Writefully So

In our latest Instructor-focused episode we discuss the space that AI-Generated text (ChatGPT) occupies in our classroom.  Topics include positive uses for the tool, addressing concerns over misuse and abuse (e.g., using AI generated text to write an essay or "conduct research"), classifying misuse of generated text as plagiarism, and many other issues around the capability. While this episode may not necessarily answer questions you may have about ChatGPT and its ethical use in the classroom, we hope that you will find it to be informative.  At the very least it may be calming to know that you aren't the only instructor unsure of how new, evolving technologies, may disrupt our classrooms.   

Some additional resources you may find helpful are: 

Watkins, Ryan. "Update your Course Syllabus for ChatGPT". Medium. https://medium.com/@rwatkins_7167/updating-your-course-syllabus-for-chatgpt-965f4b57b003

Chiang, Ted. "ChatGPT Is a Blurry JPEG of the Web". New Yorker. https://www.newyorker.com/tech/annals-of-technology/chatgpt-is-a-blurry-jpeg-of-the-web

Wolfram, Stephen. "What is ChatGPT Doing...and Why Does It Work?". Stephen Wolfram Writings. https://writings.stephenwolfram.com/2023/02/what-is-chatgpt-doing-and-why-does-it-work/

Of all the questions we get in the writing classroom each semester, "Can I use 'I' in my paper" has to be the one most asked, and it isn't even close.  Many of us have heard, and adhere to, "Don't use 'I' in your paper" but perhaps have forgotten why or never asked.  Realistically, unless formally required to not do so, there really is no restriction on using "I" in your writing.  That being said, your use of the subjective "I" should be used sparingly and in a way that is appropriate to the context and purpose of the text.  This week we breakdown this common "rule" and discuss when it may be appropriate to use "I". 

We're back for season 4 of your favorite niche podcast about first year college writing. We're starting this season with an important topic that is at the forefront of everyone's mind as we ask ourselves what it means to plagiarise in a world where AI generated text is a thing.  We discuss ethics, the difference between original intellectual property and AI generated text, and how to use your sources ethically. 

Intertextuality and Discursiveness allow opportunities for writers to bring their experiences (and texts) outside the writing classroom into what they are doing in the writing classroom.  Once you recognize that text does not exist in a vacuum and can be adapted to many different contexts, a entirely new world of expression is open to you.  This week we discuss how writing students (and instructors) can leverage intertextuality and discursiveness to their advantage. 

This week we return to our regularly scheduled programming with a student-centered discussion about the myth of the "Perfect" first draft.  There are a number of reasons why students may decide to submit a writing assignment without any revision, including they believe that their initial draft is "good enough."  The topic for this episode is debunking that myth.  Even experienced writers know that their first draft isn't their best draft.  So we discuss the benefits of including a "first" draft into your writing process. 

This week, we bring you a special episode of Writefully So.  What makes this episode so special? Well, for starters, we have a special guest this week from the California State University, San Marcos Faculty Center, Dr. Jimmy Young.  Secondly, we are stepping out of our usual format to bring you an episode targeted at educators of all levels who may be interested in using podcasts as a teaching or learning tool in their classroom.  There is a lot to consider, and while we cover much of it, there is still quite a bit we could address in a future episodes.  In addition to sharing his time this week, Dr. Young shared a number of additional resources you may want to consider adding to your reading list after listening to this episode. 

First, an article that discusses the use of podcasts in a Social Work education classroom: https://www.socialworker.com/feature-articles/technology-articles/power-podcasting-social-work-education/

The following NPR episodes discuss ways to start and, subsequently, structure your audio stories:

"How audio stories begin:" https://training.npr.org/audio/how-audio-stories-begin/

"Understanding story structure in 4 drawings:: https://training.npr.org/audio/understanding-story-structure-in-4-drawings/

Additionally, we have a sample class activity wherein the class listens to a short podcasts and scores it as a group using the assignment rubric (great way to establish expectations and verify that students understand what those expectations are). Here is a short podcast episode that our colleagues have used:

"These Days, Family Trees Look More Like A Forest (16-minutes):"  https://www.npr.org/2011/07/05/137627840/these-days-family-trees-look-more-like-a-forest)

Lastly, here is a blog from which Dr. Young adapted much of his own podcast assignment.

https://laureliversonhitchcock.org/2014/01/16/podcasting-for-social-work-students-part-1/

Ultimately, podcast tools vary widely, we've used podbean, Audacity (audio recording and editing software), Open Broadcasting Software (OBS), Zoom, and Anchor.fm.  However, there is a wide variety of tools out there that can be used to record and share your podcast. 

*Quick editors note, if using Zoom to capture podcast audio, make sure to set the advanced audio settings to record each guest as a separate track.  This will allow you to mix, edit, and adjust the quality of each individual's audio without affecting the entire recording.  It has come in handy; especially episodes like this one where we were plagued with recording an network issues.*

We're Back!  After a long summer break, Writefully So is back with an all new season of content.  This week we are tackling a common challenge many writers of all experience levels face: feeling anxious about writing.  Procrastination, writer's block, and other task avoidance behaviors are typically rooted in anxiety about the assignment.  Bill, Janette, and special guest Mea Hall, discuss how anxiety affects our feelings about writing, share stories where they felt anxious about writing, and offer alternate perspectives that may allow you to see writing as something fun as opposed to a chore to be suffered through. 

The feedback process can be challenging for students and instructors alike.  From the student perspective, instructor feedback may be too detailed, too vague, or too difficult to translate into revisions on a given paper.  Part of the challenge likely stems from a miscommunication between the instructor and the student as to the instructor's intent when giving feedback.  Feedback on a "one and done" paper with no opportunities for revision may seem like a waste of time from a student perspective.  But, as we discuss this week, the instructor's intent may be for the student to carry those lessons forward into the next writing assignment.  If you have ever struggled to interpret feedback from your instructors, this may be the podcast episode you have been waiting for. 

Chances are you have received feedback from your peer group in one or more of your classes.  It can be difficult to know how to respond to those comments.  This week we discuss why your instructor may be asking your to give (and receive) peer feedback and how to find value in nebulous comments like "I didn't understand it" or "it was okay".  

Time management is an often overlooked but essential writing skill.  Good writing doesn't happen by accident and you need to ensure you allow yourself time to write, revise, and submit your writing projects.  In this episode, we address the issue of time management by sharing advice that was helpful to us when we were students.