Artificial intelligence is getting better at writing, and universities should worry about plagiarism

Some universities have reported more cheating during the pandemic, and such concerns are unfolding in a climate where technologies that allow for the automation of writing continue to improve.

Over the past two years, the ability of artificial intelligence to generate writing has leapt forward significantly, particularly with the development of what’s known as the language generator GPT-3. With this, companies such as Google, Microsoft and NVIDIA can now produce “human-like” text.

AI-generated writing has raised the stakes of how universities and schools will gauge what constitutes academic misconduct, such as plagiarism. As scholars with an interest in academic integrity and the intersections of work, society and educators’ labour, we believe that educators and parents should be, at the very least, paying close attention to these significant developments.

AI & academic writing

The use of technology in academic writing is already widespread. For example, many universities already use text-based plagiarism detectors like Turnitin, while students might use Grammarly, a cloud-based writing assistant. Examples of writing support include automatic text generation, extraction, prediction, mining, form-filling, paraphrasing, translation and transcription.

Advancements in AI technology have led to new tools, products and services being offered to writers to improve content and efficiency. As these improve, soon entire articles or essays might be generated and written entirely by artificial intelligence. In schools, the implications of such developments will undoubtedly shape the future of learning, writing and teaching.

Misconduct concerns already widespread

Research has revealed that concerns over academic misconduct are already widespread across institutions higher education in Canada and internationally.

In Canada, there is little data regarding the rates of misconduct. Research published in 2006 based on data from mostly undergraduate students at 11 higher education institutions found 53 per cent reported having engaged in one or more instances of serious cheating on written work, which was defined as copying material without footnoting, copying material almost word for word, submitting work done by someone else, fabricating or falsifying a bibliography, submitting a paper they either bought or got from someone else for free.

Academic misconduct is in all likelihood under-reported across Canadian higher education institutions.

There are different types of violations of academic integrity, including plagiarism, contract cheating (where students hire other people to write their papers) and exam cheating, among others.

Unfortunately, with technology, students can use their ingenuity and entrepreneurialism to cheat. These concerns are also applicable to faculty members, academics and writers in other fields, bringing new concerns surrounding academic integrity and AI such as:

• If a piece of writing was 49 per cent written by AI, with the remaining 51 per cent written by a human, is this considered original work?


• What if an essay was 100 per cent written by AI, but a student did some of the coding themselves?


• What qualifies as “AI assistance” as opposed to “academic cheating”?


• Do the same rules apply to students as they would to academics and researchers?