{"id":48,"date":"2023-04-03T01:25:20","date_gmt":"2023-04-03T01:25:20","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/?post_type=chapter&#038;p=48"},"modified":"2023-11-03T15:23:00","modified_gmt":"2023-11-03T15:23:00","slug":"aiwriting","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/chapter\/aiwriting\/","title":{"rendered":"AI in Writing"},"content":{"raw":"<div style=\"font-weight: 400\">\r\n<h2><img src=\"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/03\/2-300x300.png\" alt=\"\" width=\"300\" height=\"300\" class=\"size-medium wp-image-302 aligncenter\" \/><\/h2>\r\n<h2>Facilitator: Melanie E. Gagich<\/h2>\r\n<h2>Cofacilitator: Mike Okrent<\/h2>\r\n<h2><span style=\"font-size: 1.602em;font-weight: normal\">Key Takeaways from the AI in Writing Discussion<\/span><\/h2>\r\n<\/div>\r\nThe following was collected from a group Google Doc distributed on Thursday, March 9. Participants were asked to work with group members to discuss biggest concerns related to AI and writing, ideas or strategies to meet these concerns, and how AI might be incorporated into the classroom.\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><span style=\"color: #ffffff\"><strong>Biggest Concerns about AI and Potential Strategies<\/strong><\/span><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBiggest concerns include:\r\n<div>\r\n<ul>\r\n \t<li><span>That AI will foster \"a reduction in [students\u2019] ability to clearly communicate and think critically about idea\"<\/span><\/li>\r\n \t<li><span style=\"font-size: 1rem\">That using AI will lead to an \u201cabsence of \u2018productive struggle\u2019\u201d and an \"overwhelming reliance on AI for thinking\"<\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n<div>\r\n\r\nPotential strategies include:\r\n<div>\r\n<ul>\r\n \t<li><span>Asking students to \"write about something personal and their lived experiences\"<\/span><\/li>\r\n \t<li><span style=\"font-size: 1rem\">Approaching the teaching of writing as a process<\/span><\/li>\r\n \t<li><span>Scaffolding assignments<\/span><\/li>\r\n \t<li><span>\u201cChunking the assignment\u201d to \"help with not just submitting an AI created document\u201d<\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n<div><\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><span style=\"color: #ffffff\"><strong>How should AI be incorporated into classrooms? (the bulleted points were taken directly from the collaborative Google Doc)<\/strong><\/span><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nUsing AI to brainstorm\r\n<ul>\r\n \t<li>Have students generate information about a topic<\/li>\r\n \t<li>Use it as reference for in-person, real time argumentation\/debate<\/li>\r\n \t<li>Have students generate something from AI for a beginning and then launch from there<\/li>\r\n \t<li>Feed some topic or idea into ChatGPT and see what it pops out<\/li>\r\n<\/ul>\r\nEvaluating AI generated work as part of the writing process and\/or assignment\r\n<ul>\r\n \t<li>Bring in an AI generated example of the assignment as a starting point when discussing the assignment with students and work through what is good and not so good with students.<\/li>\r\n \t<li>Have students generate a text with AI and spend time evaluating it. Class discussion could center on: strengths, weaknesses, and how to use it as a tool (or) not for writing in a business environment [or other writing contexts].<\/li>\r\n \t<li>Have students identify inaccuracies, develop accurate ideas, cite the accurate ideas (since ChatGPT doesn\u2019t cite or it makes up citations)<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h3>AI and Plagiarism<\/h3>\r\nAs a First-Year Writing instructor, one of the areas I was most interested in discussing was related to participants' views of AI and plagiarism. A week or two prior to my facilitation of the AI in Writing discussion, I found that a student in one my First-Year Writing courses had used ChatGPT to help them write a paper. My initial reaction was one of shock, disappointment, and concern. However, after participating in this Faculty Learning Community, I began to question my immediate emotional responses. I found myself thinking that I need to work harder to clearly incorporate AI discussions into my classes and decided to ask my fellow community members how they felt about this issue.\r\n\r\nThe following images were collected from a short, informal survey distributed to the members of the AI Faculty Learning Community prior to the AI in Writing discussion on March 9.\r\n\r\n[caption id=\"attachment_128\" align=\"aligncenter\" width=\"667\"]<img src=\"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-1-300x140.png\" alt=\"This image shows participants' responses to the scenario &quot;You discover a student has used AI (without notifying you) in a major writing project, which of the following emotional responses best represents how you might feel?&quot; The majority (40%) of respondents chose &quot;disappointed.&quot;\" width=\"667\" height=\"311\" class=\" wp-image-128\" \/> Image 1. This screenshot shows participants' emotional responses towards a student using AI on a writing project.[\/caption]\r\n\r\n[caption id=\"attachment_127\" align=\"aligncenter\" width=\"665\"]<img src=\"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-2-300x170.png\" alt=\"This figure shows participants responses to the question, &quot;Is AI in writing plagiarism?&quot; 7 participants said &quot;maybe,&quot; 2 said &quot;yes,&quot; and 1 said &quot;no.&quot;\" width=\"665\" height=\"377\" class=\" wp-image-127\" \/> Image 2. This images shows participants responses to the question \"Is AI in writing plagiarism?\"[\/caption]\r\n<h3>Specific Resources Related to AI and Writing<\/h3>\r\n<ul>\r\n \t<li><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">Anna Mill's Presentation<\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">, <a href=\"https:\/\/docs.google.com\/presentation\/d\/1I7xmR6keQZb4wXj-UwLH00M0xGK-nrqq\/mobilepresent?slide=id.p2\">\"Teaching with AI: Using Writing Generators in the Classroom\"<\/a>\u00a0<\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">from<span>\u00a0<\/span><\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">the Conference on<span>\u00a0<\/span><\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">College<span>\u00a0<\/span><\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">Composition and<span>\u00a0<\/span><\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">Communication,<span>\u00a0<\/span><\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">2023<\/span><\/span><\/li>\r\n \t<li style=\"font-weight: 400\">Forbes Youtube video, <a href=\"https:\/\/www.youtube.com\/watch?v=WY518YRfs5M\">\u201cGenerative AI is about to Reset Everything, and, Yes It Will Change Your Life\u201d<\/a><\/li>\r\n \t<li style=\"font-weight: 400\">Jonathan McMichael\u2019s,\u00a0<a href=\"https:\/\/blog.smu.edu\/smulibraries\/2023\/01\/20\/artificial-intelligence-and-the-research-paper-a-librarians-perspective\/\">\u201cArtificial Intelligence and the Research Paper: A Librarian\u2019s Perspective\u201d ,<\/a>from Southern Methodist University<\/li>\r\n \t<li style=\"font-weight: 400\">John Warner\u2019s <a href=\"https:\/\/www.insidehighered.com\/blogs\/just-visiting\/freaking-out-about-chatgpt%E2%80%94part-i\">\u201cFreaking out About ChatGPT - Part I\u201d, <\/a>in\u00a0<em>Inside Higher Ed<\/em><\/li>\r\n \t<li style=\"font-weight: 400\">Dylan Selterman\u2019s <a href=\"https:\/\/www.psychologytoday.com\/us\/blog\/the-resistance-hypothesis\/202212\/gptchat-the-point-of-education-and-communication\">\u201cGPTChat: The Point of Education and Communication\u201d<\/a>\u00a0in\u00a0<em>Psychology Today<\/em><\/li>\r\n \t<li style=\"font-weight: 400\">Ben Chrisinger's\u00a0<a href=\"https:\/\/www.chronicle.com\/article\/its-not-just-our-students-ai-is-coming-for-faculty-writing\"> \u201cIt\u2019s Not Just Our Students, ChatGPT is Coming for Faculty Writing\u201d<\/a>in\u00a0<em>The Chronicle of Higher Education<\/em><\/li>\r\n<\/ul>\r\nAssignment Idea:\r\n<ul>\r\n \t<li>Melanie Gagich's, <a href=\"https:\/\/docs.google.com\/document\/d\/1e0kIVtPzdeJU2tffnrHs3cM4PgUoLllP9zdDJaNYG14\/edit?usp=sharing\">\"Argumentative Synthesis Assignment Sheet\"<\/a> (with a focus on AI and writing).<\/li>\r\n<\/ul>\r\nCiting ChatGPT:\r\n<ul>\r\n \t<li>Check out this Scribbr article by Jack Caulfield that reviews various ways to document ChatGPT, \"<a href=\"https:\/\/www.scribbr.com\/ai-tools\/chatgpt-citations\/\">ChatGPT Citations: Formats and Examples<\/a>.\"<\/li>\r\n<\/ul>\r\n<h4><a href=\"https:\/\/referatory.cleteaching.org\/items\/browse?search=&amp;advanced%5B0%5D%5Belement_id%5D=&amp;advanced%5B0%5D%5Btype%5D=&amp;advanced%5B0%5D%5Bterms%5D=&amp;range=&amp;collection=23&amp;type=&amp;user=&amp;tags=Writing&amp;public=&amp;featured=&amp;submit_search=Search+for+items\" target=\"_blank\" rel=\"noopener\">Cleveland Teaching Collaborative Resources on AI &amp; Writing<\/a><\/h4>","rendered":"<div style=\"font-weight: 400\">\n<h2><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/03\/2-300x300.png\" alt=\"\" width=\"300\" height=\"300\" class=\"size-medium wp-image-302 aligncenter\" srcset=\"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/03\/2-300x300.png 300w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/03\/2-1024x1024.png 1024w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/03\/2-150x150.png 150w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/03\/2-768x768.png 768w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/03\/2-65x65.png 65w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/03\/2-225x225.png 225w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/03\/2-350x350.png 350w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/03\/2.png 1080w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/h2>\n<h2>Facilitator: Melanie E. Gagich<\/h2>\n<h2>Cofacilitator: Mike Okrent<\/h2>\n<h2><span style=\"font-size: 1.602em;font-weight: normal\">Key Takeaways from the AI in Writing Discussion<\/span><\/h2>\n<\/div>\n<p>The following was collected from a group Google Doc distributed on Thursday, March 9. Participants were asked to work with group members to discuss biggest concerns related to AI and writing, ideas or strategies to meet these concerns, and how AI might be incorporated into the classroom.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><span style=\"color: #ffffff\"><strong>Biggest Concerns about AI and Potential Strategies<\/strong><\/span><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Biggest concerns include:<\/p>\n<div>\n<ul>\n<li>That AI will foster &#8220;a reduction in [students\u2019] ability to clearly communicate and think critically about idea&#8221;<\/li>\n<li><span style=\"font-size: 1rem\">That using AI will lead to an \u201cabsence of \u2018productive struggle\u2019\u201d and an &#8220;overwhelming reliance on AI for thinking&#8221;<\/span><\/li>\n<\/ul>\n<\/div>\n<div>\n<p>Potential strategies include:<\/p>\n<div>\n<ul>\n<li>Asking students to &#8220;write about something personal and their lived experiences&#8221;<\/li>\n<li><span style=\"font-size: 1rem\">Approaching the teaching of writing as a process<\/span><\/li>\n<li>Scaffolding assignments<\/li>\n<li>\u201cChunking the assignment\u201d to &#8220;help with not just submitting an AI created document\u201d<\/li>\n<\/ul>\n<\/div>\n<div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><span style=\"color: #ffffff\"><strong>How should AI be incorporated into classrooms? (the bulleted points were taken directly from the collaborative Google Doc)<\/strong><\/span><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Using AI to brainstorm<\/p>\n<ul>\n<li>Have students generate information about a topic<\/li>\n<li>Use it as reference for in-person, real time argumentation\/debate<\/li>\n<li>Have students generate something from AI for a beginning and then launch from there<\/li>\n<li>Feed some topic or idea into ChatGPT and see what it pops out<\/li>\n<\/ul>\n<p>Evaluating AI generated work as part of the writing process and\/or assignment<\/p>\n<ul>\n<li>Bring in an AI generated example of the assignment as a starting point when discussing the assignment with students and work through what is good and not so good with students.<\/li>\n<li>Have students generate a text with AI and spend time evaluating it. Class discussion could center on: strengths, weaknesses, and how to use it as a tool (or) not for writing in a business environment [or other writing contexts].<\/li>\n<li>Have students identify inaccuracies, develop accurate ideas, cite the accurate ideas (since ChatGPT doesn\u2019t cite or it makes up citations)<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h3>AI and Plagiarism<\/h3>\n<p>As a First-Year Writing instructor, one of the areas I was most interested in discussing was related to participants&#8217; views of AI and plagiarism. A week or two prior to my facilitation of the AI in Writing discussion, I found that a student in one my First-Year Writing courses had used ChatGPT to help them write a paper. My initial reaction was one of shock, disappointment, and concern. However, after participating in this Faculty Learning Community, I began to question my immediate emotional responses. I found myself thinking that I need to work harder to clearly incorporate AI discussions into my classes and decided to ask my fellow community members how they felt about this issue.<\/p>\n<p>The following images were collected from a short, informal survey distributed to the members of the AI Faculty Learning Community prior to the AI in Writing discussion on March 9.<\/p>\n<figure id=\"attachment_128\" aria-describedby=\"caption-attachment-128\" style=\"width: 667px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-1-300x140.png\" alt=\"This image shows participants' responses to the scenario &quot;You discover a student has used AI (without notifying you) in a major writing project, which of the following emotional responses best represents how you might feel?&quot; The majority (40%) of respondents chose &quot;disappointed.&quot;\" width=\"667\" height=\"311\" class=\"wp-image-128\" srcset=\"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-1-300x140.png 300w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-1-1024x479.png 1024w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-1-768x359.png 768w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-1-1536x718.png 1536w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-1-65x30.png 65w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-1-225x105.png 225w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-1-350x164.png 350w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-1.png 1544w\" sizes=\"auto, (max-width: 667px) 100vw, 667px\" \/><figcaption id=\"caption-attachment-128\" class=\"wp-caption-text\">Image 1. This screenshot shows participants&#8217; emotional responses towards a student using AI on a writing project.<\/figcaption><\/figure>\n<figure id=\"attachment_127\" aria-describedby=\"caption-attachment-127\" style=\"width: 665px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-2-300x170.png\" alt=\"This figure shows participants responses to the question, &quot;Is AI in writing plagiarism?&quot; 7 participants said &quot;maybe,&quot; 2 said &quot;yes,&quot; and 1 said &quot;no.&quot;\" width=\"665\" height=\"377\" class=\"wp-image-127\" srcset=\"https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-2-300x170.png 300w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-2-1024x582.png 1024w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-2-768x436.png 768w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-2-1536x873.png 1536w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-2-65x37.png 65w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-2-225x128.png 225w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-2-350x199.png 350w, https:\/\/pressbooks.ulib.csuohio.edu\/teachingandlearning\/wp-content\/uploads\/sites\/148\/2023\/04\/AI-and-plagiarism-2.png 1742w\" sizes=\"auto, (max-width: 665px) 100vw, 665px\" \/><figcaption id=\"caption-attachment-127\" class=\"wp-caption-text\">Image 2. This images shows participants responses to the question &#8220;Is AI in writing plagiarism?&#8221;<\/figcaption><\/figure>\n<h3>Specific Resources Related to AI and Writing<\/h3>\n<ul>\n<li><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">Anna Mill&#8217;s Presentation<\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">, <a href=\"https:\/\/docs.google.com\/presentation\/d\/1I7xmR6keQZb4wXj-UwLH00M0xGK-nrqq\/mobilepresent?slide=id.p2\">&#8220;Teaching with AI: Using Writing Generators in the Classroom&#8221;<\/a>\u00a0<\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">from\u00a0<\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">the Conference on\u00a0<\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">College\u00a0<\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">Composition and\u00a0<\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">Communication,\u00a0<\/span><\/span><span data-usefontface=\"true\" data-contrast=\"none\" class=\"TextRun MacChromeBold BCX0 SCXP228862242\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun BCX0 SCXP228862242\">2023<\/span><\/span><\/li>\n<li style=\"font-weight: 400\">Forbes Youtube video, <a href=\"https:\/\/www.youtube.com\/watch?v=WY518YRfs5M\">\u201cGenerative AI is about to Reset Everything, and, Yes It Will Change Your Life\u201d<\/a><\/li>\n<li style=\"font-weight: 400\">Jonathan McMichael\u2019s,\u00a0<a href=\"https:\/\/blog.smu.edu\/smulibraries\/2023\/01\/20\/artificial-intelligence-and-the-research-paper-a-librarians-perspective\/\">\u201cArtificial Intelligence and the Research Paper: A Librarian\u2019s Perspective\u201d ,<\/a>from Southern Methodist University<\/li>\n<li style=\"font-weight: 400\">John Warner\u2019s <a href=\"https:\/\/www.insidehighered.com\/blogs\/just-visiting\/freaking-out-about-chatgpt%E2%80%94part-i\">\u201cFreaking out About ChatGPT &#8211; Part I\u201d, <\/a>in\u00a0<em>Inside Higher Ed<\/em><\/li>\n<li style=\"font-weight: 400\">Dylan Selterman\u2019s <a href=\"https:\/\/www.psychologytoday.com\/us\/blog\/the-resistance-hypothesis\/202212\/gptchat-the-point-of-education-and-communication\">\u201cGPTChat: The Point of Education and Communication\u201d<\/a>\u00a0in\u00a0<em>Psychology Today<\/em><\/li>\n<li style=\"font-weight: 400\">Ben Chrisinger&#8217;s\u00a0<a href=\"https:\/\/www.chronicle.com\/article\/its-not-just-our-students-ai-is-coming-for-faculty-writing\"> \u201cIt\u2019s Not Just Our Students, ChatGPT is Coming for Faculty Writing\u201d<\/a>in\u00a0<em>The Chronicle of Higher Education<\/em><\/li>\n<\/ul>\n<p>Assignment Idea:<\/p>\n<ul>\n<li>Melanie Gagich&#8217;s, <a href=\"https:\/\/docs.google.com\/document\/d\/1e0kIVtPzdeJU2tffnrHs3cM4PgUoLllP9zdDJaNYG14\/edit?usp=sharing\">&#8220;Argumentative Synthesis Assignment Sheet&#8221;<\/a> (with a focus on AI and writing).<\/li>\n<\/ul>\n<p>Citing ChatGPT:<\/p>\n<ul>\n<li>Check out this Scribbr article by Jack Caulfield that reviews various ways to document ChatGPT, &#8220;<a href=\"https:\/\/www.scribbr.com\/ai-tools\/chatgpt-citations\/\">ChatGPT Citations: Formats and Examples<\/a>.&#8221;<\/li>\n<\/ul>\n<h4><a href=\"https:\/\/referatory.cleteaching.org\/items\/browse?search=&amp;advanced%5B0%5D%5Belement_id%5D=&amp;advanced%5B0%5D%5Btype%5D=&amp;advanced%5B0%5D%5Bterms%5D=&amp;range=&amp;collection=23&amp;type=&amp;user=&amp;tags=Writing&amp;public=&amp;featured=&amp;submit_search=Search+for+items\" target=\"_blank\" rel=\"noopener\">Cleveland Teaching Collaborative Resources on AI &amp; 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