conclusion paragraph for the crucible essay

The Crucible by Arthur Miller Essay

Introduction, what issues are being adressed, how the issues are handled, works cited.

The crucible is a play written in the McCarthyism era by Arthur Miller. McCarthyism was a movement in the nineteen-fifties led by Senator Joe McCarthy in search for communists in the government of the United States. A crucible as defined is a vessel whereby heating and melting of metal using high temperatures take place for sole purposes of casting.

Metaphorically, a crucible can also refer to an era in history where the society seems to be melted down and remolded into a new castby the forces of great cultural, social, and political changes. The same word has remarkable similarities with crucifixion, which is the major intention of Miller by choosing it to be the title of his play.

The plays interweaves Christ’s crucifixion with the picture of a bubbling crucible in it a man and a society: the predicament of arriving to the right choice of morality and the inevitability of attaining redemption through sacrifice. These two themes, certainly, occur in the amplified struggle between good and evil.

The crucible puts to lime light countless enduring issue that affects our society at large. These issues include honor and integrity, power issues and its abounding corruption, the characteristics of excellence and wickedness, and the likelihood to evade all sorts of problems by creation of scapegoats. This paper aims at showing how the crucible exposes the above named issues in a dramatic fashion.

The issues of honor and integrity are depicted very well in the Crucible. Conscience is an inward sense of decency which propels most people towards what we term as being right(Miller 1). Nevertheless, in moment of public discord, we end up give our consciousness the rear seat which is naturally expected of us.

For one to stand up for the right thing even in the most challenging opposition, it asks for a strong will of conscience(Miller 2). Although taking such an action is perceived as noble and honorable in retrospection, it is rarely received well by the majority in real and actual events. Miller handles the issue of integrity and honor by bring the character of proctor.

The reason as to why proctor was hanged, it was because he chose to uphold his integrity at the end. If proctor had chosen to compromise his integrity by confessing thus lying, he would not have been blamed by the audience. Proctor realized that by compromising he would betray his close friends therefore he chose to sacrifice his life for his conscience.

By following his conscience, and sacrificing his life, proctor became a real martyr before the audience eyes (Miller 3). This trend repeats itself even in our day to day life. We are very quick at applauding those who chose to uphold their integrity but we do not have enough strength of moral fiber to do so. The death of proctor turns out to be a moral exclamation point, and the modern audiences would be affected profoundly(Archer 5).

A large part of the play is dominated by the issues of power. Domineering criminals in the play have power possession and this prompt Miller to sound a warning on the corrupting qualities behind power. This is depicted clearly when Abigail and the other group of girls after realizing that they posses great power, they seek to use it for their own benefits.

Danforth possessesthe greatest power in the play, and he had the capacity to declare the proceedings at any one given time for the irrationality they were in (Archer 7). However, even at the final point when his actions were plainly and clearly not upright he preferred to proceed with his judgment.

The crucible playdisplayed how excess power is harmful and dangerous, since the temptation is ready waiting to be abused. The individuals in power in Salem, when scrutinized under theocratic government justification are found to absolutely abuse power, and in process destroying innocent people. This gives a clear illustration of how the law is not always correct, and if that is the case, we are supposed to stand up to it(Bly 2).

Proctor did exactly that by challenging the court. Power does not usually land on the principled or the prudent, but rather in the control of self centered individuals. Today In our very democratic governments, the authorities are responsible to the entire society for the things they decide to do, and therefore, are under control to a given degree. From the play, we can see clearly that a position assuming excess power and having no oneto be responsible to tends to be corrupted by that power.

It has always been noted that,numerous societies come up with some sort of scapegoat for any atrocity that they face. At that particular time,Salem was notan exception (Bly 5).

At that period, the population was becoming uncomfortable with the extreme measures taken by the government to ascertain that they never deviated, and this caused general crisis. Danforth desire to control this crisis could have led him to execute the condemned ‘witches’ to a point far beyond any comprehension of therational mind would know that the actions were not right(Miller 2).

Danforth might have desired to show the population how rebels like Proctor were punished and the execution through hangings could have acted as warning to anyone planning to carry out a social upheaval. As a matter of fact, the devil has always served as a very easy scapegoat. Thebehavior to always find a scapegoats goes on even today, and there is always someone who takes the blame on our behalf.

Much had to be offered to the audience by the play Crucible in 1996. The issues addressed by the play are very much similar to the issues facing our modern world. There is much the modern audience canidentify with the issue of corruption and power, integrity and honor,the issue of rule governing the society and the methods used to condemn those people who deviate from the rulestogether with our burning desires to blame others by creating a scapegoat.

Important issues to the Americans were addressed by the Crucible. The crucible exposed what the world in general is facing in real sense, people in power are manipulating powers bestowed on them to control other people and impose ideologies which are not sensible. Hunger for power and control have led to people committing crimes against humanity.

Also, the inability of people to withhold their integrity has caused innocent people to suffer in the place of those guilty for committing an atrocity. People in power hide under the shadow of authority to oppress the weak and vulnerable. The crucible has played a very important role in addressing what is actually happening in the world.

Archer. The Crucible : Theme. Web.

Bly, William. Arthur Miller’s The Crucible . USA: Barron’s Educational Series, 1984.

Bradford, Wade. The Crucible – A Challenging Masterpiece . 2011. Web.

Miller, Arthur. The Crucible . A&C Black, 2010.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2024, March 27). The Crucible by Arthur Miller. https://ivypanda.com/essays/the-crucible/

"The Crucible by Arthur Miller." IvyPanda , 27 Mar. 2024, ivypanda.com/essays/the-crucible/.

IvyPanda . (2024) 'The Crucible by Arthur Miller'. 27 March.

IvyPanda . 2024. "The Crucible by Arthur Miller." March 27, 2024. https://ivypanda.com/essays/the-crucible/.

1. IvyPanda . "The Crucible by Arthur Miller." March 27, 2024. https://ivypanda.com/essays/the-crucible/.

Bibliography

IvyPanda . "The Crucible by Arthur Miller." March 27, 2024. https://ivypanda.com/essays/the-crucible/.

• Domestic Violence: How Is It Adressed?
• World Literature. Where Does Evil Come From?
• Salem's Puritans in "The Crucible" Play by Arthur Miller
• Arthur Miller: Hypocrisy, Guilt, Authority, and Hysteria in "The Crucible"
• Analysis of the Movie The Crucible
• "The Crucible" by Arthur Miller
• A. Miller's "The Crucible" Play: Who Is to Blame?
• The Salem Witch Trials in "The Crucible" by Arthur Miller
• Witches Against Corruption in Miller's The Crucible Play
• “The Crucible” by Arthur Williams
• A Play "Topaz" by Marcel Pagnol
• Minor Characters' Role in the "Othello" by William Shakespeare
• Oedipus Rex Critical Analysis | Critical Writing Example
• Disguise in “The Odyssey”: Character Development & Athena’s Impact
• Remembrance and Redemption Relationship

Essays About The Crucible: 10 Essay Questions for Students

The Crucible, by Arthur Miller, is one of the most-studied plays in American history. What are some of the top essays about The Crucible that people can write?

The Crucible , by Arthur Miller, is a play that focuses on The Salem Witch Trials. This is one of the most studied times in American history when people could be put on trial and brutally executed just for being suspected of being a witch. The primary instigator was Elizabeth Proctor, who was just 17 years old and started falsely accusing people of being a witch. The practice spread to children, such as Abigail Williams, and even men, such as John Proctor, were accused of being a witch. 

In the 15 months following the first accusation, 20 people were executed. The Crucible focuses on how the events of the witch trials unfolded. Take a look at a few possible essay topics that stem from the play.

For help with your essays, check out our round-up of the best essay checkers !

1. Who Is the Most Heroic Character in The Crucible?

2. what are the different types of judgment that take place in ‘the crucible’, 3. why is ‘the crucible’ considered to be timeless, 4. how does arthur miller explore mass hysteria through the lens of salem and his characters, 5. analyze the factors contributing to salem’s downfall and how they relate to the main theme of the crucible, 6. what changes does reverand hale go through during ‘the crucible’, 7. why do people accuse those who are different, and why aren’t they challenged, 8. the paper makes a consistent appearance throughout the play; what does it mean, 9. what is a crucible, and what is the meaning of the play’s title, 10. what issues present in “the crucible” do we still face today.

Even though you can write about many characters and describe why they are heroic, the most heroic character is John Proctor. The people of Salem widely respect him because of his independence. He also has a “sharp and biting way with hypocrites,” always sticking to his virtues.

A few points to touch on in this essay include:

• He is the main source of social authority in the town, and he is directly tied to the leaders of the Puritan Church. 
• He is also a deeply flawed person, as he is shown to be adulterous throughout the play and crosses the church more than once.
• He struggles with a deep moral conflict, growing throughout the play. 

Because of the growth he experiences during the story and the character traits he possesses, he is the most heroic character in the story.

It is relatively easy to look at the trials in The Salem Witch Trials and see them as a “Kangaroo Court,” where those accused don’t have a fair trial. At the same time, it is helpful to look at the different types of judgment that occur in the play. A few possible points to mention include:

• There is an element of legal judgment in the play, but it is mostly superficial. Danforth is responsible for legal judgment, but this is natural justice because of its dogmatic focus on reputation. 
• There is also an element of personal judgment, particularly when Proctor believes himself to be a “sinner” that has gone against the morals he holds himself to. 
• Finally, there is also spiritual judgment, as shown when Elizabeth assures Proctor that there is “no higher judge under the heaven.” The town is also fearful of God’s judgment throughout the play, contributing to mass hysteria.

The essay can look at these different types of judgment and how they impact the town during the play. 

A lot of people describe the play as a timeless one. The play is still relevant today, even though it focuses on events over 300 years ago. An interesting essay would look at why the play is still relevant today. Some of the reasons include:

• Mass hysteria can still happen today, and it might be worth looking at a few recent examples.
• Dogmatic religious persecution is still a very big problem in certain parts of the world, and a strong essay could highlight a few examples.
• A lot of people are still accused of crimes without any evidence, and the court of public opinion might find them guilty before a real trial has taken place.

These topics are so deep that it is possible to write a full essay on each of the individual points above, drawing parallels between them and the play. 

Many people say that The Crucible is the perfect example of just how badly instances of mass hysteria can unfold. Mass hysteria is arguably the most dominant theme of the play, as the people of Salem are engulfed by worries related to witchcraft and accusations of people worshipping the devil. 

It could be helpful to write an essay on how mass hysteria developed and evolved during the play. Some of the key points to note include:

• People who are consumed by mass hysteria are unable to think rationally.
• One rumor that Abigail creates leads to dozens of people being incarcerated in just a matter of days, despite the accusations being unproven.
• The effects of mass incarceration directly influence a very repressive society.
• Many people feel the need to join the repressive crowd because they want to be seen as religious.

Finally, the essay can also touch on how mass hysteria impacted not only those people who were accused but also those making the accusations. Then, the essay can discuss what finally brought these events to an end. 

Several factors contribute to the downfall of Ceylon and the events that unfold in The Crucible. A few examples include:

• Samuel Parris, Annie Putnam, and even Judge Danforth struggled with the living conditions of Salem, which caused people not to think straight. He rendered them susceptible to anyone offering the slightest explanation regarding the adverse living conditions.
• The rigid, religious, dogmatic society contributed to easy accusations, with people eager for someone to blame for the hard times.
• Family feuds also contributed to the events of The Crucible , causing the parents to believe the haphazard lies of their children.

Ultimately, these factors can be discussed in an essay on The Crucible. They directly feed into the main theme of mass hysteria stemming from religious dogmatism.

In the play The Crucible , Reverend Hale is one of the most important characters. He initially supported The Salem Witch Trials, but then he changed his mind. He even published a harsh criticism of the trials in the town of Salem.

Some of the key points to note include:

• He initially supported the trials, even saying, “ Before the Laws of God, we are as swine !”
• He is a perfect example of how a powerful religious figure can directly lead to mass hysteria.
• He eventually changes his mind when he loses faith in the court, seeing how immoral it is.

Reverend Hale undergoes one of the most dramatic transformations as the play unfolds. It is worth taking a closer look at his initial position, his final position, and the impact of his transformation on his life and the town. 

It might also be helpful to look at some of the biggest reasons people accuse those different from them. A few points to include in the essay might be:

• People tend to accuse those who are different because they are scared of them. They don’t know what to expect, and keeping them down might be the easiest way to allay their fears.
• People might also accuse those different from them because they see an easy target. They feel like they can elevate their social standing by taking advantage of easy prey.
• Finally, people might somehow accuse those different from them because they genuinely believe them to be “lesser” people. It might be helpful to draw a few parallels between the play and history.

It is also important to highlight why these accusations go unchallenged. Do they want a side with the person making the accusation? Or do they want to side with the person being accused? Some people try to ride the middle, not saying anything at all.

Ultimately, they agree with the person accusing by not saying anything because they are not challenging an accusation, even if it is without evidence. This could be an interesting topic to explore, and there are plenty of parallels between this topic and the play. 

In The Crucible , the paper shows up again and again. In other works of literature, it is commonly associated with truth and knowledge. After all, it is how events are recorded. This play is more closely associated with individualism and mortality. Some of the points to note include:

• The paper shows up in the play as the judicial list naming the people who have been condemned for witchcraft, demonstrating moral issues.
• Then, the paper shows up again, outlining the crimes Proctor is accused of, showing issues related to morality and individualism.
• The paper also shows up again when Proctor refuses to sign his testimony or have his false confession recorded with his signature on it or “posted on the church door,” alluding to morality and individualism.

These are just a few of the biggest ways that paper stands for morality and individualism. Of course, there are several other possibilities, and a strong essay would back up any claim with evidence from the play. 

Even though The Crucible focuses on The Salem Witch Trials, it is helpful to take a step back and think about why the play is named for a crucible. A crucible is a metal container that can melt substances when exposed to high temperatures. This essay will draw a parallel between the purpose of a crucible and its relation to the play.

A few key points to note include:

• Danforth states, “ we burn a fire in here… ” drawing a parallel between the fires of hell and the court proceedings that are about to unfold.
• The court’s goal is to separate good from evil, just as a crucible burns up evil inside the container, leaving only the good left.
• The town goes on a violent witch hunt, accusing people indiscriminately, just as the crucible fires can sometimes burn so hot that nothing is left.

There are plenty of parallels between the name of the play and the container for which it is named. 

Finally, it could also be helpful to write an essay on whether you believe the issues present in the play are still present today. A few points to touch on include:

• Many people are concerned with developing “fake news” and “alternative facts.” How do you think these issues are similar to the mass hysteria presented in The Crucible? 
• What role do you think leaders in our government are supposed to play, and how do you see our leaders falling short like those in The Crucible ? 
• How did the events of The Crucible eventually come to an end, and what do you think our leaders should do today? 

This topic can be very politically charged, but it is still important for people to think about. It can push even professional writers to think critically about what they believe, why they believe it, and what it might mean for the future. 

If you are interested in learning more, check out our essay writing topics !

Bryan Collins is the owner of Become a Writer Today. He's an author from Ireland who helps writers build authority and earn a living from their creative work. He's also a former Forbes columnist and his work has appeared in publications like Lifehacker and Fast Company.

View all posts

The Crucible

By arthur miller, the crucible essay questions.

The Crucible is famous as a political allegory, but what exactly is Miller trying to say? Who do you think is being most criticized in the contemporary analogy?

Miller was particularly offended by those who "named names" before HUAC, and he himself refused to do so. While the Crucible indeed villainized the prosecutors and Court – those in the parallel positions of Joe McCarthy and HUAC – the play martyrs Corey and Proctor for refusing to do so. At the expense of their own lives, Corey and Proctor refused to condemn others, and in Miller's eyes this is the only truly moral decision.

The Crucible features a significant reversal of social roles in the Salem community. Choose a character whose position of power is upended and analyze the development of their role in the town and in the narrative. Can you make any observations about gender in this process?

The witch trials greatly increased the power and agency of otherwise lowly women like Tituba and Abigail, while bringing down more respected community members like Rebecca Nurse and Elizabeth. The position of men remained more stable – they were always in charge, and even if some of them were executed for witchcraft they would always control the positions of highest authority.

What is the role of gossip in the trials? How does Miller use gossip to implicate the whole town in the events of the witch trials?

Clearly the trials are begun by the wagging of tongues after the girls are found in the woods, but gossip certainly has a more enduring role. Reputations in Salem are made or broken based on slander and rumor, and reputation was a man's only defense against accusation – and even that often failed to correct aspersions. But gossip also proves to be a destructive force even in the hands of the good and unwitting, taking on a life of its own – Giles Corey, for instance, condemns his own wife simply by a slip of the tongue.

Miller makes some significant changes to the historical events for the play – most noticeably, he raises Abigail's age from 11 to 19, and invents an affair between her and Proctor. What purpose does this serve?

The affair is a dramatic device. It provides motive for Abigail's accusation of Elizabeth, and complicates the relationship between the Proctors. By raising Abigail's age and giving her motives of revenge, Miller can complicate the characterization of what would otherwise be a tale-telling little girl, without compromising her villainy.

Clearly, Proctor is the protagonist of the play, dominating three of the four acts. What begins as an ensemble rendering of the town's drama ends in an examination of a decision by one man, the focus gradually narrowed over the course of the play. How does Miller make this 17th century farmer into a character capable of holding our interest and sympathies for two hours?

Proctor is developed as a "modern" figure in the play. He is resistant to authority, rebelling against both the church and the state. He sees through humbug and shouts it down. Moreover, he has a complicated relationship with his wife, and is flawed but in an understandable way. He is independent minded, and struggles against the conformity of Salem that is so like 1950s America. In short, he's like every other hero rebel – the same man in so many movies in stories, just realized this time in 17th century Salem.

What started the Salem witch trials? In their contemporary parallel of the red scare, we know that there really were Communists. But in 17th century Salem, there was no true witchcraft. So how did this thing start, and what does Miller have to say about its origins?

A major point of the play is that the witch trials were not truly started by any event or scandal – the discovery of the girls dancing in the woods was merely a tipping point, not the true origin. Miller is steadfast in his belief that the social structure of Salem is what caused the witch hunt and allowed it to accelerate. If it hadn't been Betty Paris falling sick after dancing in the woods, it would have been something else.

Act One is punctuated by prose passages in which Miller details the background of Salem and the characters. However, this background mixes facts from the historical record with the changes Miller made for dramatic reasons. What do you think of this?

Because the prose passages are contained within a fictionalized dramatic work, a reader should be aware that the passages are subject to the limitations of the form. However, Miller speaks with the voice of a historian in these passages, not with the voice of a playwright, and gives no indication that what he says is less than historical fact. Indeed, it is a slightly worrisome idea – a play about a man who died for the truth is so free with its own truths.

What is the function of Reverend Hale in the narrative?

Reverend Hale is an interesting and well-developed minor character. He serves the dramatic function of an outsider, aiding in exposition in the first act even as his presence catalyzes the witch trials. But in the third act, he begins to question the trials, and by the fourth act has renounced them completely and is actively working against them. Hale shows that the ministry and the courts need not all be evil, but that it is possible to realize the error of one's own ways and work to fix their effects.

Mary Warren is a bit of a cipher – we see her only as a pawn of Abigail, and then of Proctor, and then again of Abigail. Do we learn anything about the "real" Mary Warren?

Mary Warren is a particularly undeveloped character in the narrative, who functions largely as a plot device. We know that she is a weak-willed and terrified girl, who is easily manipulated by people stronger than herself. Abigail and Proctor are the ones who manipulate her, both threatening her with violence and vengeance, which draws a lucid connection between those two. Mary wants to be good, but she lacks the ability to see clearly where this good choice lies.

Are the judges evil? Be sure to define what you mean by "evil" in your answer.

This is a deceptively simple question. Miller believed that the judges in the witch trials were purely evil, and has stated that if he were to rewrite the play, he would make them less human and more obviously and thoroughly evil. But is evil a function of the will, or a failure of reason? These men did not set out to do evil – they legitimately saw themselves as doing God's work. Is it evil to be wrong? Arguably, the Putnams are the most evil characters in Miller's interpretation of the events, as they both support the trials and clearly are aware of the falsity of the charges.

The Crucible Questions and Answers

The Question and Answer section for The Crucible is a great resource to ask questions, find answers, and discuss the novel.

The Crucible, Act 2

1) Proctor believe the girls to be liars and tells Hale how Abigail said Parris discovered the girls sporting in the woods. Hale claims that it is nonsense, as so many have confessed, but Proctor says that anyone would confess if they will be...

As the act opens, who is being interrogated, and on what charge?

In the beginning of Act III, Martha Corey is being interrogated on charges of witchcraft.

why does reverend parris send for reverend hale?

Because Reverend Hale is an intelligent man who has studied witchcraft extensively.

Study Guide for The Crucible

The Crucible is a play by Arthur Miller. The Crucible study guide contains a biography of Arthur Miller, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

• About The Crucible
• The Crucible Summary
• Character List

Essays for The Crucible

The Crucible essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of The Crucible by Arthur Miller.

• Conformity, Imbalance of Power, and Social Injustice
• Sins and Ambitions
• The Stream of Conscience in Arthur Miller's The Crucible
• The Crucible as an Allegory
• Contemporary Events Leading to The Crucible

Lesson Plan for The Crucible

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to The Crucible
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• The Crucible Bibliography

Wikipedia Entries for The Crucible

• Introduction
• Characters (in order of appearance)
• Originality

• Find Flashcards
• Why It Works
• Tutors & resellers
• Content partnerships
• Teachers & professors
• Employee training

Brainscape's Knowledge Genome TM

Entrance exams, professional certifications.

• Foreign Languages
• Medical & Nursing

Humanities & Social Studies

Mathematics, health & fitness, business & finance, technology & engineering, food & beverage, random knowledge, see full index, the crucible critical essay introductions and conclusions flashcards preview, higher english > the crucible critical essay introductions and conclusions > flashcards.

What is the summary of the play?

Set in Salem, Massachusetts in 1692, the play focuses on the protagonist John Proctor as he struggles to overcome his past transgressions, prior to the play, when he committed adultery with Abigail Williams which subsequently controls and influences the outcome of the play. Abigail charges various citizens of practising witchcraft, leading to Proctor’s death.

What is the introduction to the play for the question - Choose a play in which there is a central character brings about his or her downfall because of a weakness within their character.

Arthur Miller’s play ‘The Crucible’ explores a character who possess a significant weakness. John Proctor, the antagonist, is unwilling to forgive himself after committing adultery with Abigail Williams. It is this inability to forgive himself that prevents him from revealing Abigail’s lies before they gather momentum and ultimately lead to his downfall in the play’s denouement.

What is the introduction to the play for the question - For a play you have studied, choose a scene in which a character is forced to face up to the truth about himself/herself?

Arthur Millers ‘The Crucible’ is a play where a character is forced to face up to the truth about themselves. John Proctor is a crucial character in the play who’s actions influence the outcome of everyone else. John’s struggles and worries of his tainted past are clearly shown throughout the play. Only through the personal sacrifice and matyrdrom can the constraints of Salem’s society be broken

What is the sentence for the techniques to convey the ideas in the play?

Through the use of characterisation, key scene and dialogue Arthur Miller successfully conveys/demonstrates and refer back to question.

What is the introduction to the play for a question about setting?

Arthur Miller’s the crucible is a play that makes use of setting to make the main ideas of the play more comprehensible and believable. After accusations of witchcraft, hysteria breaks out in Salem. Only through the use of setting can the main ideas be conveyed to the reader and the outcome of the play be explained.

What is the introduction to the play for a question on choose a play in which a central character struggles to cope with social convention or financial difficulties or family duties?

Arthur Miller’s play ‘The Crucible’ contains a central character who struggles to cope with social convention. The protagonist John Proctor, is unwilling to forgive himself after committing adultery - an act frowned upon by the Puritan community. It is his inability to forgive himself and need for self preservation that subsequently controls and influences the outcome of the play, resulting in Proctors death.

What is the introduction for choose a play in which the concluding scene provides effective clarification of the central concerns?

Arthur Miller’s play ‘ The Crucible ‘ concludes with a scene that provides effective clarification of the central concerns in the play. The protagonist John Proctor, is unwilling to forgive himself for committing adultery with Abigail Williams. Proctors need for self preservation and unwillingness to forgive himself influence the outcome of the play and result in his death in the denouement of the play.

What is the introduction for choose a play in which the conflict between two characters is an important feature?

Arthur Miller’s play ‘The Crucible’ explores a conflict between two important characters which influence the outcome of the play. John Proctor ,the protagonist, is tortured and weighed down by the guilt of his affair with Abigail Williams. Due to this, Proctor life is influenced by Abigail who is ultimately the cause of his death in the plays denouement.

What is the introduction for choose a play which focuses on a relationship which is destructive or is in crisis?

Arthur Miller’s play ‘The Crucible’ focuses on a relationship which is destructive. The protagonist, John Proctor, is tortured weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, ultimately leading to Proctors death in the plays denouement.

What is the introduction for choose a play in which a major character behaves in an impulsive or calculating or emotional manner?

Arthur Miller’s play ‘The Crucible’ focuses on a character who behaves in a calculating way.The protagonist, John Proctor, is tortured weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, ultimately leading to Proctors death in the plays denouement.

What is the introduction for choose a play in which there is a scene which influences the course of future events?

Arthur Miller’s play ‘The Crucible’ contains a scene which influences the course of future events.The protagonist, John Proctor, is tortured weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft, ultimately leading to Proctors death in the plays denouement.

What is the introduction for choose a play which deals with the theme of honour or shame or betrayal?

Arthur Miller’s play ‘The Crucible’ explores the theme of betrayal. The protagonist, John Proctor, is tortured weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life and not betray his wife again. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft, ultimately leading to Proctors death in the plays denouement.

What is the introduction for choose a play which has an effective opening scene or concluding scene?

Arthur Miller’s play ‘ The Crucible ‘ which has an effective opening scene. The protagonist John Proctor, is unwilling to forgive himself for committing adultery with Abigail Williams. Proctors need for self preservation and unwillingness to forgive himself influence the outcome of the play and result in his death in the denouement of the play.

What is the introduction for choose a play in which a major character’s actions influence the emotions of others?

Arthur Miller’s play ‘The Crucible’ contains a major character who influences the emotions of others. The protagonist, John Proctor, is tortured weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft, ultimately leading to Proctors death in the plays denouement.

What is the introduction for choose a play in which there is a scene involving a moment of conflict or of resolution to conflict?

Arthur Miller’s play ‘The Crucible’ contains a scene involving a moment of conflict. The protagonist, John Proctor, is tortured and weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft. Proctor attends court in the hope of pleading his wife’s innocence, which results in a conflict, that ultimately leads to Proctors death in the plays denouement.

What is the introduction for choose a play which explores an important issue or issues within society?

Arthur Miller’s play ‘The Crucible’ explores the issue of suppressed desire in the Puritan community of the 1690s. The protagonist John Proctor, is unwilling to forgive himself after committing adultery - an act frowned upon by the Puritan community. It is his inability to forgive himself and need for self preservation that subsequently controls and influences the outcome of the play, resulting in Proctors death.

What is the introduction for a character who, makes a vital error?

Arthur Miller’s play ‘The Crucible’ contains a scene where a character makes a vital error. The protagonist, John Proctor, is tortured and weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft. Proctor attends court in the hope of pleading his wife’s innocence but when presented with the chance to save herself and her husband, Elizabeth’s natural lie to protect her husband ultimately leads to Proctors death in the plays denouement.

What is the introduction for a scene that acts as a clear turning point?

What is the introduction for choose a play where the emotions of one or more characters reach a climax?

Arthur Miller’s play ‘The Crucible’ contains a scene involving a moment of conflict. The protagonist, John Proctor, is tortured and weighed down with guilt of his affair with Abigail Williams. Proctor tries his hardest to remove Abigail from his life. However it is his rejection of her that results in Abigail seeking revenge on his wife, by accusing her of witchcraft. Proctor attends court in the hope of pleading his wife’s innocence, which results in a climax of his emotions, that ultimately leads to Proctors death in the plays denouement.

What is the conclusion to the play?

To conclude - refer to question. Had Proctor been able to overcome his excessive pride and forgive himself for the the adultery he committed and not been so preoccupied with his past transgressions and reputation in Salem, he could have revealed his knowledge of Abigail earlier in the play and prevented the deaths of many people, as well as his own. Ultimately his inhabiting to forgive himself which was his fatal weakness and Miller successfully conveys the power conscience has over us. The play as a whole provides a powerful message about the dangers of being swept up in hysteria as well as the difficulties placed upon an individual to conform to society.

Decks in Higher English Class (11):

• Key Quotes And Analysis Of War Photographer
• Commanality Quotes
• A Hangining Analysis For Key Quotes
• Key Quotes And Analysis Of Mrs Midas Part 2
• Key Quotes And Analysis Of In Mrs Tilscher's Class
• Key Quotes And Analysis Of Originally
• The Crucible Critical Essay Introductions And Conclusions
• The Crucible Analysis For Key Quotes
• Key Quotes And Analysis Of Valentine
• Key Quotes And Analysis Of The Way My Mother Speaks
• Key Quotes And Analysis Of Mrs Midas Part 1
• Corporate Training
• Teachers & Schools
• Android App
• Help Center
• Law Education
• All Subjects A-Z
• All Certified Classes
• Earn Money!

50% off on all orders (Limited time only)

50% off (Limited time only)

Can Ai Essays Compete With The Real Deal

Human vs. Machine: Can AI Essays Compete with the Real Deal?

Published on: Apr 4, 2024

Last updated on: Apr 4, 2024

In recent years, artificial intelligence (AI) has advanced at an astonishing pace. From language translation to image generation, AI systems are increasingly able to perform tasks once thought to be exclusively human domains. One area where AI has made significant strides is in writing, with AI language models now capable of generating coherent and seemingly intelligent text on a wide range of topics.

As AI writing technology evolves, it raises an intriguing question: can AI-generated essays compete with those written by human authors? This debate has sparked intense discussions among educators, researchers, and writers alike, as the implications of AI essay writing could profoundly impact various fields, from academia to journalism and beyond.

The Advantages of AI Essay Writing

Proponents of AI essay writing point to several advantages that these systems offer. First and foremost, AI language models can generate text at an incredibly rapid pace, far surpassing the speed of even the most prolific human writers. This efficiency could prove invaluable in situations where quick turnaround times are essential, such as in journalism or content creation for time-sensitive marketing campaigns.

Additionally, AI writing systems are not limited by the constraints of human knowledge or biases. They can draw upon vast datasets and generate content on virtually any topic, offering unique perspectives or insights that human writers may overlook or struggle to articulate.

Moreover, AI essay writing could assist students and researchers in the early stages of the writing process. By generating rough drafts or outlines, AI systems could help individuals overcome writer's block and provide a starting point for further refinement and human input.

Another potential benefit of AI essay writing systems is their ability to assist individuals with disabilities or language barriers. For those who struggle with the physical act of writing or have difficulties expressing themselves in a particular language, AI writing tools could serve as a valuable aid, helping to translate thoughts and ideas into coherent text.

Moreover, AI essay writing systems could prove instrumental in enhancing accessibility and inclusivity in education. By automating certain aspects of the writing process, such as drafting and proofreading, these tools could help reduce the workload for students and instructors alike, freeing up time and resources for more personalized instruction and feedback.

The Limitations of AI Essay Writing

Despite these potential advantages, critics of AI essay writing argue that these systems still fall short in several key areas compared to human writers.

One of the primary concerns is the lack of true understanding and context exhibited by AI language models. While these systems can generate grammatically correct and coherent text, they may not possess the same depth of comprehension or nuanced grasp of complex concepts that human writers cultivate through years of study and experience.

Furthermore, AI essay writing systems may struggle to capture the creative spark, originality, and emotional resonance that often characterizes exceptional human writing. While AI can mimic certain patterns and styles, it may lack the ability to truly innovate or evoke the same level of emotional connection with readers.

Another critical consideration is the potential for AI systems to perpetuate biases or spread misinformation. AI language models are trained on existing datasets, which can reflect the biases and inaccuracies present in those sources. Without proper safeguards and fact-checking mechanisms, AI-generated essays could inadvertently propagate harmful stereotypes or falsehoods.

The Need for Human Oversight and Collaboration

As the debate over AI essay writing continues, many experts argue that the most effective approach may lie in a synthesis of human and machine capabilities. Rather than pitting AI against human writers in a zero-sum game, the future may involve a collaborative partnership where AI systems assist and augment human writers rather than completely replacing them.

For instance, AI language models could generate rough drafts or outlines, which human writers could then refine, fact-check, and imbue with their unique perspectives and creative flair. This approach could leverage AI's efficiency and breadth of knowledge while maintaining the critical thinking, context, and emotional resonance that human writers bring to the table.

Additionally, tools like the AI essay detector could help educators and organizations identify AI-generated content and ensure that appropriate measures are taken to uphold academic integrity or content quality standards.

The Importance of Ethics and Regulation

As AI writing technology continues to advance, ethical considerations and appropriate regulations must be put in place to govern its use. Concerns around plagiarism, intellectual property rights, and the potential misuse of AI for deceptive purposes must be addressed to ensure that the technology is used responsibly and transparently.

Educational institutions, in particular, will need to grapple with the implications of AI essay writing and develop clear policies and guidelines surrounding its use. This may involve implementing robust detection mechanisms, revising academic integrity policies, and fostering a culture of ethical writing practices among students.

Furthermore, the development of AI writing systems should be guided by principles of fairness, accountability, and transparency. Efforts should be made to mitigate biases in training data and algorithms, and there should be clear mechanisms for human oversight and accountability when AI systems are deployed in high-stakes contexts.

The debate over AI essay writing will likely continue as the technology evolves and its implications become more apparent. While AI systems offer intriguing possibilities in terms of efficiency and breadth of knowledge, they also face significant limitations in terms of true comprehension, creativity, and emotional resonance compared to human writers.

Ultimately, a collaborative partnership between human and machine capabilities may be the most effective approach. By leveraging the strengths of both AI and human writers, we can potentially achieve a synthesis that combines the best of both worlds – the efficiency and knowledge of AI systems, augmented by the critical thinking, creativity, and emotional depth that only human writers can provide.

As we navigate this evolving landscape, ethical considerations and appropriate regulations must be implemented to ensure the responsible and transparent use of AI writing technology. With thoughtful collaboration and a commitment to upholding the highest standards of writing and communication, we can harness the power of AI while preserving the enduring value of human authorship and creative expression.

Legal & Policies

• Privacy Policy
• Cookies Policy
• Terms of Use
• Refunds & Cancellations
• Our Writers
• Success Stories
• Our Guarantees
• Affiliate Program
• Referral Program
• AI Essay Writer

Disclaimer: All client orders are completed by our team of highly qualified human writers. The essays and papers provided by us are not to be used for submission but rather as learning models only.

• Share full article

Advertisement

Supported by

Maryse Condé, ‘Grande Dame’ of Francophone Literature, Dies at 90

She explored the history and culture of Africa, the West Indies and Europe in work that made her a perennial favorite for the Nobel Prize.

By Clay Risen

Maryse Condé, a writer from the French Caribbean island of Guadeloupe whose explorations of race, gender and colonialism across the Francophone world made her a perennial favorite for the Nobel Prize in Literature, died on Tuesday in Apt, a town in southern France. She was 90.

Her death, at a hospital, was confirmed by her husband, Richard Philcox, who translated many of her works into English.

Ms. Condé’s work, beginning with her first novel, “Hérémakhonon” (1976), came at a pivotal time, as the notion of French literature, centered on the canonical works of French writers, began to give way to the multifarious notion of Francophone literature, drawing from all parts of the French-speaking world.

Having lived in Guadeloupe, France, West Africa and the United States, Ms. Condé was able to imbue her work with a kaleidoscopic cosmopolitanism; she was equally at home with memoirs, novels set in 18th-century Mali and 17th-century Massachusetts, and even a book of food writing . Her sure-handedness won her acclaim as the “grande dame” of Francophone literature.

She was twice shortlisted for the International Booker Prize, given to novelists writing in languages other than English. After the 2018 Nobel Prize for Literature was canceled in the wake of a sexual abuse scandal among the award committee, she received the New Academy Prize , created by a group of Swedish cultural figures as a temporary replacement — the first and last person to receive the award.

Like other writers grappling with the legacy of colonialism, Ms. Condé centered her work on broadly political themes, examining the formation of different individual and collective identities. But she stood apart in her adamant nonconformity.

She supported African independence, but she was critical of the leaders who came after it, accusing them of corruption and empty promises. She was proud to call herself a Black writer, but she lashed out at movements like Negritude and Pan-Africanism, which she said replicated white racism by reducing all Black people to a single identity.

Much of her work was historical. Her breakout novel, “Segu” (1984), which sold more than 200,000 copies in France, traces the life of a royal adviser in the Bambara Empire of West Africa, which flourished in the 18th and 19th centuries but collapsed under pressure from European and Islamic forces.

Among her favorite books as a child was “Wuthering Heights,” and in 1995 she offered a retelling of Emily Brontë’s classic tale of obsession and revenge with “Windward Heights,” set in Cuba and Guadeloupe.

She had already done something similar with Nathaniel Hawthorne’s novel “The Scarlet Letter” and Arthur Miller’s play “The Crucible,” drawing on elements of both works to tell the story of an enslaved woman caught up in the Salem witch trials in “I, Tituba, Black Witch of Salem” (1986), which won the Grand Prix Littéraire de la Femme.

Since then she was said to be a frequent contender for the Nobel Prize, though she professed a lack of interest in the results — or in the trappings of success generally.

“I am drawn to people ready to disobey the law and who refuse to accept orders from anybody — people who, like me, don’t believe in material wealth, for whom money is nothing, owning a home is nothing, a car is nothing,” she said in a 1989 interview with the journal Callaloo. “Those kinds of people tend to be my friends.”

Maryse Boucolon was born on Feb. 11, 1934, in Pointe-à-Pitre, a city in Guadeloupe, an overseas department of France. Her parents were both affluent educators: Her mother, Jeanne Quidal, ran a girls’ school, and her father, Auguste Boucolon, taught school before founding a bank.

The youngest of eight siblings, Maryse grew up protected, and isolated, by her parents’ relative wealth. Her parents did not allow her to attend the island’s ubiquitous street festivals or mix with people they considered beneath them socially, which she said also kept her ignorant of the worst impacts of colonialism and racism.

She began writing at an early age. When she was about 12 she wrote a one-act play as a gift for her mother on her birthday. But her political awakening came more gradually.

As a teenager she read “Black Shack Alley” (1950), a semi-autobiographical novel by Joseph Zobel about a poor Black boy in Martinique, another French Caribbean department. That book revealed to her the sort of experiences that most Black Caribbean people endured under colonialism.

When she was 16, her parents sent her to Paris to complete her education. They had told her the city was the center of reason and justice, but instead she found herself the object of racism and sexism.

She went on to study at the Sorbonne, and to mix with Paris’s Black intellectual circles. In 1959 she met a Guinean actor, Mamadou Condé, and they married a year later. But the relationship soon soured, and in 1960 she moved to Africa to teach.

Over the next 13 years she lived for long stints in Guinea, Ghana and Senegal. The region was in the throes of independence and decolonization, and it attracted thinkers and activists from around the Black diaspora.

As she moved among them, Ms. Condé imbibed their heady mix of Marxism and Black Power, and she began to put those ideas into writing, first as a playwright and then, in 1976, in “Hérémakhonon,” which means “Waiting for Happiness” in the West African language Malinke.

Though she insisted it was not autobiographical, “Hérémakhonon” tells the story of a Black woman from Guadeloupe who lives for a time in Paris before going to Africa in hopes of finding herself — only to realize, in the end, that geography does not hold the key to one’s identity.

By then she had returned to Paris, where in 1975 she received a doctorate in literature from the Sorbonne. Long estranged from her husband, she had begun a relationship with Mr. Philcox. She finally divorced Mr. Condé in 1981, and she and Mr. Philcox married a year later.

Along with her husband, Ms. Condé is survived by three daughters from her first marriage, Sylvie, Aïcha and Leïla Condé; five grandchildren; and three great-grandchildren.

She held a professorship at Columbia University, and she also taught at the University of Virginia, the University of Maryland and the University of California, Los Angeles.

Ms. Condé and Mr. Philcox returned to Guadeloupe in 1986 and lived there until a few years ago, when they returned to France so she could be closer to treatment for a neurological disease.

The disease left her unable to see. She wrote her last three books, all published since 2020, by dictating them, chapter by chapter, to her husband.

She was first shortlisted for the International Booker Prize in 2015 for the body of her work. She was shortlisted again in 2023, when she was 89, for her final book , “The Gospel According to the New World,” about a dark-skinned boy in Martinique who may or may not be the son of God.

Though she did not win the prize — it went to Georgi Gospodinov for his book “Time Shelter” — she did achieve the distinction of being the oldest person ever shortlisted for a Booker.

Clay Risen is a Times reporter on the Obituaries desk. More about Clay Risen

Should college essays touch on race? Some feel the affirmative action ruling leaves them no choice

CHICAGO — When she started writing her college essay, Hillary Amofa told the story she thought admissions offices wanted to hear. About being the daughter of immigrants from Ghana and growing up in a small apartment in Chicago. About hardship and struggle.

Then she deleted it all.

“I would just find myself kind of trauma-dumping,” said the 18-year-old senior at Lincoln Park High School in Chicago. “And I’m just like, this doesn’t really say anything about me as a person.”

When the Supreme Court ended affirmative action in higher education, it left the college essay as one of few places where race can play a role in admissions decisions. For many students of color, instantly more was riding on the already high-stakes writing assignment. Some say they felt pressure to exploit their hardships as they competed for a spot on campus.

Amofa was just starting to think about her essay when the court issued its decision, and it left her with a wave of questions. Could she still write about her race? Could she be penalized for it? She wanted to tell colleges about her heritage but she didn’t want to be defined by it.

In English class, Amofa and her classmates read sample essays that all seemed to focus on some trauma or hardship. It left her with the impression she had to write about her life’s hardest moments to show how far she’d come. But she and some classmates wondered if their lives had been hard enough to catch the attention of admissions offices.

This year’s senior class is the first in decades to navigate college admissions without affirmative action . The Supreme Court upheld the practice in decisions going back to the 1970s, but this court’s conservative supermajority found it is unconstitutional for colleges to give students extra weight because of their race alone.

Still, the decision left room for race to play an indirect role: Chief Justice John Roberts wrote universities can still consider how an applicant’s life was shaped by their race, “so long as that discussion is concretely tied to a quality of character or unique ability.”

Scores of colleges responded with new essay prompts asking about students’ backgrounds.

When Darrian Merritt started writing his essay, his first instinct was to write about events that led to him going to live with his grandmother as a child. Those were painful memories, but he thought they might play well at schools like Yale, Stanford and Vanderbilt.

“I feel like the admissions committee might expect a sob story or a tragic story,” said Merritt, a senior in Cleveland. “I wrestled with that a lot.”

Eventually he abandoned the idea and aimed for an essay that would stand out for its positivity.

Merritt wrote about a summer camp where he started to feel more comfortable in his own skin. He described embracing his personality and defying his tendency to please others. But the essay also reflects on his feelings of not being “Black enough” and getting made fun of for listening to “white people music.”

Like many students, Max Decker of Portland, Oregon, had drafted a college essay on one topic, only to change direction after the Supreme Court ruling in June.

Decker initially wrote about his love for video games. In a childhood surrounded by constant change, navigating his parents’ divorce, the games he took from place to place on his Nintendo DS were a source of comfort.

But the essay he submitted to colleges focused on the community he found through Word is Bond, a leadership group for young Black men in Portland.

As the only biracial, Jewish kid with divorced parents in a predominantly white, Christian community, Decker wrote he felt like the odd one out. On a trip with Word is Bond to Capitol Hill, he and friends who looked just like him shook hands with lawmakers. The experience, he wrote, changed how he saw himself.

“It’s because I’m different that I provide something precious to the world, not the other way around,” wrote Decker, whose top college choice is Tulane, in New Orleans, because of the region’s diversity.

Amofa used to think affirmative action was only a factor at schools like Harvard and Yale. After the court’s ruling, she was surprised to find that race was taken into account even at public universities she was applying to.

Now, without affirmative action, she wondered if mostly white schools will become even whiter.

It’s been on her mind as she chooses between Indiana University and the University of Dayton, both of which have relatively few Black students. When she was one of the only Black students in her grade school, she could fall back on her family and Ghanaian friends at church. At college, she worries about loneliness.

“That’s what I’m nervous about,” she said. “Going and just feeling so isolated, even though I’m constantly around people.”

The first drafts of her essay didn’t tell colleges about who she is now, she said.

Her final essay describes how she came to embrace her natural hair. She wrote about going to a mostly white grade school where classmates made jokes about her afro.

Over time, she ignored their insults and found beauty in the styles worn by women in her life. She now runs a business doing braids and other hairstyles in her neighborhood.

“Criticism will persist,” she wrote “but it loses its power when you know there’s a crown on your head!”

Ma reported from Portland, Oregon.

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org .

Teachers are using AI to grade essays. But some experts are raising ethical concerns

W hen Diane Gayeski, a professor of strategic communications at Ithaca College, receives an essay from one of her students, she runs part of it through ChatGPT, asking the AI tool to critique and suggest how to improve the work.

“The best way to look at AI for grading is as a teaching assistant or research assistant who might do a first pass … and it does a pretty good job at that,” she told CNN.

She shows her students the feedback from ChatGPT and how the tool rewrote their essay. “I’ll share what I think about their intro, too, and we’ll talk about it,” she said.

Gayeski requires her class of 15 students to do the same: run their draft through ChatGPT to see where they can make improvements.

The emergence of AI is reshaping education, presenting real benefits, such as automating some tasks to free up time for more personalized instruction, but also some big hazards, from issues around accuracy and plagiarism to maintaining integrity.

Both teachers and students are using the new technology. A report by strategy consultant firm Tyton Partners, sponsored by plagiarism detection platform Turnitin, found half of college students used AI tools in Fall 2023. Meanwhile, while fewer faculty members used AI, the percentage grew to 22% of faculty members in the fall of 2023, up from 9% in spring 2023.

Teachers are turning to AI tools and platforms — such as ChatGPT, Writable, Grammarly and EssayGrader — to assist with grading papers, writing feedback, developing lesson plans and creating assignments. They’re also using the burgeoning tools to create quizzes, polls, videos and interactives to up the ante” for what’s expected in the classroom.

Students, on the other hand, are leaning on tools such as ChatGPT and Microsoft CoPilot — which is built into Word, PowerPoint and other products.

But while some schools have formed policies on how students can or can’t use AI for schoolwork, many do not have guidelines for teachers. The practice of using AI for writing feedback or grading assignments also raises ethical considerations. And parents and students who are already spending hundreds of thousands of dollars on tuition may wonder if an endless feedback loop of AI-generated and AI-graded content in college is worth the time and money.

“If teachers use it solely to grade, and the students are using it solely to produce a final product, it’s not going to work,” said Gayeski.

The time and place for AI

How teachers use AI depends on many factors, particularly when it comes to grading, according to Dorothy Leidner, a professor of business ethics at the University of Virginia. If the material being tested in a large class is largely declarative knowledge — so there is a clear right and wrong — then a teacher grading using the AI “might be even superior to human grading,” she told CNN.

AI would allow teachers to grade papers faster and more consistently and avoid fatigue or boredoms, she said.

But Leidner noted when it comes to smaller classes or assignments with less definitive answers, grading should remain personalized so teachers can provide more specific feedback and get to know a student’s work, and, therefore, progress over time.

“A teacher should be responsible for grading but can give some responsibility to the AI,” she said.

She suggested teachers use AI to look at certain metrics — such as structure, language use and grammar — and give a numerical score on those figures. But teachers should then grade students’ work themselves when looking for novelty, creativity and depth of insight.

Leslie Layne, who has been teaching ChatGPT best practices in her writing workshop at the University of Lynchburg in Virginia, said she sees the advantages for teachers but also sees drawbacks.

“Using feedback that is not truly from me seems like it is shortchanging that relationship a little,” she said.

She also sees uploading a student’s work to ChatGPT as a “huge ethical consideration” and potentially a breach of their intellectual property. AI tools like ChatGPT use such entries to train their algorithms on everything from patterns of speech to how to make sentences to facts and figures.

Ethics professor Leidner agreed, saying this should particularly be avoided for doctoral dissertations and master’s theses because the student might hope to publish the work.

“It would not be right to upload the material into the AI without making the students aware of this in advance,” she said. “And maybe students should need to provide consent.”

Some teachers are leaning on software called Writable that uses ChatGPT to help grade papers but is “tokenized,” so essays do not include any personal information, and it’s not shared directly with the system.

Teachers upload essays to the platform, which was recently acquired by education company Houghton Mifflin Harcourt, which then provides suggested feedback for students.

Other educators are using platforms such as  Turnitin  that boast plagiarism detection tools to help teachers identify when assignments are written by ChatGPT and other AI. But these types of detection tools are far from foolproof; OpenAI shut down its own AI-detection tool last year due to what the company called a “low rate of accuracy.”

Setting standards

Some schools are actively working on policies for both teachers and students. Alan Reid, a research associate in the Center for Research and Reform in Education (CRRE) at Johns Hopkins University, said he recently spent time working with K-12 educators who use GPT tools to create end-of-quarter personalized comments on report cards.

But like Layne, he acknowledged the technology’s ability to write insightful feedback remains “limited.”

He currently sits on a committee at his college that’s authoring an AI policy for faculty and staff; discussions are ongoing, not just for how teachers use AI in the classroom but how it’s used by educators in general.

He acknowledges schools are having conversations about using generative AI tools to create things like promotion and tenure files, performance reviews, and job postings.”

Nicolas Frank, an associate professor of philosophy at University of Lynchburg, said universities and professors need to be on the same page when it comes to policies but need to stay cautious .

“There is a lot of danger in making policies about AI at this stage,” he said.

He worries it’s still too early to understand how AI will be integrated into everyday life. He is also concerned that some administrators who don’t teach in classrooms may craft policy that misses nuances of instruction.

“That may create a danger of oversimplifying the problems with AI use in grading and instruction,” he said. “Oversimplification is how bad policy is made.”

To start, he said educators can identify clear abuses of AI and begin policy-making around those.

Leidner, meanwhile, said universities can be very high level with their guidance, such as making transparency a priority — so students have a right to know when AI is being used to grade their work — and identifying what types of information should never be uploaded into an AI or asked of an AI.

But she said universities must also be open to “regularly reevaluating as the technology and uses evolve.”

For more CNN news and newsletters create an account at CNN.com

Teachers are using AI to grade essays. But some experts are raising ethical concerns

Wake forest's bhatia wins texas open in a playoff. the next stop is the masters, south carolina finishes perfect season with ncaa championship, beating clark and iowa 87-75, wolfpack's balance fails at wrong time in final four power outage vs. purdue, frederik andersen makes 23 saves as hurricanes shut out blue jackets 3-0, uconn's bid for repeat title has reached its final challenge: purdue and star zach edey.

WRAL Late News

WRAL WeatherCenter Forecast

Evening Pick 3 Pick 4 and Cash 5

Nc state fans welcome wolfpack back to raleigh.

Daytime Pick 3 and Pick 4 Drawing