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The following article was published in our article directory on October 8, 2014.
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Automated Textual Production

Article Category: Advice

Author Name: Rick daCosta

OCTOBER 7, 2014 12:39 PM

Automated Textual Production
Often referred to as "spun content" in today's market where most publishing is via the web.

This issue is a difficult one for educators of adult students. Tools do exist to create highly original text versions of already published previously written material. From its early days the practice became referred to as "spinning". In all candidness this was a derogative reference.

Intellectual property laws protect originators of material of authors' rights. This is a legal constraint on the exploitation of others' original work. Citation of a work and in-quotation references are accepted conventions for avoiding plagiarism. Tools are freely available to check on any item's originality, some considered highly authoritative for doing just that.

The fact is that in late 2014, robotized production of news text has reached very sophisticated levels. Sophisticated that reputable news agencies, on-line content producer, and earthquake alerts are using automated journalism. Without human intervention their service is first to market with news and predictions.

In an era where impact statements limit authors to 142 characters etc., the focus is on crisp, topical and targeted text. In this latter task, a marked decline in originality is the Faustian bargain that news-makers, trending authors and publications are making. In terms of textual output, a compromise is inexorably being made by providers and producers of longer pieces of text and reportage.

Little surprise then that we find robots available at nominal cost, even free, that provide original reportage based existing information published by others. These tools automatically produce alternate origanal versions of an author's own text or, most commonly, elements gleaned from researching related articles online.

Teachers who wish to control the use of such devices by students must acknowledge the easy availability of automated text production. The technology is in wide commercial use by reputable and influential organisations like Yahoo and Gannett publisher of USA Today. Teachers and instructors of writing skills must use their own equally progressive tools that provide control over a student's own effort to produce written text.

Conclusion
One must adapt to the realities of text production as practised and as it is fast evolving. Automated text production is in ascendancy.

This column therefore concludes, that as an educator of career-oriented adults it is my responsibility to equip them with familiarity of the tools they will encounter. The tools they will be asked to employ. Better still,-- that they can recommend to employers looking to bring-in fresh ideas and knowledge in a fast changing business environment. I want my students to be perceived as assets by their employers. Irreplaceable Human Assets who deliver multiple marginal competitive advantages as their careers develop. Employees and graduates who, on their own, can efficiently provide best-of-breed reports, analyses and insights.

Recommendations
For this reason students tasked with generating larger volumes of text should command their own robot army of written content producers. This is particularly true where the reportage and content are ancillary to other tasks that depend on textual production before the student can progress technically.

In courses I teach in e-Commerce & On-line Marketing, and in Corporate Social Responsibility, this sequencing is very true. Foreign language students are especially disadvantaged. Students must demonstrate that they have grasped concepts and can apply these knowledgeably. This requires them to apply their skill to interpret, internalize value judgements, then accurately summarize the views of others. They present these concepts in written reports reflecting accurately their own articulated opinion, or review, on a topic. They are asked to editorialize and prepare from researched materials their logically-presented version of the views distilled from that research.

In view of contemporary developments alluded to above I encourage those with writers' block, or language insufficiencies, to use the available tools. These tools provide flowing text that is auto-generated by robots. The students responsibility is to edit, often humanize, and always personalize the written material they offer. I can no longer afford to be an ostrich, head -in-sand, or pretend to be purer than the the other. In the production of content for websites that my company operates, we use both auto-generated and human passages. To do otherwise would make the process of content production restrictive and uneconomic. I would want my students to make this decision if disposing of a content production budget entrusted to them.

Among others, I draw their attention to the following tools. These can auto-generate text based on those researched writings that have impressed the student and influence their own interpretation of an issue.-- And how they would prefer to present that interpretation.

Keywords: content production, article spinning, ethics of spinning, automated textual production, automatic written content,

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