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with Anna Mills, City College of San Francisco

Given newly accessible language models like ChatGPT that can generate passable text, should we rethink our writing assignments? What can we do to prevent learning loss due to misuse of these tools? Students still need practice forming their own sentences and paragraphs to help them think through the material. This interactive talk will offer strategies to encourage continued organic out-of-class writing. First, we can emphasize the purpose of assigning writing, highlighting the value of writing as a practice that helps us think and learn. Second, we can communicate explicit policies on AI writing assistance. Third, we can establish the expectation that AI-generated text may be identifiable by rapidly evolving software. Fourth, we can modify writing prompts so that text generators can’t complete them well, at least not without effort from a skilled user. Finally, we can begin to incorporate critical AI literacy into our classes, teaching students to recognize the mistakes and shortcomings of AI text in our disciplines. Some will want to use text generators as part of creative pedagogical experiments, but we must keep front and center students’ awareness of and confidence in their own thinking and writing. In this workshop, we will discuss some sample policies, revised writing prompts, and exercises that teach AI literacy.

  • When: Tuesday, March 7, 3:00 p.m. - 4:30 p.m. (RSVP Here)
  • Where: Zoom
  • Mr. Carter Edward Wade

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