Responsible Use - Graduate Writing Center

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How to Use Generative AI Responsibly


While there are limits to using AI-generated output in your work, there are also ways that you can use generative AI ethically and effectively as a graduate student. GenAI can help you learn, write, and research—but it is essential to be aware of its limitations and approach its suggestions with caution.

Consider the following:

Before you use GenAI for a particular project, ask yourself these questions:

  • Is my knowledge of GenAI policy up to date?
    Review official guidance regarding GenAI use.
     
  • Is AI use okay with my professor?
    If you plan to use, or have used, generative AI as a tool for composing coursework or thesis work, ensure that your use aligns with the policy of your professor or advisor. If you are not sure about your faculty member's policy, don't assume—ask.
     
  • Am I informed about AI's capabilities in this context?
    As in any discipline, knowing your tools—how to leverage their strengths and mitigate their weaknesses—is important to attain the best possible outcome. The NPS Generative AI Task Force's poster offers ideas about how you can harness GenAI in your learning, writing, and research.
     
  • Will AI use undermine or enhance my learning?
    Consider whether a given use of AI is compatible with the intent of the project and will help you to cultivate portable knowledge and skills—or if it's merely expedient.
     
  • Do I have a risk mitigation plan?
    • Have you considered what information must not be entered into an AI tool? (NO CUI, PII, classified, or otherwise restricted information.)
    • How will you verify the truthfulness of AI output?
    • How will you lower the risk of biased answers and check output for biases?

As you use GenAI, keep your critical thinking skills engaged; it's your responsibility as the researcher and author to adjudicate whether AI output is accurate, relevant, and ethical to use:

  • Control your writing and ideas.
    It's your name at the top of the page; just as with non–AI assisted writing, you should be able to explain and defend your ideas. You remain the decision maker. Don't let AI speak on your behalf!
     
  • Pay attention to how GenAI integration affects software performance and function.
    Generative AI is steadily becoming more embedded in various kinds of software. These tools are likely to offer corrections, suggestions, and information that are more powerful—and more intrusive—than in the past.​
     
  • Apply academic integrity guidance.
    Disclose and cite as needed; ensure that you are adhering to the latest guidance.
GenAI effective use rules of the road

Rules of the Road

Even if generative AI use is permitted and you've decided that it's a good fit for your project, keep in mind that it's not equally suited to all tasks: for some functions, it can be extremely useful, while for others, it should generally not be used at all.

As your proceed on your writing journey, observe the following rules of the road:

RED LIGHTS: STOP AND RETHINK

  • Presenting Al-generated content as your own work is an academic integrity violation.
  • Al tools are not valid academic sources: don't cite them as sources of information.
  • Generative Al tools frequently offer references to sources that do not exist. Before submitting a request to the library, double-check to be sure Al-generated references are real.
  • Never enter sensitive or personal information into Al tools. These platforms may store and analyze user data; review their privacy policies closely.

YELLOW LIGHTS: EXERCISE APPROPRIATE CAUTION

  • Al tools can provide helpful working knowledge of a topic—but always verify accuracy of its output. Al tools often present misinformation as if it is true.
  • GenAl tools can be valuable for brainstorming and idea generation—but be sure to develop and expand upon ideas yourself.
  • GenAl can help you outline papers or summarize and refine your reading or class notes—but don't let overreliance on GenAl deprive you of opportunities to develop your strength as a thinker, researcher, and writer.
  • Al tools can offer writing templates for various genres, such as essays, research proposals, or abstracts. While these guidelines are a helpful starting point, the requirements of your professor might differ.

GREEN LIGHTS: GO AHEAD!

  • GenAl tools can detect grammar, punctuation, and spelling errors in your written work and suggest alternatives. Stay in control of and understand your choices. 
  • Al tools can help you organize your academic workload by suggesting task breakdowns, deadlines, and efficient time management strategies.
  • GenAI can generate practice questions related to the terms and concepts you are studying. It can also help you build digital flashcard decks based on the terms and concepts you provide. Check them for accuracy against course material or readings.
  • "Explain it to me like I'm a kid." Struggling with dense reading? Generative Al can offer simplified or entry-level versions of complex material or concepts from course readings. Review for accuracy with legitimate sources and lecture notes; discuss with classmates and your professor.

For more ideas on how to use GenAI tools to support your learning—and what issues to be mindful of to stay on the right track—see the NPS Generative AI Task Force's poster "Using Generative AI for Learning, Writing, and Research" and attend the GWC's "Generative AI for Research and Writing" workshop.

Finally, note that future changes to existing generative AI tools and the emergence of new tools will require updated guidance and recommendations. It is your responsibility to stay informed and ask about if, how, and when to use these tools.


GenAI effective use links

Responsible Use of GenAI Links

A–Z content heading

Writing Topics A–Z


This index links to the most relevant page for each item. Please email us at writingcenter@nps.edu if we're missing something!

A–Z content menu

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q R  S  T  U  V  W  X  Y  Z

A

abbreviations

abstracts

academic writing

acronyms

active voice

adjectives, compound

advisor, selecting and working with

AI

apostrophes

appointment with GWC coaches, how to schedule

argument

article usage

artificial intelligence

assignments, understanding them

audience

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B

body paragraphs

booking an appointment with a GWC coach

brackets, square

brainstorming

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C

capitalization

citations

charts

ChatGPT

citation software

citation styles

clauses

clarity

clustering

coaching, about

coaching, how to schedule

colons

comma splices

commas, FANBOYS

commas, introductory

commas, list

commas, nonessential / nonrestrictive information

commas, Oxford

commas, serial

common knowledge

commonly confused words

compare-and-contrast papers

compound adjectives / modifiers

concision

conclusions

conference presentations

conjunctive adverbs

coordinating conjunctions

copyright and fair use

critical thinking

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D

dangling modifiers

dashes

dependent clauses

dependent marker words

display equations

distance learning

double submission of coursework

drafting

Dudley Knox Library

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E

editing your own work

editing: outside editors

em dash

en dash

equations

exclamation points

executive summary

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F

FANBOYS

FAQs

figures

first person, use of in academic writing

footnotes

fragments

free-writing

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G

generative artificial intelligence (AI)

gerunds

grammar

graphics

graphs

group writing

GWC appointment, how to schedule

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H

homophones

Honor Code, NPS

human subjects research

hyphens

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I

ibid.

incomplete sentences

independent clauses

Institutional Review Board

interviews, conducting

introductions

IRB

iThenticate

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J

Joining the Academic Conversation

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L

LaTeX

library liaisons

lists, syntax of

literature reviews

logic and analysis

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M

M dash

making a GWC appointment

mathematics

memos

methodology

modifiers, compound

modifiers, misplaced

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N

N dash

nominalizations

note-taking

noun clusters

numbers

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O

organization

outlining

Oxford comma

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P

paragraph development

parallelism

paraphrasing

parentheses

parts of speech

passive voice

periods

persuasion

phrases vs. clauses

plagiarism, how to avoid

plagiarism-detection software

plain language

polishing

prepositional phrases

prepositions

pronouns, clarity with

pronouns, grammar of

proofreading

publishing

punctuation

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Q

questionnaires, administering

questions

quotation marks

quoting

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R

Reading with Intent I

Reading with Intent II

redundancies

reference software

reflection papers

research

research guides, discipline-specific

research questions

restrictive vs. nonrestrictive information

reusing papers

reverse outlining

revision

roadmaps

run-on sentences

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S

scheduling a GWC appointment

self-citing

semicolons

sentence fragments

serial comma

signal phrases

significance

so what?

source blending

sources, engaging with / critiquing

sources, evaluating the reliability of

sources, citing

spelling

standard essay structure

STEM / technical writing

Strategic Reading I

Strategic Reading II

style

subject–verb agreement

subjects, grammatical

subordinating conjunctions

summarizing

surveys, administering

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T

tables

teams, writing in

technical writing

tense

that vs. which

thesis advisor, selecting and working with

thesis process overview

Thesis Processing Office (TPO)

thesis proposals: common elements

thesis statements

thesis writing

this, that, these, those

tone, professional

topic sentences

transitions

types of papers

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U

United States or U.S.?

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V

verbs and verb tense

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W

which vs. that

why write?

writer’s block

writing in groups / teams

writing process

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Z

Zotero

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