Quick Start Guide to AI and Writing

Updated 08/08/2023

What do I need to know about ChatGPT? 

For readers interested in learning some of the basic facts about ChatGPT and other Large Language Models (LLMs), the following pieces provide answers to some of the key questions that such technologies raise as well the basics of how they operate. 

What should I know about the possible ways I might choose to change teaching practices to respond to ChatGPT?

For MLA and CCCC member-readers, the following selection of articles offers an overview of the kinds of teaching and learning questions that LLMs raise for the college classroom.

What should I think about in relation to policies in my classroom for student writers?

Tools like ChatGPT raise a number of issues for teachers, including how to define academic integrity in relation to text generated with ChatGPT and  policy language to guide classroom practice around using LLMs. This set of texts offers models for possible ground rules and guidance. 

What should I think about if I want my students to learn more about AI writing and ChatGPT as part of a digital and information literacy curriculum? 

The articles in this section provide insights into some of the issues within ethics and education as faculty work to make strategic decisions about how to initiate discussions with students about digital literacy.

What do I need to know about the ethics of ChatGPT? 

The recommended sources in this section are go-to pieces that explain the ethical, and environmental  implications of ChatGPT. 

What do I need to know if I am considering encouraging student writers to use ChatGPT as part of their process?

These articles address issues that instructors should consider as they are determining how and whether to ask students to use ChatGPT. Topics include some of the ethics/data privacy considerations; pedagogical strategies and tools; planning strategically for the future, and academic integrity.

What should I know about student perspectives on ChatGPT?

To get a sense of how students are engaging with ChatGPT and perspectives raised about the impact on student line, start by reviewing this group of readings. 

What should I know about detection software?

Increasingly the public discourse around ChatGPT generating text is accompanied by just as robust of a discussion about how to detect AI-generated text. These articles offer multiple perspectives that capture the arguments around using detection software as well as strategies for initiating conversations with students about plagiarism or AI-generated text.  

What do I need to know if I’m interested in using ChatGPT to help me prepare course materials?

The use of AI tools for designing courses, lessons, or instruction is still developing. Furze’s article offers a starting point for readers interested in this topic. 

What should I read to learn more about perspectives on writing instruction and ChatGPT?

For writing instructors in particular, a number of perspectives have emerged ranging from “the sky is falling” for assigning students to write essays or other traditional texts to voices arguing that ChatGPT will improve the quality and experience of writing for students and teachers. These opinion columns reflect some of the various perspectives on this issue relevant to members of MLA and CCCC. 

curated and annotated by Anna Mills and Holly Hassel

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