Concurrent Session #1: A New Era for Peer Review? Using ChatGPT as Drafting Support in University Writing Classes

Alternative Title

A New Era for Peer Review? Using ChatGPT as Drafting Support in University Writing Classes

Contributor

University of Central Florida. Faculty Center for Teaching and Learning; University of Central Florida. Division of Digital Learning; Teaching and Learning with AI Conference (2023 : Orlando, Fla.)

Location

Key West B

Start Date

24-9-2023 10:45 AM

End Date

24-9-2023 11:00 AM

Publisher

University of Central Florida Libraries

Keywords:

ChatGPT; Peer review; Argumentation; Writing instruction; Reflective exercises

Subjects

Academic writing--Computer-assisted instruction; Rhetoric--Computer-assisted instruction; Writing--Computer-assisted instruction; Academic writing--Study and teaching; Persuasion (Rhetoric)--Computer-assisted instruction

Description

This lightning session will discuss how integrating the review capabilities of ChatGPT into undergraduate writing classes supports students’ efforts to build compelling arguments. We position ChatGPT as an early process, exploratory interlocutor whose recommendations allow students to more efficiently recognize the strengths, limitations, and potential of their rhetorical positions.

Our presentation will walk participants through an exercise we call "Yes, But." "Yes, But" asks students to use ChatGPT to generate counterarguments (and fill in any gaps) in their thesis statements. This AI review is paired with complementary reflective writing exercises designed to encourage students to focus on constructive argument building.

Language

eng

Type

Presentation

Rights Statement

All Rights Reserved

Audience

Faculty

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Sep 24th, 10:45 AM Sep 24th, 11:00 AM

Concurrent Session #1: A New Era for Peer Review? Using ChatGPT as Drafting Support in University Writing Classes

Key West B

This lightning session will discuss how integrating the review capabilities of ChatGPT into undergraduate writing classes supports students’ efforts to build compelling arguments. We position ChatGPT as an early process, exploratory interlocutor whose recommendations allow students to more efficiently recognize the strengths, limitations, and potential of their rhetorical positions.

Our presentation will walk participants through an exercise we call "Yes, But." "Yes, But" asks students to use ChatGPT to generate counterarguments (and fill in any gaps) in their thesis statements. This AI review is paired with complementary reflective writing exercises designed to encourage students to focus on constructive argument building.