Document Type

Chapter

Abstract

This article presents a dialectical retrospective on thoughtfully integrating Generate AI tools such as ChatGPT into composition classrooms. Drawing on their experiences and research, the authors outline key principles for using AI as a supplemental aid rather than a replacement for student writing, promoting academic integrity, and fostering critical perspectives on the technology's capabilities and limitations. They share experimental classroom activities and assignments that engage students in hands-on exploration and reflection on their AI-assisted writing processes. Student responses reveal nuanced engagement with the tools to support rather than shortcut learning. The authors argue that attempting to simply prohibit AI use is counterproductive; instead, educators should bring it into the light, teaching students to use in transparently and critically.

Journal/Book Title/Conference

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

Publisher

Utah State University

Publication Date

2024

First Page

275

Last Page

285

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