Andrea Modarres

Classroom Policies

The learning objectives of this class stress analysis and written communication, so I encourage you to embrace the often-challenging skill of writing as part of critical thinking, without relying on technological tools. However, the use of generative AI tools (ChatGPT, for instance) is permitted for activities such as brainstorming, research assistance, outlining, or grammar and style checking. You should not use them to write drafts or final versions of essays, essay exam answers, passage analyses, or text responses (from sentences to paragraphs to entire assignments). 

Unauthorized collaboration is also prohibited; therefore, if you use AI tools at any stage of your writing process, you must acknowledge their contributions and cite them just as you must do with any other source. You will need to submit the prompts or instructions you used and reflect on how you used the AI tool. Be aware of the limitations of these tools (for instance, they “hallucinate” and often provide false information) and be cautious about sharing any personal information. You are responsible for the content of any work you submit. When in doubt about permitted usage, please ask for clarification.

If I suspect that any work turned in by the student does not meet the criteria specified above or elsewhere in UW policies, I will ask the student to meet with me to discuss the work submitted. If the student does not provide an explanation that I find satisfactory, or if I detect a pattern of academic dishonesty, I will file a report with the Office of Student Conduct and, in certain cases, consequences may include a failing grade in the course.

If you have any questions about how to avoid plagiarism, I am happy to help.

Assignment/Activity

Learning Outcomes

Students will:

• Evaluate the results of ChatGPT output in response to specific prompts

• Discuss the limitations of ChatGPT in research and essay writing

• Explore the potential use of ChatGPT in writing steps such as brainstorming and outlining

Tools/Resources Used

• ChatGPT

• Samples of ChatGPT-generated writing

• Google document for sharing and commenting on writing samples

Approximate Time to Complete

• 20 minutes before class to input and refine prompts

• 30-45 minutes for class discussion, both whole class and in small groups 

Step-by-step Instructions

1. Before class, the instructor will prepare several samples of ChatGPT-generated writing:

   • Sample A will be derived from a prompt instructing ChatGPT to “analyze” a theme in a text the class has already read and discussed (for example, the ways characters in the film The Dark Knight define “justice”)

   • Sample B will be derived from a prompt instructing ChatGPT to “write an essay analyzing” the same theme

   • Sample C will be derived from a prompt instructing ChatGPT to “write an essay analyzing” the same theme but also cite from an article the students have already read and discussed.

2. In class, the instructor will share the three samples via a Google document to which all students have access. Because students have already read, discussed, and written on the same texts and themes, they will be prepared to think critically about the ability of ChatGPT to analyze those same texts and themes.

3. The instructor will read Sample A to the class and invite discussion on how well it analyzes the theme. Questions posed to the class will include whether the sample contains specific examples from the text and if so, whether they are used to clearly explain the theme, as well as whether the sample articulates a position on what the text seems to communicate about the theme (its potential messages). 

4. Students will then work in small groups of 3-4 students. Each group will be asked to address the following questions:

   • How well does Sample B organize ideas? Is there a clear argument? Does the textual evidence contribute to developing the argument? How well does the introduction lay out the argument? Does the conclusion reinforce the significance of a central argument?

   • Does Sample C cite from the correct article? Are quotations accurate? Is any cited material used to develop the argument in a relevant manner?

5. After the students have discussed both samples, the instructor will ask the groups to report their findings. The instructor will ask them to explain what ChatGPT may have done well or poorly, and how it might be helpful in the writing process.

Reflections on Creating the Assignment

The time allotted for this assignment may need to be expanded.

Post-Implementation/Testing Reflection

What about your project worked well? What would you revise for future iterations?

• Overall, the exercise worked pretty well. Having the tool analyze the same texts students had analyzed in class definitely helped them be more insightful about its abilities relative to their own practice. Students were easily able to discern that Chat-GPT doesn’t do well with specific evidence or in-depth analysis. They quickly noted that the writing seemed bland or formulaic and that it clearly relied on vague generalizations. They did appreciate how it organizes information, although quite a few stated that the writing samples seemed repetitive, so some sections probably could have been combined. 

• Next time, it might be helpful to make parts of this a take-home exercise. Students might be given the samples to read as homework, which would better prepare them for a detailed analysis in their groups, and it would take less reading time in class.

• Another idea would be for students to generate prompts that we could enter into Chat-GPT in class, and they could then analyze the output, rather than using the prompts the instructor created.

• It would probably be a good idea to try more than one AI tool at some point to compare/contrast the results.

• I’d like to do more to analyze the voice of AI-generated writing vs. the students’ own writing, since this could potentially lead to a thoughtful exploration of how writing is a form of personal expression, even in an academic setting.

When you tested this policy or assignment, how did you feel working through the steps?

The exercise itself went well, and the instructions seemed clear to the students, but I felt there needed to be more follow up. Perhaps this exercise could be built upon with another assignment, but it’s hard to find time to fit this kind of lesson in. Ideally, the content of the class would be integrated into the analysis of AI tools and their strengths or weaknesses.