This assignment, by Emily Moore, is from the TextGenEd: Continuing Experiments collection on the WAC Clearinghouse website.
The summary from the site explains:
Inspired by my tenth graders’ interest in AI, this assignment extends Gerald Graff’s classic “They Say, I Say” format to include an ethical, correctly cited use of generative AI related to a literary text. Although I created this particular version to accompany our class reading of Sophocles, the assignment can be applied to any text with abundant online scholarly secondary source material as the goal is to teach into this abundance by challenging students to use secondary sources and generative AI in strategic rather than suspicious ways.
Key Features of This Assignment
- Practicing Argumentation
- Students generate AI-assisted arguments and counterarguments, strengthening their ability to engage with different perspectives in academic writing.
- Analyzing Rhetorical Strategies
- By evaluating AI-generated responses, students identify effective rhetorical moves, improving their critical reading and argumentative writing skills.
- Developing Persuasive Writing
- Through iterative revisions, students refine AI-assisted drafts to enhance clarity, coherence, and rhetorical effectiveness in persuasive writing.
Find the full version of this resource in the TextGenEd: Continuing Experiments collection.