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AI Statement:
Academic integrity is of utmost importance in science, research and in all classes, and it is expected that all work submitted is the original work of the student. Improper, unsanctioned use of artificial intelligence tools such as language generators, essay writing bots, or other automated writing services is strictly prohibited. Any student found to be using such tools improperly may be subject to disciplinary action, up to and including failure of the assignment or the course. It is the responsibility of each student to ensure that their work is their own and represents their own ideas and original thinking.
If assignments are flagged as AI generated by Turn It and other checkers like ZeroGPT, the student will be subject to the following:
· Student will be required to provide a detailed history of their thought/work process including but not limited to notes, rough drafts, outlines, etc., to their instructor within a designated period of time.
· If the student cannot provide evidence to their teacher that their work was original, the student may be required to re-write the assignment for full credit within a specified period of time. If this condition is not met, a zero will be assigned for the assignment.
· If subsequent assignments are flagged as AI, the instructor reserves the right to assign zeroes for those assignments.
ChatGPT is especially useful for exploring different options for drafting and revision.
It's a really useful way of exploring what different organizational schemes, rhetorical strategies have.
How writing changes based on audience or genre. It's a fantastic way of exploring style. For example, you can ask it to write a short story in the style of Charles Dickens, then rewrite the same story in the style of Twain, or Poe, or Austen. (I've been particularly enjoying doing this with Obama, btw).
Asking for feedback or recommended edits to writing that you have already done. The best way to do this is to ask for the strengths and weaknesses of what you paste in.
It can also be use to spark creativity.
It's an amazing tool for brainstorming. I always tell students to consider at least 100 different ideas, with the goal to come up with as many bad ideas as possible.
It's also an amazing story for outlining. You use it to explore what different organizational patterns might work best, which leads to what arguments would be most useful to make. That can give you a really good idea of what kind of evidence you need to locate to make an argument effectively (though, of course, you still need to actually locate it).
Writing "chain stories" where you write a paragraph of the story and have ChatGPT contribute the next paragraph, and so on back and forth.
Other AI tools, particularly Character.ai, can be really useful for getting past writer's block.
It's really useful for teaching critique and evaluation.
Include examples created by ChatGPT when going over example student work on projects. Show students how and why the examples created by ChatGPT are insufficient for the assignment.
Allow students to critique ChatGPT's writing. Students are typically really hesitant to offer meaningful and honest critique of their peers because they don't want to be mean. However, students are usually not worried about critiquing some piece of work spit out by a computer.
Hand students something created by ChatGPT with the assignment being to revise that piece. The goal should be to improve it and to put it into their own voice. The nice thing about this is that it takes the focus off of line editing and onto the bigger picture for revisions, since there are rarely a large number of grammar and syntax errors in what ChatGPT produces.
Combating ChatGPT and other AI tools, when they would not be permitted.
Require in-class handwritten essays, just like the good old days :-)
Require students to turn in papers with "track changes" turned on, or some other example of a document with a version/revision history feature. Obviously you would need to make them aware of this requirement ahead of time, ensure they knew how to do it, and have clearly specified penalties if this is not done.
Reserve the write to test students on the content of their own paper if there is any doubt about the authorship. Replace the test score with the grade if it is lower (this is my plan this semester).
Hope you find these useful,
-k
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Kurtis D. Miller, PhD
Chair of Communication and Fine Arts
Associate Professor of Communication
Faculty Parliamentarian
423-636-7300 ext. 5783
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