Effective Strategies for Constructive Responses Across the Curriculum
Responding constructively across the curriculum involves providing accurate information, avoiding shallow analyses, and maintaining parallel construction. This encompasses critiquing 5-paragraph essay structures, ensuring correct author attributions, and analyzing poems correctly. Writing to learn is a vital intellectual activity that AI language generators cannot replace. The importance of effective response and analysis techniques is highlighted through examples from literature studies.
- Constructive responses
- Curriculum strategies
- Writing analysis
- Literature studies
- Educational development
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ChatGPT Across the Curriculum: How Can We Respond Constructively? Dr. Patty Poulter, Dr. Jen Talbot, & Dr. Amy Hawkins
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accurate information believable but shallow analysis no extraneous details tight parallel construction
5-paragraph essay structure incorrect author attribution quotations do not match poem
Prompt: Write an AP-appropriate analysis of Shaving by Richard Blanco Response: I apologize, but "Shaving" is a poem written by Philip Larkin, not Richard Blanco. Prompt: When was it published? Response: "Shaving" by Philip Larkin was first published in his collection "The Whitsun Weddings" in 1964 Prompt: The Whitsun Weddings doesn't include a poem called "Shaving." Richard Blanco published "Shaving" in 1998. Can you write an analysis? Response: My apologies for the confusion earlier. "Shaving" is indeed a poem by Richard Blanco, published in his 1998 collection "City of a Hundred Fires." In "Shaving," Blanco explores the theme of identity and how it is shaped by cultural and personal experiences. The poem uses vivid imagery and a reflective tone to convey the speaker's journey of self-discovery as he shaves his face. The poem begins with the speaker describing the act of shaving, using sensory details to convey the tactile experience. He describes the "whir and hum" of the electric razor and the "gush of water" as he rinses his face. These details not only help to convey the experience of shaving but also serve to ground the poem in the everyday, making the reader more receptive to the deeper themes that emerge.
1. 1. detection & prohibition detection & prohibition 2. 2.policy policy 3. 3.assignment design assignment design
Writing to learn is an intellectual activity that is crucial to the cognitive and social development of learners and writers. This vital activity cannot be replaced by AI language generators.
writing in the disciplines writing as assessment writing to learn formative, generative low stakes informal, unpolished iterative and process- oriented HOCs mechanism for evaluating content knowledge and critical thinking summative may be high stakes HOCs conveys information mechanism for evaluating disciplinary and genre knowledge develops disciplinary identity both HOCs and LOCs
Open AI Text Classifier ChatGPTrueorFalse detection & prohibition detection & prohibition writing to learn, writing to assess GPTZeroX DetectGPT AI Content Detector
Require citation, drawing from academic integrity policies. Require identification of all AI- generated text and an accompanying document that provides a rationale for its use Disincentivize the use of chatbots through policies around late and missed work policy policy writing to learn, writing to assess, writing in the disciplines
Use in-class writing assignments to gain familiarity with students writing Assign multiple drafts and revision Use analog scaffolding assignments such as handwritten freewrites, diagramming, notecards, etc Require the use of very recent sources (after September 2021), primary research, or place-based assignments assignment design: assignment design: process process writing to learn, writing to assess
Critically reflect on the effectiveness and ethics of AI tools. Gernbacher example, Terrell example Use to guide process and develop arguments, for example, narrowing topics and generating counterarguments Create first drafts to be revised for specific audiences and purposes Shift focus to fact-checking and editing assignment design: assignment design: integration integration writing to learn, writing in the disciplines
Thanks! Questions? Email me at jtalbot@uca.edu
