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FASS1000
SCANA Support workshop 2
Dr Lan Nguyen
Learning Hub – 2024
Lan-chi.nguyen@sydney.edu.au
The University of Sydney Page 2

Dr Lan Nguyen
Learning Success Advisor at the
Learning Hub
Background in TESOL Education
Reading, gardening, parenting
lan-chi.nguyen@sydney.edu.au
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SCANA workshops for FASS1000
Workshop 1 (Week 2): 5 pm – 6.30 pm, Wednesday 7 August
Workshop 2 (Week 5): 5 pm – 6.30 pm, Wednesday 28 August
Workshop 3(Week 11): 5 pm – 6.30 pm, Wednesday 9 October
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Workshop 2 overview
Part 1:
Understanding the assignment task
Part 2:
What is an academic argument?
What does an academic argument look like?
Part 3
Types of writing (Descriptive, Analytical, Persuasive, Critical)
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Assessment instructions
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A2: Critical analysis task
Read the assignment instructions on the Canvass site carefully:
https://canvas.sydney.edu.au/courses/60967/assignments/544531
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A2: Critical analysis task
The goal of this assessment task is to showcase your critical analysis skills in 1500 words
by way of assessing one piece of scholarship related to the topic of your choice. In this
assignment, you will engage in a controlled use of AI to help you complete the task.
There are four different topics, and each topic has three research-ready questions. You
are required to use a research-ready question for this assignment. A research
question helps to guide the direction of your research.
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A2: Critical analysis task instructions
For each topic, you are provided with a set of two relevant pieces of scholarship. You
must select one of these two sources as the basis for your Critical Analysis task. We will
also provide you with a summary of your chosen piece of scholarship which has been
generated by AI. You must use the AI summary that we provide. You may NOT
generate your own AI summary.
To complete this task, you'll need to follow four steps.
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A2: Critical analysis task instructions
Step 1 (In-class activity):
Read the article/chapter for yourself. Make a summary of the article/chapter using the
questions below as a guide:
1. What is the argument being made in this article/chapter?
2. How is the argument supported?
3. How does the argument made in this article/chapter help me to develop my own
response to the research-ready question?
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A2: Critical analysis task instructions
Step 2 :
Review the simulated summary (including the prompts used) of the article produced by
AI.
Compare the summary produced by AI to your own notes on the article (produced in
Step 1).
Ask yourself
- What is similar? What is different?
- What was gained by asking AI to produce a summary of your required reading?
- What issues or problems does "reading" academic articles/chapters in this way raise?
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A2: Critical analysis task instructions
Step 3:
Part 1 Write a 900 word reflection on the experience of reading the academic
article/chapter in this way. In your reflection, you should think critically about the
potential advantages and potential problems with using AI to generate summaries of
academic articles/chapters for your research.
Everyone must read the introduction to The Atlas of AI: Power, Politics and the Planetary
Costs of AI by Kate Crawford, available in the Reading List, for this assignment. You
must also research, read and reference two other works of peer reviewed
scholarship relating to the use of AI in this section of your paper. (60%)
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A2: Critical analysis task instructions
Step 4:
Part 2 Write a 600 word summary of your chosen academic article/chapter. You may
use the simulated AI summary that we provided to help you but you may not simply re-
produce writing generated by AI. (40%) In your summary you must address the
following questions:
1. What is the argument being made in this article/chapter?
2. How is the argument supported?
3. How does the argument made in this article/chapter help me to develop my own
response to the research-ready question?
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What is an academic argument?
What does an academic argument look like?
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What is an argument?
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What is an argument?
An argument is a claim that is justified.
The supporting statements of an argument are called premises (reasons
and evidence).
Effective communication is important as it supports business operations
and reduces the chance of mistakes
CLAIM
PREMISE
PREMISE
hat is an argu ent?
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What is an argument
Can you identify the claim and the premises?
Trials by jury are preferable to judge-alone trials because they reduce the risk of a
single person’s prejudice determining a decision, tend to enforce the presumption of
innocence and include citizens in the judicial process.
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What is an argument
Can you identify the claim and the premises?
Trials by jury are preferable to judge-alone trials because they reduce the risk of a
single person’s prejudice determining a decision, tend to enforce the presumption of
innocence and include citizens in the judicial process.
CLAIM: Trials by jury are preferable to judge-alone trials…
REASON(S):
• Reduce risk of prejudice
• Enforce presumption of innocence
• Democratic
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What is an academic argument?
• Formal & Thorough: More formal and detailed than everyday discourse.
• Use of Academic Language: Presented in formal academic language.
• Supported by Evidence: Incorporate evidence and explicit reasoning, drawn from
research and reliable sources.
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What does an academic argument look like?
Can you identify the claim and the premises (evidence and reasons) in
the below example?
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What does an academic argument look like?
AI, like many man-made inventions, is a double-edged sword. On the positive side, it automates
labor-intensive processes, freeing up resources that can be better utilised in more specialised
areas. However, as Crawford points out, since "AI systems are not autonomous...without extensive,
computationally intensive training" (Crawford, 2021, p.8), it raises the question of why we should
invest so much effort into training AI when we can accomplish tasks ourselves.
In the academic field, the drawbacks of AI become even more apparent. The use of AI to
generate articles poses a significant threat to a student’s learning experience. It not only fosters
procrastination but also undermines academic integrity (Abbas et al., 2024), potentially leading
to Imposter Syndrome. When students rely on AI-generated content, they fail to demonstrate
their understanding of the subject matter, depriving them of meaningful feedback that could aid
their educational development. Moreover, the use of AI in universities contradicts the core mission
of higher education, which is to equip students with critical thinking, problem-solving skills, and
the ability to apply knowledge to real-world situations. If students rely on AI to generate their
work, they miss out on developing the essential skills needed to succeed in the workforce
(Rajasingham, 2009). As a result, their ability to navigate and solve problems in the real world is
diminished, leaving them ill-prepared to integrate into society effectively.
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AI, like many man-made inventions, is a double-edged sword [Claim]. On the positive side, it automates
labor-intensive processes, freeing up resources that can be better utilised in more specialised areas.
However, as Crawford points out, since "AI systems are not autonomous...without extensive, computationally
intensive training" (Crawford, 2021, p.8), it raises the question of why we should invest so much effort into
training AI when we can accomplish tasks ourselves.
In the academic field, the drawbacks of AI become even more apparent. The use of AI to generate articles
poses a significant threat to a student’s learning experience. It not only fosters procrastination but also
undermines academic integrity (Abbas et al., 2024), potentially leading to Imposter Syndrome. When
students rely on AI-generated content, they fail to demonstrate their understanding of the subject matter,
depriving them of meaningful feedback that could aid their educational development. Moreover, the use
of AI in universities contradicts the core mission of higher education, which is to equip students with critical
thinking, problem-solving skills, and the ability to apply knowledge to real-world situations. If students rely
on AI to generate their work, they miss out on developing the essential skills needed to succeed in the
workforce (Rajasingham, 2009). As a result, their ability to navigate and solve problems in the real world
is diminished, leaving them ill-prepared to integrate into society effectively.
The author develops the argument by presenting AI as a "double-edged sword," recognising both its benefits
and its drawbacks, especially in the academic field.
The premises (AI automates labour-intensive processes, AI requires extensive training, AI undermines academic
integrity, contradiction to educational goals, ill-preparation for the workforce) collectively support the claim
that while AI has some benefits, its use in academic settings is detrimental to student development and future
readiness.
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What does an academic argument look like?
The efficiency of a vaccination program is a critical aspect of its ethical justification (1).
According to Rodrigues and Plotkin (2020), the cost-effectiveness of vaccination
programs has been well established (2). In fact, vaccination of individuals can lead to
substantial reductions in medical costs incurred in treating diseases (Ozawa et al., 2016)
(3). This not only benefits individuals but also the wider community by reducing the
burden on healthcare systems. For instance, a study by Hughes et al. (2020) found that
increasing influenza vaccination coverage led to fewer hospitalizations and emergency
department visits (4). Moreover, vaccinating children against influenza reduced the
number of days parents had to miss work due to their child's illness, resulting in a more
efficient workforce (Omer et al., 2008) (5).The data from these studies underscore the
vital role of vaccination programs in not only safeguarding individual health but also in
bolstering the overall well-being of society (6). Reduction in the demand for healthcare
services and resources and improved workforce efficiency directly align with the
broader ethical principles of public health (7).
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What does an academic argument look like?
The efficiency of a vaccination program is a critical aspect of its ethical justification (1) [Topic
sentence to introduce the key idea]. According to Rodrigues and Plotkin (2020), the cost-
effectiveness of vaccination programs has been well established (2) [Evidence]. In fact,
vaccination of individuals can lead to substantial reductions in medical costs incurred in treating
diseases (Ozawa et al., 2016) (3) [Evidence]. This not only benefits individuals but also the wider
community by reducing the burden on healthcare systems [Reason]. For instance, a study by
Hughes et al. (2020) found that increasing influenza vaccination coverage led to fewer
hospitalizations and emergency department visits (4) [Evidence]. Moreover, vaccinating children
against influenza reduced the number of days parents had to miss work due to their child's
illness, resulting in a more efficient workforce (Omer et al., 2008) (5) [Evidence].The data from
these studies underscore the vital role of vaccination programs in not only safeguarding
individual health but also in bolstering the overall well-being of society (6) [Reason]. Reduction in
the demand for healthcare services and resources and improved workforce efficiency directly
align with the broader ethical principles of public health (7) [Claim].
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What are the strategies for identifying arguments?
• Strategy 1: Find an argument summary
• Strategy 2: Identify the author’s position
Monash University (n.d.).
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Strategy 1: Find an argument summary
Authors often summarise their arguments to help their readers.
In academic sources, argument summaries can be found in the abstract, as well as in the
introduction and conclusion or discussion.
The following expressions often indicate an argument summary:
• '... I argue that …' or '... we argue that …'
• '... our position is that …'
• '... in conclusion …' or '... we conclude that …'
• '... the main point we are making is that …'
• '... therefore … [concluding statement]'
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Strategies 2: Identify the author’s position
If an argument is not explicitly stated or summarised, you may need to think carefully
about what position the author is advocating implicitly.
To clarify implicit arguments, ask yourself:
• What is the main point or claim the author wants me to agree with?
• What reason(s) does the author provide to persuade me to agree with them?
• What evidence does the author provide to support their position or reasons?
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Different types of writing
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Typical Marker Comments
• You need more analysis, less description.
• You’ve given lots of information about the topic but you haven’t identified
and/or addressed the different aspects of the question.
• You need to take a position and defend it. Be more persuasive!
• Don’t just summarise relevant information – organise it.
Don’t list!
Categorise information!
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Types of academic writing: from description to critique
CRITICAL
PERSUASIVE
ANALYTICAL
DESCRIPTIVE
The Onion Model
Description – provide / reproduce information
(e.g. summarise from sources)

Analysis – re-organise info; show links;
abstracting (relate, classify, compare, contrast)

Persuasion – evaluate + argue (present
a position + support with evidence)


Critique – challenge positions in the field;
argue
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Descriptive writing
In her article, Bell Hooks (2015) discussed how love serves as a fundamental aspect of
humanity, empowering individuals to break free from oppressive and aggressive political
ideologies.
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Descriptive writing
In her article, Bell Hooks (2015) discussed how love serves as a fundamental aspect of
humanity, empowering individuals to break free from oppressive and aggressive political
ideologies.
The sentence reports what Bell Hooks discussed. It presents this information
straightforwardly without further exploration.
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Analytical writing
While the AI-generated summary excels in clarity and accessibility, it falls short in
delivering the critical insight necessary for a comprehensive understanding of the author's
arguments. On the other hand, my summary provides a deeper and more nuanced
critique that thoroughly addresses both the strengths and weaknesses of the author’s
proposals.
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Analytical writing
While the AI-generated summary excels in clarity and accessibility, it falls short in
delivering the critical insight necessary for a comprehensive understanding of the author's
arguments. On the other hand, my summary provides a deeper and more nuanced
critique that thoroughly addresses both the strengths and weaknesses of the author’s
proposals.
The text contrasts two different summaries—the AI-generated summary and the writer’s own
summary.
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Persuasive writing
The broader social impacts of integrating AI into learning environments necessitate a
creative perspective that considers how this technology could transform our approach to
learning, redefine the role of teachers, and influence student engagement (Crawford,
2021). Therefore, we must consider how AI might not only enhance educational access
but also reshape broader social structures and relationships.
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Persuasive writing
The broader social impacts of integrating AI into learning environments necessitate a creative
perspective that considers how this technology could transform our approach to learning,
redefine the role of teachers, and influence student engagement (Crawford, 2021). Therefore,
we must consider how AI might not only enhance educational access but also reshape broader
social structures and relationships.
The text argues that the integration of AI into learning environments requires a creative perspective.
It aims to persuade the reader to consider the broader implications of AI in education.
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Critical writing
This article navigates the complexity of ethical obligations across generations, presenting
thoughtful yet potentially idealistic solutions to the challenges presented. While the
suggestions are intriguing, their practical implementation would require careful
consideration of the constantly evolving societal needs and resource allocation strategies.
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Critical writing
This article navigates the complexity of ethical obligations across generations, presenting
thoughtful yet potentially idealistic solutions to the challenges presented. While the
suggestions are intriguing, their practical implementation would require careful
consideration of the constantly evolving societal needs and resource allocation strategies.
The text is critical because it evaluates, questions, and assesses the practical implications of
the article’s ideas, rather than merely summarising or accepting them without scrutiny.
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Can you identify evaluative language in the below text?
While the AI-generated summary excels in clarity and accessibility, making the core
ideas of the article more approachable to a broad audience, it falls short in delivering
the critical insight necessary for a comprehensive understanding of the author's
arguments. The AI's focus on brevity and simplicity comes at the expense of depth,
omitting the complexities and subtleties that are crucial for fully grasping the
philosophical and ethical dimensions of the work.
In contrast, my summary offers a deeper and more nuanced critique that thoroughly
addresses both the strengths and weaknesses of the author’s proposals. By adopting a
more critical approach, my summary not only highlights the key points but also delves
into the practical challenges of implementing these ideas, considering factors such as
feasibility, ethical implications, and real-world applicability. This comprehensive analysis
provides readers with a more thorough understanding of the article, encouraging them to
engage more deeply with the material and consider the broader implications of the
author's arguments.
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Can you identify evaluative language in the below text?
While the AI-generated summary excels in clarity and accessibility, making the core
ideas of the article more approachable to a broad audience, it falls short in delivering
the critical insight necessary for a comprehensive understanding of the author's
arguments. The AI's focus on brevity and simplicity comes at the expense of depth,
omitting the complexities and subtleties that are crucial for fully grasping the
philosophical and ethical dimensions of the work.
In contrast, my summary offers a deeper and more nuanced critique that thoroughly
addresses both the strengths and weaknesses of the author’s proposals. By adopting a
more critical approach, my summary not only highlights the key points but also delves
into the practical challenges of implementing these ideas, considering factors such as
feasibility, ethical implications, and real-world applicability. This comprehensive analysis
provides readers with a more thorough understanding of the article, encouraging them to
engage more deeply with the material and consider the broader implications of the
author's arguments.
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