议论文优秀作品

AI in Academic Writing: Why Restrictions Are Necessary

In recent years, AI tools have become increasingly integrated into academic writing, prompting universities to implement regulations on their use. While this action has sparked heated debates online, I firmly believe that universities should restrict the use of AI in undergraduate thesis writing.

Firstly, academic integrity is of paramount importance. The undergraduate thesis is a crucial milestone in a student’s academic journey, reflecting their learning outcomes and independent thinking abilities. If students are allowed to rely excessively on AI tools, it may lead to plagiarism and academic misconduct. And the thesis would no longer reflect the student’s genuine understanding but rather the output of the algorithm. The content generated by AI, even if of high quality, cannot represent the students’ true capabilities and knowledge.

Secondly, the cultivation of critical thinking is essential. One of the key objectives of undergraduate education is to help students develop critical thinking and analytical skills. Writing a thesis is a vital process for students to learn how to evaluate information, formulate questions, construct arguments, and conduct independent research. If student depend on AI much more, they may miss these valuable opportunities, hindering the development of their critical thinking abilities. In the long run, this could lead to a workforce lacking the critical skills necessary to tackle complex problems in various professional fields.

Lastly, educational equity must be ensured. Not all students have equal access or the ability to use advanced AI tools. Some may have limited access due to financial constraints, technological infrastructure, or digital literacy. Allowing the use of these tools may give an advantage to those who have the resources, undermining the principle of equal opportunity that educational institutions strive to uphold. It is imperative that all students are assessed based on their own merits and efforts rather than their access to technology.

In conclusion, while AI tools offer convenience and efficiency, their unrestricted use in undergraduate thesis writing poses significant threats to academic integrity, critical thinking development and educational equality. Universities, therefore, have a responsibility to enforce reasonable restrictions on AI use.

教师点评

这篇文章观点鲜明、逻辑清晰、符合学术写作规范。文章开门见山，直接表明立场（Universities should restrict AI use），主体段落则围绕学术诚信、批判性思维、教育公平三个核心论点展开，观点明确，论据充分，结构清晰，逻辑严谨。同时，论述紧扣高等教育目标（如学术成长、独立思考、教育公平），使论点皆有目的与旨归，增强了论证的力度。语言方面，表达流畅、用词准确、句式多样，体现了理性严谨的学术语言风格。  

文章在论证深度方面仍有提升空间。例如，可使用具体细节，如使用不发达地区学生面临的技术资源差距的具体数据或案例来支持AI可能导致教育不公平的说服力。还可增加一个驳论段，论述允许或禁止使用AI的具体条件，以体现AI使用伦理问题的复杂性，增强论述的严谨性和说服力。此外，文中有少量语法错误和部分表述重复。考虑到学术写作的特殊要求，限时写作的压力，文章作者在内容架构、论述逻辑和语言表达方面均展现了出色的驾驭能力，体现了学术作者应有的思辨深度和表达功力。

作者经验分享

中共党史党建学院 魏晓雯

参加第五届“明德立言”本科生英语写作大赛对我来说不仅是一次能力的检验，更是一次文化表达的宝贵实践。

这次大赛有两个写作任务。先就说明文来说，分析图表首先要看清表头——由国际机器人联合会（IFR）2024年报告提供的2023年全球十大市场工业机器人安装量。其次是捕获关键信息轴：国家名称、安装量、以及全球份额对比，这些数据都直观印证了题目背景中“两会”强调的“新质生产力”核心。最后有了大概的思路后，开始解题。在撰写过程中，不要简单罗列数据，而要分析数据，挖掘其中的联系，以及数据背后蕴含的结论。分析要与题目中提供的背景呼应，力求体现人工智能行业的发展大趋势。

议论文写作首先要理解题目要求，并确定好自己的立场（should/shouldn’t）；其次，要分两个立场罗列分论点（建议2-3个），在这一步需要确保分论点与观点的连贯性和一致性。在论述分论点时，需要注意论据对分论点的支撑性，以及推理的逻辑性和严密性。在说理过程中，我会注意避免“三碗豆腐豆腐三碗”的说法，即要避免循环论证的错误。我自己经常犯这个逻辑谬误，克服的办法就是写完一句审查一下这句话的功能或作用，如果和前一句是相似的，那就要考虑这个问题。或者可能是在前一句出现了滑坡谬误，直接从1推理到100了。说理应该一环扣一环，从1到2到3到4。最后结尾段不仅要总结上文论点，还要有自己进一步的思考，使文章结构严谨。

结合本次参赛经验，对于如何提高英语写作能力，我有几点粗浅的体会。

第一，“输入”是根基。持续、广泛地阅读是写作的源泉。通过阅读《美国大学英语写作》一书不仅使我了解到不同类型作文的写作方法，而且获得了一些关于遣词造句的技巧；

第二，“输出”是关键。无论是日常用英语记录思考，还是备战四六级的写作题，我们都要注重表达的逻辑性和连贯性，将学到的理论外化于行。

第三，“修改”很必要。完成初稿后我们一定要回过头审视整篇文章，从unity、support、coherence、logic等角度对初稿作出修改，精益求精。

总的来说，“明德立言”大赛为我打开了用英语写作进行跨文化沟通的一扇窗。希望更多同学能参与到这项有意义的赛事中来，在挑战中提升自我，用英语书写属于我们的时代篇章。