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The University of Sydney Page 1 FASS1000 SCANA Support workshop 2 Dr Lan Nguyen Learning Hub – 2024 [email protected] The University of Sydney Page 2

Dr Lan Nguyen Learning Success Advisor at the

Learning Hub

Background in TESOL Education Reading, gardening, parenting [email protected] The University of Sydney Page 3 SCANA workshops for FASS1000 Workshop 1 (Week 2): 5 pm – 6.30 pm, Wednesday 7 August Workshop 2 (Week 5): 5 pm – 6.30 pm, Wednesday 28 August Workshop 3(Week 11): 5 pm – 6.30 pm, Wednesday 9 October The University of Sydney Page 4 Workshop 2 overview Part 1:

Understanding the assignment task Part 2:

What is an academic argument? What does an academic argument look like? Part 3 Types of writing (Descriptive, Analytical, Persuasive, Critical) The University of Sydney Page 5 Assessment instructions The University of Sydney Page 6 A2: Critical analysis task Read the assignment instructions on the Canvass site carefully: https://canvas.sydney.edu.au/courses/60967/assignments/544531 The University of Sydney Page 7 A2: Critical analysis task The goal of this assessment task is to showcase your critical analysis skills in 1500 words

by way of assessing one piece of scholarship related to the topic of your choice. In this

assignment, you will engage in a controlled use of AI to help you complete the task. There are four different topics, and each topic has three research-ready questions. You

are required to use a research-ready question for this assignment. A research

question helps to guide the direction of your research. The University of Sydney Page 8 A2: Critical analysis task instructions For each topic, you are provided with a set of two relevant pieces of scholarship. You

must select one of these two sources as the basis for your Critical Analysis task. We will

also provide you with a summary of your chosen piece of scholarship which has been

generated by AI. You must use the AI summary that we provide. You may NOT

generate your own AI summary. To complete this task, you'll need to follow four steps. The University of Sydney Page 9 A2: Critical analysis task instructions Step 1 (In-class activity): Read the article/chapter for yourself. Make a summary of the article/chapter using the

questions below as a guide: 1. What is the argument being made in this article/chapter? 2. How is the argument supported? 3. How does the argument made in this article/chapter help me to develop my own

response to the research-ready question? The University of Sydney Page 10 A2: Critical analysis task instructions Step 2 : Review the simulated summary (including the prompts used) of the article produced by

AI. Compare the summary produced by AI to your own notes on the article (produced in

Step 1). Ask yourself

- What is similar? What is different? - What was gained by asking AI to produce a summary of your required reading?

- What issues or problems does "reading" academic articles/chapters in this way raise? The University of Sydney Page 11 A2: Critical analysis task instructions Step 3: Part 1 Write a 900 word reflection on the experience of reading the academic

article/chapter in this way. In your reflection, you should think critically about the

potential advantages and potential problems with using AI to generate summaries of

academic articles/chapters for your research. Everyone must read the introduction to The Atlas of

AI: Power, Politics and the Planetary

Costs of

AI by Kate Crawford, available in the Reading List, for this assignment. You

must also research, read and reference two other works of peer reviewed

scholarship relating to the use of AI in this section of your paper. (60%) The University of Sydney Page 12 A2: Critical analysis task instructions Step 4: Part 2 Write a 600 word summary of your chosen academic article/chapter. You may

use the simulated AI summary that we provided to help you but you may not simply re- produce writing generated by AI. (40%) In your summary you must address the

following questions: 1. What is the argument being made in this article/chapter? 2. How is the argument supported? 3. How does the argument made in this article/chapter help me to develop my own

response to the research-ready question? The University of Sydney Page 13 What is an academic argument? What does an academic argument look like? The University of Sydney Page 14 What is an argument? The University of Sydney Page 15 What is an argument? An argument is a claim that is justified.

The supporting statements of an argument are called premises (reasons

and evidence). Effective communication is important as it supports business operations and reduces the chance of mistakes CLAIM PREMISE PREMISE hat is an argu ent? The University of Sydney Page 16 What is an argument Can you identify the claim and the premises? Trials by jury are preferable to judge-alone trials because they reduce the risk of a

single person’s prejudice determining a decision, tend to enforce the presumption of

innocence and include citizens in the judicial process. The University of Sydney Page 17 What is an argument Can you identify the claim and the premises? Trials by jury are preferable to judge-alone trials because they reduce the risk of a

single person’s prejudice determining a decision, tend to enforce the presumption of

innocence and include citizens in the judicial process. CLAIM: Trials by jury are preferable to judge-alone trials… REASON(S): • Reduce risk of prejudice • Enforce presumption of innocence • Democratic The University of Sydney Page 18 What is an academic argument? • Formal & Thorough: More formal and detailed than everyday discourse. • Use of Academic Language: Presented in formal academic language. • Supported by Evidence: Incorporate evidence and explicit reasoning, drawn from

research and reliable sources. The University of Sydney Page 19 What does an academic argument look like? Can you identify the claim and the premises (evidence and reasons) in

the below example? The University of Sydney Page 20 What does an academic argument look like? AI, like many man-made inventions, is a double-edged sword. On the positive side, it automates

labor-intensive processes, freeing up resources that can be better utilised in more specialised

areas. However, as Crawford points out, since "AI systems are not autonomous...without extensive,

computationally intensive training" (Crawford, 2021, p.8), it raises the question of why we should

invest so much effort into training AI when we can accomplish tasks ourselves. In the academic field, the drawbacks of AI become even more apparent. The use of AI to

generate articles poses a significant threat to a student’s learning experience. It not only fosters

procrastination but also undermines academic integrity (Abbas et al., 2024), potentially leading

to Imposter Syndrome. When students rely on AI-generated content, they fail to demonstrate

their understanding of the subject matter, depriving them of meaningful feedback that could aid

their educational development. Moreover, the use of AI in universities contradicts the core mission

of higher education, which is to equip students with critical thinking, problem-solving skills, and

the ability to apply knowledge to real-world situations. If students rely on AI to generate their

work, they miss out on developing the essential skills needed to succeed in the workforce

(Rajasingham, 2009). As a result, their ability to navigate and solve problems in the real world is

diminished, leaving them ill-prepared to integrate into society effectively. The University of Sydney Page 21 AI, like many man-made inventions, is a double-edged sword [Claim]. On the positive side, it automates labor-intensive processes, freeing up resources that can be better utilised in more specialised areas.

However, as Crawford points out, since "AI systems are not autonomous...without extensive, computationally intensive training" (Crawford, 2021, p.8), it raises the question of why we should invest so much effort into

training AI when we can accomplish tasks ourselves. In the academic field, the drawbacks of AI become even more apparent. The use of AI to generate articles

poses a significant threat to a student’s learning experience. It not only fosters procrastination but also undermines academic integrity (Abbas et al., 2024), potentially leading to Imposter Syndrome. When

students rely on AI-generated content, they fail to demonstrate their understanding of the subject matter, depriving them of meaningful feedback that could aid their educational development. Moreover, the use

of AI in universities contradicts the core mission of higher education, which is to equip students with critical

thinking, problem-solving skills, and the ability to apply knowledge to real-world situations. If students rely

on AI to generate their work, they miss out on developing the essential skills needed to succeed in the workforce (Rajasingham, 2009). As a result, their ability to navigate and solve problems in the real world

is diminished, leaving them ill-prepared to integrate into society effectively. The author develops the argument by presenting AI as a "double-edged sword," recognising both its benefits

and its drawbacks, especially in the academic field. The premises (AI automates labour-intensive processes, AI requires extensive training, AI undermines academic

integrity, contradiction to educational goals, ill-preparation for the workforce) collectively support the claim

that while AI has some benefits, its use in academic settings is detrimental to student development and future

readiness. The University of Sydney Page 22 What does an academic argument look like? The efficiency of a vaccination program is a critical aspect of its ethical justification (1).

According to Rodrigues and Plotkin (2020), the cost-effectiveness of vaccination

programs has been well established (2). In fact, vaccination of individuals can lead to

substantial reductions in medical costs incurred in treating diseases (Ozawa et al., 2016)

(3). This not only benefits individuals but also the wider community by reducing the

burden on healthcare systems. For instance, a study by Hughes et al. (2020) found that

increasing influenza vaccination coverage led to fewer hospitalizations and emergency

department visits (4). Moreover, vaccinating children against influenza reduced the

number of days parents had to miss work due to their child's illness, resulting in a more

efficient workforce (Omer et al., 2008) (5).The data from these studies underscore the

vital role of vaccination programs in not only safeguarding individual health but also in

bolstering the overall well-being of society (6). Reduction in the demand for healthcare

services and resources and improved workforce efficiency directly align with the

broader ethical principles of public health (7). The University of Sydney Page 23 What does an academic argument look like? The efficiency of a vaccination program is a critical aspect of its ethical justification (1) [Topic

sentence to introduce the key idea]. According to Rodrigues and Plotkin (2020), the cost- effectiveness of vaccination programs has been well established (2) [Evidence]. In fact,

vaccination of individuals can lead to substantial reductions in medical costs incurred in treating

diseases (Ozawa et al., 2016) (3) [Evidence]. This not only benefits individuals but also the wider

community by reducing the burden on healthcare systems [Reason]. For instance, a study by

Hughes et al. (2020) found that increasing influenza vaccination coverage led to fewer

hospitalizations and emergency department visits (4) [Evidence]. Moreover, vaccinating children

against influenza reduced the number of days parents had to miss work due to their child's

illness, resulting in a more efficient workforce (Omer et al., 2008) (5) [Evidence].The data from

these studies underscore the vital role of vaccination programs in not only safeguarding

individual health but also in bolstering the overall well-being of society (6) [Reason]. Reduction in

the demand for healthcare services and resources and improved workforce efficiency directly

align with the broader ethical principles of public health (7) [Claim]. The University of Sydney Page 24 What are the strategies for identifying arguments? • Strategy 1: Find an argument summary • Strategy 2: Identify the author’s position Monash University (n.d.). The University of Sydney Page 25 Strategy 1: Find an argument summary Authors often summarise their arguments to help their readers. In academic sources, argument summaries can be found in the abstract, as well as in the

introduction and conclusion or discussion.

The following expressions often indicate an argument summary: • '... I argue that …' or '... we argue that …' • '... our position is that …' • '... in conclusion …' or '... we conclude that …' • '... the main point we are making is that …' • '... therefore … [concluding statement]' The University of Sydney Page 26 Strategies 2: Identify the author’s position If an argument is not explicitly stated or summarised, you may need to think carefully

about what position the author is advocating implicitly.

To clarify implicit arguments, ask yourself: • What is the main point or claim the author wants me to agree with? • What reason(s) does the author provide to persuade me to agree with them? • What evidence does the author provide to support their position or reasons? The University of Sydney Page 27 Different types of writing The University of Sydney Page 28 Typical Marker Comments

• You need more analysis, less description. • You’ve given lots of information about the topic but you haven’t identified

and/or addressed the different aspects of the question. • You need to take a position and defend it.

Be more persuasive! • Don’t just summarise relevant information – organise it. Don’t list!

Categorise information! The University of Sydney Page 29 Types of academic writing: from description to critique CRITICAL PERSUASIVE ANALYTICAL DESCRIPTIVE The Onion Model Description – provide / reproduce information

(e.g. summarise from sources)

Analysis – re-organise info; show links;

abstracting (relate, classify, compare, contrast)

Persuasion – evaluate + argue

(present

a position + support with evidence)

Critique – challenge positions in the field;

argue

The University of Sydney Page 30 Descriptive writing In her article, Bell Hooks (2015) discussed how love serves as a fundamental aspect of

humanity, empowering individuals to break free from oppressive and aggressive political

ideologies. The University of Sydney Page 31 Descriptive writing In her article, Bell Hooks (2015) discussed how love serves as a fundamental aspect of

humanity, empowering individuals to break free from oppressive and aggressive political

ideologies. The sentence reports what Bell Hooks discussed. It presents this information

straightforwardly without further exploration. The University of Sydney Page 32 Analytical writing While the AI-generated summary excels in clarity and accessibility, it falls short in

delivering the critical insight necessary for a comprehensive understanding of the author's

arguments. On the other hand, my summary provides a deeper and more nuanced

critique that thoroughly addresses both the strengths and weaknesses of the author’s

proposals. The University of Sydney Page 33 Analytical writing While the AI-generated summary excels in clarity and accessibility, it falls short in

delivering the critical insight necessary for a comprehensive understanding of the author's

arguments. On the other hand, my summary provides a deeper and more nuanced

critique that thoroughly addresses both the strengths and weaknesses of the author’s

proposals. The text contrasts two different summaries—the AI-generated summary and the writer’s own

summary.

The University of Sydney Page 34 Persuasive writing The broader social impacts of integrating AI into learning environments necessitate a

creative perspective that considers how this technology could transform our approach to

learning, redefine the role of teachers, and influence student engagement (Crawford,

2021). Therefore, we must consider how AI might not only enhance educational access

but also reshape broader social structures and relationships. The University of Sydney Page 35 Persuasive writing The broader social impacts of integrating AI into learning environments necessitate a creative

perspective that considers how this technology could transform our approach to learning,

redefine the role of teachers, and influence student engagement (Crawford, 2021). Therefore,

we must consider how AI might not only enhance educational access but also reshape broader

social structures and relationships. The text argues that the integration of AI into learning environments requires a creative perspective.

It aims to persuade the reader to consider the broader implications of AI in education. The University of Sydney Page 36 Critical writing This article navigates the complexity of ethical obligations across generations, presenting

thoughtful yet potentially idealistic solutions to the challenges presented. While the

suggestions are intriguing, their practical implementation would require careful

consideration of the constantly evolving societal needs and resource allocation strategies. The University of Sydney Page 37 Critical writing This article navigates the complexity of ethical obligations across generations, presenting

thoughtful yet potentially idealistic solutions to the challenges presented. While the

suggestions are intriguing, their practical implementation would require careful

consideration of the constantly evolving societal needs and resource allocation strategies. The text is critical because it evaluates, questions, and assesses the practical implications of

the article’s ideas, rather than merely summarising or accepting them without scrutiny. The University of Sydney Page 38 Can you identify evaluative language in the below text? While the AI-generated summary excels in clarity and accessibility, making the core

ideas of the article more approachable to a broad audience, it falls short in delivering

the critical insight necessary for a comprehensive understanding of the author's

arguments. The AI's focus on brevity and simplicity comes at the expense of depth,

omitting the complexities and subtleties that are crucial for fully grasping the

philosophical and ethical dimensions of the work. In contrast, my summary offers a deeper and more nuanced critique that thoroughly

addresses both the strengths and weaknesses of the author’s proposals. By adopting a

more critical approach, my summary not only highlights the key points but also delves

into the practical challenges of implementing these ideas, considering factors such as

feasibility, ethical implications, and real-world applicability. This comprehensive analysis

provides readers with a more thorough understanding of the article, encouraging them to

engage more deeply with the material and consider the broader implications of the

author's arguments. The University of Sydney Page 39 Can you identify evaluative language in the below text? While the AI-generated summary excels in clarity and accessibility, making the core