Teaching Writing Across the Curriculum with AI
Writing Across the Curriculum Assignments, Classroom Activities, and Educational Resources for Higher Education
This activity provides a thorough introduction to deepfakes, including definitions, how they work, and their impact on society, making it accessible even for those with no background knowledge. Students then engage in hands-on activities such as detecting deepfakes and creating their own, supplemented by videos and discussions to reinforce learning.
The assignment helps students develop their interpretation skills by engaging with ChatGPT to analyze the structure, themes, and arguments of a text, allowing them to gain a deeper understanding of various texts.
Students develop their ability to craft precise queries for AI tools, learning how to effectively ask for specific pieces of information and improve their research efficiency in handling extensive texts.
Students craft a detailed rebuttal to the AI-generated argument, focusing on different aspects such as the scope, conclusions, and missing evidence.
Students create arguments using ChatGPT and identify any logical fallacies present in the generated content. Students provide a detailed explanation of how the identified logical fallacies occurred and suggest ways to prevent them.
Students are provided with AI-generated texts relevant to the course topics and are asked to comment, review, and expand on these texts using text-editing software.
Students engage in prompt engineering by iteratively refining and tweaking the set of instructions given to a Large Language Model (LLM). Through a collaborative workshop format, students work in groups to analyze the AI’s output, discuss its strengths and weaknesses, and propose improvements.
Students engage in sustained conversations with AI chatbots like ChatGPT, analyzing the bots’ writing and thinking patterns. The assignment prompts students to consider the ethical implications of using AI chatbots, including issues related to plagiarism, authorship, and the potential displacement of human labor.
The assignment introduces an “AI Standards of Conduct” framework that differentiates between AI-assisted and AI-generated writing. The assignment encourages students to reflect on the ethical implications of using AI in writing.
Students explore and reflect on algorithmic accountability through a speculative scenario where an AI called Professor Bot grades entrance essays.
Students use accessible language models to generate parts of their term papers. This hands-on experiment helps students explore the capabilities and limitations of AI in writing, as well as the ethical dimensions of using such tools.
By comparing AI-generated outputs with their own work and reflecting on these comparisons, students develop enhanced metacognitive skills, which are crucial for their personal and professional growth.
Students engage in hands-on activities where they create prompts, analyze the outputs generated by LLMs, and reflect on the outcomes.
Students use AI tools to better comprehend and analyze complex texts, asking AI questions about the texts to deepen their understanding and engagement. Students use AI as a collaborative tool to enhance their own writing process while ensuring their original contribution remains substantial.