This assignment, by Xiao Tan, is from the TextGenEd: Continuing Experiments collection on the WAC Clearinghouse website.
The summary from the site explains:
This activity is designed to help students understand the concept of “rhetorical reading” (Haas & Flower, 1988) by juxtaposing their human reading and writing experience with the AI-assisted experience. Students become more aware of the rhetorical situation when it is disrupted by the intervention of AI technologies. At the end of the activity, students will gain first-hand experience of reading rhetorically, develop understanding of the limitations and affordances of AI tools, and critically examine the loss and gains in using AI technologies in academic settings.
Key Features of This Assignment
- Developing Rhetorical Analysis
- Students evaluate AI-generated summaries to identify key rhetorical strategies, improving their ability to analyze arguments and textual structures.
- Enhancing Critical Reading
- By comparing AI outputs with original texts, students assess accuracy, omissions, and bias, refining their critical reading and comprehension skills.
- Practicing Summary and Synthesis
- Students create and revise their own summaries alongside AI-generated ones, strengthening their ability to synthesize and communicate complex ideas effectively.
Find the full version of this resource in the TextGenEd: Continuing Experiments collection.