This assignment, by Daniel Hutchinson (History) and Erin Jensen (English), is from the TextGenEd collection in the WAC Clearinghouse Repository.
The abstract from the site explains:
This assignment asks first-year undergraduate history and English students to use AI writing models to aid in accessing and understanding readings on specific topics. Students used AI to understand the texts they were reading including the Declaration of Independence and rhetorical analysis readings. Students asked AI questions about the texts and evaluated how AI created academic citations. Students used AI to understand the readings, but also engaged in critical thinking about using AI.
Key Features of This Assignment
- Integration of AI in Understanding Readings
- Students use AI tools to better comprehend and analyze complex texts, such as the “Declaration of Independence” and rhetorical analysis readings. This process involves asking AI questions about the texts to deepen their understanding and engagement.
- Critical Evaluation of AI-Generated Content
- Students critically assess the outputs generated by AI, including evaluating the accuracy and academic quality of AI-generated citations. This activity helps students develop critical thinking skills and understand the potential and limitations of AI in academic contexts.
- Ethical Considerations and AI Use
- The assignment emphasizes ethical considerations when using AI tools, distinguishing between AI-assisted and AI-generated writing. Students are encouraged to use AI as a collaborative tool to enhance their own writing process while ensuring their original contribution remains substantial.
Find the full version of this assignment at the WAC Clearinghouse.