Essay-based assessment more vital than ever in an AI age

EVERY semester, I notice many of my Master’s students struggling with the heavy reading loads and the demands of essay writing. Many attribute this difficulty to their undergraduate training, where assessments were limited to “reports” – a format that rarely reflects the critical and analytical depth expected at the postgraduate level.

I suspect these issues stem from a lack of exposure to basic academic writing, as Malaysian undergraduate arts programmes often prioritise vocational training over the critical studies germane to the humanities.

Yet, any arts studies lose their essence when divorced from a humanities-based approach. To bridge this gap, it is crucial to introduce undergraduate students to argumentative essay writing, where they must formulate a clear thesis statement and defend it through critical inquiry.

In the arts and humanities, essays engage both the heart and the intellect by drawing on personal insight and reflection. This process trains students to develop an autonomous voice, confront ambiguity, and navigate conflicting perspectives to carve out a unique, subjective position rather than adopting a formulaic tone.

Here, the goal of an essay is not the absolute proof required of a scientific paper, but the presentation of “acceptable evidence” – a product of the writer’s rhetorical skill, perceptiveness, and sensibility.

An argument provides the structure and direction of an essay, offering the reasoning necessary to validate a stance that moves beyond mere data collection.

As a hallmark of active learning, essay writing requires students to analyse causes, present evidence, synthesise complex material, and draw logical conclusions. All this encourages deep reading followed by meticulous planning, organisation, and revision, while facilitating students to structure their thoughts with clarity and precision.

Ultimately, the entire process prepares students for the rigours of postgraduate study.

In theoretical courses, essay writing is a more effective assessment method than formal examinations, as it goes beyond rote memorisation to foster critical thinking, visual literacy, and self-expression. Even in practical courses, essay writing teaches students to advocate for and frame their work through artist statements and project proposals.

In a competitive market, those who articulate their practice with clarity are far more likely to secure grants, residencies, and exhibitions. These writing skills lay the foundation for successful business pitches and grant applications while opening doors to diverse career paths, such as art curation, media writing, and copywriting.

Furthermore, a well-crafted essay demonstrates that a work of art is the product of conscious, informed decisions rather than mere serendipity. From a humanities perspective, art is as much about meaning and significance as it is about innovation and imagination. Without the written word, we cannot develop the literacy and critical appreciation indispensable to a holistic arts education.

In the age of artificial intelligence (AI), essay assessment should encompass the entire writing process – from the initial topic proposal and thesis statement to the outline, annotated bibliography, and final draft.

In my undergraduate and postgraduate courses, I require two separate submissions – a preliminary and a final version – to ensure students engage in a monitored, iterative process that prioritises continuous development over a single output.

This model relies on lecturers providing meaningful feedback on initial drafts, which students then use to refine their final work. Essay writing loses its value as an assessment tool if it is merely assigned and graded without a feedback loop. Without the revision process, genuine learning is often hindered.

It is easy to spot a student's over-reliance on AI-based assistance like ChatGPT. When tasked with analysing texts (literature, film, or painting), AI-generated essays often rely on broad descriptive assertions rather than nuanced, close analysis. Furthermore, these assignments are frequently marred by “hallucinations”, such as fabricated evidence and fraudulent citations that AI has come to be known for.

Assigning specific, tailored essay topics is an effective strategy for lecturers to mitigate over-reliance on ChatGPT. While AI excels at generating general content, it often struggles with localised or nuanced prompts that require personal reflection and original research. Consequently, some lecturers now pair essays with oral presentations and Q&A sessions to ensure students truly understand their work and can defend it. Others have opted to require in-class, handwritten essays.

While essay writing is integral to higher education assessments globally, it remains – disappointingly – an alienated practice among many Malaysian students, even within the arts and humanities.

To dismiss the essay as obsolete is to lose the fundamental vehicle for developing independent thinking. Consequently, the need for essay-based assessment – particularly amidst the rise of technology-mediated writing – has never been more urgent.

DR NORMAN YUSOFF

Postgraduate coordinator (Coursework)

Faculty of Film, Theatre, and Animation

Universiti Teknologi Mara