{"id":733,"date":"2023-02-08T18:39:08","date_gmt":"2023-02-08T18:39:08","guid":{"rendered":"https:\/\/www.trincoll.edu\/writing-center\/?page_id=733"},"modified":"2023-02-08T18:39:08","modified_gmt":"2023-02-08T18:39:08","slug":"a-i-writing-in-the-classroom","status":"publish","type":"page","link":"https:\/\/www.trincoll.edu\/writing-center\/writing-center-2\/a-i-writing-and-effective-learning\/a-i-writing-in-the-classroom\/","title":{"rendered":"A.I. Writing in the Classroom"},"content":{"rendered":"

What We Can<\/u> do about A.I. Writing in the Classroom<\/strong><\/p>\n

The following points of advice have been synthesized from other sources that have developed practical strategies for instructors to avoid students defaulting to A.I. writing software at the expense of their own learning.<\/em><\/p>\n

    \n
  1. Require students to cite verifiable sources and use quotations.<\/li>\n
  2. Analysis of \/ responses to details from multimodal material such as images, audio, or video.<\/li>\n
  3. Analysis of longer texts (that can\u2019t fit into the limited prompt window for ChatGPT and the like) or more recent publications that have not been integrated into the language model.<\/li>\n
  4. Writing that draws on domain-specific concepts & frameworks from your particular class.<\/li>\n
  5. Assignments that ask students to articulate nuanced relationships between concepts or ideas.<\/li>\n
  6. Develop assignments with iterative steps \/ multiple drafts and review checkpoints. This will not only side-step students feeling that they have to \u201crush\u201d to complete a draft on the dreaded \u201cnight-before\u201d the assignment is due, it will also help them genuinely learn writing as a process.<\/li>\n
  7. Assign short written reflection components to essays, which require students to articulate their decision-making process behind their writing.<\/li>\n<\/ol>\n

    \u00a0<\/strong><\/p>\n

    What We Should Not<\/u> Do about A.I. Writing in the Classroom<\/strong><\/p>\n

      \n
    • Require handwritten assignment submissions<\/strong>. Writing by hand is difficult \/ impossible for students with certain disabilities and students who use voice-to-text software. You may consider by-hand writing as an option, but requiring it abridges good universal pedagogical design.<\/li>\n
    • Adopting surveillance tools<\/strong>. For-profit software that records students\u2019 entire writing process are incredibly intrusive and potentially exploitative in how they collect data on students.<\/li>\n
    • Using software that purports to \u201cidentify\u201d A.I.-generated writing as a \u201cplagiarism checker.\u201d<\/strong> Generally, it\u2019s better to trust students to submit their own work rather than presume every student wants to cheat. Running every student submission through an \u201cA.I.-detection\u201d plagiarism-checker is not only technologically cumbersome and time-consuming \u2013 because LLM discourse is just remixed human-generated language, it is difficult (if not impossible) to verify whether a document is A.I.-composed \u2013 current software options are rife with false positives & negatives.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

      What We Can do about A.I. Writing in the Classroom The following points of advice have been synthesized from other sources that have developed practical strategies for instructors to avoid students defaulting to A.I. writing software at the expense of their own learning. Require students to cite verifiable sources and use quotations. Analysis of \/ […]<\/p>\n","protected":false},"author":377,"featured_media":0,"parent":727,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-733","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\nA.I. Writing in the Classroom - Allan K. 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