AI & Student Writing

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AI & Student Writing

AI & Teaching

What is it?

What is it?

Generative AI (GenAI) like ChatGPT and Google Bard are based on Large Language Models (LLMs). These chatbots were trained by applying machine learning techniques, modeled on neural networks, to find patterns in billions of documents. They generate original text by predicting the likeliest sequence of words in response to a prompt, based on their training data. They do not understand content and can make mistakes. Many professions are incorporating AI into their workflows, so educators may need to cultivate AI literacy and train students to use these tools strategically and thoughtfully.

Research

Research

Research on AI and student writing is rapidly evolving with the technology. Current research suggests that when used appropriately, AI may enhance student drafting, revision, and research practices (Dobrin, 2023). Additionally, AI may help students who have had less access to academic English to receive feedback on word choice and grammar (Warschauer et al., 2023). Despite this benefit, these tools reinforce dominant language practices which often erase marginalized voices and encode existing social, racial and linguistic bias (Bender et al, 2020). “Chatbots can democratize access to expertise,” but in recent history, over reliance on AI has hindered critical judgment and even “erode[d] expertise” (MacArthur, 2023). If students over rely on chatbots, they may “limit their intellectual growth and confidence” (Buriak et al., 2023). Since policies that prohibit AI are ineffective, instructors should strive to create learning environments that encourage critical and transparent AI use (MLA-CCCC, 2023).

Data

Data

  • "43% of college students have used ChatGPT or a similar AI application. Of those who have used AI tools, 50% say they have used them to help complete assignments or exams.” (Welding, 2023)
  • "Over half of college students (54%) say their instructors have not openly discussed the use of AI tools like ChatGPT.” (Welding, 2023)

Teaching Strategies

  • To mitigate plagiarism, set clear policies for AI use in your syllabi. Here are three samples from the University Writing Program. Provide students with resources on how to ethically cite AI (APA; MLA; Chicago).

  • Identify the content, skills, and writing tasks your students struggle with. Consider whether AI would help student learning in these areas.

    • Brainstorming:  AI can be especially useful before students start drafting. For example, AI can provide background information or generate a list of research questions.

    • Editing: AI can increase equity for students who have had less access to academic English. On the other hand, these same students may be accused of plagiarism more often (Warschauer et al., 2023). Example prompt: “Copy edit this text. Then, tell me what you changed and why.” 

    • Tutoring: Students can use AI to help learn new or difficult concepts and skills with prompts like “Act like a tutor…” . AI can also generate examples to help students grasp new ideas or to provide instructors with examples for classroom use.

  • Discuss the benefits and risks of AI in science communication.  While AI can assist with the writing process in many ways, from improving organization to refining abstracts, it can also omit minority perspectives, replicate human bias, and impede the critical thinking necessary for creative science and the development of expertise.

  • Test out your assignments on AI to determine their level of exposure and adjust accordingly. Critique AI drafts with students to identify lack of complexity or nuance.

  • Provide students with clear criteria, assignment goals or rubrics so they can ask AI for targeted feedback (Mollick & Mollick, 2023). AI is not always correct; remind students they should view feedback critically and ask them to explain feedback they used. Share Chatbot prompting resources and see Mollick & Mollick (2023) for detailed prompts.

 

Students say …

Students Say

  • "AI writing tools can be helpful in aiding the research and writing process. They assist me in sorting through information, brainstorming ideas, and even providing inspiration. However, it is important for me to remain vigilant and maintain a thorough understanding and control of the content throughout the writing process."

  • “ChatGPT … helped me reorganize sentences that were confusing for native speakers"

  • "I will never be comfortable using AI to come up with statements and concepts for projects I am responsible for."

Reflection

Reflection

  • How do you encourage students to work with AI Writing Tools in ethical, critical, and constructive ways that reflect writing processes and workflows they will engage in not only in their academic work but also during their professional careers?
  • What aspects of your classroom policies (e.g., Syllabus Language around AI Writing Tools Usage, Grading, Participation) can you revise to better reflect your commitment to integrating thoughtful and critical AI usage into your writing assignments?
  • Consider the content and skills you intend to teach with an assignment. What do students struggle with? Does the struggle help or hinder their learning? For example, academic reading is difficult for many students and AI can help them understand technical concepts; however, If your goal is for students to to analyze research methods, then an AI summary may hinder learning.
  • Have you shared tips with students to protect peers’ and their own privacy and intellectual property while using AI? Consider discussing how chatbots may use their work to further train itself and create and sell new products.
  • How do you encourage students to work with AI Writing Tools in ethical, critical, and constructive ways that reflect writing processes and workflows they will engage in not only in their academic work but also during their professional careers?
  • Have you reviewed the Instructor Resources created by the University Writing Program and the Writing Center (see Further Resources below)?

Further Resources

Writing and AI: Resources for Instructors
Resources for Students to Develop Critical AI Literacy
ChatGPT Resources - This list of articles and other resources is curated by Dr. Margaret Merrill, Senior Instructional Design Consultant at the University of California, Davis. 

Contributors

Joanna Johnson, Marit MacArthur, Sophia Minnillo, Kem Saichaie, Lisa Sperber, Nick Stillman, and Carl Whithaus

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