Document Type

Chapter

Abstract

Out of necessity, I first used ChatGPT to process mentally and emotionally two major injuries. Trapped at home for the entire summer, I learned to write with ChatGPT to complete a large-scale research project. The anthropomorphizing experience left me feeling less alone. For nearly a year, news about Al-generated writing software sparked nationwide concern about the future of traditional essays. As an early adopter of most digital technologies and the type of person who welcomes chaos, I chose to learn everything | could about ChatGPT, which meant I needed to learn how to "cheat" with ChatGPT. Inspired by similar assignments that ask students to "cheat," I developed a 3-part assignment that asks students to think critically about the linguistic, rhetorical, and discursive patterns of ChatGPT writing. Moreover, the assignment challenges students to think critically about authorship, revision, academic honesty, and the ethical use of Al throughout the writing process. The chapter concludes by posing questions about the role of ChatGPT in higher education, urging educators to both reevaluate their writing curriculum and better prepare students to use emerging writing tools for a digital multimodal linguistic future.

Journal/Book Title/Conference

Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions

Publisher

Utah State University

Publication Date

2024

First Page

217

Last Page

226

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