Document Type
Chapter
Abstract
As writing teachers, we are strong proponents of process writing. At the same time, we are aware that early process work, especially in a group setting, can be time consuming and anxiety-inducing. Students may also self-censor when sharing work with peers especially if they are not confident in their ideas. Drawing on the process of nominal, electronic brainstorming, we created two different prompts that allowed students to incorporate generative Al into their idea generation process. This first activity improves the efficiency of individual idea generation, while the second exercise helps increase student confidence in their ideas in collaborative brainstorming situations. While students were more confident about their ideas and shared them more readily with their peers following the activities, questions arose about the quality of the ideas generated with generative Al. Responses were often generic, posing potential problems for writing classes such as the standardization of both language and ideas.
Journal/Book Title/Conference
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
Publisher
Utah State University
Publication Date
2024
First Page
97
Last Page
110
Recommended Citation
Tsufim, Franziska and Pomerleau, Lainie, "6. More is Less?: Using Generative AI for Idea Generation and Diversification in Early Writing Processes" (2024). Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions. Paper 37.
https://digitalcommons.usu.edu/teachingai/37