Writing the assignment

Be clear about the guidelines for AI use at your institution, if unclear, seek clarification and permission

Chatbot/AI has the capability to …

Produce text to a given title, based on themes and sources it has suggested or that you give to it.

Your role as a student is to

• Undertake all written tasks for yourself
• Ensure that you do not present as your own work, any material that has been produced by someone else or by AI

Student prompt 1

"Can you write the introduction for a 1500 word essay on this topic?"

ChatGPT response 1

Certainly! Here's an introduction for your 1500-word essay on the impact of poor nutrition on student academic outcomes in Higher Education:

Introduction

Within the realm of Higher Education, where intellectual growth and academic attainment reign supreme, the factors influencing student success are subjects of perpetual exploration. Amid this discourse, the relationship between nutrition and academic outcomes emerges as a topic of profound significance. The notion that the fuel we provide our bodies directly influences our cognitive abilities and scholastic achievements underscores the centrality of nutrition in the educational journey. However, this association is far from linear, giving rise to a constellation of debates and controversies that illuminate the multifaceted nature of this interconnection. This essay delves into the intricate debates surrounding the impact of poor nutrition on the academic achievements of students in Higher Education, navigating the complex nexus of physiological, psychological, societal, and institutional influences.

In a landscape where the pursuit of academic excellence is paramount, the influence of nutrition on student outcomes takes center stage. The central contention revolves around the extent to which poor nutrition exerts a tangible effect on academic performance. This prompts a critical examination of whether the observed correlation between suboptimal nutrition and diminished academic achievements signifies a causal relationship or is a mere byproduct of various confounding factors. As the discussions unfold, it becomes apparent that while empirical evidence suggests a link between inadequate nutrition and cognitive function, the relationship is influenced by an intricate interplay of factors such as stress, sleep patterns, socioeconomic disparities, and individual variations.

Adding complexity to the discourse is the debate concerning the quality versus quantity of nutrition. In an era marked by diverse dietary ideologies, ranging from the pursuit of nutrient-dense superfoods to the allure of calorie-dense convenience options, disparate perspectives emerge. Advocates for nutritional quality underscore the critical role of essential vitamins, minerals, and bioactive compounds in fostering cognitive prowess and scholastic triumph. On the contrary, proponents of nutritional quantity argue that the fulfillment of energy requirements and maintenance of balanced macronutrient intake are paramount for sustained cognitive function. This dichotomy forces us to grapple with the question of whether the quality or quantity of nutrition holds greater sway over academic outcomes.

However, the discourse extends beyond a dichotomy between quality and quantity. As we delve deeper, the individual emerges as a pivotal factor. The extent to which an individual's biological makeup shapes the impact of poor nutrition on academic outcomes is a subject of intricate debate. Varied responses to dietary interventions illuminate the role of genetics, metabolism, and physiological diversity. This notion challenges the homogenizing assumption that poor nutrition yields universally negative consequences on academic performance, giving rise to inquiries into whether certain individuals are more resilient to the repercussions of inadequate nutrition.

As this essay navigates the contours of these debates, it simultaneously ventures into the terrain of campus initiatives and the role of educational institutions. The question of responsibility looms large: To what extent are universities accountable for fostering healthy dietary habits among their students? The push-pull between institutional responsibility and individual autonomy provides fodder for discussions on how campuses can play a proactive role in promoting nutritional awareness, providing wholesome food options, and fostering a culture of wellness.

In conclusion, the academic landscape is marked not only by intellectual pursuits but also by the physiological underpinnings that fuel cognitive achievements. As we unravel the debates surrounding the impact of poor nutrition on student academic outcomes in Higher Education, we uncover a complex web of interactions. The ensuing exploration underscores the intricate dance between causation and correlation, quality and quantity, individuality and universality, and institutional initiatives and personal choices. By dissecting these debates, this essay seeks to illuminate the nuanced tapestry that defines the dynamic relationship between nutrition and academic achievements in the context of Higher Education.

Please adapt and expand upon this introduction to fit the specific structure and content of your essay.

Commentary

After several attempts, ChatGPT produced the above Introduction, which is over 600 words long. This is an unsuitable length for the introduction to a 1500 word essay.

The student should be writing the introduction in their own words but persisted, asking for an introduction in 150 words.

What are your thoughts on the generated text?

• What would you be learning from using the generated text?

Student prompt 2

"Can you write the introduction in 150 words?"

ChatGPT response 2

Certainly! Here's a concise 150-word introduction for your essay:

Introduction

The relationship between nutrition and student academic outcomes within the sphere of Higher Education is a subject of increasing interest and debate. As educational institutions strive for excellence in academic pursuits, the role of nutrition in shaping cognitive abilities and scholastic achievements has garnered attention. However, this connection is far from straightforward, marked by intricate debates and controversies. This essay delves into the nuanced discussions surrounding the impact of poor nutrition on the academic success of students in Higher Education, exploring the complex interplay of physiological, psychological, sociocultural, and institutional factors. By examining debates concerning causality, nutritional quality, individual variability, and campus initiatives, we shed light on the multifaceted relationship between what we consume and its influence on academic outcomes.

Commentary

At first glance, this might look convincing as an introduction to the topic. It reads easily – it has a sense of flow and breadth that might distract from the lack of content. However, in a 1500 word essay, where every word should counts, this introduction does not make good use of the word limit. It is, arguably, too short (only 120 words, not the 150 words requested). The opening three sentences take up almost half of the introduction, but are mainly over-generalised background or ‘waffle’. The reader, or a tutor marking this, is kept waiting to get to real substance.

The rest of the introduction is also at a high level of generality. Although the essay title was about the impact of poor nutrition on student academic outcomes in Higher Education, we have little idea from the Introduction what the key issues are, the position the ‘author’ takes, nor what their argument will be. This introduction is so vague it could be made up by someone who knew nothing at all about the topic – which would perhaps send a red flag to a tutor. Although an Introduction doesn’t go into much detail, there should be sufficient detail for the reader to get a sense of the direction of travel. In this case, it might be the particular conditions under which nutrition is a key issue, and/or whether this has become a more serious issue in recent years, (or less of one) and why that might be, and/or whether nutrition can be separated out from a cluster of other key factors that impact on achievement, and/or some other angle that the ‘author’ chose.

It is worth noting that the longer version of the Introduction, if it had been produced for a longer assignment, is also still at a high level of generality. For such a long introduction, a tutor would expect to see references to specific debates and pieces of research.

ChatGPT does not pull down references, so you would still need to find and use books, articles or other sources for yourself. Otherwise, the ideas presented are not backed up by reliable research and evidence.

Does this count as ‘my own work?’

No

Using ChatGPT or any other tool or person to write an Introduction or any other part of your assignment means the assignment is not your ‘own work’. It would usually be regarded as cheating. 

An exception would be if the assignment specifically asked you, or permitted you, to use tools to generate writing, because the assignment is not assessing you for writing. That might be if it wanted you to test out generating material for marketing or public information purposes, for example.