Assessing AI Tools for Augmenting Synthesis in Research Writing in the Humanities and Social Sciences
The Centre for Writing and Communication at Ashoka University is conducting a comprehensive investigation into the transformative impact of generative AI tools on academic writing practices within the humanities and social sciences, addressing critical questions about AI’s role in enhancing versus undermining scholarly discourse.
There is a fundamental challenge of determining whether AI tools genuinely enhance synthesis and critical thinking or predominantly facilitate the production of circular, self-referential content that limits “academic imagination.” The study addresses the growing concern that widespread AI adoption in academic writing may foster dependency patterns while flooding scholarly environments with AI-generated samples that compromise originality and discipline-specific analytical depth.
The research framework recognizes the distinct challenges posed by SSH disciplines, where the separation of claim, evidence, and analysis remains heavily inter-contextual, contrasting sharply with the formulaic IMRAD structure common in STEM fields. This complexity demands sophisticated evaluation of how AI tools accommodate discourse patterns, voice development, and discipline-specific conventions that drive argumentative effectiveness in humanities scholarship.
The methodology employs a controlled experimental design comparing student cohorts utilizing AI assistance against those working independently, systematically examining AI performance across four critical dimensions: ideation capability, refinement processes, synthesis quality, and accommodation of Social Sciences and Humanities (SSH)-specific discourse patterns. The study adapts assignments from the TextGenEd collection to isolate variables including effective argumentation, disciplinary alignment, and integration with existing scholarly debates.
Central to the evaluation framework is the dual assessment approach combining quantitative parameters such as logical consistency, factual reliability, and internal reasoning quality with qualitative analysis of disciplinary appropriateness and scholarly integration. This methodology acknowledges that effective humanities argumentation requires both structural coherence and sophisticated contextual understanding that extends beyond mere logical validity.
The research contributes to the emerging field of AI-assisted pedagogy by providing empirical insights into appropriate AI integration strategies that preserve critical thinking development while leveraging technological capabilities to enhance writing and analytical skills across diverse Social Sciences disciplines.
