Academic Writing Tools Workshop: Guiding Students to Use AI Responsibly in Writing While Strengthening Academic Judgment and Integrity On March 16, 2026, the English as a Medium of Instruction (EMI) Resource Center at National Chengchi University hosted the Academic Writing AI Tools Workshop, presented by the Center’s writing consultant and NCCU doctoral candidate, Gina Jin. The workshop introduced faculty members and students to the practical applications of a range of academic writing support tools, while also examining, from the perspectives of academic ethics and research integrity, how students can use AI tools effectively without becoming overly reliant on generative AI, thereby preserving independent thinking and authorial responsibility in their writing.

The central aim of the workshop was not to encourage students to use generative AI as a substitute for writing itself, but rather to help them develop a sound understanding of its appropriate role in academic work. At its core, academic writing remains grounded in the author’s ability to genuinely understand the literature, formulate arguments, organize reasoning, and take responsibility for the content of the text. AI tools, therefore, are most appropriately positioned as instruments for supporting learning, facilitating revision, and enhancing clarity and quality of expression, rather than as replacements for reading, thinking, and composing.

At the outset of the session, the speaker outlined NCCU’s basic guidelines regarding the use of language-enhancement tools. She explained that employing AI tools to improve grammar, style, and concision is generally considered acceptable, provided that the names of the tools are properly disclosed in accordance with relevant academic requirements. However, asking AI systems to generate a literature review from a blank prompt, presenting AI-generated content as one’s own original insight, or failing to disclose AI assistance when disclosure is required would constitute a violation of academic ethical standards. Through this discussion, participants gained a clearer understanding that, in contexts where AI is involved in writing, the central issue is not merely whether such tools may be used, but whether they are used appropriately, transparently, and responsibly.

In the section introducing specific tools, the workshop focused on four academic writing and reading support platforms: Writefull, Rubriq, Linggle Write, and Linggle Read. The speaker explained that Writefull offers paragraph-level checking, synonym suggestions, paraphrasing functions, title and abstract generation, and features that help transform informal language into more academic expression. Rubriq emphasizes editing, improving fluency, and grammar correction. Linggle Write provides essay scoring, grammar feedback, and quantitative feedback on vocabulary, content, grammar, and organization. Linggle Read, meanwhile, assists users in consulting dictionaries, Wikipedia resources, and collocation frequency data, thereby improving reading comprehension and the precision of lexical choice.

The workshop also encouraged students to draft their work on the basis of their own reading and understanding before using tools such as Writefull or Rubriq to evaluate whether their sentences were clear, whether their word choices were appropriate, and whether their paragraphs were suitably aligned with academic conventions. When dealing with collocations, English usage, or interpretation of meaning, students were advised to use Linggle Write and Linggle Read for further support. Such an approach helps students retain ownership over their texts while gradually developing their writing abilities through revision, rather than outsourcing academic writing to generative systems.

The workshop design likewise emphasized the principles of “listen first, then practice” and “learning through hands-on application.” Participants engaged directly with the tools during the session, following guided instruction to explore their functions and application scenarios step by step, and to compare the strengths, limitations, and suitable use cases of different platforms. Through this process, students not only learned how to use these tools, but also came to recognize that even with AI assistance, the essential elements of academic writing that cannot be replaced remain the interpretation of literature, the formation of viewpoints, the construction of arguments, and the responsible disclosure of AI use.

As generative AI rapidly enters higher education, universities must place even greater emphasis on cultivating students’ judgment and sense of responsibility in the use of technological tools. Looking ahead, the Center will continue to support faculty members and students through workshops, writing consultations, and the promotion of academic resources, helping them make effective use of digital tools while reinforcing the core competencies of academic writing, including independent thinking, critical analysis, clear expression, and research integrity, and further enhancing their ability to communicate and publish in international academic contexts.