas and feed it into chatGPT and let it help fill in the blanks and make the thoughts punchier more concise.

You don't realize that this is a humanities class. Part of the point is to learn to write as a human. Students can use AI to brainstorm but not to develop phrasing. Humans need to hone written skills before using AI.

You have to ask…for what purpose? You are stating your viewpoint as though the business world cares whether a human has honed their written skills before using AI. They don’t really care.

The working world will increasingly prefer the kid that knows how to best leverage AI over the best human writer. Perhaps they are the same person…don’t know.

Nit addressing the business world. Addressing higher ed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd like to go back to the days of these complaints. Many of my students are having grammarly essentially write their work, and they don't even realize it because they think that using grammarly is just a "help," and, therefore, not even question whether this is their writing. They all sound like generic scholarly essays that are full of hot air because they don't really read the assignments well enough either! I've had to contact so many, freak them out with AI plagiarism talk and get them to roll it back. Almost grateful to see misspellings because they are an indication that the work is authentic.

As for content, I make it clear from the beginning that points are earned by utilizing info from the readings. It's in the prompt and the rubric. So, no need to chide there.

I think with today's students, this email will just antagonize them, sadly. And some will catch that possessive/plural error.

Do you think Grammarly is cheating? My DS uses it. She has dyslexia, dysgraphia and ADHD. It doesn’t write the work for her. It basically tells her when she has made a grammatical or spelling error. I find it akin to a proof reader. She does not use Chat GPT to write work (although many of her friends do) because she finds the writing horrible.

I’m just interested in if Grammarly is considered cheating and why.

It depends on how you use it. It's fine for proofing and identifying errors, but I've found this semester, that students are using it to suggest phrasing and doing that throughout the essay. It then doesn't sound like the student at all. I have one student who has little experience with academic English. He even joked about it in his Introduction. His essay was very glossy. Completely different voice to his other work.

So what? Seriously. You give them an assignment and they do all the research, structure, organizing, planning. So they get a little help in phrasing, seriously what is your problem with that? This is not a relevant argument.

No. It's the entire paper, not "a little help in phrasing." It comes back as 100% AI on a check. I'd be fine with a little help, not 100% generated.

What isn't relevant is to make inaccurate assumptions to try to school someone else on their field.

[Anonymous]

Parents justifying cheating. Pathetic.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd like to go back to the days of these complaints. Many of my students are having grammarly essentially write their work, and they don't even realize it because they think that using grammarly is just a "help," and, therefore, not even question whether this is their writing. They all sound like generic scholarly essays that are full of hot air because they don't really read the assignments well enough either! I've had to contact so many, freak them out with AI plagiarism talk and get them to roll it back. Almost grateful to see misspellings because they are an indication that the work is authentic.

As for content, I make it clear from the beginning that points are earned by utilizing info from the readings. It's in the prompt and the rubric. So, no need to chide there.

I think with today's students, this email will just antagonize them, sadly. And some will catch that possessive/plural error.

Do you think Grammarly is cheating? My DS uses it. She has dyslexia, dysgraphia and ADHD. It doesn’t write the work for her. It basically tells her when she has made a grammatical or spelling error. I find it akin to a proof reader. She does not use Chat GPT to write work (although many of her friends do) because she finds the writing horrible.

I’m just interested in if Grammarly is considered cheating and why.

It depends on how you use it. It's fine for proofing and identifying errors, but I've found this semester, that students are using it to suggest phrasing and doing that throughout the essay. It then doesn't sound like the student at all. I have one student who has little experience with academic English. He even joked about it in his Introduction. His essay was very glossy. Completely different voice to his other work.

So what? Seriously. You give them an assignment and they do all the research, structure, organizing, planning. So they get a little help in phrasing, seriously what is your problem with that? This is not a relevant argument.

No. It's the entire paper, not "a little help in phrasing." It comes back as 100% AI on a check. I'd be fine with a little help, not 100% generated.

What isn't relevant is to make inaccurate assumptions to try to school someone else on their field.

AI "checkers" are fake.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd like to go back to the days of these complaints. Many of my students are having grammarly essentially write their work, and they don't even realize it because they think that using grammarly is just a "help," and, therefore, not even question whether this is their writing. They all sound like generic scholarly essays that are full of hot air because they don't really read the assignments well enough either! I've had to contact so many, freak them out with AI plagiarism talk and get them to roll it back. Almost grateful to see misspellings because they are an indication that the work is authentic.

As for content, I make it clear from the beginning that points are earned by utilizing info from the readings. It's in the prompt and the rubric. So, no need to chide there.

I think with today's students, this email will just antagonize them, sadly. And some will catch that possessive/plural error.

Do you think Grammarly is cheating? My DS uses it. She has dyslexia, dysgraphia and ADHD. It doesn’t write the work for her. It basically tells her when she has made a grammatical or spelling error. I find it akin to a proof reader. She does not use Chat GPT to write work (although many of her friends do) because she finds the writing horrible.

I’m just interested in if Grammarly is considered cheating and why.

It depends on how you use it. It's fine for proofing and identifying errors, but I've found this semester, that students are using it to suggest phrasing and doing that throughout the essay. It then doesn't sound like the student at all. I have one student who has little experience with academic English. He even joked about it in his Introduction. His essay was very glossy. Completely different voice to his other work.

So what? Seriously. You give them an assignment and they do all the research, structure, organizing, planning. So they get a little help in phrasing, seriously what is your problem with that? This is not a relevant argument.

No. It's the entire paper, not "a little help in phrasing." It comes back as 100% AI on a check. I'd be fine with a little help, not 100% generated.

What isn't relevant is to make inaccurate assumptions to try to school someone else on their field.

AI "checkers" are fake.

Sure, kid.

[Anonymous]

I think colleges may need to go back to more "written on the spot" short essay exams now.

Those are excellent practice for work and show what the student has learned.

I have read various professor op-eds about AI.

I like the idea of each professor explaining their policy on AI on the syllabus.

I find that AI writes hollow, meaningless sentences that sound good. Students need to be trained to understand quality. So I think it's useful for them to use AI at appropriate times. Also for it to be openly critiqued.

People can get creative with new tools. My 9th grader told me that a friend is using voice to text to create her mandatory history notes. She reads select sentences. Also summarizes her thoughts orally at the end of each chapter then edits to finished notes. This goes faster than traditional pencil notes.

[Anonymous]

Students can be very lazy. It's a commentary on society not caring as much.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I'd like to go back to the days of these complaints. Many of my students are having grammarly essentially write their work, and they don't even realize it because they think that using grammarly is just a "help," and, therefore, not even question whether this is their writing. They all sound like generic scholarly essays that are full of hot air because they don't really read the assignments well enough either! I've had to contact so many, freak them out with AI plagiarism talk and get them to roll it back. Almost grateful to see misspellings because they are an indication that the work is authentic.

As for content, I make it clear from the beginning that points are earned by utilizing info from the readings. It's in the prompt and the rubric. So, no need to chide there.

I think with today's students, this email will just antagonize them, sadly. And some will catch that possessive/plural error.

You do realize that everyone needs to adapt to generative AI, yes? My kid is at a top school and 1/2 his classes REQUIRE use of ChatGPT and 1/2 are old school professors. My kid assures me that probably by next year 100% of classes will use chatGPT in some fashion because the working world demands it.

There was an article in the WSJ today that nearly every MBA program is now incorporating chatGPT into their curricula. Basically, they are telling students to use chatGPT to write "boiler plate" parts of a business plan and then student reviews and edits, and take original ideas and feed it into chatGPT and let it help fill in the blanks and make the thoughts punchier more concise.

1. I teach college, and the use or non-use of generative AI is not "old school" vs. being current: it is field-specific and discipline-specific. Areas like business are using it far more than some others are.

2. How exactly do you expect a student to "review and edit" generative AI output, or indeed to come up with "original ideas," if they are not trained in reading, writing, and critical thinking first?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I'd like to go back to the days of these complaints. Many of my students are having grammarly essentially write their work, and they don't even realize it because they think that using grammarly is just a "help," and, therefore, not even question whether this is their writing. They all sound like generic scholarly essays that are full of hot air because they don't really read the assignments well enough either! I've had to contact so many, freak them out with AI plagiarism talk and get them to roll it back. Almost grateful to see misspellings because they are an indication that the work is authentic.

As for content, I make it clear from the beginning that points are earned by utilizing info from the readings. It's in the prompt and the rubric. So, no need to chide there.

I think with today's students, this email will just antagonize them, sadly. And some will catch that possessive/plural error.

Do you think Grammarly is cheating? My DS uses it. She has dyslexia, dysgraphia and ADHD. It doesn’t write the work for her. It basically tells her when she has made a grammatical or spelling error. I find it akin to a proof reader. She does not use Chat GPT to write work (although many of her friends do) because she finds the writing horrible.

I’m just interested in if Grammarly is considered cheating and why.

Firstly, as someone who teaches, I would never want someone with genuine learning disabilities to be deprived of necessary tools that help them succeed. If a student in my class with documentation has Grammarly (or things like it) as a learning accommodation, then I'm not going to push back. But if it's not being used for that reason, I'd love to help everyone get away from it if I could. Here's why.

Grammarly is different from the grammar-check and spellcheck functions built into things like Google Docs: its rewriting functions are far more robust. I don't want to grade Grammarly's cooked-up (or even just new and improved) version of a paper or essay: I want to grade my students' own work, flaws and all, so that my students can improve their own abilities to think and write for themselves. Telling them what _Grammarly_ can improve is utterly useless.

So yes, fine, use spellcheck to eliminate the basic typos. But don't substitute spellcheck for careful reading. And don't turn in massively corrected, totally polished grammar that didn't come from you, because then I can't tell that you need help learning how to write, and I'll never be able to assist you in improving. Objectively, that ultimately wastes your time, your effort, and your tuition money.

And for all the folks who say that grammar isn't important, there were quite a few comments on the errors in the post that started this thread in the first place. Words matter in many situations, to many people. And AI isn't the answer to not knowing how to express yourself clearly and accurately.

[Anonymous]

Anonymous wrote:This should go without saying, but it clearly doesn't.

My problem is that "video's" is not punctuated correctly. WTF!

+100

Maybe OP is a jokester.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd like to go back to the days of these complaints. Many of my students are having grammarly essentially write their work, and they don't even realize it because they think that using grammarly is just a "help," and, therefore, not even question whether this is their writing. They all sound like generic scholarly essays that are full of hot air because they don't really read the assignments well enough either! I've had to contact so many, freak them out with AI plagiarism talk and get them to roll it back. Almost grateful to see misspellings because they are an indication that the work is authentic.

As for content, I make it clear from the beginning that points are earned by utilizing info from the readings. It's in the prompt and the rubric. So, no need to chide there.

I think with today's students, this email will just antagonize them, sadly. And some will catch that possessive/plural error.

You do realize that everyone needs to adapt to generative AI, yes? My kid is at a top school and 1/2 his classes REQUIRE use of ChatGPT and 1/2 are old school professors. My kid assures me that probably by next year 100% of classes will use chatGPT in some fashion because the working world demands it.

There was an article in the WSJ today that nearly every MBA program is now incorporating chatGPT into their curricula. Basically, they are telling students to use chatGPT to write "boiler plate" parts of a business plan and then student reviews and edits, and take original ideas and feed it into chatGPT and let it help fill in the blanks and make the thoughts punchier more concise.

1. I teach college, and the use or non-use of generative AI is not "old school" vs. being current: it is field-specific and discipline-specific. Areas like business are using it far more than some others are.

2. How exactly do you expect a student to "review and edit" generative AI output, or indeed to come up with "original ideas," if they are not trained in reading, writing, and critical thinking first?

you need to be able to review and edit and come up with original ideas in order to write well, but you don't need to be able to write well in order to come up with original ideas or review or edit existing writing. That's why the best editors are not the best writers and vice versa.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd like to go back to the days of these complaints. Many of my students are having grammarly essentially write their work, and they don't even realize it because they think that using grammarly is just a "help," and, therefore, not even question whether this is their writing. They all sound like generic scholarly essays that are full of hot air because they don't really read the assignments well enough either! I've had to contact so many, freak them out with AI plagiarism talk and get them to roll it back. Almost grateful to see misspellings because they are an indication that the work is authentic.

As for content, I make it clear from the beginning that points are earned by utilizing info from the readings. It's in the prompt and the rubric. So, no need to chide there.

I think with today's students, this email will just antagonize them, sadly. And some will catch that possessive/plural error.

Do you think Grammarly is cheating? My DS uses it. She has dyslexia, dysgraphia and ADHD. It doesn’t write the work for her. It basically tells her when she has made a grammatical or spelling error. I find it akin to a proof reader. She does not use Chat GPT to write work (although many of her friends do) because she finds the writing horrible.

I’m just interested in if Grammarly is considered cheating and why.

Firstly, as someone who teaches, I would never want someone with genuine learning disabilities to be deprived of necessary tools that help them succeed. If a student in my class with documentation has Grammarly (or things like it) as a learning accommodation, then I'm not going to push back. But if it's not being used for that reason, I'd love to help everyone get away from it if I could. Here's why.

Grammarly is different from the grammar-check and spellcheck functions built into things like Google Docs: its rewriting functions are far more robust. I don't want to grade Grammarly's cooked-up (or even just new and improved) version of a paper or essay: I want to grade my students' own work, flaws and all, so that my students can improve their own abilities to think and write for themselves. Telling them what _Grammarly_ can improve is utterly useless.

So yes, fine, use spellcheck to eliminate the basic typos. But don't substitute spellcheck for careful reading. And don't turn in massively corrected, totally polished grammar that didn't come from you, because then I can't tell that you need help learning how to write, and I'll never be able to assist you in improving. Objectively, that ultimately wastes your time, your effort, and your tuition money.

And for all the folks who say that grammar isn't important, there were quite a few comments on the errors in the post that started this thread in the first place. Words matter in many situations, to many people. And AI isn't the answer to not knowing how to express yourself clearly and accurately.

If they're able to turn it totally polished grammar, they clearly don't need help with that part of writing. I'm turning in perfectly former letters to you even though by handwriting is atrocious. Does that mean I need more letter-forming practice in order to write? Obviously not.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd like to go back to the days of these complaints. Many of my students are having grammarly essentially write their work, and they don't even realize it because they think that using grammarly is just a "help," and, therefore, not even question whether this is their writing. They all sound like generic scholarly essays that are full of hot air because they don't really read the assignments well enough either! I've had to contact so many, freak them out with AI plagiarism talk and get them to roll it back. Almost grateful to see misspellings because they are an indication that the work is authentic.

As for content, I make it clear from the beginning that points are earned by utilizing info from the readings. It's in the prompt and the rubric. So, no need to chide there.

I think with today's students, this email will just antagonize them, sadly. And some will catch that possessive/plural error.

Do you think Grammarly is cheating? My DS uses it. She has dyslexia, dysgraphia and ADHD. It doesn’t write the work for her. It basically tells her when she has made a grammatical or spelling error. I find it akin to a proof reader. She does not use Chat GPT to write work (although many of her friends do) because she finds the writing horrible.

I’m just interested in if Grammarly is considered cheating and why.

It depends on how you use it. It's fine for proofing and identifying errors, but I've found this semester, that students are using it to suggest phrasing and doing that throughout the essay. It then doesn't sound like the student at all. I have one student who has little experience with academic English. He even joked about it in his Introduction. His essay was very glossy. Completely different voice to his other work.

So what? Seriously. You give them an assignment and they do all the research, structure, organizing, planning. So they get a little help in phrasing, seriously what is your problem with that? This is not a relevant argument.

No. It's the entire paper, not "a little help in phrasing." It comes back as 100% AI on a check. I'd be fine with a little help, not 100% generated.

What isn't relevant is to make inaccurate assumptions to try to school someone else on their field.

There was no assumption made here. You said, "suggest phrasing," not 100% generated, in your first post. Of course 100% generated is unacceptable. Not only because it then isn't the student's work, but it's also likely very painful to read. Most paragraphs I have generated through ChatGPT are awful. Grammarly is no better at actually writing ordinarly prose.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd like to go back to the days of these complaints. Many of my students are having grammarly essentially write their work, and they don't even realize it because they think that using grammarly is just a "help," and, therefore, not even question whether this is their writing. They all sound like generic scholarly essays that are full of hot air because they don't really read the assignments well enough either! I've had to contact so many, freak them out with AI plagiarism talk and get them to roll it back. Almost grateful to see misspellings because they are an indication that the work is authentic.

As for content, I make it clear from the beginning that points are earned by utilizing info from the readings. It's in the prompt and the rubric. So, no need to chide there.

I think with today's students, this email will just antagonize them, sadly. And some will catch that possessive/plural error.

Do you think Grammarly is cheating? My DS uses it. She has dyslexia, dysgraphia and ADHD. It doesn’t write the work for her. It basically tells her when she has made a grammatical or spelling error. I find it akin to a proof reader. She does not use Chat GPT to write work (although many of her friends do) because she finds the writing horrible.

I’m just interested in if Grammarly is considered cheating and why.

It depends on how you use it. It's fine for proofing and identifying errors, but I've found this semester, that students are using it to suggest phrasing and doing that throughout the essay. It then doesn't sound like the student at all. I have one student who has little experience with academic English. He even joked about it in his Introduction. His essay was very glossy. Completely different voice to his other work.

So what? Seriously. You give them an assignment and they do all the research, structure, organizing, planning. So they get a little help in phrasing, seriously what is your problem with that? This is not a relevant argument.

No. It's the entire paper, not "a little help in phrasing." It comes back as 100% AI on a check. I'd be fine with a little help, not 100% generated.

What isn't relevant is to make inaccurate assumptions to try to school someone else on their field.

There was no assumption made here. You said, "suggest phrasing," not 100% generated, in your first post. Of course 100% generated is unacceptable. Not only because it then isn't the student's work, but it's also likely very painful to read. Most paragraphs I have generated through ChatGPT are awful. Grammarly is no better at actually writing ordinarly prose.

That's the issue with AI generated assignments. Students are turning in things that they have not read, no human has read, and expect them to be graded.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd like to go back to the days of these complaints. Many of my students are having grammarly essentially write their work, and they don't even realize it because they think that using grammarly is just a "help," and, therefore, not even question whether this is their writing. They all sound like generic scholarly essays that are full of hot air because they don't really read the assignments well enough either! I've had to contact so many, freak them out with AI plagiarism talk and get them to roll it back. Almost grateful to see misspellings because they are an indication that the work is authentic.

As for content, I make it clear from the beginning that points are earned by utilizing info from the readings. It's in the prompt and the rubric. So, no need to chide there.

I think with today's students, this email will just antagonize them, sadly. And some will catch that possessive/plural error.

Do you think Grammarly is cheating? My DS uses it. She has dyslexia, dysgraphia and ADHD. It doesn’t write the work for her. It basically tells her when she has made a grammatical or spelling error. I find it akin to a proof reader. She does not use Chat GPT to write work (although many of her friends do) because she finds the writing horrible.

I’m just interested in if Grammarly is considered cheating and why.

Firstly, as someone who teaches, I would never want someone with genuine learning disabilities to be deprived of necessary tools that help them succeed. If a student in my class with documentation has Grammarly (or things like it) as a learning accommodation, then I'm not going to push back. But if it's not being used for that reason, I'd love to help everyone get away from it if I could. Here's why.

Grammarly is different from the grammar-check and spellcheck functions built into things like Google Docs: its rewriting functions are far more robust. I don't want to grade Grammarly's cooked-up (or even just new and improved) version of a paper or essay: I want to grade my students' own work, flaws and all, so that my students can improve their own abilities to think and write for themselves. Telling them what _Grammarly_ can improve is utterly useless.

So yes, fine, use spellcheck to eliminate the basic typos. But don't substitute spellcheck for careful reading. And don't turn in massively corrected, totally polished grammar that didn't come from you, because then I can't tell that you need help learning how to write, and I'll never be able to assist you in improving. Objectively, that ultimately wastes your time, your effort, and your tuition money.

And for all the folks who say that grammar isn't important, there were quite a few comments on the errors in the post that started this thread in the first place. Words matter in many situations, to many people. And AI isn't the answer to not knowing how to express yourself clearly and accurately.

You are clearly not a college professor. We are talking about college, not middle school. Of course middle schoolers, even early high schoolers, should not be using Grammarly to learn actual grammar (though it's actual quite a useful learning tool). No college professor at a decent college in America considers it their job to teach college students grammar. By then, they are teaching them how build strong arguments, etc. Getting AI to fix basic spelling and grammatical errors to help that professor see through the stupid mistakes to the meat of the paper, especially when you have two other papers and a mid-term in the same week is, I promise you, perfectly acceptable to college professors at decent and elite universities.