The following are a collection of publicly sourced articles related to the recent rise of artificial intelligence in everyday applications.
note: following each [hyperlinked] title/subtitle are abstracts generated by ChatGPT after receiving prompts from M. Neal. "Write an abstract for [article link]" is indicated with [URL] abstract. "Write an abstract for [article text]" is indicated with [text] abstract. These very similar prompt-responses are shared consecutively in the hope that reading the abstracts will showcase the variations in ChatGPT output (despite similar input).
Robots Are Writing Poetry, and Many People Can’t Tell the Difference
Machines are putting out astonishingly human writing. What does that mean for the future of art?
[URL] abstract: "AI Poetry" is an article published by The Walrus which explores the use of artificial intelligence in the creation of poetry. The piece delves into the potential of AI to generate poems that match human-like creativity, emotions and imagination. It also highlights the limitations of AI-generated poetry and raises questions about the future of poetry in an increasingly digital world. The article provides a comprehensive analysis of AI's impact on the art of poetry and offers insights into the role that human poets will play in the coming years.
Large language models (LLMs) such as ChatGPT are sophisticated statistical models that predict probable word sequences in response to a prompt even though they do not “understand” language in any human-like sense. Through intensive mining, modeling, and memorization of vast stores of language data “scraped” from the internet, these text generators deliver a few paragraphs at a time which resemble writing authored by humans. This synthetic text is not directly “plagiarized” from some original, and it is usually grammatically and syntactically well-crafted.
From an academic integrity perspective, this means that “AI”-generated writing
1) is not easily identifiable as such to the unpracticed eye;
2) does not conform to “plagiarism” as that term is typically understood by teachers and students; and
3) encourages students to think of writing as task-specific labor disconnected from learning and the application of critical thinking.
