This is what I value most in writing: the way it carries me from confusion to understanding, enforcing standards of clarity and persuasion along the way. At some point, I’ll start imagining an audience whose phantom quibbles and confusions can be addressed by writing better. Soon, I’ll see the outline of an argument I’ll trace it badly, then better, then well. But from long experience, I know these feelings will eventually subside. I list claims in a random order - then decide that most of them are indefensible. The Chronicle of Higher Education – The Review EssayĮach time I embark on a new writing project, I find that I’ve forgotten how to write. Why I’m Not Scared of ChatGPT – The limits of the technology are where real writing begins. I feel that students learning to approach writing as an iterative process is important and may be facilitated by ChatGPT. When advising a student writing their senior thesis, most often I am lucky to get them to produce a second draft after a single round of feedback. Thus, ChatGPT provides little assistance to students in my content courses.

In response to the issues with Chegg and the pandemic I require all exam free response question answers to be handwritten and turned in on paper in class or submitted as scanned pdfs for my online courses and prefer mostly diagrammed answers. Teaching and mentoring in STEM rather than the liberal arts and humanities, the only situations where I might run up against students employing ChatGPT are students writing theses, dissertations and research reports/manuscript drafts. Christopher Grobe puts forward an argument similar to mine that rather than trying to ban its use we need to adapt and perhaps incorporate ChatGPT into our teaching (and perhaps into our own writing method).

This week I continue the discussion on ChatGPT, how it will affect college teaching and learning and how we can address the effects.

What is natural science