Use of Generative A.I. in Classroom

All 1818 instructors should consider carefully each of the four AI statements below. Please adopt the statement which best aligns with your course goals and school policies. Make sure that you adjust the bracketed sections of the statement you choose to align with your individual course expectations. Please publicize this policy to all your 1818 students and add the statement to your syllabus. You can find the Generative AI policy templates in the AI: Resources and Policy Templates section. 

Syllabus Templates

ENGL 1500

ENGL 1900

ENGL 2000

2250 - Conflict, Social Justice, and Lit

2350 - Faith, Doubt, and Lit

2450 - Nature, Ecology, and Lit

2550 - Gender, Identity, and Lit

2650 - Technology, Media, and Lit

2750 - Film, Culture, and Lit

2850 - Nation, Identity, and Lit

Before You Submit Your Syllabus

Syllabus Review Checklist

Academic Policies

English Discipline-Specific Grading & Assessment Policies

Academic Honesty - Resources for instructors

SLU's Academic Honesty Policy

Citation Resources

MLA

MLA Style Center

Includes teaching resources, citations by format, style guides, AI Literacy, quizzes, work sheets and lesson plans. 

Purdue Owl

Includes MLA formatting and style guide.

APA 

APA Style Center

Includes APA style for beginners, handouts, guides, worksheets, tutorials and webinars. 

Purdue Owl

Includes APA formatting and style guide.

Policy Statements (choose one)

The following four statements regarding the allowance or disallowance of the use of generative AI may offer different templates for use in course syllabi. The italicized and highlighted text within brackets is intended to be a place holder for contextual information specific to a given instructor and/or the course being taught. The contextual information an instructor adds to the statement is crucial to making the statement specific to a particular course and/or instructor. The caveat: If you pick option 2 or 3, a few phrases are highlighted in red that either need to be specific examples of your choosing or deleted entirely. 

Option 1: Statement prohibiting the use of generative AI.

Generative AI, including but not limited to [ChatGPT, Gemini, Microsoft Copilot, Midjourney, DALL-E or Github Copilot] may not be used for work in this class. The use of such generative AI tools may compromise your learning by undermining your ability to [ideate, fully understand how to structure an argument or narrative or formulate/create nonderivative creative work.]

You may not use generative AI to [brainstorm, compose theses or arguments based on theses provided by generative AI.] You may not use generative AI to in any way [augment your original work.] For example, asking an AI [to polish a piece of work you have written, debug code you have written or change art you have created] is not allowed. You may not use generative AI to compose work as a whole or in part for any assignment in this course.

Please review item three in the section labeled Plagiarism in the Saint Louis University Academic Integrity Policy.

Option 2: Statement allowing the limited use of generative AI.

You are allowed to use generative AI in a limited capacity in this course. Tools such as [ChatGPT, Microsoft Copilot, Gemini, Midjourney, DALL-E or GitHub Copilot] can be used for specific assignments as directed in the assignment. I have thoughtfully chosen when to implement the use of generative AI for your assignments. Please note the assignments for which generative AI is allowed come after you have been introduced to foundational skills and concepts [such as… ]. Tools that [perform readability analysis, detect tone and provide editing suggestions as well as those that paraphrase, summarize and outline] are allowed for general use on any assignment.

Using a generative AI tool may assist your learning by [simplifying texts, helping you brainstorm, providing choices of theses when writing, assisting you with forming arguments, providing grammar checks or feedback for structure, debugging code or creating works of art]. However, becoming dependent on generative AI could undermine your learning by [eroding your ability to ideate independently, participate fully and intentionally in the writing process, or critically problem solve by debugging your code]. The use of generative AI can [strip a writer of her/his voice diminishing a creative work]. Generative AI still produces inaccurate information and hallucinations are still common which if left unchecked can harm your grade on the assignment. Any work generated with AI should be fact checked to ensure accuracy. You are responsible for the content of your work.

If you have a question regarding if you are allowed to use generative AI for an assignment or whether you are using it appropriately, please discuss your concerns with me at your earliest opportunity.

If you choose to use a generative AI tool to assist with an assignment, you need to document its use. The proper citation format can be found here [APA, MLA, etc]. Please append your assignment with how you used generative AI for your work, where in the assignment it is used and provide proper citation in [APA, MLA etc] format. Your original work and your AI assisted work should be clearly evident. In addition, use of generative AI should conform to academic integrity policies for the university and regulations put forward by [the college or school you are in.] Please review item three in the section labeled Plagiarism in the Saint Louis University Academic Integrity Policy.

Option 3: Statement allowing the use of generative AI.

You may use generative AI for any work or assignment and at any stage in this course. The use of generative AI may help your learning by [simplifying texts, helping you brainstorm, providing choices of theses when writing, assisting you with forming arguments, providing grammar checks or feedback for structure, debugging code or creating works of art]. But the use of generative AI can also undermine learning by [eroding your ability to ideate independently, participate fully and intentionally in the writing process, or critically problem solve by debugging your code]. This can impact your work in future courses.

When using generative AI, please remember that these tools can still be inaccurate and produce hallucinations. You are responsible for the content of your work. [Please remember to cite all resources including the use of generative AI using the proper citation format. I ask that you identify your original work in addition to the work aided by generative AI. Please include a brief narrative relating the ways you utilized generative AI in your work].

Proper citation format for generative AI use can be found here [APA, MLA, etc]. Any work generated with AI should be fact checked to ensure accuracy. You are responsible for the content of your work.

Option 4: More permissive allowance for generative AI use

You are invited to use generative AI for any work in this course. In that this work is generated based on prompts you provide; you are not required to cite or otherwise identify how or where you used generative AI for an assignment. However, generative AI still produces inaccurate information and can hallucinate. You are responsible for the content of your work.

The use of generative AI tools can have both beneficial and detrimental effects on your learning. Benefits may include [simplifying texts, helping you brainstorm, providing choices of theses when writing, assisting you with forming arguments, providing grammar checks or feedback for structure, debugging code or creating works of art]. However [eroding your ability to ideate independently, participate fully and intentionally in the writing process, or critically problem solve by debugging your code] can be detriments to your learning. 

AI Literacy

News Literacy Project 

Includes resources and lessons plans on information literacy and AI misuse. 

Teaching About AI: Figuring Out What's Authentic in the Age of AI

Cracking the Code: How AI Shapes What We See (And What We Miss), recorded webinar

AI, the Digital Landscape, and Misinformation-Busting Superpowers for Students, recorded webinar

AI and the Classroom

• How to Use ChatGPT as an Example Machine

• Want your students to be skeptical of ChatGPT? Try this.

• Embracing weirdness: What it means to use AI as a (writing) tool

• AI Will Augment, Not Replace

What to Expect at a 1818 Site Visit: A short PowerPoint with basic information on what to expect during a typical site visit. 

Coming Soon!

Coming Soon! 

Coming Soon! 

Curriculum Outline, ENGL 1500 - SLU Writing Program

Includes course description, outcomes, major assignment descriptions. 

Sample Syllabi

Sample Course Schedule

Required Common Assignment

Critical Literacy Narrative

• Critical Literacy Narrative, Assignment Description

  • Description: In this essay, students will develop and argue a specific claim regarding literacy that arises from their personal literacy experiences. Students will begin this essay with a relevant literacy narrative and explore the claim that narrative creates through additional support from course texts. Thus, students will craft a persuasive message regarding literacy through development of personal experience and analyses of course texts. They will continue to summarize, paraphrase, and quote sources accurately and fairly. Again, students will engage in evaluating their own compositions through a letter to the reader that precedes the essay in addition to offering evaluations of colleagues’ drafts in the week preceding the final draft.

• Critical Literacy Grading Rubric 

• Peer Review Worksheet (template)

• Student Peer Review Response Letter (template)

Short Writing Assignments (SWAs)

In-Class Activities

Reclaiming the Classroom - David Willie

Politics of Remediation Group Analysis

Making Connections: MacFarland, Rose, & Harold 

Lives on the Boundary, Stories as Argument

Crossing Boundaries - In-Class Assignment

Balland - Brandt Discussion

Group work exercise with Brandt and Scribner 

Preparing for the Critical Literacy Narrative 

Mike Rose, Chapters from Lives on the Boundary 

Reclaiming

The Politics of Remediation

Our Schools

Literate Stirrings

I Just Wanna

Crossing Boundaries

Afterword

Student Essays

Gloriod - Student Model - Claims Analysis

Laws - Student Model - Claims Analysis

Belarde - Student Model - Critical Literacy Narrative

Leingang - Student Model - Critical Literacy Narrative

Society’s Prejudices about the Academic Abilities of the Underprivileged 

Somos Mas Americanos

Resources

Exploring Linguistic Diversity through Literacy Narratives (pdf)

ASU - Literacy Narrative Assignment 

The Power of Literacy Narratives 

Digital Critical Literacy Narrative: Project Description

NCTE - Report on the NCTE Task Force on Critical Media Literacy

Additional Course Readings

Alexie, Sherman. Superman and Me

Brandt, Sponsors of Literacy

Digital Archives of Literacy Narratives

Reading for Generations

Reading Minus Writing: A Literacy Narrative

Douglass, Frederick. Learning to Read and Write

Fishman, Lesson from the Amish

Malcolm X, Learning to Read

Molina, Writing Myself

Scribner, Literacy in Three Metaphors

SLU Writing Program's Directory of Readings for 1500 & 1900 (Excel spreadsheet)

Tan, Amy. Mother Tongue

Textbook Recommendations

Dean, Discovering a Voice: Voice Lessons for Middle and High School 

Kennedy et al., The Bedford Reader

Lunsford et al., Everyone’s An Author

Macrorie, The I-Search Paper: Revised Edition of Searching Writing. Revised Edition.

Oxford Readers

Ramage et al., The Allyn & Bacon Guide to Writing

Shea et al., The Language of Composition: Essential Voices, Essential Skills for the AP Course

Strunk and White, Elements of Style (full text - Project Gutenberg)

V Series

Wardle and Downs, Writing about Writing 

Syllabus Template

ENGL 1900

Course Guidelines

ENGL 1900 - Course Guidelines

Eloquentia Perfecta - Full Textbook (PDF)

ENGL 1900 Curriculum Outline

The following course outline is intended as an example of how instructors could structure an 1900 course. Instructors are encouraged to determine their own schedule of assignments and to use this sample as a guide. 

ENGL 1900 Curriculum Outline 

Sample ENGL 1900 Syllabi 

Monzyk - Spring 2023

Hines - Fall 2022 

Kovarik - Spring 2023

Russell_Yearlong 

von der Linden - Yearlong 

Assignment Prompts, Rubrics, & Model Student Essays

Topic Proposal

Topic Proposal (Medical Humanities theme)

Topic Proposal Rubric

Dissoi Logoi

Dissoi Logoi 1

Dissoi Logoi 2

Rubric

Dissoi Logoi Grading Rubric 

Sample Student Dissoi Logois

How Should the United States Handle Mexican Immigration? 

Use and Consequences of Alcohol

The Method of Least Harm: Proposed Solutions to the Cash Bail Dilemma 

Why does the United States not have a paid new parent leave?

Statement of Purpose

Statement of Purpose

Statement of Purpose (Technology, Media, and Rhetoric)

Statement of Purpose (Media Research)

Multimodal Project

Multimodal Project Prompt

Multimodal Project (Technology, Media, and Rhetoric)

Critical Infographic Prompt

Visual Media (Ad) Analysis & Development

Marketing Campaign

Photo Essay

Postmortem Podcast

Rubric

Multimodal Project Grading Rubric 

Sample Student Multimodal Projects

Coming soon!

Sample Student Process Papers

Process Paper 1

Process Paper 2

Process Paper 3

Evaluation Argument

Evaluation Argument

Evaluation Argument (Technology, Media, and Rhetoric)

Textbook & Reading Recommendations

Directory of Readings for 1500 & 1900 (Excel spreadsheet) 

Clark, Praxis: A Brief Rhetoric

Praxis-Blog (articles)

Johnson-Eilola, Changing Writing: A Guide with Scenarios

Kennedy et al., The Bedford Reader

Lunsford and Ruszkiewicz, Everything’s An Argument

Nictora, Becoming Rhetorical 

Oxford Readers

Palmquist and Wallraff, Joining the Conversation: A Guide and Handbook for Writers 

Rivers et. al., Eloquentia Perfecta (Table of Contents)

Seyler, Read, Reason, Write 

Visualizing Information for Advocacy (open-source book) 

V Series

Course Descriptions & Syllabi Templates

ENGL 2250 - Conflict, Social Justice and Literature  

This course introduces literary study within the context and theme of Cultural Conflict and Social  Justice. Through the reading of a wide variety of genres - including drama, poetry, and fiction - the course engages students in literary ways of knowing. Methods include close reading, comparative  textual analysis, and argumentative writing.  

ENGL 2250

ENGL 2350 - Faith, Doubt and Literature

This course introduces literary study within the context and theme of Faith and Doubt. Through  the reading of a wide variety of genres - including drama, poetry, and fiction - this course engages  students in literary ways of knowing. Methods include close reading, comparative textual analysis,  and argumentative writing.  

ENGL 2350

ENGL 2450 - Nature, Ecology and Literature

This course introduces literary study within the context and theme of Nature and Ecology.  Through the reading of a wide variety of genres - including drama, poetry, and fiction - the course  engages students in literary ways of knowing. Methods include close reading, comparative textual  analysis, and argumentative writing.  

ENGL 2450

ENGL 2550 - Gender, Identity and Literature

This course introduces literary study within the context and theme of Gender and Identity.  Through the reading of a wide variety of genres - including drama, poetry, and fiction - the course  engages students in literary ways of knowing. Methods include close reading, comparative textual  analysis, and argumentative writing.  

ENGL 2550

ENGL 2650 - Technology, Media and Literature

This course introduces literary study within the context and theme of Technology and Media.  Through the reading of a wide variety of genres - including drama, poetry, and fiction - the course  engages students in literary ways of knowing. Methods include close reading, comparative textual  analysis, and argumentative writing. 

ENGL 2650

ENGL 2750 - Film, Culture and Literature

This course introduces literary study within the context and theme of Film and Culture. Through  the reading of a wide variety of genres - including drama, poetry, and fiction - the course engages  students in literary ways of knowing. Methods include close reading, comparative textual analysis,  and argumentative writing.  

ENGL 2750

Additional Guidelines for ENGL 2750 

ENGL 2850 - Nation, Identity and Literature

This course introduces literary study within the context and theme of Nation and Identity.  Through the reading of a wide variety of genres - including drama, poetry, and fiction - the course  engages students in literary ways of knowing. Methods include close reading, comparative textual  analysis, and argumentative writing.  

ENGL 2850

Guidelines for Instructors  

Reading and Interpretive Practices:

• Read texts or view films by authors from a variety of periods and nationalities.

• Read closely and critically, learning to interpret literature, film, and modes of rhetorical argument in ways that are both intellectually rigorous and personally significant.

• Discuss their own written reflections on literature, film and rhetorical argument in group settings, enriching their ability to express clearly their points and insights.

Writing and Cognitive Practices:

Students will have the opportunity to write in both formative and summative modes: they will be

able to practice their critical writing, with formative feedback, and they will also be expected to

write high-caliber critical essays or creative responses that keep to word limits. They will:

• Write a minimum of 12 pages of formal and informal graded prose (3750 words) with one opportunity for revision.

• Develop analytical thinking and writing skills through papers, quizzes, exams, and active participation in discussion.

Literary Analysis (Required Common Assignment)

You are welcome to use any of the materials below but are encouraged to make the assignment your own and unique to your class.

Literary Analysis Template 

Literary Analysis Grading Rubric 

Sample Literary Analysis Prompt & Assignment 

Sample Student Literary Analyses

ENGL 2250 - Hemingway and Defining Masculinity

ENGL 2250 - Wicked (Feminist Approach)

Sample Syllabi 

ENGL 2250

• On Campus_Grant_Fall 2022

• On Campus_Grant_Spring 2023 Revised

• 1818_Orechwa_SP 23

• 1818_Yearlong 2023-24 

ENGL 2350

• On Campus_Rust_Fall 2014

• 1818_Hines_FBA_SP 2023

• 1818 Eldridge Fall 2024

• 1818_Keeley_Fall 2017

ENGL 2450

• On Campus_Johnston_Spring 2023

• 1818_Spring 2023

ENGL 2550

• On Campus_Crowell

• 1818_Orechwa_Fall 2023

• 1818_Fall 2022

ENGL 2650

• On Campus_Casmier_Spring 2023 

• 2650_1818_SP 2023 

ENGL 2750

• On Campus_Casaregola_Fall 2018 

• 1818_Staed_Fall 2023 

• 1818_Kelley_Spring 2024 

ENGL 2850

• On Campus _Alam _Fall 2017

• 1818 _Pyatt _Fall 2023

• 1818_Downey_Spring 2023

Summer 2025

Coming Soon!

Saint Louis University Links

• 1818 ACC Program

• SLU Homepage

• SLU English Department

• SLU Writing Program

• The Reinert Center for Transformative Teaching - Blog

• SLU Pius XII Library

• University Writing Services

1818 Program Links

• 1818 ACC Program Home 

• 1818 Partner Dashboard

• 1818 ACC 24-25 Academic Calendar

• Becoming an 1818 Instructor

• SLU 1818 Instructor Application

Teaching Dual Credit

• Taking the Duel Out of Dual Credit - webinar from NACEP (pdf version)

General Teaching Resources

• Cult of Pedagogy - Blog and podcast with handouts and video tutorials

• How's it Going? - Handout for checking in with students

• Jigsaw Method - Handout with steps for creating Jigsaw groups to encourage collaborative learning

• Rubric Teacher Pack - Multiple blank rubric templates, including a single-point rubric

• Teaching Shakespeare - Folder with multiple chapters from Sheridan Lynn Steelman's text, Walking in Shakespeare’s Shoes: Connecting His World and Ours Using Primary Sources  & resources from the Folger Shakespeare Library

Articles on Teaching and Pedagogy

• Golub, Adam. All I Needed to Know about College Teaching I Learned as a High School Teacher

• Morris, Karen Bishop. Introductory Writing as the Gateway to Stronger Communities, College and Career Success.

• Stommel, Jesse. Ungrading: An FAQ 

• The Thinking Classroom: An Interview with Peter Liljedahl. Cult of Pedagogy [Podcast & Article].

• Wardle, Elizabeth. Easing the Transitions: Finding ways to work in solidarity across the high school/college divide (PDF)

Projects & Assignments: Literature

• Donovan, Sarah. Open Mic in Writer's Workshop

• Gonzalez, Jennifer. A Few Creative Ways to Use Student Blogs

• Levine, Sarah. Up-Down-Both-Why: A Funds of Feeling Approach to Literature

• Luther, Marcus. Power Lesson: Poetry Gallery Walk

Projects & Assignments: Writing

• Multimodal Literacies Archives (NCTE) - ideas for designing multimodal assignments

Rhetorical Readings

• Praxis-Blog. Companion Blog for Praxis: Brief Rhetoric, 3e, Carol Lea Clark - articles for class assignments

Libraries and Online Archives

• Folger Shakespeare Library - Full texts, lesson plans, and more resources for teaching Shakespeare

• Newberry Library Teacher Programs 

• Online William Blake Archive 

Student Engagement

• Spark. Student to Student Interaction Strategies and Activities

Other Resources 

• MHMS Daring School Library Blog 

• Prezi - create presentations online 

Coming Soon!

Coming Soon!

Coming Soon! 

Professional Development

Fall 2023

Recordings

• Welcome remarks (Dr. Nathaniel Rivers) & Best Practices: Teaching Themed 2000-Level Literature panel (1 hour 30 minutes)*

• Banned Book Lunch Discussion & Designing Multimodal Writing Assignments panel (1 hour 52 minutes)

*Unfortunately, we did not get a recording of the Teaching 2750: Film, Culture and Literature panel. Please see the presentation materials below.

Presentation Materials

Welcome remarks (Dr. Nathaniel Rivers, SLU Writing Program)

• • • SLU Writing Program website

    • ENGL 1500 Revised Curriculum

    • ENGL 1900 Curriculum

    • ENGL 1900 Sample Syllabus

Teaching 2750: Film, Culture and Literature

• • • Michael Kelley (Chaminade College Preparatory School) - New York City: America's Eden

    • Jennifer Staed (Nerinx Hall) -Women in Film

    • Dr. Michael Callahan (DeSmet) - Film & Literature

Best Practices: Teaching Themed 2000-Level Literature courses

• • • Sarah Hines (First Baptist Academy) - Framing ENG-2000 Courses: The Power of the Essential Question

    • Dr. Kathryn Ellerbrake (Notre Dame High School) - Best Practices for Teaching 2000-Level Literature

    • Shannon Kintz (Hazelwood West High School) - Conflict and Social Justice: Course Overview

    • Rachel Linn Shields (Saint Louis University) - Chimerical Reading

Banned Books Discussion 

• • • St. Louis Literary Award Overview

    • Banned Book Week Presentation

Designing Multimodal Writing Assignments

• • • Dr. Kimberly Cowan (Cor Jesu) - Multimodal Writing for ENG 1900

    • Dr. Sheila Coursey (Saint Louis University) - Critical Infographic Assignment

Fall 2021

• Fall 2021 - Overview

• Grade Norming - Dissoi Logoi

• Literature: Teaching the Holocaust (Prange)

• Composition: Metacognition and Self-Assessment (Hines)

Fall 2020

• Fall 2020 - Overview

Breakout Sessions

• ENGL 2250

• ENGL 2550

• ENGL 2750

• ENGL 2850

Fall 2019

• Fall 2019 - Immersion Day Schedule

Fall 2018

• Fall 2018 - Overview

• Grade Norming Session

Fall 2017

• Fall 2017 - Overview

• ENGL 2350 Faith, Doubt and Literature (Keeley)