EXAMPLE OF DISCUSSION GENRE TEXT: TWO-SIDED ESSAY

 Should Students Use AI in English Writing?

Artificial Intelligence (AI) tools are becoming very popular in education today. Many students now use AI programs to assist them with their schoolwork, especially in language classes. However, teachers and researchers have different opinions about using these digital tools for writing tasks. This leads to an important question: should students use AI in English writing?

On the positive side, supporters argue that AI helps students generate new ideas during the writing process. When students feel stuck or face writer's block, AI tools can suggest outlines, topics, and creative angles to help them start writing. Generative AI acts like a digital brainstorm partner that guides learners through the initial planning stage of an essay (Li et al., 2024).

Additionally, AI tools help students improve their grammar and vocabulary in real time. These tools can quickly highlight spelling errors, fix incorrect sentence structures, and suggest better word choices as students’ type (Waziana et al., 2024). This instant feedback allows learners to notice their language mistakes immediately and make quick revisions to their work.

On the other hand, critics worry that relying too much on AI may reduce students' independent thinking skills. If students let computers organize their thoughts and write sentences for them, they may lose the ability to analyze information critically on their own (Liu, 2024). Over time, learners might become passive and struggle to produce original thoughts without digital help.

Furthermore, another major concern is that AI can encourage academic dishonesty and plagiarism. Some students might copy AI-generated essays directly and submit them as their own work instead of practicing their own writing (Shi & Aryadoust, 2024). Because AI can generate full paragraphs in seconds, it makes cheating easier if there are no clear rules in place.

In conclusion, AI in English writing brings both helpful benefits and serious risks. While it offers useful support for brainstorming and grammar, it can also harm independent thinking and lead to plagiarism if misused. Therefore, AI can be a useful learning tool only when students use it responsibly alongside clear guidance from their teachers (Fleckenstein et al., 2024).

References

Fleckenstein, J., Liebenow, L. W., & Meyer, J. (2024). Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions. Computers and Education: Artificial Intelligence, 6, Article 100199. https://doi.org/10.1016/j.caeai.2023.100199

Li, M., Han, J., & colleagues. (2024). Exploring ChatGPT-supported teacher feedback in the EFL context. System, 126, Article 103502. https://doi.org/10.1016/j.system.2024.103502

Liu, W. (2024). A systematic review of automated writing evaluation feedback: Validity, effects and students’ engagement. Language Teaching Research Quarterly, 45, 86–105. https://doi.org/10.32038/ltrq.2024.45.05

Shi, H., & Aryadoust, V. (2024). A systematic review of AI-based automated written feedback research. ReCALL, 36(2), 145–162. https://doi.org/10.1017/S0958344023000265

Waziana, W., Andewi, W., Hastomo, T., & Hasbi, M. (2024). Students’ perceptions about the impact of AI chatbots on their vocabulary and grammar in EFL writing. Register Journal, 17(2), 352–382. https://doi.org/10.18326/register.v17i2.352-382

 

EXAMPLE OF EXPOSITION:ONE-SIDED OPINION

 Students should use AI in English writing

Artificial Intelligence (AI) is changing how students learn to write. In traditional classes, students usually write an essay, hand it in, and wait for the teacher to grade it. Today, AI digital tools give students instant help as they write. Research shows that AI helps teachers by giving students extra, immediate feedback on their drafts (Guo & Wang, 2024; Shi & Aryadoust, 2024). Instead of replacing real teachers, AI works best as a helpful assistant while teachers guide the learning process (Li et al., 2024). Therefore, AI should be used in English writing classes as a powerful tool to help students become independent writers.

First, AI helps students get started and build basic language skills. Many new writers struggle with writer's block or finding the right words. AI tools can suggest topic ideas, outline essay structures, and offer new vocabulary. They also catch grammar mistakes as students’ type (Waziana et al., 2024). However, students must learn to check AI suggestions carefully because these tools can sometimes make mistakes or give confusing advice (Shi & Aryadoust, 2024).

Second, AI gives instant feedback so students can fix their mistakes right away. In large classrooms, teachers often need days or weeks to grade papers. By the time students get their papers back, they may have forgotten what they wrote. AI gives immediate notes on sentences, word choice, and organization (Li et al., 2024). This fast feedback keeps students motivated and makes revising fun and effective (Fleckenstein et al., 2024). Still, AI should support teacher grading, not replace it, because human feedback is often more accurate and meaningful (Steiss et al., 2024).

Third, using AI teaches students how to check and improve their own writing. Simply fixing errors because a computer told you to does not help you learn. To become better writers, students must figure out why a correction is needed. AI points out passive sentences, confusing ideas, or repeated words, acting like a mirror for student writing. Over time, this helps students build self-editing skills so they can fix their own mistakes independently.

In conclusion, AI is a valuable addition to modern English classes. It helps students brainstorm ideas, learn new words, fix grammar errors, and revise faster. When combined with a teacher's guidance, AI helps students think critically about their work and build strong, independent writing habits (Fleckenstein et al., 2024; Li et al., 2024). Ultimately, AI serves as a helpful companion to traditional writing instruction.

References

Fleckenstein, J., Liebenow, L. W., & Meyer, J. (2024). Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions. Computers and Education: Artificial Intelligence, 6, Article 100199. https://doi.org/10.1016/j.caeai.2023.100199

Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(7), 8435–8463. https://doi.org/10.1007/s10639-023-12146-0

Li, M., Han, J., & colleagues. (2024). Exploring ChatGPT-supported teacher feedback in the EFL context. System, 126, Article 103502. https://doi.org/10.1016/j.system.2024.103502

Shi, H., & Aryadoust, V. (2024). A systematic review of AI-based automated written feedback research. ReCALL, 36(2), 145–162. https://doi.org/10.1017/S0958344023000265

Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students’ writing. Learning and Instruction, 91, Article 101894. https://doi.org/10.1016/j.learninstruc.2024.101894

Waziana, W., Andewi, W., Hastomo, T., & Hasbi, M. (2024). Students’ perceptions about the impact of AI chatbots on their vocabulary and grammar in EFL writing. Register Journal, 17(2), 352–382. https://doi.org/10.18326/register.v17i2.352-382