Writing Software For Beginners: No Need to Specialize

In a writing group I joined recently online, the question of writing software for beginning writers came up. There’s a lot that beginning writers worry about because they haven’t found what works for them yet, but I don’t think software needs to be one of them. Not because there aren’t a lot of choices ofContinue reading “Writing Software For Beginners: No Need to Specialize”

Teaching and Assignment Design In The Age of ChatGPT Part 3: Coda

The quarter has ended and I’ve had a chance to reflect on what happened since I last reported on teaching AI in my classroom. It got weird at the end of the quarter. Some teachers would be alarmed. I’m actually encouraged and comforted. As I reported before, I taught lessons in which my students explicitlyContinue reading “Teaching and Assignment Design In The Age of ChatGPT Part 3: Coda”

Limits on AI: Teaching and Assignment Design In The Age of ChatGPT Part 1

I recently did a sort of impromptu experiment with my three sections of English 101 that revealed quite a bit about how framing—not to mention knowing authorship—affects how our students perceive a text. It may, in fact, illustrate why it matters if AI-generated text is labeled as AI-generated. In any case, it was a reallyContinue reading “Limits on AI: Teaching and Assignment Design In The Age of ChatGPT Part 1”

Academic Thanksgiving: We Love Librarians

It’s Thanksgiving in the USA, and for many of us it’s a tradition to name the things we’re grateful for. So today I want to name the group of people who are probably the most important part of academic work: librarians and archivists. We live in an age of easy information. Reasonable people can andContinue reading “Academic Thanksgiving: We Love Librarians”

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