ERIC Number: EJ1468037
Record Type: Journal
Publication Date: 2025
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0196-9641
EISSN: EISSN-2381-5485
Available Date: 0000-00-00
Can AI Be a Co-Author?: How Generative AI Challenges the Boundaries of Authorship in a General Education Writing Class
Holly Ryan; Daniel Abramov; Samantha Acker; Sydney Elkins
Thresholds in Education, v48 n1 p40-56 2025
This paper explores the complexities of co-authorship involving generative AI in academic contexts, focusing on an honors English class where students engaged with AI tools like ChatGPT. It critiques the boundaries of authorship as defined by COPE, which argues AI cannot be an author due to its lack of accountability. The study explores the practical implications of AI-assisted writing in the classroom, highlighting the experiences of students working with AI and evaluating AI's role in the writing process. It highlights the need for writing classrooms to adapt, allowing students to explore and understand the evolving role of AI in writing.
Descriptors: Artificial Intelligence, Writing (Composition), Honors Curriculum, English Instruction, Technology Uses in Education, Educational Technology, College Students, Authors, Science Instruction, Global Approach, Majors (Students), Student Attitudes, Writing Assignments
Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: N/A
Author Affiliations: N/A