This assignment, by Marc Watkins, is from the TextGenEd collection in the WAC Clearinghouse Repository.
The abstract from the site explains:
This chapter discusses the integration of generative AI (GenAI) in education, particularly in first-year writing courses. Recognizing the transformative potential of GenAI, the assignment proposes framing principles to guide students towards ethical and responsible AI use in an assistive role. Two assignments were developed using AI-powered tools upgraded to GPT-3.5 or GPT-4 to help students explore research and counterarguments.
Key Features of This Assignment
- AI Standards of Conduct Framework
- The assignment introduces an “AI Standards of Conduct” framework that differentiates between AI-assisted and AI-generated writing. This framework guides students in using AI as a collaborative tool to enhance their writing process, ensuring substantial original contribution and critical thinking by the student, rather than relying on AI to generate content.
- Integration of AI Tools for Critical Thinking
- Students use AI tools like Fermat’s counter-argument generator and Elicit’s brainstorming tool to develop outlines and research questions. These tools help students explore opposing viewpoints, generate counterarguments, and refine their thesis statements, promoting deeper engagement and critical analysis of their writing topics.
- Reflection on Ethical AI Use
- The assignment encourages students to reflect on the ethical implications of using AI in writing. Through structured exercises and reflections, students consider the potential biases and limitations of AI-generated content, fostering a responsible and ethical approach to integrating AI in their academic work.
Find the full version of this assignment at the WAC Clearinghouse.