WAC Clearinghouse Resources for Teaching Writing with AI
AI Text Generators and Teaching Writing: Starting Points for Inquiry by Anna Mills (2023)
Composition Studies Spring 2023 issue with section on AI and Writing
Writing Professor Ben Erwin's (2023) Reading List on Technology, Writing, and Generative AI
Crowdsourced Sample Syllabus Statements on AI compiled by Lance Eaton
AI Week: Teaching Writing Well in the Age of AI. CWE staff provide tips for developing AI syllabus policies and designing writing assignments using AI that promote student learning.
AI Week: Ethics and Generative AI in the Classroom. Pamplin College faculty discuss the ethical dimensions of AI and ways to talk about it with students.
AI Week: Using Chat GPT in Course Design. Center for Instructional Innovation staff show how faculty can use generative AI programs to support course design.
Center for Instructional Innovation's Podcast, Speaking of Higher Ed: Conversations On Teaching and Learning, "Episode 3: Chatting about AI in Higher Ed with [AU Center for Writing Excellence leaders] Drs. Bond and Garner"
Speaking of Higher Ed... Podcast
Dayla Learning: Homeschooling the Humanities with Humanity AI Writing Series, "Part 1: Why are We Talking about This Now?" featuring AU Center for Writing Excellence director, Dr. Candis Bond
Dayla Learning: Homeschooling the Humanities with Humanity AI Writing Series, "Part 2: Why Do We Teach Academic Writing?" featuring AU Center for Writing Excellence director, Dr. Candis Bond
Dayla Learning: Homeschooling the Humanities with Humanity AI Writing Series, "Part 3: AI Tools and Neurodivergent Learners," featuring AU Center for Writing Excellence director, Dr. Candis Bond
S. Scott Graham, PhD, Associate Professor, Department of Rhetoric and Writing & Director
for Health, Humanities, and Medicine, Humanities Institute, University of Texas at
Austin.
AI is here. Automated writing tools are already freely available online and in popular word-processing applications. The newfound availability of these technologies has the potential to substantially disrupt teaching in higher education, especially where writing is involved. In addressing these issues, Dr. Graham will discuss the opportunities for and dangers of AI use in the classroom. The presentation will outline the nature of emerging generative AI technologies like ChatGPT, explore the risks associated with academic misconduct and FEPA violations, and offer some insights into how professors and students alike can leverage this new technological reality to support effective writing instruction and other learning goals.
Rebecca Hallman Martini, PhD., Director of the University of Georgia Writing Center
and Associate Professor of English
Lindsey Harding, PhD., Director of the University of Georgia Franklin College Writing
Intensive Program
Want to know what your students are thinking and learning and understanding in your class? Want to help your students know what they know? Writing can help! As a mode of learning, writing enables students to process information and concepts, make connections, and articulate their understanding. At the same time, writing-to-learn activities can give faculty crucial insights into student learning: the content they grasp and the sticky concepts they don’t. In this workshop, we'll explore writing to learn: what it is, why faculty across the curriculum should integrate it into their classes, and strategies to do so.
First, we’ll lay a foundation for writing to learn as an instructional practice based on decades of writing studies and related research. Next, we’ll share general writing-to-learn activities and a series of specific prompts that can be customized to your class and content, as well as feedback and assessment strategies to enable efficient and effective implementation of writing-to-learn activities. In small groups, participants will then work on adapting model assignments and discuss plans for curricular integration and assessment. Finally, participants will complete an action worksheet to finalize their writing-to-learn prompts and implementation plans. By the end of the session, participants will be ready to incorporate writing-to-learn activities into their classes to support student learning.
This spring, join staff from the CWE for monthly discussions of selected chapters from Bad Ideas About Writing (2017), a collection of essays by editors Cheryl E. Ball and Drew M. Loewe. Each month, we will read two to three chapters from Bad Ideas About Writing (about 10-15 pages total) and enjoy spirited, friendly conversation about writing pedagogy. All faculty, staff, and students interested in the teaching of writing are welcome. Bad Ideas About Writing can be accessed for free at this link (https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf). See the schedule below for dates, times, and topics.
