Bibliografias temáticas / Writing with AI

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Literatura científica selecionada sobre o tema "Writing with AI"

Autor: Grafiati

Publicado: 7 de junho de 2025

Última modificação: 2 de agosto de 2025

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Artigos de revistas sobre o assunto "Writing with AI"

Yoon, Jae-yeon. "A college writing in the era of writing using artificial intelligence." Research Institute of Education Science, Jeju National University 26, no. 4 (2024): 1–30. https://doi.org/10.15564/jeju.2024.12.26.4.1.

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The purpose of this study is to analyze the characteristics of writings written using generative artificial intelligence, and based on this, to find application and response measures in university writing education. The characteristics of writings written using generative artificial intelligence were grasped through qualitative analysis of AI-generated texts. In addition, it suggested a direction on how to apply and respond to these characteristics in college writing classes. First, AI-generated texts have structural typicality. Second, general and universal expressions are repeated in AI-gene

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Marhaban, Saiful, Teguh Sulistyo, and Oktavia Widiastuti. "Artificial Intelligence in Writing: Students' Writing Competencies and Voices." JEELS (Journal of English Education and Linguistics Studies) 12, no. 1 (2025): 403–25. https://doi.org/10.30762/jeels.v12i1.3927.

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Integrating artificial intelligence (AI) in writing instructions may lead to an ongoing debate among scholars. However, the rapid development of technologies of AI technologies cannot be avoided in daily lives, including written language productions. This paper, then, tries to highlight two cases: the impacts of AI and process-based approach on students’ writing competencies and what students perceive about the intervention. The study, which involved 27 Indonesian English language majors, used a mixed-methods approach that included both qualitative and quantitative data. The results showed tha

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Sarkar, Deep. "第1回 AI Usage in Academic Writing(Academic writing and AI)". Journal of the Society of Mechanical Engineers 127, № 1262 (2024): 66–67. http://dx.doi.org/10.1299/jsmemag.127.1262_66.

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Mursidha, Nur Aini, Mohammad Fatoni, Nanin Verina Widya Putri, and Ahmad Tauchid. "AI Writing Tools on the Content and Organization of Students’ Writing." English Education:Journal of English Teaching and Research 10, no. 1 (2025): 1–11. https://doi.org/10.29407/jetar.v10i1.23626.

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Writing English is a problem for final semester EFL students to complete their thesis. So AI technology becomes a tool that can improve their writing. Researchers conducted this research on three students of English language education at Nahdlatul Ulama Sunan Giri University to find out what AI tools most often use and their perspectives about AI in the content and organization of writing. This research used a qualitative approach through semi-structured interviews. Researchers collected data for this research by conducting pre-observations regarding EFL students who got high writing scores in

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Gabriel, Sonja. "Generative AI in Writing Workshops: A Path to AI Literacy." International Conference on AI Research 4, no. 1 (2024): 126–32. https://doi.org/10.34190/icair.4.1.3022.

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The widespread use of generative AI tools which can support or even take over several part of the writing process has sparked many discussions about integrity, AI literacy and changes to academic writing processes. This paper explores the impact of generative artificial intelligence (AI) tools on the academic writing pro-cess, drawing on data from a writing workshop and interviews with university students of a university teacher college in Austria. Despite the widespread assumption that generative AI, such as ChatGPT, is widely used by students to support their academic tasks, initial findings

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Yi, Jyi-yeon, and Youngsook Kim. "Use of AI-based Platforms in Teaching and Learning of General English Writing for College EFL Learners." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 7 (2023): 663–83. http://dx.doi.org/10.22251/jlcci.2023.23.7.663.

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Objectives The present study aimed to find out the characteristics of English writing and learners' perception of the use of AI-based platforms after having university EFL learners use AI-based platforms in the English writing teaching and learning process. Methods In the 2nd semester of 2022, AI-based English writing scoring/English grammar check platform and machine translation platform were used for the English writing process for 20 students in a general English required course in C university. The English composition drafts in 3rd week (pre-test) and 15th week(post-test) were constr

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Abdul Rahman, Nurul Ajleaa, Luqmanul Hakim Zulkornain, Azman Che Mat, and Martin Kustati. "Assessing Writing Abilities using AI-Powered Writing Evaluations." Journal of ASIAN Behavioural Studies 8, no. 24 (2023): 1–17. http://dx.doi.org/10.21834/jabs.v8i24.420.

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This study aims to investigate the effectiveness of AI software, Automated Writing Evaluation (AWE), in identifying grammatical errors and increasing writing abilities among Malaysian public university students, as well as their perspectives on AI software in enhancing writing skills. The outcomes of this study reveal that students have good attitudes toward the implementation of AWE. The findings have implications for using artificial intelligence (AI) software (AWE) in ESL writing classes. Moreover, future scholars are anticipated to do similar research to increase the effect and relevance o

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Bensalem, Elias, Radhia Harizi, and Amel Boujlida. "Exploring undergraduate students' usage and perceptions of AI writing tools." Global Journal of Foreign Language Teaching 14, no. 2 (2024): 53–65. http://dx.doi.org/10.18844/gjflt.v14i2.9344.

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Artificial intelligence (AI) technologies have seen significant integration in various fields, particularly in higher education. The current study aims to explore the extent of students’ usage patterns of AI writing tools, their overall experience of using AI writing tools, and challenges and concerns about using AI writing tools. In addition, the study aims to examine the ways AI writing tools have affected students’ writing skills and features or improvements that they would like to see in AI writing tools to enhance their writing experiences. A survey of 161 undergraduate students from a pu

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Friatin, Lilies Youlia. "Revolutionizing Writing: The Impact of Technology on Enhancing Students' Writing Skills." JALL (Journal of Applied Linguistics and Literacy) 9, no. 1 (2025): 87. https://doi.org/10.25157/jall.v9i1.17963.

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The use of artificial intelligence (AI) in writing instruction has introduced new opportunities for enhancing students’ creativity and engagement. This study explores students’ perceptions of Canva AI Magic Writer in developing descriptive writing skills. Using a qualitative case study approach, data were collected from 30 university students through a questionnaire. The findings reveal that most students found AI helpful in overcoming writer’s block and improving descriptive details. However, some expressed concerns about originality and the potential loss of personal voice. While AI tools en

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Dazzeo, Robin. "AI-Enhanced Writing Self- Assessment." Journal of Technology-Integrated Lessons and Teaching 3, no. 2 (2024): 80–85. https://doi.org/10.13001/jtilt.v3i2.9119.

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This technology-rich, three-day lesson for 9th-12th grade English Language Arts students leverages artificial intelligence (AI)-enhanced rubrics and writing analysis tools (Ouyang & Jiao, 2021) to improve student writing and self-assessment skills. Students explore AI-enhanced digital rubrics, use AI tools to analyze their writing, and apply AI-generated feedback to revise their work. This approach enhances current writing assignments and develops critical thinking skills and digital literacy. Assessments include AI-generated feedback reports, peer evaluations, and final revised writing sa

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Teses / dissertações sobre o assunto "Writing with AI"

Boyd, Nicola Mary. "Strang Loops and Confessions: In Search of a Creative Writing Research Methodology and AI PI: A Novel." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/367955.

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The journey through the exegesis and creative work, discourse on the nature of the exegesis, and an examination of awarded PhD and DCA creative theses, leads to the idea of modelling the relationship between the exegesis and the novel. This idea is taken further to explore the relationship between the writer, creative work and readership; the journey within the chasm that opens between original drafts of a novel and the complete re-writing of the novel; and the possibilities of providing a framework to help other postgraduates conceptualise, explain, model and map their own creative theses. I

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Heniqui, Fanny. "L'interprétation sémiographique des phonogrammes : les voyelles du français : ai, ain, au, eau, ei, ein." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAC009.

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Toute orthographe est mixte, elle fait coexister deux principes : le principe phonographique, qui consiste en la transcription des phonèmes, et le principe sémiographique, en vertu duquel une unité graphique renvoie à du sens. Les analyses actuelles des spécialistes de l’écriture tendent à réévaluer la dimension sémiographique de l’orthographe. L’objectif est de faire apparaitre l’importance de ce versant de l’orthographe. Il s’agit d’établir la sémiographie des graphèmes vocaliques eau, au, ein, ain, ai et ei du français, en dégageant leurs valeurs logogrammique, morphogrammique grammaticale

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Lewis, Anna M. J. "Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? : an exploratory multiple case study of three classes of primary children and their teachers using Appreciative Inquiry (AI) to facilitate pupil participation, create new learning experiences in writing lessons, and help to evaluate the AI process in schools." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6555/.

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This multiple case study explored the potential for Appreciative Inquiry (AI) to give three classes of primary children voice and influence over decisions that affect their learning, and facilitated their involvement in evaluating AI. Using mixed methods, it examined changes in: children and teachers’ beliefs about the value of pupil participation; curriculum activities for writing; and children’s attitudes, progress and attainment. The children and teachers suggested improvements to the AI process so that it can be as inclusive as possible. The results indicated that AI has the potential to s

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Luk, Pei-yee, and 陸姵而. "A Study on the Chinese writing difficulty of junior secondary students with dyslexia in Hong Kong = Xianggang chu zhong du xie zhang ai xue sheng de Zhong wen xie zuo kun nan yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211026.

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According to the statistics of the Education Bureau, 6248 junior secondary students had been identified with special learning difficulties in 2014. The incidence rate of this group of students suffering from dyslexia is about 80%. This dissertation explores and investigates the Chinese writing difficulties of the junior secondary students with dyslexia encountered from the perspectives of teachers and students. The research consists of two studies. Study1 aims atinvestigating the language teachers’ perceptions of the difficulties of dyslexia students in Chinese writing, teachers’ strategies

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Lam, Wai-man, and 林惠文. "Chinese writing performance of Hong Kong secondary school students with dyslexia problems in Chinese language subject of HKCEE = Xianggang du xie zhang ai xue sheng zai zhong xue hui kao Zhongguo yu wen ke de pian zhang xie zuo biao xian." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211024.

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This thesis is aimed at analyzing dyslexic students’ features of written texts in Hong Kong using systemic functional linguistics. Text analytic method was adopted in comparing the texts written by dyslexic students with those written by normal students based on the systems of transitivity, theme, mood and modality. The study has further developed the concept of word density within the framework of systemic functional linguistics, putting forward the proposition of using “functional word density”, i.e. transitivity density, theme density and mood density, to analyze the language features of

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徐璐. "人性裂變後的家族末路 : 論張愛玲獨特的親情書寫對家族的拆解 = Deteriorated human nature inducing to the family's terminal : Zhang Ailing's achieving of the families' disintergration by unique families' writings". Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2485496.

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Chou, Meng-Hsiang, and 周夢湘. "The searching of life and life writing in Ming- Ai writing workshop." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/89331702466331971538.

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碩士 世新大學 口語傳播學研究所 97 The research was started from an “assumption”. What’s the meaning of writing of life story for the transformation of life? Discovering the world by listening the life stories of people, to understand their experiences further. The aim of “Ming-Ai writing workshop” in Shihtan Township is to elaborate for the love of life, encourage people to return to their heart, searching the source of life. Members in workshop could see through their heart and understand their self again via writing. The purpose of this study is the writing of stories of life, further analyz

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Ng, Maria Noelle. "Cultural habits : The travel writing of Isabella Bird, Max Dauthendey and Ai Wu, 1850-1930." Thesis, 1995. http://hdl.handle.net/2429/7522.

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Edward Said’s Orientalism (1978) has generally been recognized as an influential study of western literary perceptions of the East, but numerous critics have also challenged his geographical parameters as too narrow and his conceptual framework as insufficiently complex. This thesis further expands the study of Orientalism (1) by focussing on a colonized area generally overlooked in this context, namely Southeast Asia; (2) by including a writer of German background, a nationality frequently omitted in the discussion of colonial history in general and of Orientalism in particular; and (

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LAI, TING-RU, and 賴亭如. "The Tumult and the Breakthrough : A Discussion of the Body Writing in Ling Yu's and Ai-Lin Yan's Poems." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/m5366p.

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碩士 國立高雄師範大學 國文學系 107 After the abolition of Martial Law, Taiwan’s economy boomed, government policy changed its direction, and female autonomy has increased; with the influx of various Western ideological trends, female consciousness emerges in poetry. Feminism brings along the awakening of sexual autonomy. Instead of conforming to the stereotype of composing sentimental, soft, and tender works, female poets transcend the restraint imposed by social conventions, embarking on the self-exploring journey, and develop self-awareness. These female poets start the changing process from

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Livros sobre o assunto "Writing with AI"

Wallwork, Adrian. AI-Assisted Writing and Presenting in English. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-48147-5.

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Haber, Eldar, Dariusz Jemielniak, Artur Kurasiński, and Aleksandra Przegalińska. Using AI in Academic Writing and Research. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-91705-9.

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Guida, Lorenzo. Storia della scrittura: Dai primordi ai giorni nostri. Emilogos, 2004.

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Wang, Chaoran, and Zhongfeng Tian. Rethinking Writing Education in the Age of Generative AI. Routledge, 2025. https://doi.org/10.4324/9781003426936.

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Gregorietti, Salvatore. La forma della scrittura: Tipologia e storia degli alfabeti dai Sumeri ai giorni nostri. Feltrinelli, 1988.

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Beverly, Cleary. Qin ai de Hanxiu xian sheng. Zhi mao wen hua shi ye you xian gong si, 1992.

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Beverly, Cleary. Qin ai de Hanxiu xian sheng: Dear Mr. Henshaw. Xin lei chu ban she, 2014.

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Congresso A.I.P.I. (23rd 2018 Università per stranieri di Siena). Punti di incrocio, di attenzione, di briga e d'affetto: Lettere ai tempi di conflitti e di guerre nel Novecento. Franco Cesati editore, 2020.

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Bacchetti, Flavia. I viaggi en touriste di De Amicis: Raccontare ai borghesi. Edizioni del Cerro, 2001.

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Barbagli, Alessia. Scrivere per resistere: Il Decameron ai tempi del Covid. L'asino d'oro edizioni, 2021.

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Capítulos de livros sobre o assunto "Writing with AI"

Pallant, Julie. "Writing Good Prompts." In Creating Images Using AI. CRC Press, 2024. http://dx.doi.org/10.1201/9781003541677-6.

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Tham, Jason C. K., Tharon Howard, and Gustav Verhulsdonck. "AI Recipes for UX Writing." In UX Writing. Routledge, 2023. http://dx.doi.org/10.4324/9781003274414-15.

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Lee, Inhye. "AI-powered writing assistance." In Innovative Methods in Korean Language Teaching. Routledge, 2024. http://dx.doi.org/10.4324/9781032725307-3.

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Borovick, Harry. "AI for Creative Writing." In AI and the Law. Apress, 2024. http://dx.doi.org/10.1007/979-8-8688-0400-7_5.

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Eager, Bron. "Writing & editing with AI." In AI-Powered Scholar. Routledge, 2024. http://dx.doi.org/10.4324/9781032665276-10.

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Tham, Jason C. K., Tharon Howard, and Gustav Verhulsdonck. "Using Generative AI and Automating Your Content." In UX Writing. Routledge, 2023. http://dx.doi.org/10.4324/9781003274414-14.

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Siddiqui, Momin N., Vryan Feliciano, Roy Pea, and Hari Subramonyam. "AI in the Writing Process: How Purposeful AI Support Fosters Student Writing." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-98459-4_14.

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Shermis, Mark D. "AI Scoring and Writing Fairness." In The Routledge International Handbook of Automated Essay Evaluation. Routledge, 2024. http://dx.doi.org/10.4324/9781003397618-24.

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Tang, Hsin-Hao. "Leveraging AI for Writing Tests." In Practical Front-End Testing. Apress, 2025. https://doi.org/10.1007/979-8-8688-1451-8_8.

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Medina, Dylan. "Writing Theory for Generative AI." In Generative AI in Writing Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003493563-4.

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Trabalhos de conferências sobre o assunto "Writing with AI"

Liebling, Daniel J., Malcolm Kane, Madeleine Grunde-McLaughlin, Ian Lang, Subhashini Venugopalan, and Michael Brenner. "Towards AI-assisted Academic Writing." In Proceedings of the 1st Workshop on AI and Scientific Discovery: Directions and Opportunities. Association for Computational Linguistics, 2025. https://doi.org/10.18653/v1/2025.aisd-main.4.

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Atherton, Pete. "CAN AN AI CREATIVE WRITING COACH HELP THE CREATIVE WRITING PROCESS?" In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0288.

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Deshmukh, Dr Nilima. "Human Vs Machine: Evaluating AI-Generated Scripts and Creative Storytelling." In Two Day National Interdisciplinary Conference on Script Writing. SK Publisher, 2024. https://doi.org/10.61165/sk.publisher.script.writing.2024.8.

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C. R., Usha. "AI in Script-writing: Collaborating with Generative Tools for Story Development." In Two Day National Interdisciplinary Conference on Script Writing. SK Publisher, 2024. https://doi.org/10.61165/sk.publisher.script.writing.2024.14.

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Shi, Shanfei, Wan Ma, Chuang Zhu, and Jiangbo Shu. "Research on AI Empowered Pen Writing Training." In 2024 4th International Conference on Educational Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet62460.2024.10868480.

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Cao, Xun. "PTCL-SE: How AI Self-evaluation Influences Human-AI Collaborative Story Writing." In 2024 17th International Symposium on Computational Intelligence and Design (ISCID). IEEE, 2024. https://doi.org/10.1109/iscid63852.2024.00058.

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Kondoro, Alfred Malengo. "AI Writing Assistants in Tanzanian Universities: Adoption Trends, Challenges, and Opportunities." In Proceedings of the Fourth Workshop on Intelligent and Interactive Writing Assistants (In2Writing 2025). Association for Computational Linguistics, 2025. https://doi.org/10.18653/v1/2025.in2writing-1.4.

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Procko, Tyler Thomas, Alexandra Davidoff, Timothy Elvira, and Omar Ochoa. "Leveraging Large Language Models on the Traditional Scientific Writing Workflow." In 2024 Conference on AI, Science, Engineering, and Technology (AIxSET). IEEE, 2024. https://doi.org/10.1109/aixset62544.2024.00028.

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Towle, Benjamin, and Ke Zhou. "Enhancing AI Assisted Writing with One-Shot Implicit Negative Feedback." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.705.

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Truong, Uyen T. "Writing Classes in the AI Era: Redefining English Teachers' Roles." In 2024 6th International Workshop on Artificial Intelligence and Education (WAIE). IEEE, 2024. https://doi.org/10.1109/waie63876.2024.00016.

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Relatórios de organizações sobre o assunto "Writing with AI"

Seals, Corinne. AI Tools for Academic Publications. Instats Inc., 2025. https://doi.org/10.61700/57c61kcgcz6821981.

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This seminar provides a comprehensive workshop on writing academic journal articles, led by expert Corinne Seals, focusing on strategies to successfully navigate the publication process. Participants will acquire essential skills for crafting compelling manuscripts, leveraging technology in their writing, and addressing reviewers' feedback effectively.

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Gruber, Peter. Better and Faster Academic Writing with LaTeX and ChatGPT. Instats Inc., 2025. https://doi.org/10.61700/3m4v9tp7g36bg1633.

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This three-day seminar introduces technical and creative aspects of academic writing with LaTeX. Leveraging AI and LaTeX's clear structure, participants will develop an efficient publication workflow—from drafting and literature review to creating tables, figures, equations, revising, and presenting. Participants will learn to quickly produce high-quality academic documents, improve writing style, and avoid imprecise AI-generated jargon. Weekly meetings provide practical application and ongoing support.

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Fariborzi, Hadi, and Piers Steel. Using ChatGPT for Automated Grant Writing. Instats Inc., 2023. http://dx.doi.org/10.61700/hi9ndkgxtt70m469.

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Explore the power of AI-driven tools for automating the process of academic grant writing in this 3-day workshop, designed for researchers and PhD students seeking to improve the quality and quantity of their academic grant writing. Through hands-on exercises and interactive discussion, you will learn how to harness the power of ChatGPT for every part of the academic grant writing process, including multiple inputs such as the funder's grant application rules and past successful applications. An official Instats certificate of completion is provided and offers 2 ECTS Equivalent points.

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Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, et al. Duolingo English Test - Writing Construct. Duolingo, 2023. http://dx.doi.org/10.46999/arxn5612.

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Assessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct

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Greene Nolan, Ph.D., Hillary, Merijke Coenraad, Ph.D., and Viki Young, Ph.D. Teaching Partner, Grading Assistant, Substitute Teacher: Three Ways Teachers Positioned an Artificial Intelligence Tool in Writing Instruction. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/226.

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This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical framework of how teachers position AI tools — and therefore themselves — in their teaching. We found that some teachers leveraged AI as a “teaching partner” that provided insights to help enhance teaching and learning while remaining central to instruction

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Fariborzi, Hadi, and Piers Steel. New ChatGPT and AI Tools for Academic Research and Publishing. Instats Inc., 2024. http://dx.doi.org/10.61700/wdf7gomkxo8yh1080.

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This transformative half-day seminar is designed to equip participants with the latest AI tools and techniques to assist the process of academic research and publishing. Perfect for both newcomers and seasoned AI users, this seminar promises to revolutionize your approach to scholarly work by using AI tools as research assistants. The seminar is comprised of four separate sessions, each designed to explore different facets of AI in academic research, including: revolutionizing research with AI tools and technologies; mastering prompt engineering; navigating the ethics and security of AI; and a

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Greene Nolan, Hillary, and Mai Chou Vang. Automated Essay Scoring in Middle School Writing: Understanding Key Predictors of Students’ Growth and Comparing Artificial Intelligence- and Teacher-Generated Scores and Feedback. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/187.

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Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos, essay prompts, and a platform for students to submit and revise essay drafts with AI-generated scores and feedback. We analyze AI-generated writing scores of 3,233 7th- and 8th-grade students in school year 2021-22 and find that students’ growth over t

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bin Ahsan, Wahid, Md Tanvir Hasan, Danilson Placid Purification, Nilim Ahsan, Naima Haque Numa, and Mostain Billa Tusar. Challenges and Opportunities in Bangladesh’s Content Writing Industry: A Qualitative Exploration. Userhub, 2023. http://dx.doi.org/10.58947/ghkp-lxdn.

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This research provides a qualitative, in-depth exploration of the content writing industry in Bangladesh, identifying prevalent trends, challenges, and growth potential. The study utilizes data from 44 participants, which include content writers and clients with diverse levels of industry experience, collected via online surveys and detailed interviews. Key findings suggest that while the industry is marked by a high demand for unique, engaging, and SEO-optimized content, issues pertaining to AI’s role, market saturation, and remuneration concerns persist. Despite these challenges, strategies

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Felix, Juri, and Laura Webb. Use of artificial intelligence in education delivery and assessment. Parliamentary Office of Science and Technology, 2024. http://dx.doi.org/10.58248/pn712.

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This POSTnote considers how artificial intelligence (AI) technologies can be used by educators and learners in schools, colleges and universities. Artificial intelligence technologies that can be used in education have developed rapidly in recent years. This has been driven in part by advancements of generative AI, which is now capable of performing a wide range of tasks including the production of realistic content such as text, images, audio and video. Artificial intelligence tools have the potential to provide different ways of learning and to help educators with lesson planning, marking an

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Gruber, Peter. Using ChatGPT for Advanced Data Analysis. Instats Inc., 2023. http://dx.doi.org/10.61700/pmgm4wmm7ffer469.

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This workshop teaches researchers, from PhD students to professors, how to use ChatGPT and its Advanced Data Analytics tool for statistical analysis without writing a line of code or even knowing how to use a statistics program. The seminar covers a range of topics from data preparation and descriptive statistics to regression analysis, advanced statistical tests and visualisation. Special emphasis is placed on understanding the workings and limits of AI models such as ChatGPT and reflecting on its implications for data analysis.

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