project 2

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.

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

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.