When I think of AI, I imagine the incredible processing power of large language models (LLMs), like ChatGPT and Google Gemini. An LLM is an artificial intelligence algorithm that uses large data sets and deep learning models to summarize and generate new content. LLMs are also closely associated with the term “generative AI,” a type of LLM specifically designed to generate text-based content.
But crucially, when I think of AI tools, I do not imagine Grammarly. That’s because, while Grammarly uses AI, it is not known for its powerful text generation. As such, I strongly believe that Fordham University’s AI tool initiative, which provides all Fordham students with free Grammarly Premium, is far more of an aid than a hindrance to students’ intellectual development. Grammarly has the potential to strengthen, rather than weaken, students’ writing.
While Grammarly is not perfect, it should not be dismissed like the rest of generative AI, as it can help ameliorate some of the effects of students’ K-12 education. In 1985, the National Council of Teachers of English passed a resolution to discontinue the isolated teaching of grammar based on two studies that claimed grammar instruction had “harmful effects.” However, both of these reports have been proven to be based on incorrect and misconstrued data. In fact, new studies show that direct, explicit instruction in grammar improves students’ knowledge of grammar conventions and writing skills. Unfortunately, the 1985 resolution is still in effect today, and its influence can be seen in students across the country. Professors report that many college students today struggle with grammatically correct writing, and many cite poor grammar education in grade school as the primary cause.
Considering this, Fordham’s offering of free Grammarly Premium is a boon. Some may argue that grammar-checking can become a crutch, preventing students from truly learning grammar conventions. However, when correcting sentences, Grammarly AI explains why such a correction is necessary. For example, if a sentence is missing a period at the end, Grammarly writes, “All sentences must have some form of punctuation at the end. Statements should end with a period (.).” While some students may accept the suggestion without examining its reasoning, students motivated to improve their grammar can learn the basics through Grammarly. Slowly but surely, their writing will improve. As Fordham does not offer a “Grammar 101” course, Grammarly offers a wonderful, supportive tool. It’s not a full solution, but it’s a helpful one.
Grammarly can even be beneficial for students with a solid grasp of grammar conventions. Humans are not machines; it’s impossible to catch every mistake. That’s why authors have editors, bosses have secretaries and students have Grammarly! Of course, it’s important to remember that Grammarly is not perfect either. Ideally, Grammarly and the student user can balance each other out: what one misses, the other will (hopefully) catch.
That said, Grammarly’s generative AI features are not as clear-cut in their benefits. Grammarly offers an array of AI tools catered to students, including AI-generated essay titles, abstracts, personal statements, thesis statements, topic sentences and, perhaps most importantly, “beautiful, AI-crafted poems for any occasion or theme.” Some tools could actively weaken students’ writing skills, like the thesis and personal statement generators.
However, all professors at Fordham must implement one of Fordham’s three generative AI policies: “No-AI,” “Limited-AI” or “Full-AI.” Under the first of these policies, AI is not permitted whatsoever. Under the second and third policies, AI usage is permitted, but only with proper citations. Thus, the risk of outsourcing generative AI is diminished, though enforcement of these policies varies.
Ultimately, whereas generative AI can detrimentally impact students’ intellectual development, Grammarly AI can potentially help rectify the lack of grammar education in grade school through explanations of grammar conventions. If universities want their students to write well, they shouldn’t fear tools like Grammarly — they should teach students how to use them wisely.
Emma Kelner, FCLC ’29, is an economics major from Staten Island, New York.
