Adapting the Teaching of Academic Writing to the Emergence of Natural Language Generators

Abstract

Natural Language Generators are already consistently impossible for humans to distinguish from human writing. They have been used to develop personalized tests, but also to plagiarize essays. This paper asks what are the issues and opportunities brought about by such algorithms and seeks to map potential directions for an education that is successful in overcoming plagiarism issues, while still teaching the principles of proper academic writing, but also in teaching students how to deploy NLG algorithms to their own use.