An important message to college students: Why you shouldn't use ChatGPT or other "AI" to write papers.
Here's the thing: Unlike plagiarism, where I can always find the exact source a student used, it's difficult to impossible to prove that a student used ChatGPT to write their paper. Which means I have to grade it as though the student wrote it.
So if your professor can't prove it, why shouldn't you use it?
Well, first off, it doesn't write good papers. Grading them as if the student did write it themself, so far I've given GPT-enhanced papers two Ds and an F.
If you're unlucky enough to get a professor like me, they've designed their assignments to be hard to plagiarize, which means they'll also be hard to get "AI" to write well. To get a good paper out of ChatGPT for my class, you'd have to write a prompt that's so long, with so many specifics, that you might as well just write the paper yourself.
ChatGPT absolutely loves to make broad, vague statements about, for example, what topics a book covers. Sadly for my students, I ask for specific examples from the book, and it's not so good at that. Nor is it good at explaining exactly why that example is connected to a concept from class. To get a good paper out of it, you'd have to have already identified the concepts you want to discuss and the relevant examples, and quite honestly if you can do that it'll be easier to write your own paper than to coax ChatGPT to write a decent paper.
The second reason you shouldn't do it?
IT WILL PUT YOUR PROFESSOR IN A REALLY FUCKING BAD MOOD. WHEN I'M IN A BAD MOOD I AM NOT GOING TO BE GENEROUS WITH MY GRADING.
I can't prove it's written by ChatGPT, but I can tell. It does not write like a college freshman. It writes like a professional copywriter churning out articles for a content farm. And much like a large language model, the more papers written by it I see, the better I get at identifying it, because it turns out there are certain phrases it really, really likes using.
Once I think you're using ChatGPT I will be extremely annoyed while I grade your paper. I will grade it as if you wrote it, but I will not grade it generously. I will not give you the benefit of the doubt if I'm not sure whether you understood a concept or not. I will not squint and try to understand how you thought two things are connected that I do not think are connected.
Moreover, I will continue to not feel generous when calculating your final grade for the class. Usually, if someone has been coming to class regularly all semester, turned things in on time, etc, then I might be willing to give them a tiny bit of help - round a 79.3% up to a B-, say. If you get a 79.3%, you will get your C+ and you'd better be thankful for it, because if you try to complain or claim you weren't using AI, I'll be letting the college's academic disciplinary committee decide what grade you should get.
Eventually my school will probably write actual guidelines for me to follow when I suspect use of AI, but for now, it's the wild west and it is in your best interest to avoid a showdown with me.
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by far the most interesting part of the latest You’re Wrong About on homosexuality in the animal kingdom is the account of how science missed it for so long. the guest, lulu miller (of radiolab fame) basically divides the reasons into three categories: ignorance, self-suppression, and what you might call “official” suppression.
essentially, since the days of thomas aquinas when it had been simply declared that homosexuality was inherently against nature, you had a lot of observers of the natural world, even once the enlightenment got underway, who simply didn’t know what they were looking at. many animal species are very sexually dimorphic and thus easy to sex; but many more are not, and if your background assumption (because the background assumption of society in general) is that homosexuality does not occur in nature, if you see two animals of unidentified sex mating, you will assume one is male and one is female. or you might simply assume what you are seeing is an aberration, with no real systemic significance, and not pointing to any kind of underlying phenomenon, and simply fail to note it down--or talk to any other naturalists about it.
and this blends into self-suppression, which includes all researchers who might have noticed homosexuality among animals in the wild, but didn’t write about it. this includes researchers who might not have thought it was significant, or who might have thought nobody was interested in it--miller offers the example of a guy who died relatively recently who spent his life studying mountain rams, who omitted mentioning from his quite detailed survey of their behavior that about one in twelve males mate exclusively with other males, because it seemed to him (at the time of writing) an aberrant and unpleasant fact about an otherwise majestic creature.
“official” suppression we might apply to any time a researcher noticed and wanted to write about the phenomenon, but who simply couldn’t get their data published, including researchers who might have pressed the scientific community at large to recognize this phenomenon, only to be greeted with hostility and suspicion--i.e., what kind of pervert is so obsessed with this topic?
and out of a combination of all these factors you get centuries of a bias being confirmed, because anybody who might care to ask, “well, homosexuality clearly occurs in humans, have we observed it in other animals?” would have been confronted with a vast lacuna in the scientific literature, not because it did not occur, but because multiple intersecting cultural biases prevented anybody from actually talking about it. and it makes it hard to have a conversation about natural phenomena from an empirical and rational perspective when a bias that irrational runs that deep! and i cannot help but wonder what other biases we have in our culture, that might be producing similarly irrational lacunae in our apprehension of the world.
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