This assignment, by Justin Lewis & Ted Wayland, is from the TextGenEd collection in the WAC Clearinghouse Repository.
The abstract from the site explains:
This assignment challenges students to use LLMs to map the counterarguments to their main claims through a process of counterclaiming. By writing prompts that position the AI as argumentative adversary, students can refine, extend and evolve their thesis over the course of the research, drafting and revision processes. This lesson is focused on 100- level composition courses but could be adopted to any undergraduate or graduate course focused on argument and claim making.
Key Features of This Assignment
- Counterargument Generation
- 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, which is crucial for developing a robust and nuanced argument.
- Critical Engagement with AI
- The assignment encourages students to critically engage with the AI-generated content, evaluating the quality and relevance of the counterclaims provided by ChatGPT. This critical engagement helps students understand the strengths and limitations of AI in argumentative writing.
- Reflective Writing
- Students reflect on their experience of using AI to generate counterarguments, comparing the effectiveness of AI-generated feedback with human peer review. This reflection helps students develop a deeper understanding of their own writing process and the role of AI in academic research and writing.
Find the full version of this assignment at the WAC Clearinghouse.