I had a chat with ChatGPT today. It was very interesting and actually quite encouraging. I know that a great many educators are extremely worried about what AI will do to the teaching of composition, and I have my concerns as well, even after my “interview” with Chatty (my pet name for it), but just as I said in a meeting with English faculty and administrators when ChatGPT was breaking in the news earlier this year, I think we should embrace AI and move to change the way we teach and assess research skills and writing.
So, here are some excerpts from my little talk with Chatty: Note: Together the two of us generated 2, 749 words in about 15 minutes. It took me longer to type my questions than it did for ChatGpt to answer in most cases.
Q 1–(truncated) How can English composition instructors combat students cheating with AI?
A 1–To combat students cheating with AI in English composition classes, instructors can employ several strategies:
1. Clear Academic Integrity Policies: Establish and communicate a comprehensive academic integrity policy that clearly defines what constitutes cheating and the consequences for such behavior. Make sure students are aware of the ethical implications and the importance of original work.
3. Assign Original and Personalized Topics: Design writing assignments that require students to express their own thoughts, opinions, and analysis. Select topics that prompt critical thinking and reflection, making it difficult for AI tools to generate suitable responses. (I have long been a proponent of this technique. It has helped reduce plagiarism in my classroom)
4. Promote Authentic Assessment: Incorporate assessment methods that emphasize originality and creativity. Encourage students to engage in class discussions, presentations, and debates that showcase their unique perspectives. Use open-ended questions and prompts that elicit thoughtful responses. (Ditto on this technique)
5. Frequent Progress Checks: Break down assignments into multiple stages, such as topic selection, thesis statement, outline, rough draft, and final submission. Require students to submit their work at each stage, ensuring progress and monitoring the writing process. (And this one–problem is that even using a checklist or rubric, the grading load can be brutal if the instructor has to teach 16 weeks of material in 8 weeks)
8. Personalized Feedback and Revision: Provide individualized feedback on writing assignments, highlighting areas of improvement and offering suggestions for further development. Emphasize the value of the writing process and the importance of revisions. (Also can be brutal with a heavy teaching load, but I asked Chatty about that. See below)
9. Foster a Supportive Classroom Environment: Encourage open communication and foster a classroom culture that values originality and academic integrity. Engage students in discussions about the ethical implications of cheating and the benefits of personal growth through authentic learning. (Difficult when teaching online. It can be done, but it requires a great deal of work that overloaded instructors often don’t have.)
By implementing these strategies, English composition instructors can actively discourage and prevent students from cheating with AI while promoting the development of essential writing skills and fostering a culture of integrity.
Q2–What if I have over 100 students’ papers to grade? How can English instructors do the things you suggest when they have so much grading to do?
A2–Grading a large number of student papers can be time-consuming and challenging. However, here are some suggestions to manage the grading process effectively while still implementing the strategies mentioned earlier:
1. Set Clear Expectations: Clearly communicate your grading criteria, expectations, and the reasoning behind them to students at the beginning of the course. This will help students understand the parameters within which they should work and reduce the likelihood of cheating.
2. Use Rubrics: Develop a comprehensive rubric that outlines the key components you will assess in students’ papers. This will provide a structured approach to grading and ensure consistency across multiple papers.
3. Prioritize Key Assignments: Consider selecting a few key assignments that require more in-depth analysis and focus your efforts on providing detailed feedback on those. For less critical assignments, you can use more streamlined feedback methods, such as highlighting common errors or providing general comments.
5. Implement Efficient Grading Techniques: Explore strategies to streamline the grading process. For example, you can set a specific time limit for grading each paper to maintain consistency and prevent burnout. Additionally, consider using abbreviations or standardized comments to provide feedback efficiently.
7. Consider Sampling: Instead of grading every paper in its entirety, you can employ sampling techniques. Randomly select a subset of papers to grade comprehensively, while giving the others a lighter evaluation, focusing on key areas or specific aspects you want to assess.
Remember, it’s important to strike a balance between providing valuable feedback and managing your workload efficiently. By implementing these strategies, you can effectively grade a large number of papers while still incorporating the suggested methods to combat cheating with AI.
Q3–How can I incorporate AI into the English composition classroom? Can you give me a sample assignment?
A3–Incorporating AI into the English composition classroom can offer various opportunities for engaging and innovative assignments. Here’s a sample assignment that integrates AI technology:
Assignment: Exploring AI in Writing Analysis
Objective: To critically analyze the impact of AI on writing and language usage.
Instructions:
1. Research: Begin by conducting research on the applications of AI in the field of writing and language analysis. Explore topics such as automated grading systems, AI-powered writing assistants, and language generation algorithms.
2. Case Studies: Select at least two case studies or examples where AI has been utilized in the context of writing analysis. These could include plagiarism detection tools, grammar and style checkers, or content summarization algorithms.
3. Comparative Analysis: Compare and contrast the strengths, limitations, and ethical implications of each AI tool or system you have chosen. Consider factors such as accuracy, bias, privacy concerns, and the impact on creativity and originality in writing.
4. Critical Reflection: Write a reflective essay that addresses the following points:
a. Describe your experience using AI writing tools, if applicable. How did they impact your writing process and outcomes?
b. Evaluate the effectiveness of AI tools in detecting plagiarism, improving grammar, or enhancing writing style. Reflect on their strengths and weaknesses.
c. Discuss the ethical considerations associated with AI use in writing analysis. Explore concerns related to authenticity, privacy, and the potential suppression of unique voices.
5. Recommendations: Based on your analysis and reflection, provide recommendations for students, instructors, and policymakers on how to navigate the use of AI tools effectively and ethically in writing contexts.
6. Class Discussion: Engage in a class discussion where students share their findings, insights, and recommendations. Facilitate a dialogue on the benefits and challenges of integrating AI into the writing process, while considering the broader implications for education and society.
By assigning this project, students can deepen their understanding of AI’s impact on writing, critically evaluate its benefits and limitations, and develop informed perspectives on the responsible use of AI tools. Additionally, class discussions allow students to engage in collaborative learning, exchanging ideas, and exploring diverse viewpoints.
(I love these ideas. I am not going to teach much longer, so I won’t have a chance to try them out in the classroom; I retire on July 28, but I certainly will encourage faculty to use some of these techniques through this blog and in my upcoming book about teaching. I hope to have it finished by the end of the year.)
Q4–I feel that educators are going to end up using computers to grade computer-generated material produced by students. Any suggestions on how to prevent this from happening?
A4–(truncated) If you have concerns about the potential over-reliance on computer grading systems, here are some suggestions to prevent or mitigate the exclusive use of such systems:
1. Emphasize the Value of Human Evaluation: Educators can highlight the importance of human evaluation and the unique insights and perspectives that human graders bring to the assessment process. Promote the understanding that human evaluation encompasses qualities that automated systems cannot fully capture, such as creativity, critical thinking, and context-based analysis.
2. Educate Stakeholders: Engage in conversations with administrators, fellow educators, and policymakers about the limitations of computer grading systems. Share research and evidence that supports the benefits of human grading in assessing complex skills, such as writing, where context, nuance, and originality play crucial roles.
8. Involve Students in the Discussion: Foster open dialogues with students about the value of human evaluation and its impact on their learning experience. Encourage their active participation in the assessment process and seek their feedback on the benefits and limitations of different grading methods.
By actively promoting the importance of human evaluation, engaging in advocacy efforts, and encouraging a balanced approach to assessment, educators can help prevent an overreliance on computer grading systems and ensure that the value of human assessment is recognized and upheld in the educational setting.
Q5 omitted
Q6–Write a paragraph about how a college can improve its online teaching using at least one academic source cited in MLA 9 format
A6–Improving online teaching in colleges requires a comprehensive approach that considers pedagogical strategies, technological infrastructure, and student engagement. According to Smith (2020), incorporating active learning techniques in virtual classrooms can enhance student participation and deepen understanding. One effective method is the use of breakout rooms, which allows for small group discussions and collaboration. Additionally, integrating multimedia elements, such as videos and interactive simulations, can facilitate content comprehension and engagement (Jones, 2019). To ensure equitable access to online education, institutions should prioritize providing necessary technology and reliable internet access to all students (Johnson et al., 2021). By implementing these strategies and considering the recommendations from academic sources, colleges can enhance the quality of online teaching and create a more interactive and inclusive virtual learning environment.
References:
Jones, A. B. (2019). Enhancing engagement in online courses through multimedia learning materials. Journal of Online Learning and Teaching, 15(4), 160-177.
Johnson, K. D., Veletsianos, G., Seaman, J., & Henderikx, P. (2021). U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning Journal, 25(2), 6-24.
Smith, J. M. (2020). Active Learning in Online Instruction: Evidence-Based Practice and Future Directions. Online Learning Journal, 24(4), 198-213.
(Very impressive in some ways, especially that Chatty generated this paragraph in a few seconds; however, the citations are in APA 7 style, not MLA 9. Knowing this, I can warn students ahead of time that if they use AI to generate their papers, they still need to know MLA 9 well enough to make changes to the citations. Another thing missing is the database name, url, or doi that I require to indicate where the student found the article. AI is not able to generate that but students should be required to provide it.)
Q7–Can you use a source from NCLive to support the previous paragraph?
A7–I apologize for the inconvenience, but as an AI language model, my responses are generated based on a mixture of licensed data, data created by human trainers, and publicly available data. I have not been directly trained on specific publishers or have access to proprietary publishers like NCLive. I should note that while I strive to provide accurate and up-to-date information, my responses may not always reflect the most current research or publications in the field.
I encourage you to consult NCLive or other reputable sources directly to obtain the necessary information and academic sources in MLA 9 format to support your paragraph on improving online teaching in colleges.
(I was quite encouraged by this answer. If instructors will craft their assignments in such a way as to require more local or regional resources to support more specific, personalized subjects, then students will be less likely to be successful in using AI to generate an inordinate amount of material for their compositions.)
Q8–I am a teacher trying to discover how to prevent cheating by using AI. You have given me some good information, but I don’t know how to convince students of the importance of academic integrity when society seems to care mainly about the final grade a student receives in any given course. Any suggestions on how I can convince students of the importance of academic integrity?
A8–(truncated) Convincing students of the importance of academic integrity requires a multifaceted approach that combines education, engagement, and fostering a culture of integrity. Here are some suggestions to help convey the significance of academic integrity to your students:
1. Start with the Why: Begin the conversation by explaining the underlying principles and values that academic integrity upholds. Emphasize that it goes beyond just obtaining a grade and is essential for personal growth, ethical development, and long-term success in academia and beyond. (In an 8-week online course, I try to do this through frequent recorded sessions. Students are required to attend live or view the recording)
2. Create Meaningful Connections: Connect academic integrity to real-world examples and situations that students can relate to. Discuss the impact of dishonesty and plagiarism on professional reputation, the trustworthiness of research, and the consequences in various fields and industries. (Hard to do in an accelerated online course)
5. Explain the Learning Process: Help students understand that the primary purpose of assignments and assessments is to promote learning, critical thinking, and skill development. Emphasize that by engaging in academic dishonesty, they are robbing themselves of the opportunity to grow and succeed based on their own abilities. (I also use the recorded sessions to explain the learning process.)
6. Teach Research Skills and Citation: Offer guidance on proper research methods, citation practices, and the use of academic sources. Demonstrate how correct citation and referencing strengthen their arguments, demonstrate credibility, and contribute to the scholarly conversation.
7. Showcase Academic Achievements: Highlight and celebrate instances of exemplary academic work, original thinking, and creativity. Recognize and reward students who demonstrate a commitment to academic integrity, reinforcing the value and importance of ethical conduct. (I wish I had more time to do this technique, but it is tough with a heavy teaching load and accelerated classes.)
10. Lead by Example: Demonstrate integrity in your own teaching practices. Clearly communicate expectations, provide fair assessments, and model ethical behavior in the classroom. Be available to answer questions and provide guidance when students face challenges.
By consistently promoting the value of academic integrity, fostering open dialogue, and providing support and guidance, you can help create a classroom environment where students recognize the significance of academic honesty and are motivated to uphold it.
***
Chatty certainly offers some excellent advice and demonstrates an impressive command of educational techniques. However, like so many other technological tools to help students and educators, Language AI is not the savior nor the threat that so many seem to take it. It is a tool to be used for good or ill, as a valuable time-saver or as a debilitating crutch. It is only as good as the human using it.
In the end, education doesn’t happen through the use of impressive technology. Even in the age of AI, teachers still reach students the same way they always have, through building relationships, one student at a time.