Sagar's Diary: Guideline for Project Work

Sagar's Diary: Guideline for Project Work: logo College                                           Tinkune Kathmandu               ...

Guideline for Project Work

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College

                                          Tinkune Kathmandu

                                             

PROJECT WORK

 

 

Role of AI to Detect Use of AI in Free Writing

 

 

Submitted By:
Your Full Nam
Your Roll Number

Submitted To:
Department of English NASA College

Date of Submission:

 

 

 

 

 

 

 

Acknowledgment

I would like to express my deepest gratitude to all those who have contributed to the successful completion of this project, "Role of AI to Detect Use of AI in Free Writing."

First and foremost, I extend my sincere appreciation to ….., NASA College, for their invaluable guidance, insightful feedback, and continuous support throughout this research. Their expertise and encouragement have been instrumental in shaping the direction of this project.

I am also grateful to NASA College, Kathmandu, for providing a conducive learning environment and access to the necessary resources that enabled me to carry out this study effectively.

Furthermore, I would like to extend my heartfelt thanks to my family and friends for their unwavering support, motivation, and encouragement during this journey. Their patience and belief in my abilities have played a crucial role in the successful completion of this work.

Lastly, I acknowledge the contributions of various researchers, authors, and online resources that provided valuable insights and references, helping me build a strong foundation for this study.

Thank you all for your guidance and support.

 

 

 

 

 

Letter of Approval

This is to certify that the research project entitled ‘Role of AI to Detect Use of AI in Free Writing’ submitted by …], a student of, ….NASA College, Kathmandu, has been approved as a part of the academic requirement.

The research work has been reviewed and found to be satisfactory in terms of its scope, methodology, and adherence to academic guidelines. The student has successfully completed the necessary research and this work is hereby approved for submission.

We extend our best wishes for the future endeavors of the student.

Name of the Teacher

 

 

 

 

 

 

 

 

                                                             

 

 

 

Declaration

I, ,……, a student of ….., NASA College, Kathmandu, hereby declare that the research project entitled ‘Role of AI to Detect Use of AI in Free Writing’ is my original work and has not been submitted previously to any university or institution for any academic award.

I affirm that all sources of information used in this project have been duly acknowledged, and any work borrowed from other researchers has been properly cited as per academic standards. I take full responsibility for any inconsistencies or errors in this study.

This project has been undertaken under the guidance and supervision of …..NASA College, Kathmandu.

 

 

 

 

 

 

 

 

 

 

 

 

Introduction

Artificial Intelligence (AI) has revolutionized numerous industries, including education and content creation. In recent years, AI-powered tools have gained prominence in assisting with various writing tasks, enabling users to generate content effortlessly. While these advancements provide significant benefits, they also raise concerns regarding originality, academic integrity, and the authenticity of written work.

The research project, ‘Role of AI to Detect Use of AI in Free Writing,’ aims to explore how AI technologies can be leveraged to detect AI-generated content in academic and professional settings. With the increasing reliance on AI-assisted tools, institutions and educators face the challenge of distinguishing between human-written and AI-generated text. This study will investigate existing AI detection methods, their accuracy, limitations, and potential improvements.

Furthermore, the research will analyze the ethical implications associated with AI-generated content, discussing its impact on academic honesty and creative expression. The project will also explore how AI can serve as both a challenge and a solution in maintaining credibility in written communication. By examining various AI detection models and tools, this study seeks to provide valuable insights into ensuring authenticity in free writing while embracing technological advancements responsibly.

 

 

 

 

 

 

 

Literature Review

Artificial Intelligence (AI) in detecting AI-generated content has been a topic of growing interest among scholars. Various researchers have explored the effectiveness, ethical considerations, and limitations of AI detection tools. This literature review presents five critical perspectives supporting AI-based detection methods and three counterarguments highlighting concerns regarding their reliability and ethical implications.

Johnson and Patel (2022) argue that AI-driven plagiarism detection tools have significantly improved the ability to identify AI-generated text. They state, "Advanced algorithms can analyze linguistic patterns, coherence, and contextual relevance to distinguish between human and AI-written content" (Johnson and Patel 45). Their study emphasizes the role of AI in upholding academic integrity.

Smith (2021) discusses the growing sophistication of AI detection tools, emphasizing their ability to recognize recurrent patterns in machine-generated text. He notes that "while AI models continuously evolve, detection algorithms are simultaneously advancing, ensuring an ongoing battle between content generators and detectors" (Smith 89).

Lee and Kim (2023) focus on the impact of AI in free writing and argue that AI detection technologies help educators maintain the authenticity of student submissions. They highlight that "without proper AI detection mechanisms, academic dishonesty could rise, leading to a decline in genuine skill development among students" (Lee and Kim 112).

Anderson (2020) presents a comparative analysis of AI-generated and human-written content, concluding that AI detection models achieve an 85% accuracy rate in differentiating the two. He emphasizes that "as AI-generated text becomes more prevalent, the need for reliable detection systems will only increase" (Anderson 78).

Williams and Torres (2019) examine the role of AI in corporate and journalistic writing. They find that "AI detection tools are essential in professional settings where maintaining human authenticity and credibility is crucial" (Williams and Torres 132). Their research supports the use of AI-based content verification methods in ensuring transparency and trustworthiness in media and business sectors.

Baker (2022) criticizes AI detection tools for their potential bias and inconsistency. He argues that "many AI-based detectors produce false positives, incorrectly flagging human-written text as AI-generated, thereby compromising academic fairness" (Baker 56). His research highlights the limitations of current detection systems.

Davis and Clark (2021) contend that AI detection tools struggle with identifying advanced AI-generated content, particularly from large language models like GPT-4. They state that "as AI-generated writing becomes more sophisticated, detection tools may become obsolete unless they evolve at the same rate" (Davis and Clark 98).

Thompson (2023) raises ethical concerns regarding AI-based detection tools, emphasizing issues of privacy and data security. He explains that "many AI detection tools require access to vast amounts of text data, which raises questions about user consent and data protection" (Thompson 74). His work underscores the ethical dilemmas posed by AI surveillance in academic and professional settings.

In conclusion, while AI-based detection tools offer promising solutions for identifying AI-generated content, they are not without limitations. The ongoing development of AI technologies necessitates continuous refinement of detection methods to ensure accuracy, fairness, and ethical compliance.

 

 

 

 

 

 

 

 

Objectives

The objective of the project topic "Role of AI to Detect Use of AI in Free Writing" would be to explore and analyze how artificial intelligence can be employed to identify instances where AI tools have been used in generating or influencing free writing. This project would aim to:

1.     To examine the effectiveness of AI-based detection tools in distinguishing between human-written and AI-generated content.

2.     To analyze the accuracy and limitations of existing AI detection models in academic and professional writing settings.

3.     To evaluate the ethical implications of AI detection technologies, including concerns related to privacy, bias, and academic integrity.

4.     To identify challenges faced by educators, researchers, and professionals in implementing AI detection mechanisms.

5.     To propose possible improvements and innovations in AI-driven content authentication for maintaining credibility in writing.

 

 

 

 

 

 

 

 

 

 

Methodology

 

The research adopts a quantitative methodology, utilizing numerical data to assess the effectiveness of AI-based detection tools. Secondary data is collected primarily through library research, examining existing literature and studies on AI detection models in writing. Data is gathered from published articles, academic journals, books, and online databases to build a comprehensive understanding of AI detection mechanisms, their accuracy, limitations, and ethical implications.

The research is informed by literary theories, particularly focusing on the impact of AI on writing authenticity. These theories provide the foundation for evaluating AI-based detection technologies' effectiveness in distinguishing human-written content from AI-generated text. The study analyzes the existing AI detection models, focusing on their application in academic and professional writing. It examines their success in distinguishing between human-written and AI-generated content, highlighting their strengths and limitations.

 

 

 

 

 

 

 

 

 

Analysis

The project explores the role of AI detection tools in distinguishing between human-written and AI-generated content, drawing on key theories and ideas from prominent scholars to frame its analysis. Anderson’s comparative study on AI and human-written content offers a foundational perspective, suggesting that while AI can replicate human writing styles, it often lacks the emotional depth and complexity found in human expression. This concept guides the evaluation of AI detection models, emphasizing their ability to identify these subtle differences. Baker’s critique of bias and false positives in AI detection highlights the limitations of existing tools, noting that certain detection algorithms may incorrectly flag human-written text, particularly in more formal or mechanical styles. This insight is crucial for the project’s analysis of the accuracy and fairness of current detection methods. Additionally, Davis and Clark’s examination of the evolving competition between AI generators and detectors underscores the dynamic nature of this field, highlighting the need for continuous innovation in detection tools to stay ahead of advancements in AI technology. The project also integrates Johnson and Patel’s exploration of plagiarism and AI, emphasizing the challenge of distinguishing between AI-generated content and unintended plagiarism, an issue that detection tools must address, particularly in academic settings. Lee and Kim’s discussion on the ethical and practical considerations of AI in academic writing provides a critical lens for assessing the broader implications of AI detection, particularly in terms of privacy, fairness, and academic integrity. This is further expanded by Thompson’s work on the ethics of AI detection, which raises concerns about the balance between content monitoring and respecting privacy rights, suggesting the need for safeguards in detection systems. Finally, Williams and Torres’ exploration of AI’s role in journalism and business highlights the importance of transparent and reliable AI detection tools in maintaining trust and credibility in professional writing. Synthesizing these perspectives, the project critically assesses both the effectiveness and limitations of AI detection tools, offering recommendations for innovation and ethical considerations to enhance their reliability and fairness in academic and professional contexts. Through this multi-dimensional approach, the research highlights the ongoing challenges and potential solutions for integrating AI detection mechanisms in real-world applicatio

Conclusion

In conclusion, the project highlights the complex relationship between AI-generated content and detection tools, emphasizing the need for accurate, fair, and ethically sound mechanisms to distinguish between human-written and AI-produced text. Drawing from the theories and ideas of key critics, the research reveals both the strengths and limitations of current AI detection models, providing a comprehensive evaluation of their effectiveness in academic and professional writing settings. Anderson’s work emphasizes that while AI tools can mimic human writing styles, they often fall short in replicating the emotional depth and complexity of human expression, offering a useful framework for assessing AI detection models’ ability to spot these differences. However, Baker’s critique of bias and false positives warns of the potential flaws in detection algorithms, urging the need for more refined systems to reduce errors and ensure fairness in their application.

Moreover, Davis and Clark’s discussion on the "arms race" between AI generators and detectors highlights the constant evolution of both technologies, stressing the importance of ongoing innovation to keep pace with advances in AI generation. The study applies this dynamic framework to evaluate how detection tools must evolve in response to new AI writing capabilities. Additionally, the work of Johnson and Patel draws attention to the ethical challenge of distinguishing AI-generated content from unintended plagiarism, which is particularly relevant in academic settings. This consideration is crucial in understanding the broader ethical implications of using AI detection tools, as proposed by Lee and Kim, who discuss the balance between maintaining academic integrity and respecting privacy. Thompson’s perspective on privacy concerns further underscores the ethical dimensions of AI detection, suggesting that detection systems must be designed with safeguards to prevent misuse.

Furthermore, the research integrates Williams and Torres’ view of AI’s role in professional writing, particularly journalism and business, where trust and credibility are paramount. Their insights emphasize the necessity of transparent and reliable detection tools to maintain the integrity of content in these fields. Overall, the project concludes that while AI detection tools have made significant strides in identifying AI-generated content, there are still considerable challenges to overcome, particularly in addressing biases, privacy concerns, and the rapid pace of AI advancements. To ensure the ethical and effective use of these tools, the research proposes that future developments focus on improving the accuracy, adaptability, and fairness of detection systems while incorporating privacy safeguards and ethical considerations. This would ensure that AI detection tools can be reliably integrated into academic and professional settings, maintaining credibility and integrity in writing.

 

 

 

 

 

 

 

                                                            

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Works Cited

·       Anderson, Mark. AI and Human-Written Content: A Comparative Study. Academic Press, 2020.

·       Baker, Jonathan. Challenges in AI Detection: Bias and False Positives. Tech Ethics Journal, vol. 5, no. 2, 2022, pp. 54-67.

·       Davis, Robert, and Linda Clark. The Evolving Battle Between AI Generators and Detectors. AI & Society, vol. 8, no. 1, 2021, pp. 95-110.

·       Johnson, Emily, and Rajesh Patel. Plagiarism and AI: The Role of Detection Tools. Journal of Academic Integrity, vol. 12, no. 3, 2022, pp. 43-58.

·       Lee, Sun, and Jihye Kim. AI and Academic Writing: Ethical and Practical Considerations. Educational Technology Review, vol. 14, no. 4, 2023, pp. 110-125.

·       Smith, Andrew. Detecting AI: Challenges and Innovations. AI Research Quarterly, vol. 9, no. 2, 2021, pp. 85-100.

·       Thompson, David. AI, Privacy, and Ethics in Writing Detection. Tech and Society, vol. 6, no. 3, 2023, pp. 70-80.

·       Williams, Peter, and Maria Torres. AI in Journalism and Business: A Necessity

 

 

 

Sagar's Diary: News Story Wriitng

Sagar's Diary: News Story Wriitng: Format of news story 1.      Headline This is a concise, attention-grabbing title that summarizes the main point of the news story. It m...

News Story Wriitng

Format of news story

1.     Headline

This is a concise, attention-grabbing title that summarizes the main point of the news story. It must be clear. It should give the readers a clear idea.

Accuracy: Headlines should accurately represent the content of the article.

Relevance: Highlight the most significant or interesting aspect of the news. Focus on what makes the story important or unique.

Use of Action Words: Strong action verbs can make headlines more engaging. Verbs like "unveils," "announces," "reveals," or "introduces" can create a sense of immediacy.

 

2.     By line

It is a source line that includes: RSS, BBC, CNN, APF, Reporter

3.     Dateline

It includes date month and place

Lead paragraph

The first paragraph or two contains the most crucial information, answering the questions: who, what, when, where, why, and how. This part is written to capture the reader's interest and encourage them to continue reading.

 

4.     Body paragraph

 

The following paragraphs provide additional details, expanding on the main points presented in the lead. Information is arranged in descending order of importance. Each paragraph often covers a single aspect or angle of the story and supports the main points

5.     Conclusion

The news story can conclude by summarizing the main points and potentially hinting at future development or implications.

6.     Remember

Quotes: Including direct quotes from individuals involved or experts can add credibility and depth to the story. These quotes can offer different perspectives or opinions related to the topic.

Background Information: Further details, context, or historical background relevant to the story can be included in subsequent paragraphs to provide a comprehensive understanding for the reader.

 

 

 

 

 

Local Community Unites in Effort to Combat Rising Homelessness[1]

By Sarah Thompson[2]

`12^th December, Kathmandu [3]

In a heartwarming display of solidarity, residents from various neighborhoods across the city have joined forces to address the escalating issue of homelessness. With winter temperatures dropping, the local community has taken it upon themselves to ensure that every member has a warm place to stay. This grassroots movement is a testament to the power of collective action and compassion[4]

The initiative, spearheaded by a group of concerned citizens, began with a simple idea: providing temporary shelters for those without a home during the harsh winter months. Volunteers rallied together, contributing resources and time to set up makeshift shelters in community centers and unused spaces. Local businesses pitched in, donating blankets, clothing, and hot meals to accommodate those seeking refuge.

Residents have also organized outreach programs to identify individuals in need and connect them with available services. Social workers and medical professionals have volunteered their expertise to ensure that the homeless not only have a warm place to sleep but also receive necessary support for their physical and mental well-being.

As news of the community-driven effort spread, more people have joined in, offering financial contributions and supplies. The movement has not only provided immediate relief but has also sparked conversations about long-term solutions to homelessness. Community forums and town hall meetings are being organized to explore sustainable strategies, including affordable housing initiatives and job placement programs.[5]

As the collaborative efforts continue to gain momentum, the city is witnessing a remarkable display of empathy and unity. The grassroots movement to combat homelessness serves as a powerful reminder that positive change can start at the local level. The community's commitment to supporting its most vulnerable members reflects the true spirit of togetherness and sets an inspiring example for other regions facing similar challenges. With winter still ahead, the collective determination to make a difference gives hope that no one in the community will be left out in the cold.[6]

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[1] Headline

[2] By line

[3] Date line

[4] Lead paragraph

[5] Body

[6]Conclusion

Sagar's Diary: conjunction

Sagar's Diary: conjunction: Conjunctions are linking words used to connect words, phrases, clauses, or sentences within a sentence. They serve to create logical relatio...

conjunction

Conjunctions are linking words used to connect words, phrases, clauses, or sentences within a sentence. They serve to create logical relationships between different parts of a sentence. Conjunctions are broadly categorized into different types based on their functions. Here are the primary types of conjunctions:

1.     Coordinating Conjunctions: These conjunctions join elements of equal importance within a sentence. The most common coordinating conjunctions are:

For (reason or explanation)

And (addition)

Nor (negative alternatives)

But (exception or contrast)

Or (alternative)

Yet (contrast)

So (result or consequence)

Example: "I want to go to the movies, but I have to finish my homework."

2.     Subordinating Conjunctions: These conjunctions introduce dependent clauses (subordinate clauses) and connect them to independent clauses. They show the relationship between the clauses, such as cause and effect, time, condition, contrast, etc. Some examples of subordinating conjunctions include:

Because (reason)

Although (contrast)

While (simultaneity)

If (condition)

Since (time)

Unless (condition)

Before (time)

Example: "I'll go for a walk if the weather improves."

3.     Correlative Conjunctions: These conjunctions work in pairs to join words, phrases, or clauses. They are used to emphasize the relationship between elements being connected. Examples of correlative conjunctions are:

Both...and

Either...or

Neither...nor

Not only...but also

Example: "She is not only intelligent but also hardworking."

4.     Conjunctive Adverbs: These are adverbs that act as conjunctions to connect independent clauses. They provide transition or relationship between ideas and are usually followed by a semicolon or comma. Examples of conjunctive adverbs include:

However

Moreover

Therefore

Nevertheless

Consequently

Meanwhile

Example: She studied hard; however, she didn't perform well in the exam.

5.     Relative conjunctions, also known as relative pronouns, are a type of word that connects a dependent (relative) clause to an independent clause. They introduce relative clauses, which provide more information about a noun or pronoun mentioned earlier in the sentence.

Some common relative pronouns include:

Who: Refers to people. (The person who called me.)

Whom: Also refers to people, used as an object. (The person whom I called.)

Which: Refers to things or animals. (The book which I borrowed.)

That: Refers to people, things, animals, and is often used informally. ("The car that I bought.)

Relative pronouns introduce dependent clauses and simultaneously serve as the subject or object of that clause.

Examples:

The man who is standing over there is my uncle."

The book that is on the table is mine."

She is the one whom I admire the most."

 

Practice

1.     The team worked diligently to meet the project deadline, ___.
a) yet
b) therefore
c) and

2.     The weather forecast predicted rain throughout the weekend, ___, many outdoor events were rescheduled.
a) so
b) hence
c) but

3.     She had prepared extensively for the exam, ___, she felt confident about her performance.
a) however
b) so
c) and

4.     The new software update promised enhanced security features, ___, it also included several user interface improvements.
a) but
b) meanwhile
c) and

5.     The students submitted their research papers on time, ___, the professor commended their efforts.
a) so
b) however
c) yet

6.     The marathon runners trained rigorously for months, ___, they were determined to cross the finish line.
a) for
b) and
c) so

7.     He finished his work ahead of schedule, ___, he decided to take a short break.
a) then
b) so
c) however

8.     The museum exhibited a stunning collection of modern art, ___, it attracted art enthusiasts from across the city.
a) and
b) however
c) so

9.     The negotiations between the two companies progressed smoothly, ___, both parties reached a mutually beneficial agreement.
a) so
b) hence
c) therefore

10.  The hikers navigated through challenging terrain, ___, they finally reached the breathtaking summit.
a) then
b) and
c) so

 

11.  She went to the store ___ she needed to buy groceries.

a) because

b) while

c) yet

12.  ___ it was raining, the children played outside.

a) While

b) However

c) Or

13.  He ate dinner early ___ he could attend the evening meeting.

a) but

b) so that

c) after

14.  ___ he finished his homework, he went to bed.

a) Since

b) Yet

c) Nor

15.  I will call you ___ I arrive at the airport.

a) so that

b) until

c) as soon as

16.  The cat hid under the bed ___ the thunderstorm passed.

a) and

b) before

c) but

17.  ___ I exercise regularly, I struggle with weight gain.

a) Although

b) Then

c) Because

18.  She was late for work ___ her car broke down.

a) or

b) until

c) because

19.  He decided to go for a walk ___ the weather was pleasant.

a) if

b) because

c) since

20.  They postponed the event ___ bad weather was forecasted.

a) until

b) yet

c) so that

21.  ___ she studies hard, she always excels in her exams.

a) Because

b) Since

c) And

22.  He stayed home ___ he was feeling unwell.

a) but

b) since

c) so that

23.  I'll buy some groceries ___ I pass by the supermarket.

a) if

b) unless

c) until

24.  The team worked late into the night ___ they could finish the project on time.

a) so that

b) yet

c) nor

25.  ___ she enjoys hiking, she rarely has time for it.

a) While

b) And

c) Or

26.  The cat slept peacefully ___ the dog barked loudly outside.

a) although

b) while

c) yet

27.  She decided to take a break ___ she felt overwhelmed.

a) but

b) until

c) because

28.  I will attend the party ___ I finish my work.

a) or

b) after

c) because

29.  ___ the movie was long, she stayed until the end.

a) While

b) Since

c) Or

30.  He started the project early ___ he could avoid the last-minute rush.

a) if

b) so that

c) until