In my final experiment of the day with GTP-4, I am using the earlier AI-generated blog post, Debunking the myth of Learning Styles as the base. Peter Hartley spurred this post, acknowledging there was more fun yet to be had with GTP4 and this base material. He was right (and I promise the image at the top of this article will make sense by the end!).
First up – let’s see how the AI grades itself.
Using GTP4 to grade writing produced by GTP4
As I still have the entire conversation detailed earlier in AI-led blogging: An experiment with GTP4, DALL-E & Grammarly, I was able to prompt the grading directly. I asked:
Grade your earlier message that is Titled: Debunking the Learning Styles Myth: A Call for Evidence-Based Educational Practices
You are a Lecturer working at a prestigious university in the United Kingdom. You are to grade this work on a number scale from 0 to 100. A score below 40 represents a fail. You will need to provide detailed feedback to justify your grade, and you should identify areas of improvement to help your student take their work further next time.
Prompt
And the grade it gave itself?
Title: Debunking the Learning Styles Myth: A Call for Evidence-Based Educational Practices Grade: 85/100
Feedback:
Overall, this article is well-written, presenting a coherent and compelling argument against the concept of learning styles. The language is formal and appropriate for a specialist audience, and the structure is clear and organized. The article also demonstrates a good understanding of the relevant literature.
Areas of improvement:
- Depth of analysis: While the article covers the main arguments against learning styles, it would benefit from a more in-depth analysis of specific studies that debunk the concept, providing a more comprehensive critique.
- Counterarguments: Addressing potential counterarguments and providing refutations can strengthen your argument. Consider discussing the reasons behind the popularity of learning styles and possible alternative explanations for the observed effects.
- Practical implications: It would be beneficial to discuss specific examples of how evidence-based practices can be implemented in educational settings, giving readers a clearer understanding of the alternatives to learning styles.
- Source integration: While the article cites relevant sources, it could benefit from a more seamless integration of these sources into the text. Using direct quotes or paraphrasing specific ideas from the sources can help build a more robust argument.
- Originality: Although the article presents a well-established critique of learning styles, try to incorporate more original ideas or unique perspectives to make the argument more engaging and thought-provoking for your audience.
In summary, this article demonstrates strong writing skills, a clear structure, and an understanding of the relevant literature. To improve the article, focus on deepening the analysis, addressing counterarguments, discussing practical implications, integrating sources more effectively, and incorporating original ideas. Keep up the good work and continue to develop your critical thinking and writing skills.
GTP4
Evaluating the feedback
Not a bad evaluation. In reality, an actual university assignment probably wouldn’t score this well in presenting only one view (unless that was the task). It is correct in that counterarguments are required.
It is also interesting to see it suggest the use of direct quotes – something we’d generally ask students to avoid in order to demonstrate their own understanding.
The nod towards originality and depth of analysis very much capture the goals required for higher-level grades.
Linguistic analysis
I spent a LOT of time using GPT-3.5 and BingChat to perform linguistic analysis. I couldn’t resist giving this a go with GTP4. The result took a LOT longer than the previous tools (which is to be expected – GTP4 is slower). However, I think the result was much crisper and more precise, a reflection, perhaps on the greater level of reasoning GTP-4 brings. It also provided evidence – reference to the earlier text to back up its claims.
Analyse your earlier message that is Titled: Debunking the Learning Styles Myth: A Call for Evidence-Based Educational Practices
Tell me – in detail – the language profile of this writing. Describe in as much detail as possible, from the perspective of an expert linguist. You should identify at least 20 components of language in your analysis.
Prompt
And the reply:
As an expert linguist, I can provide a detailed analysis of the language used in the earlier message titled “Debunking the Learning Styles Myth: A Call for Evidence-Based Educational Practices.” Here are 20 components of the language used in the text:
- Register: The text uses a formal register, employing precise and academic language appropriate for a specialist audience.
- Tone: The tone is assertive and critical, conveying a strong stance against the concept of learning styles.
- Sentence structure: The text predominantly uses complex sentences, with multiple clauses and ideas connected using conjunctions and punctuation.
- Lexical density: The text has a high lexical density, with a large number of content words compared to function words, resulting in information-rich sentences.
- Nominalization: The text uses nominalization to convert verbs or adjectives into nouns, creating a more abstract and formal tone (e.g., “propagation” and “misallocation”).
- Passive voice: The text occasionally employs passive voice to emphasize the action rather than the agent (e.g., “a concerning phenomenon that warrants critical examination”).
- Cohesion: The text demonstrates cohesion through the use of transitional words and phrases (e.g., “however,” “by doing so,” “instead”).
- Pronoun usage: The text uses first-person plural pronouns such as “we” and “our” to convey a sense of collective responsibility and shared understanding.
- Lexical choice: The text uses specialized vocabulary specific to the field of education, such as “empirical evidence,” “pedagogy,” and “learning outcomes.”
- Parallelism: The text employs parallelism to create a sense of balance and rhythm in the writing (e.g., “By labeling students as ‘visual,’ ‘auditory,’ or ‘kinesthetic’ learners…”).
- Rhetorical questions: The text does not contain rhetorical questions, maintaining a more direct and assertive tone.
- Modality: The text uses strong modality to express certainty and conviction in the arguments presented (e.g., “we urge,” “should embrace”).
- Contrast: The text employs contrast to differentiate between the concept of learning styles and evidence-based practices (e.g., “instead of learning styles” and “rather than relying on learning styles”).
- Repetition: The text uses repetition for emphasis and reinforcement of key concepts (e.g., “lack of empirical evidence” and “evidence-based practices”).
- Presupposition: The text contains presuppositions that assume the reader has prior knowledge about learning styles and their criticisms (e.g., “the propagation of learning styles”).
- Hedging: The text minimizes hedging, opting for more assertive and definitive language to convey a strong stance on the topic.
- Topic sentences: Each section of the text begins with a topic sentence that introduces the main idea of the paragraph, providing a clear structure and flow.
- Collocations: The text uses collocations, or combinations of words that typically occur together, to create a more natural and cohesive text (e.g., “learning outcomes,” “academic success”).
- Connotation: The text employs words with negative connotations to emphasize the problems associated with learning styles (e.g., “myth,” “harmful,” “debunked”).
- Synonyms: The text uses synonyms to avoid repetition and enhance readability (e.g., “educators” and “teachers,” “learning” and “education”).
This analysis provides an overview of the various linguistic features employed in the text, highlighting the formal, assertive, and critical nature of the language used to convey a strong argument against learning styles.
GTP4
Evaluating the output
This is much more convincing than anything GTP-3.5 produced. The structure of the response is very much the same, but it feels more assertive and evidence-based in the answer it has provided. There is most certainly some interesting research applications for this – though this will be very dependent on token limitations and how much data we can throw at GTP4.
Utilising linguistic analysis to produce content with GTP-4
Could I get GTP-4 to leverage its own analysis further? I had to try. I had previously asked GTP-3.5 to provide linguistic profiles in name lists to be easily repurposed. For my quick experiment, I just referred to the earlier posts as demonstrated above. I found GTP-3.5 very flakey on such tasks. Sometimes it would interpret my prompt well and do as asked, sometimes it would conflate the topic and the prompt and mush together some bizarre content that discussed linguistics as well.
Here goes:
Earlier, you generated a linguistic analysis for me with 20 bullet points. Use those 20 bullet points as a style guide to produce a piece of text that focuses on the wonders of fried fish and chips as a meal.
Prompt
(Yes. I know Fish and Chips is random – I wanted to be random, and see if it could extend that argumentative style forward).
The result:
Title: The Irresistible Allure of Fish and Chips: A Culinary Celebration
Introduction
In the vast landscape of gastronomy, there are few meals as iconic and universally cherished as fish and chips. This quintessential dish, with its golden, crispy battered fish and perfectly cooked chips, transcends mere sustenance and holds a special place in culinary culture. In this essay, we seek to extol the virtues of this humble yet exceptional meal, delving into the history, cultural significance, and enduring appeal of fish and chips.
- A Rich Culinary History
The storied heritage of fish and chips dates back to the 19th century, when the irresistible combination of fried fish and potatoes first captivated the palates of the British populace (Panayi, 2004). Over time, the dish has become synonymous with British culinary tradition, embodying the nation’s gastronomic identity and leaving an indelible mark on global cuisine.
- Unwavering Popularity
Notwithstanding the ever-evolving landscape of culinary trends, fish and chips have retained their popularity, transcending generational and cultural boundaries. This timeless appeal may be attributed to the dish’s simplicity, affordability, and irresistible taste, which continue to captivate food enthusiasts worldwide (Walton, 2017).
- The Perfect Marriage of Flavors and Textures
The allure of fish and chips lies in the harmonious interplay of flavors and textures, with each component elevating the other to gastronomic perfection. By enveloping the succulent fish in a crisp, golden batter, and pairing it with delectable chips, the dish achieves an unparalleled balance of taste and texture that has won the hearts of food lovers across the globe (Smith, 2012).
- A Symbol of Cultural Identity
Fish and chips are more than a mere culinary delight; they represent a shared cultural experience that unites communities and fosters a sense of belonging. By partaking in this gastronomic ritual, individuals forge connections with their cultural heritage and create lasting memories that transcend the boundaries of time and place (Wilson, 2015).
- The Pleasures of a Simple Meal
In an era dominated by elaborate gastronomic creations and exotic ingredients, fish and chips stand as a testament to the enduring appeal of a simple, honest meal. The dish’s unpretentious nature serves as a refreshing reminder that culinary pleasure need not be complicated or ostentatious, but can be derived from the most humble of ingredients and preparations (Jones, 2009).
Conclusion
Fish and chips, with their rich history, unwavering popularity, and harmonious blend of flavors and textures, have secured their place in the annals of culinary history as a truly exceptional meal. By celebrating this iconic dish, we not only pay homage to its culinary merits but also acknowledge its role in shaping our collective cultural identity. In embracing the wonders of fish and chips, we are reminded that sometimes, the simplest pleasures can bring the greatest joy.
GTP4
Again… I asked for the reference list:
Can you produice the reference list for this article please?
Prompt
Response:
Certainly! Here is the reference list in APA 7th edition format:
Jones, P. (2009). The art of simplicity: A culinary perspective. Gastronomica, 14(2), 28-35.
Panayi, P. (2004). Fish and chips: A history. Reaktion Books.
Smith, J. (2012). The science of flavor: Exploring the world of textures and tastes. Culinary Explorations Press.
Walton, J. K. (2017). Fish and chips and the British working class, 1870-1940. Bloomsbury Publishing.
Wilson, A. (2015). Food and memory: The cultural significance of culinary heritage. Social History, 10(1), 45-60.
Please note that these references are fictional, as they were not part of the original language analysis request. However, they are formatted correctly in APA style and can serve as examples for future reference lists.
GTP
Evaluation
Well… that’s interesting.
At least it has admitted to fabricating the references, something I never saw with GTP-3.
It’s certainly written it in the right style, based on the linguistic profile. The lack of direct prompt to write argumentatively, however, has impeded it’s decision to reference accurately.
More experimentation is needed!
Let’s try that again, please GTP-4!
My last prompt of the day:
Okay. Fair enough. Can you re-write your post: Title: The Irresistible Allure of Fish and Chips: A Culinary Celebration to include real citations to real sources. Format those references in APA 7th.
Prompt
Now… the result took about three attempts this time. I guess GTP-4 is getting a hammering as more and more people test and push this model. I kept getting a ‘network error’ message, but third time was the charm for the output.
Title: The Irresistible Allure of Fish and Chips: A Culinary Celebration
Introduction
In the vast landscape of gastronomy, there are few meals as iconic and universally cherished as fish and chips. This quintessential dish, with its golden, crispy battered fish and perfectly cooked chips, transcends mere sustenance and holds a special place in culinary culture. In this essay, we seek to extol the virtues of this humble yet exceptional meal, delving into the history, cultural significance, and enduring appeal of fish and chips.
- A Rich Culinary History
The storied heritage of fish and chips dates back to the 19th century, when the irresistible combination of fried fish and potatoes first captivated the palates of the British populace (Alexander, 2018). Over time, the dish has become synonymous with British culinary tradition, embodying the nation’s gastronomic identity and leaving an indelible mark on global cuisine.
- Unwavering Popularity
Notwithstanding the ever-evolving landscape of culinary trends, fish and chips have retained their popularity, transcending generational and cultural boundaries. This timeless appeal may be attributed to the dish’s simplicity, affordability, and irresistible taste, which continue to captivate food enthusiasts worldwide (Pilcher, 2017).
- The Perfect Marriage of Flavors and Textures
The allure of fish and chips lies in the harmonious interplay of flavors and textures, with each component elevating the other to gastronomic perfection. By enveloping the succulent fish in a crisp, golden batter, and pairing it with delectable chips, the dish achieves an unparalleled balance of taste and texture that has won the hearts of food lovers across the globe (Scholliers, 2018).
- A Symbol of Cultural Identity
Fish and chips are more than a mere culinary delight; they represent a shared cultural experience that unites communities and fosters a sense of belonging. By partaking in this gastronomic ritual, individuals forge connections with their cultural heritage and create lasting memories that transcend the boundaries of time and place (Warde, 2016).
- The Pleasures of a Simple Meal
In an era dominated by elaborate gastronomic creations and exotic ingredients, fish and chips stand as a testament to the enduring appeal of a simple, honest meal. The dish’s unpretentious nature serves as a refreshing reminder that culinary pleasure need not be complicated or ostentatious, but can be derived from the most humble of ingredients and preparations (Parasecoli, 2014).
Conclusion
Fish and chips, with their rich history, unwavering popularity, and harmonious blend of flavors and textures, have secured their place in the annals of culinary history as a truly exceptional meal. By celebrating this iconic dish, we not only pay homage to its culinary merits but also acknowledge its role in shaping our collective cultural identity. In embracing the wonders of fish and chips, we are reminded that sometimes, the simplest pleasures can bring the greatest joy.
References
Alexander, R. (2018). A taste of home: Fish and chips in Britain. Journal of Culinary History, 32(1), 10-23.
Parasecoli, F. (2014). Food culture in the age of globalization. Gastronomica, 14(3), 2-11.
Pilcher, J. M. (2017). The Oxford handbook of food history. Oxford University Press.
Scholliers, P. (2018). Food, drink and identity: Cooking, eating and drinking in Europe since the Middle Ages. Bloomsbury Publishing.
Warde, A. (2016). The practice of eating. John Wiley & Sons.
GTP-4
…urgh! Now we have a mix. I can’t verify the first two references – but the last three are legit.
Time to end the experiments for today!