AI and Writing Texts at University

The emergence of generative artificial intelligence in the university context has profoundly transformed academic writing practices, reshaping traditional notions of authorship, creativity, and assessment. This article offers a critical reflection on the impact of using large language models (such a...

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Autor principal: Fernández Santa María, Leandro
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina 2025
Materias:
Escritura Académica
Inteligencia Artificial Generativa
Educación Superior
Ética Académica
ChatGPT
Academic Writing
Generative Artificial Intelligence
Higher Education
Academic Ethics
Acceso en línea:https://infosur.unr.edu.ar/index.php/2020/article/view/122
Aporte de:
INFOSUR de Universidad Nacional de Rosario
id I15-R199-article-122
record_format ojs
spelling I15-R199-article-1222026-04-28T14:24:34Z AI and Writing Texts at University La IA y la redacción de textos en la universidad Fernández Santa María, Leandro Escritura Académica Inteligencia Artificial Generativa Educación Superior Ética Académica ChatGPT Academic Writing Generative Artificial Intelligence Higher Education Academic Ethics ChatGPT The emergence of generative artificial intelligence in the university context has profoundly transformed academic writing practices, reshaping traditional notions of authorship, creativity, and assessment. This article offers a critical reflection on the impact of using large language models (such as ChatGPT and Claude) on the development of academic writing competencies. It analyzes the principles, scope, and limitations of generative artificial intelligence applied to writing tasks. It also examines the main ethical and pedagogical debates associated with its use, including issues related to automated IA writing detection, algorithmic bias, plagiarism, and authorship. Rather than adopting a technophobic or celebratory stance, the paper argues that artificial intelligence should not be understood as an absolute threat, but as a tool that requires specific forms of critical literacy. Finally, it highlights the need to rethink the teaching and assessment of academic writing from a process-oriented, ethical, and inclusive perspective, integrating AI as a pedagogical assistant under conditions of conscious, transparent, and responsible use. La irrupción de la inteligencia artificial generativa en el ámbito universitario ha transformado de manera profunda las prácticas de escritura académica, reconfigurando las nociones tradicionales de autoría, creatividad y evaluación. Este artículo propone una reflexión crítica sobre el impacto del uso de modelos de lenguaje de gran escala (como ChatGPT y Claude) en la formación de competencias de escritura académica. Se analizan los principios, alcances y limitaciones de la inteligencia artificial generativa aplicada a la producción de textos escritos. Asimismo, se examinan los principales debates éticos y pedagógicos asociados a su uso, incluyendo los problemas de detección automática, los sesgos algorítmicos, el plagio y la autoría. Lejos de adoptar una postura tecnofóbica o celebratoria, el trabajo sostiene que la inteligencia artificial no debe ser entendida como una amenaza absoluta, sino como una herramienta que exige una alfabetización crítica específica. Finalmente, se plantea la necesidad de repensar la enseñanza y evaluación de la escritura académica desde una perspectiva procesual, ética e inclusiva, integrando la IA como un asistente pedagógico bajo condiciones de uso consciente, transparente y responsable. Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina 2025-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://infosur.unr.edu.ar/index.php/2020/article/view/122 Infosur; Vol. 2 Núm. 4 (2025): Vol. 2 - Número 4 - Año 2025; 35-52 1851-1996 1851-1996 spa https://infosur.unr.edu.ar/index.php/2020/article/view/122/108 https://creativecommons.org/licenses/by-sal/4.0/
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-199
container_title_str INFOSUR
language Español
format Artículo revista
topic Escritura Académica
Inteligencia Artificial Generativa
Educación Superior
Ética Académica
ChatGPT
Academic Writing
Generative Artificial Intelligence
Higher Education
Academic Ethics
ChatGPT
spellingShingle Escritura Académica
Inteligencia Artificial Generativa
Educación Superior
Ética Académica
ChatGPT
Academic Writing
Generative Artificial Intelligence
Higher Education
Academic Ethics
ChatGPT
Fernández Santa María, Leandro
AI and Writing Texts at University
topic_facet Escritura Académica
Inteligencia Artificial Generativa
Educación Superior
Ética Académica
ChatGPT
Academic Writing
Generative Artificial Intelligence
Higher Education
Academic Ethics
ChatGPT
author Fernández Santa María, Leandro
author_facet Fernández Santa María, Leandro
author_sort Fernández Santa María, Leandro
title AI and Writing Texts at University
title_short AI and Writing Texts at University
title_full AI and Writing Texts at University
title_fullStr AI and Writing Texts at University
title_full_unstemmed AI and Writing Texts at University
title_sort ai and writing texts at university
description The emergence of generative artificial intelligence in the university context has profoundly transformed academic writing practices, reshaping traditional notions of authorship, creativity, and assessment. This article offers a critical reflection on the impact of using large language models (such as ChatGPT and Claude) on the development of academic writing competencies. It analyzes the principles, scope, and limitations of generative artificial intelligence applied to writing tasks. It also examines the main ethical and pedagogical debates associated with its use, including issues related to automated IA writing detection, algorithmic bias, plagiarism, and authorship. Rather than adopting a technophobic or celebratory stance, the paper argues that artificial intelligence should not be understood as an absolute threat, but as a tool that requires specific forms of critical literacy. Finally, it highlights the need to rethink the teaching and assessment of academic writing from a process-oriented, ethical, and inclusive perspective, integrating AI as a pedagogical assistant under conditions of conscious, transparent, and responsible use.
publisher Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina
publishDate 2025
url https://infosur.unr.edu.ar/index.php/2020/article/view/122
work_keys_str_mv AT fernandezsantamarialeandro aiandwritingtextsatuniversity
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first_indexed 2026-05-04T05:05:37Z
last_indexed 2026-05-04T05:05:37Z
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