Ethically Speaking... Should we use AI in writing?

I recently had a conversation with my younger sister, a high school senior enrolled in dual credit college courses. She told me that her friend is being falsely accused of academic dishonesty by their professor, who claims the student used AI to write their latest research paper—an alleged violation of the student code of conduct. This isn’t the first time my sister and I have discussed AI use in her learning environment. She has repeatedly mentioned that her teachers and professors have made it abundantly clear that any form of AI assistance is considered academic dishonesty and could result in failing the class. Because of this, she is terrified of using AI in any sense to help with her coursework.

So then there's me... I've always loved to write. I could get a research paper done on my lunch break, and have the start of a novel completed in one evening. Writing has always come very naturally to me, but what absolutely never has is revising and editing. Once I type something, the chances of me returning to it to check for errors is slim to none, and even when I do, I hardly ever notice my own mistakes. In most cases, this is where AI comes in for me. Rather than burdening someone else with reading my work that is probably longer than it's supposed to be, I can quickly and easily ask a generative AI platform to help me out. I've also used AI to help brainstorm ideas in the creative writing process and to refine my ideas when trying to portray a concise and well-defined body of work. Generative AI has proven to be a useful tool at different stages of the writing process. For instance, it can help students generate ideas early on, narrow the scope of their work, and even assist in research. Tools like these allow students to get a head start and refine their ideas before diving into the intellectual labor of synthesizing information and crafting original arguments. As The University of Kansas (2024) suggests, AI should be thought of as a writing assistant that supports, rather than replaces, the work students are expected to do. AI can also be a fantastic tool for organizing thoughts, brainstorming, and even gathering and formatting references. As long as it’s used ethically, AI can be integrated into the writing process to enhance the overall experience without crossing into unethical territory.

As a writer, I value the writing process and am a firm believer that any piece of work that an individual puts out should be based on their original thoughts and ideas. So when does the use of AI go too far and begin to cross ethical boundaries? I’d say when AI is doing the work for you, and there’s not an ounce of original thought present. According to The University of Kansas (2024), the use of generative artificial intelligence in writing isn’t an either/or proposition. Instead, think of it as a continuum in which AI can be used at various points to inspire, idealize, structure, and format writing. It can also assist with research, feedback, summarization, and creation. However, The University of Kansas (2024) also highlights that the line becomes clear when AI is used to simply produce work that lacks any original thought or intellectual contribution from the student. This creates a scenario where using AI as an assistant in the writing process—helping to generate ideas, narrow the scope of a topic, or even offer structure—can be a valuable tool, but turning in unedited AI-generated work as one’s own creation is undeniably academic misconduct. I think it’s vital to emphasize that the writing process, much like any learning experience, should involve engagement with the material and intellectual growth.

AI can support that process, but it should not replace it.

Paperpal (2023) also emphasizes the ethical use of AI, reminding us that generative AI should be seen as a tool to assist, rather than replace, a writer's expertise. As teacher leaders or students, we must approach AI tools responsibly. Paperpal (2023) encourages a mindset shift—from focusing on what AI tools can do to considering how we, as responsible users, wield this power. AI should act as an assistant, not as a replacement for critical thinking, research, or data analysis. When using AI in writing, it is important to always lay the groundwork before relying on AI, thoroughly review AI outputs for biases and inaccuracies, and always follow academic policies when using these tools. So in my sister's case, if the use of AI in any capacity is prohibited, she is doing the right thing by not using it.

Paperpal. (2023, Decemberr 21). The dos and don’ts of using generative AI tools ethically in academia. Paperpal. https://paperpal.com/blog/academic-writing-guides/the-dos-donts-of-using-generative-ai-tools-ethically-in-academia

University of Kansas. (2024, July). Ethical use of AI in writing assignments. Center for Teaching Excellence. https://cte.ku.edu/ethical-use-ai-writing-assignments