AI as Learner
Students engage with AI to learn new concepts tailored to their individual needs. They use the experience to receive and integrate feedback from the AI on their reflections and learning progress.
Reflection
AI as Personal Tutor
The activity involves using AI as a personal tutor to enhance students’ learning experiences. It includes generating AI responses, evaluating their effectiveness, and reflecting on the learning process.
Sentence Doctor
Students diagnose and correct common sentence problems in their writing by identifying symptoms, understanding errors, proposing remedies, and reflecting on the learning process, with optional use of generative AI tools for assistance.
Date My Topic
Students conduct preliminary research to assess the interest, relevance, and manageability of a chosen topic before committing to a long-term project, by setting criteria, searching for mainstream and scholarly views, and reflecting on how to refine the topic.
Generative AI: The Voice of the Other
Students compare their own writing with AI-generated texts to understand their unique writing voice, identify differences in vocabulary, tone, and style, and apply this knowledge to enhance their writing authenticity.
Translinguo: Critically Making Chatbot Prototypes by Learning How to Write Generative AI prompts
Students engage in the hands-on development of chatbot prototypes, applying their prompt writing skills to create functional and responsive AI applications.
Writing for Career Readiness: Engaging ChatGPT to Develop Resume Bullet Points
Students learn how to tailor their resume bullet points to specific job descriptions and then participate in a peer review process with class members.
Speaking and Thinking for Ourselves
Students reflect on ethical considerations in the context of communication and technology by comparing ideas in an Immanual Kant essay to current events related to artificial intelligence.
From Consumer to Creator: Analyzing and Producing Machine-Made Stories
Students first analyze stories generated by AI, developing their ability to assess the strengths and weaknesses of machine-made narratives. Next, they create their own stories using AI, allowing them to explore the creative process from a technological perspective.
Writing Imagery: Multimodal AIs in History and Digital Art
Students engage in multimodal composition, blending written text with digital images, sounds, and other media forms to create a rich, layered project. Students also conduct in-depth historical research to inform their creative work
Narrative and Text Generation AI
Students engage in creative writing exercises where they collaborate with AI text generation tools to produce narratives. Students analyze the structure and coherence of AI-generated narratives, comparing them to human-written stories to identify strengths and weaknesses.
AI Literacy: Real-World Cautionary Tales
Students analyze real-world case studies that illustrate the potential pitfalls and ethical considerations of AI applications, enhancing their understanding of AI’s impact on society.
Variation in the Writing Outputs of First-year Writing Students and Generative AI
Students compare their writing to that generated by AI, analyzing differences in style, coherence, and quality.
Co-Creating Intersectional Design Narratives with AI
The assignment emphasizes collaboration with AI tools to enhance creativity and innovation in design, allowing students to explore how AI can contribute to the narrative creation process.
Uses, Benefits, and Limitations of AI Chatbots: Implementing ChatGPT in the First-Year Writing Classroom
Students receive instant feedback on their writing from ChatGPT, allowing them to revise and improve their drafts based on the AI’s suggestions. Students then reflect on their experience using ChatGPT, analyzing its impact on their writing process and understanding its strengths and limitations.
Automated Aid or Offloading Close Reading? Student Perspectives on AI Reading Assistants
The assignment encourages students to critically evaluate AI tools, considering their benefits and limitations, and developing a nuanced understanding of their impact on the reading process.
Using Generative AI in the Music History Classroom
This assignment uses generative AI to help students explore and analyze different music styles and historical contexts, providing an innovative approach to studying music history.
Working Alongside, Not Against, AI Writing Tools in the Composition Classroom: A Dialectical Retrospective
This assignment emphasizes the use of AI writing tools to enhance students’ writing processes, encouraging them to explore and leverage these technologies effectively in their compositions.
Writing: Generate a Thesis
ChatGPT provides students with potential thesis ideas, helping them brainstorm and refine their own arguments while learning to avoid direct copy-pasting to maintain academic integrity.
Revising LLM Text to (Re)Discover Rhetoric
This assignment encourages students to revise AI-generated text to make it more rhetorical, focusing on purpose, audience, and persuasion, thus enhancing their understanding and application of rhetorical principles.
Writing Against the Machine: Debating with ChatGPT
Students use ChatGPT to generate counterclaims or alternative arguments to their initial thesis. This process helps them refine, extend, and evolve their argumentative skills by considering multiple perspectives.
Decoding an AI Bot’s Chatting Pattern: Text Generating Technology Analysis Assignment
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.
Repetition
This assignment serves as a beginner-level programming exercise that introduces students to the concept of iteration using for loops. By writing code that repeats a word or phrase 50,000 times, students gain a fundamental understanding of how loops work in programming.
AI in First Year Writing Courses
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.