This assignment, by Clancy Ratliff, is from the book Teaching and Generative AI.
The abstract from the article explains:
In this essay, I share an assignment that asks students to engage in rhetorical revision of LLM text using a changelog table as a tool to document the revision. To demonstrate to the students what I was asking them to do, I did the assignment myself, and my example is included in this chapter as well. I argue that the style of generated text from LLMs calls for increased resistance to the norms and conventions of school writing and an embrace of writing that’s more rhetorical: a bit more personal, risky, rule-breaking, creative, and experimental, intentionally centering purpose and audience. I gave this assignment in a graduate course, but it would work equally well in an undergraduate course.
Key Features of This Assignment
- Rhetorical Revision
- The 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.
- Changelog Documentation
- Students document their revisions in a changelog, explaining the rationale behind each change. This process makes the revision process transparent and helps students reflect on their editing decisions.
- Reflective Practice
- Students write a reflection on their experience revising the AI-generated text, promoting critical thinking about their writing process and the role of AI in writing.
Find the full version of this resource in the book Teaching and Generative AI.