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This is my final dispatch for the semester, and I’m pleased to offer this concluding observation: We are not (yet) in an AI apocalypse!
Here’s what I mean by that:
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| A few weeks ago, I experimented with a method for integrating AI into peer review. My goal was to see if AI can be used by students as a tool for evaluating their own writing. When I do peer review, I give students a guide with a series of steps and questions designed to help them dissect their drafts and analyze them via my grading criteria. |
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In my W101, I am using AI-generated writing to teach students two things: (1) the pitfalls of submitting unrefined AI output in their assignments and (2) how to evaluate and revise writing. For example, I developed this group activity to help students learn how to identify unsupported claims.
When prompted to write a college-level essay, AI tends to generate a lot of unsupported claims.
