Questões de Concursos

TEXT 1

What do AI chatbots really mean for students and cheating?

October 31, 2023 By

Carrie Spector

The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.

Here, Lee and Pope discuss the state of cheating in U.S. schools, what research shows about why students cheat, and their recommendations for educators working to address the problem.

What do we know about how much students cheat?

Pope: We know that cheating rates have been high for a long time. At Challenge Success we’ve been running surveys and focus groups at schools for over 15 years, asking students about different aspects of their lives — the amount of sleep they get, homework pressure, extracurricular activities, family expectations, things like that — and also several questions about different forms of cheating.

For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one “cheating” behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies, like ChatGPT, and how students are using it for school assignments.

So AI isn’t changing how often students cheat — just the tools that they’re using?

Lee: The most prudent thing to say right now is that the data suggest, perhaps to the surprise of many people, that AI is not increasing the frequency of cheating. This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes. But I think it’s important to point out that, in Challenge Success’ most recent survey, students were also asked if and how they felt an AI chatbot like ChatGPT should be allowed for school-related tasks. Many said they thought it should be acceptable for “starter” purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed. So this idea that students who’ve never cheated before are going to suddenly run amok and have AI write all of their papers appears unfounded. What would you suggest to school leaders who are concerned about students using AI chatbots?

Pope: Even before ChatGPT, we could never be sure whether kids were getting help from a parent or tutor or another source on their assignments, and this was not considered cheating. Kids in our focus groups are wondering why they can't use ChatGPT as another resource to help them write their papers — not to write the whole thing word for word, but to get the kind of help a parent or tutor would offer. We need to help students and educators find ways to discuss the ethics of using this technology and when it is and isn't useful for student learning.

Lee: There’s a lot of fear about students using this technology. Schools have considered putting significant amounts of money in AI-detection software, which studies show can be highly unreliable. Some districts have tried blocking AI chatbots from school wifi and devices, then repealed those bans because they were ineffective. AI is not going away. Along with addressing the deeper reasons why students cheat, we need to teach students how to understand and think critically about this technology. For starters, at Stanford we’ve begun developing free resources to help teachers bring these topics into the classroom as it relates to different subject areas. We know that 3 teachers don’t have time to introduce a whole new class, but we have been working with teachers to make sure these are activities and lessons that can fit with what they’re already covering in the time they have available.

I think of AI literacy as being akin to driver’s education: We’ve got a powerful tool that can be a great asset, but it can also be dangerous. We want students to learn how to use it responsibly.

Available from: < https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating>. Access: 08 Dec., 2023. Adapted.

Navy looking for drone operator flying device around

Washington state base

Published February 27, 2016 Foxnews.com

(I) _________

A civilian employee of Naval Submarine Base Kitsap-Bangor reported seeing the drone, spokeswoman Silvia Klatman told Military.com.

According to the Navy, it is illegal to operate a drone above the base without the permission of the Navy. "It's our intent to support the investigation and prosecution of this reported act, and any others that may occur, in coordination with civilian law enforcement," Klatman said.

Military.com reported that agents interviewed families who lived in houses surrounding the base. (II) _______Officials said the drones were seen operating at night. "It could be a hoax, but worst-case scenario, it could be clandestine, a foreign government, a cell," Al Starcevich, whose family's house is located between the base and Hood Canal in Washington, told the website. "The creepy thing is they' re only doing it at night. (Ill) ______ "

Starcevich told The Seattle Times that agents told him there had been repeated incidents around the base involving an alleged drone.

Naval Base Kitsap-Bangor's airspace was designated as "prohibited" by the FAA in May 2005, at the request of the Navy. (IV) ______ The prohibited area extends to the water across Hood Canal and the Navy-owned portion of Toandos Peninsula.

Doug O'Donnell, chief pilot at Avian Flight Center at Bremerton National Airport, said security forces are supposed to shoot down aircraft that violate the FAA riiles.

The Bangor base houses eight of the Navy's 14 ballistic-missile submarines, according to Military,com. Each can carry up to 24 missiles with multiple nuclear warheads.

The Defense Department has held countless classified exercises to counter possible drone attacks, The Seattle Times reported. Last year, one exercise included a Marine sniper shooting one down from a military helicopter,

(http://www.foxnews.com/us/2016/02/27/navy-looking-for-drone-operator-flying-device-around-washington-state-base.html)

POLITICAL POLLS

Despite their popularity, political polls, often seen on TV during elections, sometimes give _______1 results, and some Americans question their _______ 2 .

_______ 3 both 2016 and 2020, most national polls overestimated support for Democrats. Polls aim to show what people think at a certain time but can be tricky to predict future outcomes accurately.

Mallory Newall explains that reliable polls focus on understanding public opinions rather than just predicting election winners. She warns _______4 reading too much into small differences in polls, especially far _______5 election day. Red flags for bad polls include _______6 the right people and not being clear about how the data was collected.

Polling methods _______ 7 since 2016, with more surveys done on line. Online surveys may influence results; however, concerns remain about reaching everyone, especially in rural areas without good internet. Although _______8 challenges, polls remain important _______9 public opinion.

Source:

https://www.newsinlevels.com/products/political-polls-level-3/

Text 6

The sociolinguistics of English as Lingua Franca (EFL) pronunciation.

As far as sociolinguistics is concerned, the first task is to problematise the notion of standard accent. Essentially there is no such thing as a ‘standard’ accent, merely prestige accents, primarily RP and General American English (GA), stigmatised accents both native and (more often) non-native (see Lippi-Green, 1997; Bonfiglio, 2002), and a range of variously tolerated regional and social accents between the two extremes. The so-called BritishEnglish standard accent (RP) is claimed nowadays to be used by a mere fraction of British Native Speakers (NSs), possibly only three per cent in its unmodified form (see Trudgill, 2002: 171). The vast majority of NSs of English speak with regionallyand/or socially-modified accents, whether tolerated or stigmatised. Clearly, then, the RP accent cannot be ‘standard’ in the sense of being a widely-used norm. Instead, ‘standard’ refers accent-wise to a level of pronunciation assumed by many to be better in some way than the others, and is thus standard only in the sense of a level of excellence to be aspired to. Excellence, however, is not something that can be measured linguistically: it is not intrinsic to an accent, but merely reflects the value judgements of the elitist group who habitually use it or would if they could.

It should be a matter for teachers and their learners to decide whether they wish to subscribe to the (linguistically-unsound) belief in the superiority of RP. In some communication contexts an RP accent will undoubtedly provide them with a social advantage. This is more likely to be the case if learners intend to use their English to communicate and blend in largely with NSs, especially if the communication will take place in NS countries. Even here, though, their awareness should be raised to the fact that the majority of NSs with whom they communicate will not have an RP accent. At the most, it will probably be regionallymodified RP. On the other hand, having been apprised of the facts of sociolinguistic variation, learners may prefer to project their own (L2) regional and social identity through their accent. In this case their goal is more likely to be an accent that retains a clear trace of their L1, provided that it does not threaten the intelligibility of their pronunciation in their target (probably ELF) communication contexts.

JENKINS, J. Teaching Pronunciation for English as a Lingua Franca: A Sociopolitical Perspective. In GNUTZMANN, C.; INTEMANN, F. (Org.) The Globalization of English and the English Language Classroom. Oxford: OUP, 2005. p. 145-158.

Read the text to aswer the question.

The enduring joy of Golden Girls: a wildly sassy sitcom that will always cheer you up

A comedic masterclass with the best sitcom theme song of all time, Golden Girls pulled back the curtains on ageing and dealt with big-ticket issues.

A zinger-infused maelstrom of shoulder pads, pastels and perms. Rattan furniture, DayGlo linen and Formica. There’s such a distinctive look, feel and vibe to The Golden Girls, the iconic sitcom that ran from 1985 to 1992, scooping up 68 Emmy nominations and 11 wins in the process. The brainchild of producer Susan Harris, the show spawned several acclaimed spinoffs and became an enduring work of high camp in the process.

The premise? Three older women decide to live together: the stern, witty ex-teacher Dorothy Zbornak (Bea Arthur), the sweet but fantastically dense Rose Nylund (Betty White) and southern hornbag Blanche Devereaux (Rue McClanahan). At first it’s a matter of convenience, but before long, they become fast friends. During the pilot they’re joined by a fourth: Dorothy’s mother Sophia Petrillo (Estelle Getty), a nitpicky little shrew whose ability to cockblock our heroines saw her gradually become the Scrappy-Doo of the house. (Don’t @ me, Goldies, you know I’m right.)

For a comedy that primarily took place within a Floridian kitchen, The Golden Girls boasted some serious talent. The four leads were all astoundingly adept at their craft.

The golden girls themselves proved that the family you make is sometimes stronger than the one you’re born with. Dorothy, Rose and Blanche feel, at times, aged out of their previous lives. Careers, spouses, the world: all seem to be pushing them away. But the girls are proof that you can – and should – forge new bonds, even if it seems like your old life is done for. That you can make a new family, even if your old one rejects you.

The Golden Girls pulled back the curtains on ageing, showing the ways in which old people can be flawed, passionate, monumentally stupid, brave – even at times, almost heroically horny. And it did so with an almost reckless willingness to be as wildly funny as it possibly could.

The show ended up doing what many sitcoms do: use antagonism as heat to push the plot forward. It takes truly hack writers to defend needless antagonism as the only source of fuel to propel a story (I’m looking at you, post-Sorkin West Wing). The last two seasons of The Golden Girls aren’t terrible, but Sophia morphs from an old lady without boundaries to an ancient sociopathic prankster. But even with this odd acceleration towards a caricatured sitcom event horizon, the show still manages to roll out the hits. The two-part finale, written by Mitch Hurwitz (the creator of Arrested Development) and starring Leslie Nielsen as Dorothy’s love interest, ranks as some of the best in the show’s history.

It also has – and I cannot stress this enough – the best sitcom theme song in the history of sitcom theme songs. In 2023, there are few things that will haul you out of whatever psychic muck you find yourself in than whacking on an episode of The Golden Girls. I promise you, once the credits roll, you’ll find yourself lying on the lanai in your mind, feeling somehow much lighter than you did before.

(The Guardian 2024, The Guardian website. Accessed: 06 February 2024. Available: <https://www.theguardian.com/tv-and-radio/2023/aug/02/goldengirls-tv-sitcom-enduring-joy-dorothy-rose-betty-white-blanche>. Adapted.)

Read the Text II and answer the question that follow it.

Text II

Text 2

Pre-Communicative and Communicative Activities

[…] The development of communicative competence involves the acquisition and use of so-called language skills, which are promoted from the communicative approach in an integrated manner and with real communication purposes. To contribute to the development of these communicative language skills, the English teacher has a continuum of options ranging from so-called pre-communicative activities to proper communication activities. According to Littlewood (1998), the first are based on accuracy and present structures, functions, and vocabulary; the latter focus on fluency and involve information sharing and exchange.

The pre-communicative activities are subdivided into structural activities and quasi-communicative activities. Structural activities are described as machining and practical structures. Thequasi-communicativeones are based on communication and the structure of the language. […]

Plurilingualism and translanguaging: commonalities and divergences

Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.

All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.

It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.

Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.

Garcia e Otheguy (2020)