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Teaching Writing in the Age of AI
Strategies for Teachers of Secondary Students
Using AI tools like ChatGPT, Perplexity, and Gemini for authentic writing tasks, Hicks and Turner show how artificial intelligence can enhance writing lessons. They encourage teachers to embrace innovation and adaptation in an age when AI is undeniably becoming a permanent fixture in education.
Benefits
- Better understand the design and function of various genAI writing tools
- Preserve and enhance student writers’ creative agency with targeted genAI assistance
- Define acceptable, academically honest uses of genAI that prepare students for writing
- Examine genAI’s ability to inform students’ craft of persuasive or argumentative writing
- Explore how genAI can help students develop and create engaging narrative prose
TABLE OF CONTENTS
Introduction: Being and Becoming Writing Teachers in an Age of Generative AI
Chapter 1: Understanding GenAI, Addressing Concerns, and Exploring the Technology Behind the Tools
Chapter 2: Using a Framework for Thinking About GenAI in the Writing Classroom
Chapter 3: Developing Writers’ Agency and a Sense of Curiosity With GenAI
Chapter 4: Using GenAI to Examine and Begin Writing Tasks
Chapter 5: Engaging With GenAI for Argumentative Writing
Chapter 6: Engaging With GenAI for Narrative Writing
Chapter 7: Empowering Writers’ Agency in the Age of GenAI
Appendix: Annotated List of Gen AI Tools
REPRODUCIBLES
Chapter 3: Developing Writers’ Agency and a Sense of Curiosity With GenAI
- Figure 3.1: Note Catcher for Creating a Claim With Accompanying Image
- Figure 3.2: First Image of Socrates Produced by Fotor
- Figure 3.3: Second Image of Socrates Produced by Fotor
Chapter 4: Using GenAI to Examine and Begin Writing Tasks
- Figure 4.1: ChatGPT Output and Sample Student Response
- Figure 4.5: Output Analysis Tool
- Figure 4.6: Sample Student Response to Output Analysis Tool
Chapter 5: Engaging With GenAI for Argumentative Writing
Chapter 6: Engaging With GenAI for Narrative Writing
SUGGESTED RESOURCES
BOOKS
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., Mattos, M., & Muhammad, A. (2024). Learning by doing: A handbook for Professional Learning Communities at Work (4th ed.). Solution Tree Press.
WEBSITES
Introduction
Chapter 1
Chapter 4
Chapter 5
Epilogue
Appendix
EXAMPLE GENAI INTERACTIONS
Introduction:
Chapter 2
Chapter 3
- Michael Jordan
- Daisy Buchanan and Atticus Finch
- Socrates on ChatGPT
- Socrates on Gemini
- Finding a Mentor Text for Our Claim
- Taylor Swift
- Perplexity Climate Change
- Thesis Statement Evaluation
Chapter 4
- Examine Central Claim
- Co-Pilot Suggestions for Responding to NAEP Prompt
- Perplexity: “Why might a book be removed from a school library?”
- Co-Pilot Understanding Audience
- Co-Pilot Evaluating Evidence
- ChatGPT Response to NAEP Prompt
- Quillbot Outlines for Responding to NAEP Prompt (Feb 18, 2024)
- Rytr Plays with Tone for NAEP Prompt
Chapter 5
- What is climate change?
- Gaining Perspective on Climate Change (Chat GPT)
- RAFTS for Climate Change
- Co-Pilot Bias Analysis
- Co-Pilot Analysis of Greenpeace Response to Climate Report
- Co-Pilot Analysis of Heritage Foundation Response to Climate Report
- ChatGPT Suggestion for Sources
- ChatGPT RAFTS and Ranking for Evidence
- Gemini RAFTS for Evidence
- ChatGPT RAFT With Outline
- Perplexity RAFT With Outline
- Wordtune Revision
- Rytr Revision
- ChatGPT Feedback on Climate Change Essay
Chapter 6
