the giver analytical essay

Themes and Analysis

By lois lowry.

'The Giver' is, at times, a dark and disturbing novel, touching on themes of loss and control.

Article written by Emma Baldwin

B.A. in English, B.F.A. in Fine Art, and B.A. in Art Histories from East Carolina University.

At the same time, it’s also a novel of hope , depicted through the beauty of colors seen for the first time and joys never before experienced. It’s a novel that ends with an image that alludes to the enduring nature of the human spirit and future possibilities.

The Giver Themes 

Memory .

It’s through memory in The Giver that the community leaders exert control over everyone else. Collective memory is a thing of the past. Wars, loves, hate, joy, and any remnant of the time before the community is lost. Lowry was interested in using this novel to explore what happens when all memories disappear. Does a happier community emerge when the dark parts of human history are lost?

Despite the community’s desire to leave their past behind, the elders also understood the age-old proverb that those who forget the past are doomed to repeat it. This meant that someone had to remember. The Giver plays the role, and Jonas was meant to take it up after him. He’s there to make sure that no one starts down a dangerous path that might lead to consequences known only to him. 

Free Will/Control 

Jonas’s community is nothing without control. The community leaders exert control by making everyone believe that total obedience is the only way to live. The rules are their lives, and there is no choice but to follow them. There are rules for every part of life, ensuring that free will is surprised and the individual. 

The Individual 

This final theme is tied directly to the other most prominent themes in the novel. There are moments in Lois Lowry’s novel where Jonas notes the individuality of his friends, family members, and most importantly himself. Jonas feels different than his friends do, and he knows he sees the world differently as well. This is something that proves to be correct when at the Ceremony of the Twelve, he’s singled out to be the new Receiver of Memory. It’s the first time in his life, and in the lives of the other children, that they’ve had their differences highlighted. Some are more suited for one job or another.

Jonas only becomes more of an individual, something the community doesn’t encourage, as the novel progresses. He’s given memories, something unique in his world.  One of the more powerful moments of the novel comes at the end when Jonas realizes that he’s making memories of his own, ones that belong only to him. 

Analysis of Key Moments in The Giver 

• Jonas sees an airplane, learning that there’s life outside the community. 
• His father brings Gabriel home. 
• Jonas feels the “stirrings.”  
• Jonas goes to the Ceremony of the Twelve and becomes the next Receiver of Memory. 
• Jonas meets the Giver and learns about good and bad experiences.  
• He gives Gabriel memories to calm him down. 
• Jonas starts to see colors. 
• He learns about the Giver’s daughter, the previous receiver of memory, and her release. 
• Jonas learns what “releasing” means . 
• The Giver and Jonas make a plan for him to escape the community. 
• Jonas runs away with Gabriel. 
• Jonas and Gabriel sled down the hill towards Elsewhere. 

Style, Literary Devices, and Tone in The Giver 

Lowry’s narrative style in The Giver is straightforward and clear. It comes across as a simple recitation of events, almost journalistic. The plot progresses from the beginning to the end of the story with very few exceptions. Lowry uses clear language that’s easy to understand throughout the book, solidifying her choice to direct this novel towards young adults. Additionally, the simple language helps describe the simple lives of Jonas, his family, and his friends. Everyone lives preplanned, organized lives, similar to how Lowry’s writing depicts them. This is also how one might describe the tone. It is direct in most parts of the novel and, as it progresses, becomes more emotional and distressed as Jonas learns more about his community. 

It’s not until the Giver comes into the narrative and starts relaying memories to Jonas that the style changes at all. The memories are moving, mysterious, and strange. This changes the way that Lowry writes and the images she creates. In these passages, and in all those in which Jonas is thinking about his world, Lowry uses rhetorical questions. These are questions to which the speaker does not expect an answer. Jonas is filled with them regarding every element of his life. 

Lowry makes use of several other literary devices in The Giver as well. These include euphemisms or phrases that stand-in for something uncomfortable or difficult. For example, “release” is used instead of kill. This is a great example of how the language Lowry selected for the community reveals something about them as much as it tries to hide the truth. When the families gather together to share their feelings, they’re doing the exact opposite. Lowry employs a cliff hanger at the end of the book when she chooses not to reveal what happens to Jonas and Gabe. 

Symbols in The Giver

The apple .

The apple is a symbol for all that’s missing in the community. Its red color, something that’s lost to everyone in the community except Jonas, represents freedom, human nature, and emotions. The red of the apple also appears in other parts of his life. It comes to represent desire when he sees it in Fiona’s hair, and then later. It features in the rainbow that the Giver shares with him. It reemphasizes the entire range of human experiences and emotions that Jonas, his friends, and family members are missing out on.

Gabriel 

Gabriel is different as Jonas is different . This is something that Jonas recognizes right away. He has pale eyes (later revealed to be blue, like Jonas’s), and Jonas can tell he’s far more thoughtful. The child represents innocence and acts as a powerful contrast to the emotionless community that chooses to kill him. For Jonas, Gabriel also represents hope. Hope for a better life, one filled with love, and one where a child can grow up without the threat of being “released.” 

Sled Ride 

The sled rid is the first memory that Jonas receives from the Giver. It’s one of pure joy, untouched by anything unpleasant. It’s a wonderful experience that does not prepare him for the terrible memories to follow. After receiving the memory, Jonas dreams about the sled ride and the unknown destination at the hill’s bottom. There’s something in the distance that he’s riding towards, but he doesn’t know what it is. It symbolizes his future and the new life that waits for him when he escapes the community at the end of the novel. 

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About Emma Baldwin

Emma Baldwin, a graduate of East Carolina University, has a deep-rooted passion for literature. She serves as a key contributor to the Book Analysis team with years of experience.

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Introduction to The Giver

Summary of the giver.

Soon his father informs about his worry about a fragile child in his custody at the Nurturing Center. He has won permission to take him home to improve his health. Eventually, Gabriel, the same boy, grows into a healthy child. His pale eyes, like that of Jonas, attract his attention toward the boy who finds him similar to himself, having the capability of retaining memories. However, it also transpires to him that if Gabriel does not become strong, he will be “released” soon to reach Elsewhere, a concept equal to death and graveyard. The Community has rules to send all such persons including the former student, Rosemary, to Elsewhere where they live in peace.

During the hard journey, Jonas ponders if he has made the right choice since the bike journey becomes even more difficult and experience starvation for the first time. But later realizes that if he had stayed back he’d have starved for the feelings and most importantly Gabriel would have not been alive. He dwells upon the risk of making a ‘choice’ has consequences but concludes that ‘physical hunger is less destructive than emotional one’. He feared for the life of Gabriel than his own expressing compassion, love which was never felt by his community.

Major Themes in The Giver

Major characters in the giver, writing style of the giver, analysis of the literary devices in the giver, related posts:, post navigation.

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The Individual vs. Society

Jonas's community is founded on the idea of Sameness—the elimination of difference in its members. In order to achieve this Sameness, individualism is discouraged, and rules and discipline matter most. Jonas learns from an early age that both breaking rules and being different is considered shameful. By celebrating group birthdays, allowing only one kind of clothing and haircut, assigning spouses, jobs, children and names, and eliminating sexual relations, Jonas's society stifles the things that allow…

Freedom and Choice

In Jonas's community, no one makes choices. All choices about the community were made in the distant past when Sameness was created, and any additional changes involve painfully slow bureaucratic procedures. Without choice, no one suffers the consequences that come from making wrong choices, but they also don't experience the joys that come with making right ones. By sacrificing the freedom of choice, community members are guaranteed a stable, painless life. Consequently, the people lead…

Feeling and Emotion

The people of Jonas's community don't understand genuine emotion or pain, because their lifestyles allow no opportunity to experience it. Birthmothers are not allowed to raise their own children. Sex is forbidden and sexual urges medicated away. Adults are not allowed to choose their own spouses. Identical twins are not both allowed to survive because they would be too close emotionally. Every decision made in the community serves a purely practical purpose and is based…

Coming of Age

The annual December ceremony, when the "birthdays" of all children are celebrated simultaneously, is a ritual full of rites of passage. As children grow older, these rites allow them more responsibility; at eight, for example, they are given pockets and stuffed animals are taken away. At Nine, children are given bicycles. At Twelve, children are assigned jobs and adult status is conferred upon them. After Twelve, age is not counted. Yet these rites of passage…

Sometime in the past, Jonas's community decided to give up their memories in order to eliminate the pain and regret that came with them. They were trying to create a totally peaceful and harmonious society without conflict, war, or hate by eliminating emotion entirely. They succeeded: the community is almost perfectly stable and totally safe. Yet Jonas realizes that without memories, a person can't learn from mistakes, celebrate accomplishments, know love or happiness or any…

“The Giver” by Lois Lowry Analysis Essay

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• As a source of information (ensure proper referencing)
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Lois Lowry’s novel, The Giver , is an exemplary story that leaves readers contemplating how they would relate with the characters in a practical setting. Lowry creates and builds his characters through encounters that readers find easy to relate to. I developed a strong attachment to Jonas from the first encounter when Lowry introduced him as a brave boy who would seldom fear anything. Given a chance to choose a friend among the characters, I would go for Jonas because of his impressive concern for society. I share several traits with Jonas, which could help us easily get along.

I seldom hesitate to express my frustrations with social ills and injustices, which is an important shared attribute with Jonas, much as he appeared unconcerned at first. His perceived view of the world is informed by the nature of his society and family. He has to cope with a community life defined by strict rules, precise language, and the authority’s use of loudspeakers to exercise power over the people (Lowry, 1993). As a child, Jonas can only adapt to his society’s way of life, despite his awareness that it was founded on hypocrisy. He learns from an early age that people have given up their freedom and individuality, a revelation that subjects him to inner conflict as he comes of age.

Having a friend with an interest in social welfare could have made it easier to push for necessary changes. Unfortunately, finding a perfect match to work with is seldom guaranteed. Jonas feels frustrated that people are reluctant and unresponsive to his desperate call for change from sameness (Lowry, 1993). As a result, he opts to flee with the little Gabriel after realizing that his people would never give up sameness, a decision that required great courage and boldness.

In overview, I would have wished to befriend Jonas and help him strategize on how to approach the issue of social change in a better and more efficient way. For instance, cooperation with supportive people would be a major milestone in the right direction. Indisputably, Jonas would not have given up or fled from the community if he had a like-minded person by his side.

Lowry, L. (1993). The giver . Houghton Mifflin.

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• Literature Notes
• Essay Questions
• Book Summary
• About The Giver
• Character List
• Summary and Analysis
• Chapters 1-2
• Chapters 3-5
• Chapters 6-8
• Chapters 9-10
• Chapters 11-12
• Chapters 13-15
• Chapters 16-17
• Chapters 18-20
• Chapters 21-23
• Lois Lowry Biography
• Critical Essays
• Major Themes in The Giver
• Style and Language in The Giver
• What Are Utopias and Dystopias?
• A Note about Infanticide and Euthanasia
• Full Glossary for The Giver
• Cite this Literature Note

Study Help Essay Questions

1. Analyze the advantages and disadvantages of Sameness in Jonas' community.

2. Compare the relationship Jonas has with The Giver to the relationship he has with his mother, father, and sister.

3. Explain how Jonas' community is hypocritical.

4. Explain why feelings and memories have been eliminated from Jonas' community.

5. Compare The Giver to Robert Cormier's After the First Death or to Hans Christian Andersen's "The Little Match Girl."

6. Why is Jonas alienated by his friends after being chosen as the next Receiver of Memory?

7. List the ways in which Jonas' community appears to be a utopia and explain why the things on your list contribute to perfection.

8. Discuss whether Jonas' assignment as the next Receiver of Memory is an honor or a punishment.

9. What are some of the euphemisms used in present-day society? Analyze the advantages and disadvantages of using euphemisms.

10. Discuss the value of rules and laws in present-day society.

11. The people in Jonas' community gave up their freedom and individuality to live in a safe environment. Discuss whether or not the community is a safe environment in which to live. How would you define what a safe environment is?

12. What does Jonas take with him on his journey at the end of the book, and why does he take it with him?

13. In the past, and especially in the nineteenth century, utopian communities such as Brook Farm, New Harmony, Oneida, and Shaker settlements were established in the United States. Research one of these communities and then compare it to Jonas' community.

14. How are the people in Jonas' community interdependent?

15. How can Jonas' community be compared to Nazi Germany under Hitler?

Previous Full Glossary for The Giver

by Lois Lowry

The giver study guide.

The Giver combines themes of young adult fiction, such as that of the protagonist Jonas 's coming of age, with themes taken from dystopian novels such as George Orwell's 1984 or in particular Aldous Huxley's Brave New World , which deals with a society in which the majority of the population has been manipulated into a sense of blithe submission. Within the novel, Jonas learns that despite the apparently idyllic aspects of his society, the general absence of history, deep emotions, and individuality has driven the community into stagnation and, in significant ways, dystopia. In the process, he discovers the wisdom and maturity necessary to choose his future while cognizant of the likely consequences of his choices.

Lois Lowry has named several aspects of her childhood as influences on her writing. By her account, she grew up in a very safe community and lived a kind of predictable existence that parallels Jonas's apparently idyllic community in The Giver . In addition, her lack of a father during wartime has often led her to focus on the role of the father figure in the family, a theme that she explores in depth in the interactions between Jonas and his father. That Jonas eventually learns that the community is not as perfect as it once seemed is a sign of disillusionment, yet it is not so far from the usual awakening of maturity associated with becoming an adult and moving out of the community's safe boundaries.

The novel also deals with several sensitive issues such as suicide and the onset of sexuality in adolescence. Jonas, under the encouragement of The Giver, explores aspects of human nature that are never faced by the other members of the community. Jonas thus, in significant ways, becomes more of a mature adult than his parents are. Whereas his parents have never experienced the Stirrings and thus have suppressed all sexual desire, Jonas eventually ceases taking the pills in favor of embracing this aspect of his coming of age. The inclusion of such topics as budding sexuality has in the past led The Giver to be banned by many school libraries, but defenders have argued that it is important to engage topics of death and sexuality among young adults.

Lowry wrote The Giver in 1993 as a science fiction novel aimed at young adults, and it was critically acclaimed in that context, winning the Newbery Medal in the following year. Lowry later wrote two novels set in the same literary universe as The Giver , Gathering Blue in 2000 and Messenger in 2004. Although the protagonist differs in each novel, Jonas reappears as a character in Messenger , and the three novels form a trilogy.

The Giver Questions and Answers

The Question and Answer section for The Giver is a great resource to ask questions, find answers, and discuss the novel.

How does the author begin showing that Jonas may not quite fit in or not agree with everything in his community? How might these details contribute to the conflict in the story going forward?

Jonas interperets events like the jet at the beginning as the stringent rules differently than others. Jonas asks questions and doesn't take things at face value. He also begins to see colour which others do not see. Jonas eventually questions the...

What do you think of the morning dream telling ritual?

This question calls for your opinion. There is no right or wrong answer. In my opinion, dream telling is rather ridiculous. We all know that dreams are inexplicable for the most part.... and most dreams disappear when we wake up.

Should Jonas have asked them to stop playing the game of bad guys and good guys? CHAPTER 17

No, I don't think Jonas should ask them to stop playing. These kids cannot handle the emotional trauma  of forgetting their lunch let alone understanding emotions behind war and death. They simply would not comprehend what Jonas is talking...

Study Guide for The Giver

The Giver study guide contains a biography of Lois Lowry, literature essays, quiz questions, major themes, characters, and a full summary and analysis of The Giver.

• About The Giver
• The Giver Summary
• The Giver Video
• Character List

Essays for The Giver

The Giver essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of The Giver by Lois Lowry.

• The Cost of Security
• A Lonely Mind With a Heavy Burden: Hope in The Giver
• Is the Society of The Giver a Utopia?
• Reproductive Regulation and the Construction of Relationships for Populace Control in The Giver and “Pop Squad”

Lesson Plan for The Giver

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to The Giver
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• The Giver Bibliography

Wikipedia Entries for The Giver

• Introduction
• Analysis of themes
• Literary significance and reception

Home — Essay Samples — Literature — The Giver — The Role of Memory and Choice in Lois Lowry’s “The Giver”

The Role of Memory and Choice in Lois Lowry's "The Giver"

• Categories: Free Will The Giver

About this sample

Words: 630 |

Published: Jun 6, 2024

Words: 630 | Page: 1 | 4 min read

Table of contents

Introduction, the suppression of memory, the power of choice, the interplay of memory and choice.

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The Giver by Lois Lowry - Essay Example

• Subject: English
• Type: Essay
• Level: Undergraduate
• Pages: 1 (250 words)
• Downloads: 2
• Author: cloyd08

Extract of sample "The Giver by Lois Lowry"

Jerry Ciacho April 20, The Giver by Lois Lowry "For the first time, he heard something that he knew to be music. He heard people singing. Behindhim, across vast distances of space and time, from the place he had left, he thought he heard music too. But perhaps, it was only an echo." These are the final words of The Giver. The melody that greets Jonas to the Christmas-celebrating community is the very first he has heard in his entire life. It not only marks his arrival, where he can a full life as he wishes to, but also his awareness to a new form of insight, one that up to that moment has been inaccessible to him.

This new gift of music is a representation of hope and rebirth. Jonas will finally be able to experience the actual world and not purely memories. The music also greets him to a different society.The source of the singing Jonas hears is as vague as the novel’s end itself. It could possibly be the music that the town he used to live in learns to create. The music might perhaps simply be an echo of the music in the town, reminding Jonas that his community maybe learning the joy of music the same time he is.

The music he hears could also be only figments of his imagination, encroaching as he is dying in the cold.I chose this quote because it shows that Jonas has finally accomplished his ultimate goal for the community, to be able to let them experience affection and solitude, both free will and choice, finally wakening his whole community to the promises of life. The end of the novel is unquestionably hopeful and that is why I like this quote. The whole novel, all throughout, was generally depicting struggle and the writhe to change the way his community was living.

This quote finally signified the value and meaning of what he went through and sacrificed for them.Works CitedLowry, Lois. The Giver. Boston: Houghton Mifflin, 1993. Print.

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We tested a new ChatGPT-detector for teachers. It flagged an innocent student.

Five high school students helped our tech columnist test a ChatGPT detector coming from Turnitin to 2.1 million teachers. It missed enough to get someone in trouble.

High school senior Lucy Goetz got the highest possible grade on an original essay she wrote about socialism. So imagine her surprise when I told her that a new kind of educational software I’ve been testing claimed she got help from artificial intelligence.

A new AI-writing detector from Turnitin — whose software is already used by 2.1 million teachers to spot plagiarism — flagged the end of her essay as likely being generated by ChatGPT .

“Say what?” says Goetz, who swears she didn’t use the AI writing tool to cheat. “I’m glad I have good relationships with my teachers.”

After months of sounding the alarm about students using AI apps that can churn out essays and assignments, teachers are getting AI technology of their own. On April 4, Turnitin is activating the software I tested for some 10,700 secondary and higher-educational institutions, assigning “generated by AI” scores and sentence-by-sentence analysis to student work. It joins a handful of other free detectors already online. For many teachers I’ve been hearing from, AI detection offers a weapon to deter a 21st-century form of cheating.

But AI alone won’t solve the problem AI created. The flag on a portion of Goetz’s essay was an outlier, but shows detectors can sometimes get it wrong — with potentially disastrous consequences for students. Detectors are being introduced before they’ve been widely vetted, yet AI tech is moving so fast, any tool is likely already out of date.

It’s a pivotal moment for educators: Ignore AI and cheating could go rampant. Yet even Turnitin’s executives tell me that treating AI purely as the enemy of education makes about as much sense in the long run as trying to ban calculators.

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Ahead of Turnitin’s launch this week, the company says 2 percent of customers have asked it not to display the AI writing score on student work. That includes a "significant majority” of universities in the United Kingdom, according to UCISA , a professional body for digital educators.

To see what’s at stake, I asked Turnitin for early access to its software. Five high school students, including Goetz, volunteered to help me test it by creating 16 samples of real, AI-fabricated and mixed-source essays to run past Turnitin’s detector.

The result? It got over half of them at least partly wrong. Turnitin accurately identified six of the 16 — but failed on three, including a flag on 8 percent of Goetz’s original essay. And I’d give it only partial credit on the remaining seven, where it was directionally correct but misidentified some portion of ChatGPT-generated or mixed-source writing.

Turnitin claims its detector is 98 percent accurate overall. And it says situations such as what happened with Goetz’s essay, known as a false positive, happen less than 1 percent of the time, according to its own tests.

Turnitin also says its scores should be treated as an indication, not an accusation . Still, will millions of teachers understand they should treat AI scores as anything other than fact? After my conversations with the company, it added a caution flag to its score that reads, “Percentage may not indicate cheating. Review required.”

“Our job is to create directionally correct information for the teacher to prompt a conversation,” Turnitin chief product officer Annie Chechitelli tells me. “I’m confident enough to put it out in the market, as long as we’re continuing to educate educators on how to use the data.” She says the company will keep adjusting its software based on feedback and new AI advancements.

The question is whether that will be enough. “The fact that the Turnitin system for flagging AI text doesn’t work all the time is concerning,” says Rebecca Dell, who teaches Goetz’s AP English class in Concord, Calif. “I’m not sure how schools will be able to definitively use the checker as ‘evidence’ of students using unoriginal work.”

Unlike accusations of plagiarism, AI cheating has no source document to reference as proof. “This leaves the door open for teacher bias to creep in,” says Dell.

For students, that makes the prospect of being accused of AI cheating especially scary. “There is no way to prove that you didn’t cheat unless your teacher knows your writing style, or trusts you as a student,” says Goetz.

Why detecting AI is so hard

Spotting AI writing sounds deceptively simple. When a colleague recently asked me if I could detect the difference between real and ChatGPT-generated emails, I didn’t perform very well.

Detecting AI writing with software involves statistics. And statistically speaking, the thing that makes AI distinct from humans is that it’s “extremely consistently average,” says Eric Wang, Turnitin’s vice president of AI.

Systems such as ChatGPT work like a sophisticated version of auto-complete, looking for the most probable word to write next. “That’s actually the reason why it reads so naturally: AI writing is the most probable subset of human writing,” he says.

Turnitin’s detector “identifies when writing is too consistently average,” Wang says.

The challenge is that sometimes a human writer may actually look consistently average.

On economics, math and lab reports, students tend to hew to set styles, meaning they’re more likely to be misidentified as AI writing, says Wang. That’s likely why Turnitin erroneously flagged Goetz’s essay, which veered into economics. (“My teachers have always been fairly impressed with my writing,” says Goetz.)

Wang says Turnitin worked to tune its systems to err on the side of requiring higher confidence before flagging a sentence as AI. I saw that develop in real time: I first tested Goetz’s essay in late January, and the software identified much more of it — about 50 percent — as being AI generated. Turnitin ran my samples through its system again in late March, and that time only flagged 8 percent of Goetz’s essay as AI-generated.

But tightening up the software’s tolerance came with a cost: Across the second test of my samples, Turnitin missed more actual AI writing. “We’re really emphasizing student safety,” says Chechitelli.

Say hello to your new tutor: It’s ChatGPT

Turnitin does perform better than other public AI detectors I tested. One introduced in February by OpenAI, the company that invented ChatGPT, got eight of our 16 test samples wrong. (Independent tests of other detectors have declared they “ fail spectacularly .”)

Turnitin’s detector faces other important technical limitations, too. In the six samples it got completely right, they were all clearly 100 percent student work or produced by ChatGPT. But when I tested it with essays from mixed AI and human sources, it often misidentified the individual sentences or missed the human part entirely. And it couldn’t spot the ChatGPT in papers we ran through Quillbot, a paraphrasing program that remixes sentences.

What’s more, Turnitin’s detector may already be behind the state of the AI art. My student helpers created samples with ChatGPT, but since they did the writing, the app has gotten a software update called GPT-4 with more creative and stylistic capabilities. Google also introduced a new AI bot called Bard . Wang says addressing them is on his road map.

Some AI experts say any detection efforts are at best setting up an arms race between cheaters and detectors. “I don’t think a detector is long-term reliable,” says Jim Fan, an AI scientist at Nvidia who used to work at OpenAI and Google.

“The AI will get better, and will write in ways more and more like humans. It is pretty safe to say that all of these little quirks of language models will be reduced over time,” he says.

Is detecting AI a good idea?

Given the potential — even at 1 percent — of being wrong, why release an AI detector into software that will touch so many students?

“Teachers want deterrence,” says Chechitelli. They’re extremely worried about AI and helping them see the scale of the actual problem will “bring down the temperature.”

Some educators worry it will actually raise the temperature.

Mitchel Sollenberger, the associate provost for digital education at the University of Michigan-Dearborn, is among the officials who asked Turnitin not to activate AI detection for his campus at its initial launch.

He has specific concerns about how false positives on the roughly 20,000 student papers his faculty run through Turnitin each semester could lead to baseless academic-integrity investigations. “Faculty shouldn’t have to be expert in a third-party software system — they shouldn’t necessarily have to understand every nuance,” he says.

Ian Linkletter, who serves as emerging technology and open-education librarian at the British Columbia Institute of Technology, says the push for AI detectors reminds him of the debate about AI exam proctoring during pandemic virtual learning.

“I am worried they’re marketing it as a precision product, but they’re using dodgy language about how it shouldn’t be used to make decisions,” he says. “They’re working at an accelerated pace not because there is any desperation to get the product out but because they’re terrified their existing product is becoming obsolete.”

Said Chechitelli: “We are committed to transparency with the community and have been clear about the need to continue iterating on the user experience as we learn more from students and educators.

Deborah Green, CEO of UCISA in the U.K., tells me she understands and appreciates Turnitin’s motives for the detector. “What we need is time to satisfy ourselves as to the accuracy, the reliability and particularly the suitability of any tool of this nature.”

It’s not clear how the idea of an AI detector fits into where AI is headed in education . “In some academic disciplines, AI tools are already being used in the classroom and in assessment,” says Green. “The emerging view in many U.K. universities is that with AI already being used in many professions and areas of business, students actually need to develop the critical thinking skills and competencies to use and apply AI well.”

There’s a lot more subtlety to how students might use AI than a detector can flag today.

My student tests included a sample of an original student essay written in Spanish, then translated into English with ChatGPT. In that case, what should count: the ideas or the words? What if the student was struggling with English as a second language? (In our test, Turnitin’s detector appeared to miss the AI writing, and flagged none of it.)

Would it be more or less acceptable if a student asked ChatGPT to outline all the ideas for an assignment, and then wrote the actual words themselves?

“That’s the most interesting and most important conversation to be having in the next six months to a year — and one we’ve been having with instructors ourselves,” says Chechitelli.

“We really feel strongly that visibility, transparency and integrity are the foundations of the conversations we want to have next around how this technology is going to be used,” says Wang.

For Dell, the California teacher, the foundation of AI in the classroom is an open conversation with her students.

When ChatGPT first started making headlines in December, Dell focused an entire lesson with Goetz’s English class on what ChatGPT is, and isn’t good for. She asked it to write an essay for an English prompt her students had already completed themselves, and then the class analyzed the AI’s performance.

The AI wasn’t very good.

“Part of convincing kids not to cheat is making them understand what we ask them to do is important for them,” said Dell.

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Climate Change Added a Month’s Worth of Extra-Hot Days in Past Year

Since last May, the average person experienced 26 more days of abnormal warmth than they would have without global warming, a new analysis found.

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By Raymond Zhong

Over the past year of record-shattering warmth, the average person on Earth experienced 26 more days of abnormally high temperatures than they otherwise would have, were it not for human-induced climate change, scientists said Tuesday.

The past 12 months have been the planet’s hottest ever measured, and the burning of fossil fuels, which has added huge amounts of heat-trapping gases to the atmosphere, is a major reason. Nearly 80 percent of the world’s population experienced at least 31 days of atypical warmth since last May as a result of human-caused warming, the researchers’ analysis found.

Hypothetically, had we not heated the globe to its current state , the number of unusually warm days would have been far fewer, the scientists estimated, using mathematical modeling of the global climate.

The precise difference varies place to place. In some countries, it is just two or three weeks, the researchers found. In others, including Colombia, Indonesia and Rwanda, the difference is upward of 120 days.

“That’s a lot of toll that we’ve imposed on people,” said one of the researchers who conducted the new analysis, Andrew Pershing, the vice president for science at Climate Central, a nonprofit research and news organization based in Princeton, N.J., adding, “It’s a lot of toll that we’ve imposed on nature.” In parts of South America and Africa, he said, it amounts to “120 days that just wouldn’t be there without climate change.”

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