Paper1Draft.docx
Directions
Write an original working draft of 3-4 pages that answers one of the provided prompts (see the
Paper 1 Prompt
· The draft must include the following items:
· Introduction that sets up the paper.
· A clear and specific thesis (in the introduction).
· Body paragraphs that answer the prompt. Body paragraphs must have
· a topic sentence,
· specific info from the sources (the author’s name or title–if not author–is in parentheses at the end of each piece of info from a source),
· and the writer’s discussion, connection, and application of the source info.
· A conclusion that does more than summarize the paper.
· At least four sources (one annotated essay, one report or study, one other provided source, and one quality researched source).
· Students must attempt to put the paper in MLA format (s
ee OWL for helpLinks to an external site.
) and have a Works cited page (
see OWL for helpLinks to an external site.
).
· It must be uploaded to the assignment as a Word file by the start of class.
Paper1ReadingList.docx
Paper 1 Reading List
Some reading will take you into the library listing. Go to the View Online Now
section and choose a database.
Readings for the Annotation Assignment
When it Comes to Critical Thinking, AI Flunks the Test
Why You Should Rethink Your Resistance to ChatGPT
Did a Bot Do Your Work? Teaching Al Literacy Skills
The AI revolution already transforming education
AI in academic writing: Tool or Invader
Reports and Studies
Generative AI in first-year writing: An early analysis of affordances, limitations, and a
framework for the future
Student Use, Performance and Perceptions of ChatGPT on College Writing Assignments
AI in Academic Writing: Ally or Foe?
The Value, Benefits, and Concerns of Generative AI-Powered Assistance in Writing
“Grammarly” as AI-powered English Writing Assistant: Students’ Alternative for English
Writing
Students’ voices on generative AI: perceptions, benefits, and challenges in higher
education
AI-Assisted Enhancement of Student Presentation Skills: Challenges and Opportunities
Challenges for higher education in the era of widespread access to Generative AI
Challenges of artificial intelligence on the learning process in higher education
Higher education crisis: Academic misconduct with generative AI
Analysis of college students’ attitudes toward the use of ChatGPT in their academic
activities: effect of intent to use, verification of information and responsible use
Additional Readings
ChatGPT Has Changed Teaching. Our Readers Tell Us How
No ChatGPT Can’t be Your New Research Assistant
AI Means Professors Need to Raise Their Grading Standards: ChatGPT has transformed
grade inflation from a minor corruption to an enterprise-destroying blight
Legal and ethical rules of plagiarism
GPT-4 Can Already Pass Freshman Year at Harvard: Professors need to adapt to their
students’ new reality — fast
A Study Found That AI Could Ace MIT. Three MIT Students Beg to Differ
Writing and AI in College Education: A Brief Case Study
AI: The issue of bias
Generative AI in Academic Writing
Using AI ethically in writing assignments
UP HIGHER ED. ARE COLLEGES READY? A lot rides on the answer.
What ChatGPT Could Mean for Tutoring; AI tools could help personalize tutoring plans,
analyze coaching sessions, and potentially even take over as tutor. But is that a good
idea?
AI Literacy, Explained; What do students need to understand about the technology?
AI in Education: The leap into a new era of machine intelligence carries risks and
challenges, but also plenty of promise
The Impact of AI Chatbot-Based Learning on Students’ Motivation in English Writing
Classroom (from Innovative Technologies and Learning, 542-549)
How to cheat on your final paper: Assigning AI for student writing (from AI & Society,
vol 38, 1395-1405)
AI, Blockchain and Self-Sovereign Identity in Higher Education (book, any chapter is a
Paper1Ai.docx
Paper 1: Ai and College Writing
Prompts
Students will choose one of the following prompts and write a 3-4 page synthesized research paper to answer the prompt.
1. What are writers, especially college students, using Ai for? How and why?
a. The uses explored must closely related and make a unique group that differs from
other groups of uses.
b. These uses MUST be part of writing or the writing process.
c. For example, uses related to getting ideas for a paper.
2. What are the concerns writers, especially college students, have about AI? Why?
a. The concerns explored must closely related and make a unique group that differs
from other groups of concerns.
b. These concerns must be part of writing or the writing process.
c. For example, concerns related to accuracy.
3. In what ways does AI have potential to aid a writer and cause trouble?
a. This paper must uses Points of Comparison; the topics looked at must have both
good and bad side to them.
i. One example point of comparison is language, as there are ways it helps
and hurts.
b. The Points of Comparison must make a focused and closely related group.
i. One group could be good and bad with language and style.
4. What issues does AI pose for writers, especially college students? What causes them to occur and why are they a problem?
a. The issues must be a closely related group that differs from other groups of issues.
These are all possible issues, not just those with writing.
b. For example, the group could be about mistakes within content, with one point
being hallucinations.
5. What help can AI provide writers, especially college students? What good does it do and how does it provide assistance?
a. Each way it helps must be a closely related group different from other groups.
The assistance can be any helpful action, not just writing.
b. For example, the group could be about useful study tools, with one idea being its
ability to summarize reports and scholarly articles.
Objectives
Write a 3-4 page informative paper that informs the audience about AI usage (using one of the prompts above).
o The paper must have a focus; the points covered must be small unique group
withing the larger topic.
o It does not take a stand but instead informs the audience.
The paper must provide complete info. This will include describing what Ai does and
how it works, as well as any related reasons why.
Presents a useful introduction and conclusion.
o Start with an engaging introduction that hooks the reader, prepares them for the
paper, and states a thesis.
o Ends with a conclusion that goes beyond a summary of the paper, connecting
points into a group and providing importance and connection to the audience.
Provides a thoughtful and clear thesis that sets forth the student’s specific examination of AI.
Provides an easy-to-follow body.
o Paragraphs all work as a close united group.
o Paragraphs move smoothly from one to another.
Provides focused and manageable body paragraphs.
o Paragraphs will likely be a single aspect of the game or step in the game and how
or why it helps to achieve the desired goal.
o All paragraphs start with a clear, specific topic sentence.
o Each paragraph has clear coherence with each sentence moving smoothly from
beginning to end.
Collect and synthesize expert information from at least four quality sources.
o One source must come from the list of sources students annotated.
o One source must be a provide report or study.
o One source must come from any provided sources not already used.
o One source must be acquired by the student. The source must provide useful info
to the audience. It is not vague or only provides commonly known info.
o Students may use additional provided sources, but may only use one of their own
(unless proposed and allowed by the professor).
Present specific information in every body paragraph.
o The writer must make it clear what the idea is (describing it) and look at how (and
in some cases, why). This must come from sources.
Explain the experts’ views so the audience can understand what is going on. Explain
connections between points.
Properly integrate all material from sources. Have correct MLA citations for source
material with a correct Works Cited page. Make sure the paper is in correct MLA format.
Use Standard American English appropriate to an audience of collegiate peers and
faculty.
Directions
Find a prompt.
o Look through the prompt list and see what prompts the annotated text can help to
answer.
o Use the focused prompt list and see what provided reports and studies goes with
the prompts.
o Choose a single prompt from the list that includes the reports.
Gather research: Find additional sources, at least one provided and only one from
personal research) to help with the topic.
Synthesize and organize.
o Go through the sources and find possible points you can cover. Make sure that
these are specific, narrowed points and not large types.
o Choose a closely related group of points. Make sure there is something that
connects it beyond the larger topic. If you can define the group in a sentence
without any listing, you likely have a related group.
o Decide the most logical order for the points. Consider how they relate to one
another or even cause and effect.
Develop your draft. Use your sources to provide the needed information that illustrates
the focused idea of your paper.
