{"id":64117,"date":"2024-05-31T19:32:36","date_gmt":"2024-05-31T18:32:36","guid":{"rendered":"https:\/\/writingcommons.org\/?post_type=courses&#038;p=64117"},"modified":"2024-09-13T10:39:34","modified_gmt":"2024-09-13T09:39:34","slug":"writing-with-artificial-intelligence","status":"publish","type":"courses","link":"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/","title":{"rendered":"Writing with AI &#8211; Syllabus (ENC 3370)"},"content":{"rendered":"<div class=\"tts_content_wrapper_2\" >\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_69_1 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 eztoc-toggle-hide-by-default' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Exigency_%E2%80%93_The_Affordances_Constraints_of_Superintelligence\" title=\"Exigency &#8211; The Affordances &amp; Constraints of Superintelligence\">Exigency &#8211; The Affordances &amp; Constraints of Superintelligence<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Scope\" title=\"Scope\">Scope<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Requirements_%E2%80%94_Creative_Challenges\" title=\"Requirements &#8212; Creative Challenges\">Requirements &#8212; Creative Challenges<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Key_Benefits_of_Writing_Without_AI_for_Students\" title=\"Key Benefits of Writing Without AI for Students\">Key Benefits of Writing Without AI for Students<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#How_to_Write_Successfully_with_AI_Kairos-Driven_Prompts\" title=\"How to Write Successfully with AI: Kairos-Driven Prompts\">How to Write Successfully with AI: Kairos-Driven Prompts<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Build_a_Custom_Chatbot\" title=\"Build a Custom Chatbot\">Build a Custom Chatbot<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Practice_Critical_AI_Literacies\" title=\"Practice Critical AI Literacies\">Practice Critical AI Literacies<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#The_Future_of_Writing_Postplagiarism_Hybrid_Writing\" title=\"The Future of Writing: Postplagiarism &amp; Hybrid Writing?\">The Future of Writing: Postplagiarism &amp; Hybrid Writing?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Research_How_AI_Constrains_Enhances_Your_Agency_as_a_Human_Being\" title=\"Research How AI Constrains &amp; Enhances Your Agency as a Human Being\">Research How AI Constrains &amp; Enhances Your Agency as a Human Being<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Research_Deepfakes_Misinformation\" title=\"Research Deepfakes &amp; Misinformation\">Research Deepfakes &amp; Misinformation<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Imagine_the_Digital_Future_Optional_Project\" title=\"Imagine the Digital Future (Optional Project)\">Imagine the Digital Future (Optional Project)<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Learning_Objectives_%E2%80%93_Course_Goals\" title=\"Learning Objectives &#8211; Course Goals\">Learning Objectives &#8211; Course Goals<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Required_Texts\" title=\"Required Texts\">Required Texts<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Grading_Contract\" title=\"Grading Contract\">Grading Contract<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Contract_Grading_%E2%80%93_UnGrading_Resources\" title=\"Contract Grading \u2013 UnGrading Resources\">Contract Grading \u2013 UnGrading Resources<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Canvas_Workaround\" title=\"Canvas Workaround\">Canvas Workaround<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-17\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Grading_Criteria\" title=\"Grading Criteria\">Grading Criteria<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-18\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Grading_FAQs\" title=\"Grading FAQs\">Grading FAQs<\/a><ul class='ez-toc-list-level-4' ><li class='ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-19\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Conventions\" title=\"Conventions\">Conventions<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-20\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Audience_Awareness\" title=\"Audience Awareness\">Audience Awareness<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-21\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Style\" title=\"Style\">Style<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-22\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Content_Critical_Thinking\" title=\"Content &amp; Critical Thinking\">Content &amp; Critical Thinking<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-23\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Organization\" title=\"Organization\">Organization<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-4'><a class=\"ez-toc-link ez-toc-heading-24\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Design\" title=\"Design\">Design<\/a><\/li><\/ul><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-25\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#University_Policies\" title=\"University Policies\">University Policies<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-26\" href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/#Acknowledgements1\" title=\"Acknowledgements1\">Acknowledgements1<\/a><\/li><\/ul><\/nav><\/div>\n<h2 class=\"wp-block-heading has-text-align-left\"><span class=\"ez-toc-section\" id=\"Exigency_%E2%80%93_The_Affordances_Constraints_of_Superintelligence\"><\/span><a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/occasion-exigency\/\" title=\"Occasion, Exigency, Kairos \u2013 How to Decode Meaning-Making Practices\">Exigency<\/a> &#8211; The Affordances &amp; Constraints of Superintelligence<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>The rapid progression of generative artificial intelligence raises profound questions about the future of human agency, creativity, authorship, <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/copyright\/\" title=\"Copyright\">copyright<\/a>, intellectual property, and the role of writing in learning and knowledge production. In 2022 Anderson and Rainie, in partnership with the <a href=\"https:\/\/www.pewresearch.org\/internet\/2023\/02\/24\/the-future-of-human-agency\/\" target=\"_blank\" rel=\"noopener\" title=\"\">Pew Research Center<\/a>, surveyed 540 \u201ctechnology innovators, developers, business and policy leaders, researchers, academics and activists.&#8221; <strong>Remarkably, they found that 56% of the experts believe AI will <em>limit<\/em> human agency, expression, and creativity. <\/strong><\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img decoding=\"async\" width=\"1200\" height=\"756\" src=\"https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-16-at-81717-AM-1200x756.png\" alt=\"\" class=\"wp-image-64906\" srcset=\"https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-16-at-81717-AM-1200x756.png 1200w, https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-16-at-81717-AM-800x504.png 800w, https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-16-at-81717-AM-400x252.png 400w, https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-16-at-81717-AM-768x484.png 768w, https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-16-at-81717-AM-1536x968.png 1536w, https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-16-at-81717-AM.png 1948w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><\/figure><\/div>\n\n\n<p>In a subsequent study, Rainie and Anderson surveyed and canvassed, in partnership with Elon University\u2019s <em>&#8220;<a href=\"https:\/\/imaginingthedigitalfuture.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Imagining the Digital Future Center<\/a>,&#8221;<\/em> hundreds of global technology experts to investigate their thoughts on AI and the future of humanity. One of the five major concerns expressed by these global experts was the fear that <strong>&#8220;<a href=\"https:\/\/imaginingthedigitalfuture.org\/reports-and-publications\/the-impact-of-artificial-intelligence-by-2040\/ais-impact-by-2040-theme-3\/\">humanity could be greatly enfeebled by AI<\/a>:&#8221;<\/strong><\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>A share of these experts focused on the ways people\u2019s uses of AI could diminish human agency and skills. Some warned it will nearly eliminate critical thinking, reading and decision-making abilities and healthy, in-person connectedness, and lead to more mental health problems. Some said they fear the impact of mass unemployment on people\u2019s psyches and behaviors due to a loss of identity, structure and purpose. Some warned these factors combined with a deepening of inequities may prompt violence (Rainie and Anderson 2024).<\/p>\n<\/blockquote>\n\n\n\n<p>More recently, Leopold Aschenbrenner, a researcher at OpenAI, has speculated, based on historical trends, that AI may reach GAI &#8220;superintelligence&#8221; by 2027 (see <a href=\"https:\/\/situational-awareness.ai\/wp-content\/uploads\/2024\/06\/situationalawareness.pdf\" target=\"_blank\" rel=\"noopener\" title=\"\">Situational Awareness<\/a>). At that point Aschenbrenner predicts generative AI tools will be able to write as well as Ph.Ds in computer science &#8212; or any other topic in any language. <strong>Additionally, he argues that AI systems will no longer need humans to engage in inquiry. Rather, given their programmed thirst for <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/epistemology\/knowledge\/\" title=\"Knowledge\">knowledge<\/a>, they will be solving <a href=\"https:\/\/writingcommons.org\/section\/genre\/problem-definition\/\" title=\"Problem Definition\">new problems<\/a> and creating new medicines, surgical procedures, and <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/epistemology\/\" title=\"Epistemology \u2013 Theories of Knowledge\">ways of knowing<\/a>. They will be smarte<\/strong>r<strong> than humans.  <\/strong><\/p>\n\n\n\n<p><a href=\"https:\/\/www.cbsnews.com\/news\/geoffrey-hinton-ai-dangers-60-minutes-transcript\/\" target=\"_blank\" rel=\"noopener\" title=\"\">For Geoffrey Hinton, the &#8220;godfather of AI&#8221;  achieving &#8220;superintelligence&#8221;  may potentially be dangerous to humankind.<\/a><\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img decoding=\"async\" width=\"1200\" height=\"891\" src=\"https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-18-at-122258-PM-1200x891.png\" alt=\"This is a project by Aschenbrenner about when GAI systems will attain superintelligence.\" class=\"wp-image-64986\" srcset=\"https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-18-at-122258-PM-1200x891.png 1200w, https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-18-at-122258-PM-800x594.png 800w, https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-18-at-122258-PM-400x297.png 400w, https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-18-at-122258-PM-768x570.png 768w, https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-18-at-122258-PM-1536x1140.png 1536w, https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-06-18-at-122258-PM-2048x1521.png 2048w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><figcaption class=\"wp-element-caption\">Once AI systems attain superintelligence, will humans become lazy, expecting AI to do all of the writing and thinking? Ultimately, if AI takes puts a lot of people out of work, what will those folks do? Aschenbrenner, L. (2024, June, p. 48).<\/figcaption><\/figure><\/div>\n\n\n<p>In summary, the <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/occasion-exigency\/\" title=\"Occasion, Exigency, Kairos \u2013 How to Decode Meaning-Making Practices\">exigency<\/a> this course addresses is the question of <em>agency<\/em> &#8212; of whether the American people can be \u201cmasters of their technology and not its unthinking servants\u201d (NEH).  In response to eight creative challenges, students write <em>with<\/em> and <em>about<\/em> AI technologies. Experimenting with a variety of AI tools, they create arguments, songs, images, videos, deepfakes. Subsequently they reflect on their works and processes, questioning how the AI tools constrained and enhanced their self expression, thinking, and creativity.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Scope\"><\/span>Scope<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Regarding scope, this course will <em>not<\/em> address the environmental consequences associated with AI usage &#8212; although that, most assuredly, an important concern. Additionally, we do not address privacy and surveillance issues. Students will also not have time to become proficient with all of the AI systems we play around with. Rather, the goal is to introduce students to research and scholarship on AI and to engage them in some popular AI tools. Ideally, this puts them in an agentive position, a position to reflect critically on the constraints and affordances emerging AI tools. Note as well that although there are multiple assignments, they are all fairly brief &#8212; typically a couple of pages each with several deliverables.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Requirements_%E2%80%94_Creative_Challenges\"><\/span>Requirements &#8212; <a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/\" title=\"Writing with AI \u2013 Creative Challenges\">Creative Challenges<\/a><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Students will complete quizzes and assignments that must be written in class. They will also be assigned readings and required to annotate and discuss those readings.<\/p>\n\n\n\n<p>The primary assignments for the course are seven Creative Challenges and one optional assignment:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/key-benefits-of-writing-without-artificial-intelligence\/\" title=\"Key Benefits of Writing without Artificial Intelligence\">Key Benefits of Writing Without AI for Students<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/how-to-write-successfully-with-ai-kairos-driven-prompts\/\">How to Write Successfully with AI: Kairos-Driven Prompts<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/build-a-custom-chatbot\/\" title=\"Build a Custom Chatbot\">Build a Custom Chatbot<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/practice-critical-ai-literacies\/\" title=\"Practice Critical AI Literacies\">Practice Critical AI Literacies<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/the-future-of-writing-postplagiarism-hybrid-writing\/\" title=\"The Future of Writing: Postplagiarism &amp; Hybrid Writing?\">The Future of Writing: Postplagiarism &amp; Hybrid Writing?<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/research-how-ai-constrains-enhances-your-agency-as-a-human-being\/\" title=\"Research How AI Constrains &amp; Enhances Your Agency as a Human Being\">Research How AI Constrains &amp; Enhances Your Agency as a Human Being<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/research-deep-fakes-misinformation\/\" title=\"Research Deep Fakes &amp; Misinformation\">Research Deepfakes &amp; Misinformation<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/imagine-the-digital-future\/\" title=\"Imagine the Digital Future\">Imagine the Digital Future<\/a><\/li>\n<\/ol>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Key_Benefits_of_Writing_Without_AI_for_Students\"><\/span><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/key-benefits-of-writing-without-artificial-intelligence\/\" target=\"_blank\" rel=\"noopener\" title=\"Key Benefits of Writing without Artificial Intelligence\">Key Benefits of Writing Without AI for Students<\/a><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>For teachers, scholars and researchers in <a href=\"https:\/\/writingcommons.org\/section\/writing-studies-definition\/\">writing studies<\/a>, writing is not merely a means of <a href=\"https:\/\/writingcommons.org\/section\/literacy\/communication\/\">communication<\/a>, but a powerful tool for thinking and learning. By engaging in <a href=\"https:\/\/writingcommons.org\/section\/writing-process\/\">the writing process<\/a>, writers enhance their understanding of concepts, clarify their thoughts, and develop new insights. Given AI systems generate whole essays in seconds, the writing studies community worries hybrid writing &#8212; writing composed by humans in partnership with machines &#8212; will undermine human agency. They worry these systems will perpetuate inequalities as the LLMs (large learning language models) are based on the writing style and values of writers in Western, English-speaking countries. This limited representation may lead to a narrow worldview embedded in LLMs, which marginalizes or misrepresents the languages, dialects, and cultural nuances of underrepresented groups. They may reinforce gender stereotypes, racial prejudices, or other forms of discrimination when generating text or making predictions. Given this <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/\" title=\"Rhetorical Situation\">context<\/a>, this assignment constitutes <a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/\">the first of eight creative challenges<\/a> that undergraduates complete for <a href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/\"><strong>Writing with Artificial Intelligence<\/strong><\/a>. Inspired by a writing assignment created by Professor Whitney Gregg-Harrison at the University of Rochester, this assignment asks students to reflect on the benefits they gain by writing independently as opposed to engaging in &#8220;hybrid writing&#8221; &#8212; i.e., writing performed by humans in collaboration with generative AI tools, such as Chat GPT or Claude.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"How_to_Write_Successfully_with_AI_Kairos-Driven_Prompts\"><\/span><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/how-to-write-successfully-with-ai-kairos-driven-prompts\/\" title=\"How to Write Successfully with AI: Kairos-Driven Prompts\">How to Write Successfully with AI: Kairos-Driven Prompts<\/a><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>This assignment constitutes <a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/\">the second of eight creative challenges<\/a> that undergraduate students complete for <a href=\"https:\/\/writingcommons.org\/courses\/writing-with-artificial-intelligence\/\"><strong>Writing with Artificial Intelligence<\/strong><\/a>. The essay that follows the assignment calls for writing teachers to replace the term &#8220;engineering prompt&#8221; with &#8220;Kairos-Driven Prompt Design.&#8221;  Why? The internet is littered with tutorials\/<a href=\"https:\/\/writingcommons.org\/section\/genre\/infographic\/\">infographics<\/a> on &#8220;prompt engineering,&#8221; which refers to the processes involved in crafting strategic prompts \u2014 prompts that elicit the <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/information\/\">information<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/drafting\/\">drafts<\/a> you need from generative AI tools. Learning how to engage in strategic prompting is <a href=\"https:\/\/writingcommons.org\/section\/literacy\/critical-literacy\/\">a critical literacy<\/a> for <a href=\"https:\/\/writingcommons.org\/article\/professional-and-technical-communication-an-overview\/\">professional and technical writers<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/academic-writing-style-guide\/\">academic writers<\/a>, so it makes sense for this assignment to follow the <a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/key-benefits-of-writing-without-artificial-intelligence\/\">first creative challenge<\/a>, which asked students to reflect on what they gained by writing without AI. Yet what distinguishes this creative challenge from &#8220;engineering prompt tutorials&#8221; is that asks students to frame their tutorials based theory, research, and scholarship in <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/\">rhetoric<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/writing-studies-definition\/composition-studies\/\">composition<\/a>. Rather than writing from the perspective of an engineer, this challenge calls for students to adopt the <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-stance\/persona\/\">persona,<\/a> <a href=\"https:\/\/writingcommons.org\/article\/ethos\/\">ethos,<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/diction\/\">diction<\/a> of a &#8220;technorhetorician.&#8221;  Rather than using &#8220;engineering language,&#8221; students use the <a href=\"https:\/\/writingcommons.org\/section\/discourse\/\">discourse, <\/a><a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/register\/\">register<\/a> and knowledge-base of rhetoricians and compositionists. <\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Build_a_Custom_Chatbot\"><\/span><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/build-a-custom-chatbot\/\" target=\"_blank\" rel=\"noopener\" title=\"Build a Custom Chatbot\">Build a Custom Chatbot<\/a><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Chatbots are automated programs designed to engage users in conversation, serving a wide range of purposes from customer service and education to entertainment and personal assistance. With platforms like PoeAI, you can create bots for free without needing extensive technical expertise. Bots can be used for a multitude of purposes. Businesses can build customer service bots, personal trainers can build bots to help people schedule workouts, educators can build bots to help students. In this creative challenge, students research bots linked at or created at PoeAI. <a href=\"https:\/\/writingcommons.org\/section\/collaboration\/\">Working collaboratively<\/a>, they use Poe to develop a bot. They reflect on this experiment, questioning whether the possibility to create bots, even commercialize them, suggests that AI tools can provide humans with greater agency over their lives and creative projects.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Practice_Critical_AI_Literacies\"><\/span><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/practice-critical-ai-literacies\/\" target=\"_blank\" rel=\"noopener\" title=\"Practice Critical AI Literacies\">Practice Critical AI Literacies<\/a><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p><a href=\"https:\/\/aiandwriting.hcommons.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">The MLA-CCCC Joint Task Force on Writing and AI<\/a> (2023) defines critical AI literacy as knowledge of &#8220;not just how AI models work but also about the risk, rewards, capacities, and complications of AI tools&#8221; (<a href=\"https:\/\/hcommons.org\/app\/uploads\/sites\/1003160\/2023\/07\/MLA-CCCC-Joint-Task-Force-on-Writing-and-AI-Working-Paper-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">see point #8<\/a>). Thus, this creative challenge introduces <a href=\"https:\/\/www.aisnakeoil.com\/p\/eighteen-pitfalls-to-beware-of-in\" target=\"_blank\" rel=\"noreferrer noopener\">&#8220;18 Pitfalls in AI Journalism,&#8221;<\/a> to help students identify  <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-reasoning\/rhetorical-appeals\/logos\/logical-fallacies\/\">logical fallacies<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/research\/research-methodology\/\">methodological errors<\/a>, and <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/interpretation\/\">interpretive errors<\/a> in media &#8220;hype&#8221; about AI.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"The_Future_of_Writing_Postplagiarism_Hybrid_Writing\"><\/span><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/the-future-of-writing-postplagiarism-hybrid-writing\/\" target=\"_blank\" rel=\"noopener\" title=\"The Future of Writing: Postplagiarism &amp; Hybrid Writing?\">The Future of Writing: Postplagiarism &amp; Hybrid Writing?<\/a><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>GAI (generative artificial intelligence) tools are a true conundrum for academics: On the one hand, most GAI tools are fueled by the greatest theft of intellectual property of all time. They challenge <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/information-literacy-perspectives-practices\/information-has-value\/academic-integrity\/\">academic integrity<\/a> <a href=\"https:\/\/writingcommons.org\/section\/discourse\/discourse-conventions\/\">discourse conventions<\/a> and empower <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/information-literacy-perspectives-practices\/information-has-value\/plagiarism\/\">plagiarism<\/a>. On the other hand, they expedite <a href=\"https:\/\/writingcommons.org\/section\/research\/\">research<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/writing-process\/\">writing processes<\/a>. In response to this dilemma, this creative challenge historicizes <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/copyright\/\">copyright laws<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/information-literacy-perspectives-practices\/information-has-value\/plagiarism\/\">plagiarism conventions<\/a>, introduces students to recent <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/copyright\/\">copyright<\/a> controversies, and challenges students to analyze whether society needs to redefine <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/information-literacy-perspectives-practices\/information-has-value\/intellectual-property\/\">IP (Intellectual Property)<\/a> standards in response to the ubiquitousness of GAI tools and the move toward hybrid writing &#8212; i.e., writing <a href=\"https:\/\/writingcommons.org\/section\/collaboration\/coauthorship\/\">coauthored<\/a> by machines and humans. Building on the past creative challenges, this writing assignment maintains the course&#8217;s focus on the critical AI literacies students need to develop to use AI critically. According to <a href=\"https:\/\/aiandwriting.hcommons.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">The MLA-CCCC Joint Task Force on Writing and AI<\/a> (2023), we need to foreground these literacies in our classrooms so students don&#8217;t offshore thinking, research, writing, and design to GAI tools. Students using powerful AI writing tools &#8212; and especially students who aspire to be content creatives\/knowledge workers &#8212; need to understand the key <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/information-literacy-perspectives-practices\/information-has-value\/intellectual-property\/\">intellectual property debates<\/a> surrounding composing in the age of AI.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Research_How_AI_Constrains_Enhances_Your_Agency_as_a_Human_Being\"><\/span><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/research-how-ai-constrains-enhances-your-agency-as-a-human-being\/\" target=\"_blank\" rel=\"noopener\" title=\"Research How AI Constrains &amp; Enhances Your Agency as a Human Being\">Research How AI Constrains &amp; Enhances Your Agency as a Human Being<\/a><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>In response to AI, human agency is a major concern. According to a Pew Research Center study \u2014 \u201c<a href=\"https:\/\/www.pewresearch.org\/internet\/2023\/02\/24\/the-future-of-human-agency\/\" target=\"_blank\" rel=\"noreferrer noopener\">The Future of Human Agency<\/a>\u201d Anderson &amp; Rainie (2022) &#8212; the major question confronting humanity with the rise of AI is, \u201cWhat is the future of human agency?\u201d Trillions of dollars are pouring intro AI research and development.  Thus, this challenge introduces <strong>the question of <em>agency<\/em><\/strong> &#8212; of whether users of GAI (generative artificial intelligence) tools can be \u201cmasters of their technology and not its unthinking servants\u201d (NEH).  For this creative challenge, students experiment with AI tools to develop something novel &#8212; something they couldn&#8217;t imagine doing without AI, such as writing songs with Suno AI, creating videos with Adobe Express, or manipulating images with Adobe Firefly. After engaging in a <a href=\"https:\/\/writingcommons.org\/section\/research\/research-methods\/qualitative-research\/\">qualitative<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/research\/research-methods\/empirical-research-methods\/\">empirical research experiment<\/a> to explore the possibilities of a new GAI tool, students reflect how these AI tools <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-theory\/rhetoric-apparatus-theory\/\">enhanced or constrained<\/a> their <a href=\"https:\/\/writingcommons.org\/section\/writing-process\/\">creative<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/literacy\/21st-century-literacies-cognitive-intrapersonal-and-interpersonal-competencies\/\">cognitive processes<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Research_Deepfakes_Misinformation\"><\/span><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/research-deep-fakes-misinformation\/\" target=\"_blank\" rel=\"noopener\" title=\"Research Deep Fakes &amp; Misinformation\">Research Deepfakes &amp; Misinformation<\/a><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Deepfakes refer to AI-generated synthetic media that manipulate or create convincing visual and audio content of real people. These technologies use deep learning algorithms to produce face swaps, voice cloning, full body puppetry, and text-to-speech synthesis, mirroring ancient sophistry&#8217;s <a href=\"https:\/\/writingcommons.org\/article\/pathos\/\">appeals to emotion<\/a> and tribal loyalties. In today&#8217;s knowledge economy, being able to identify deepfakes and other forms of misinformation is a critical AI competency, <a href=\"https:\/\/writingcommons.org\/section\/literacy\/\">a basic literacy<\/a>. Not surprisingly, <a href=\"https:\/\/hcommons.org\/app\/uploads\/sites\/1003160\/2023\/07\/MLA-CCCC-Joint-Task-Force-on-Writing-and-AI-Working-Paper-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">the MLA CCCC Taskforce on Writing and AI <\/a>has argued teaching critical AI literacy is crucial for our students and democracy. Thus, this challenges introduces students to <a href=\"https:\/\/writingcommons.org\/section\/research\/\">research<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/research\/scholarship\/\">scholarship<\/a> on deepfakes, their impact on society, and the importance of understanding and combating misinformation. Students conduct <a href=\"https:\/\/writingcommons.org\/section\/research\/research-methods\/textual-methods\/\">textual research<\/a> on how AI-generated deepfakes exploit cognitive biases, social dynamics, and information ecosystems. Students critically analyze misinformation, write an<a href=\"https:\/\/writingcommons.org\/section\/genre\/annotated-bibliography\/\"> annotated bibliography<\/a>, and create a deepfake or information campaign.  <\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Imagine_the_Digital_Future_Optional_Project\"><\/span><a href=\"https:\/\/writingcommons.org\/projects\/writing-with-ai\/imagine-the-digital-future\/\" target=\"_blank\" rel=\"noopener\" title=\"Imagine the Digital Future\">Imagine the Digital Future<\/a> (Optional Project)<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>The rapid progression of generative artificial intelligence raises profound questions about the future of <a href=\"https:\/\/writingcommons.org\/section\/writing-process\/\">human creativity<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/collaboration\/coauthorship\/\">authorship<\/a>, and <a href=\"https:\/\/writingcommons.org\/section\/literacy\/writing\/\">the role of writing<\/a> in learning and <a href=\"https:\/\/writingcommons.org\/section\/research\/\">knowledge production<\/a>. Rainie and Anderson (2024) from Elon University&#8217;s <a href=\"https:\/\/imaginingthedigitalfuture.org\/\" target=\"_blank\" rel=\"noreferrer noopener\">Imagining the Digital Future Center<\/a> surveyed and canvassed hundreds of global technology experts to investigate their thoughts on AI and the future of humanity. Their study findings revealed a mix of public trepidation and optimism about AI&#8217;s consequences: two-thirds of the experts expect negative impacts on personal privacy, over half foresee risks to employment opportunities and the integrity of politics and elections, and 40% fear AI could worsen societal civility. In response to these questions, this challenge asks students to tackle one of the core questions (along with climate change, war, hunger, and social injustice) facing humanity: <em>Will the rise of generative artificial intelligence (GAI) limit human agency? <\/em>A capstone project, students write an essay that theorizes about the future of human agency and writing in the age of AI.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large is-resized\"><img decoding=\"async\" src=\"https:\/\/writingcommons.org\/wp-content\/uploads\/2024\/06\/Screen-Shot-2024-02-23-at-82810-AM-1200x730.png\" alt=\"\" class=\"wp-image-65028\" style=\"width:1029px;height:auto\"\/><\/figure><\/div>\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Learning_Objectives_%E2%80%93_Course_Goals\"><\/span><strong>Learning Objectives &#8211; Course Goals<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Demonstrate the ability to find and use AI tools for specific purposes, genres, and media while maintaining authorial <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/purpose\/\" title=\"Purpose \u2013 Aim of Discourse \u2013 Intention\">agency<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-stance\/voice\/\" title=\"Voice\">voice<\/a>.<\/li>\n\n\n\n<li>Learn to use GAI tools critically to accomplish aims<\/li>\n\n\n\n<li>Learn to employ <a href=\"https:\/\/writingcommons.org\/section\/literacy\/critical-literacy\/\" title=\"Critical Literacy\">critical frameworks<\/a> to identify and debunk AI \u201c hype\u201d<\/li>\n\n\n\n<li>Learn strategies for preserving agency, human creativity, critical thinking, and decision-making while using AI to create, research, and learn<\/li>\n\n\n\n<li>Understand the ethical issues associated with large language models <\/li>\n\n\n\n<li>Demonstrate the ability to critically evaluate AI-generated texts and identify when human intervention and original thought are necessary<\/li>\n\n\n\n<li>Demonstrate the ability to develop strategic AI prompts to <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/\" title=\"Information Literacy \u2013 Discerning Quality Information from Noise\">locate and evaluate information<\/a>, develop ideas, structure arguments, and refine drafts, all the while maintaining <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/authority\/\" title=\"Credibility &amp; Authority \u2013 How to Be Credible &amp; Authoritative in Speech &amp; Writing\">authorial contro<\/a>l<\/li>\n<\/ol>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Required_Texts\"><\/span><strong>Required Texts<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li>All texts will be provided through Canvas\/Perusall or will be freely available on the internet.<\/li>\n\n\n\n<li><a href=\"https:\/\/edu.gcfglobal.org\/en\/googledocuments\/\">GCF Global. Google Drive and Docs<br><\/a>This is a thorough, free guide to using gDocs. You\u2019ll need this resource if you are unsure how to create and share gDocs.<\/li>\n\n\n\n<li><a href=\"https:\/\/writingcommons.org\/\" title=\"Writing Commons\">Writing Commons<\/a><br>You can block the ads by adding <a href=\"https:\/\/chrome.google.com\/webstore\/detail\/adblock-plus-free-ad-bloc\/cfhdojbkjhnklbpkdaibdccddilifddb?hl=en-US\">Adblock Plus<\/a>, a free Chrome extension. The ad blocker works great.<\/li>\n<\/ol>\n\n\n\n<figure class=\"wp-block-image alignfull\"><img decoding=\"async\" src=\"https:\/\/lh7-us.googleusercontent.com\/7qZUDYrrm4Qx19Ckzws4yssfjZ_6XCPs91ZOpQrdPf7glUwjK8jhBk-n3wwIXQoSuB0hTXHaGJxbLlbeSDuyDWpxoN4TQz1jNnBNJL7lnMS2eJV2siiRTYhVKXXdLdvbJc3yv-W_E5-3BVqATL--leg\" alt=\"\"\/><figcaption class=\"wp-element-caption\">Just as Orville Wright&#8217;s first flight marked the dawn of a new era in aviation, today&#8217;s AI, still in its infancy, is rapidly evolving and poised to transform our future. Soon &#8212; maybe as early as 2027 &#8212; AI systems may achieve superintelligence: When this happens, they will surpass Ph.D. researchers in intelligence. They will conduct their own independent research. Humans will no longer be the smartest beings on the planet (Aschenbrenner 2024).<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading has-text-align-left\"><span class=\"ez-toc-section\" id=\"Grading_Contract\"><\/span>Grading Contract<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Your grades will be based on your <em>labor<\/em> over the semester. This approach is called<a href=\"https:\/\/writingcommons.org\/article\/so-your-instructor-is-using-contract-grading\/\"> &#8220;labor-based or contract grading.\u201d<\/a> Ideally, contract grading frees you up to try new things because you won&#8217;t be penalized for taking risks. In fact, I strongly (!!) encourage you to try new things and push yourself. Growth and strength result from struggle and working through confusion.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Contract_Grading_%E2%80%93_UnGrading_Resources\"><\/span><strong>Contract Grading \u2013 UnGrading Resources<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/writingcommons.org\/article\/so-your-instructor-is-using-contract-grading\/\">Contract Grading \u2013 So Your Instructor Is Using Contract Grading<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/asaobinoue.blogspot.com\/p\/labor-based-grading-contract-resources.html\">Labor-Based Grading Resources<\/a> by <a href=\"https:\/\/search.asu.edu\/profile\/3341379\">Asao Inoue<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/wac.colostate.edu\/books\/perspectives\/labor\/\">Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom, 2nd Edition<\/a><\/li>\n<\/ol>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Canvas_Workaround\"><\/span><strong>Canvas Workaround<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Assignments in Canvas will be marked as &#8220;Complete&#8221; or &#8220;Incomplete.\u201d Nonetheless, Canvas will show you a percentage in your \u201cGrades\u201d view. However, because we are using a labor-based contract the Canvas grade percentage means nothing. Absolutely nothing. Ignore it. Any cumulative percentage that Canvas might show you is meaningless.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Grading_Criteria\"><\/span><strong>Grading Criteria<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>You earn a score of completion<\/strong> on an assignment by completing it as described in the assignment description. Your submissions should demonstrate you have read the readings associated with an assignment. <\/li>\n\n\n\n<li><strong>You earn an incomplete<\/strong> by failing to submit an assignment, by submitting an assignment that cannot be opened\/read or, when required, commented on; by submitting an assignment that is not responsive to the assignment prompt; or by submitting work that is <a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/writer-based-prose-style\/\" title=\"Writer-Based Prose\">writer-based<\/a> as opposed to <a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/reader-based-prose-style\/\" title=\"Reader-Based Prose\">reader-based<\/a> &#8212; i.e., writing that is sloppy, writing that is so personalized, so idiosyncratic, that readers cannot successfully interpret it. <a href=\"https:\/\/writingcommons.org\/section\/discourse\/\" title=\"Discourse\">Discourse<\/a> may be called <a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/writer-based-prose-style\/\">writer-based<\/a> when it lacks an <a href=\"https:\/\/writingcommons.org\/section\/organization\/organizational-structures\/\" title=\"Organizational Structures\">organizational structure<\/a> other than a stream of consciousness, when it departs so significantly from <a href=\"https:\/\/writingcommons.org\/section\/standard-written-english\/\">standard written English<\/a> that readers cannot decipher what the writer is saying. Furthermore, writing that does not in my opinion seem like prose from one human to another human will be marked as incomplete.  <\/li>\n<\/ol>\n\n\n\n<p>To earn an <strong>A<\/strong> in this course, you will need to<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>receive a complete on all eight creative challenges<\/li>\n\n\n\n<li>complete all of the annotations\/readings assigned in Perusall<\/li>\n\n\n\n<li>attend all but three classes<\/li>\n<\/ol>\n\n\n\n<p>To earn a <strong>B<\/strong> in this course, you need to<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>receive a complete on the first seven creative challenges<\/li>\n\n\n\n<li>not be noticeably late to in-person class meetings more than twice.\n<ul class=\"wp-block-list\">\n<li>Three late arrivals will constitute one missed assignment. <\/li>\n\n\n\n<li>Five late arrivals will constitute a second missed assignment<\/li>\n\n\n\n<li>Following five late arrivals, each lateness will result in a course grade deduction. So, for instance, a final grade of a B will become a C.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n\n\n\n<p>To earn a <strong>C<\/strong> in this course, you need to<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Meet the expectations for a B, yet receive a complete on six of the first seven creative challenges<\/li>\n<\/ol>\n\n\n\n<p>To earn a <strong>D<\/strong> in this course, you need to<\/p>\n\n\n\n<ol start=\"2\" class=\"wp-block-list\">\n<li>Meet the expectations for a B, yet receive a complete on six of the first seven creative challenges.<\/li>\n<\/ol>\n\n\n\n<p>In summary, your grades are based primarily on your labor as opposed to the quality of your work.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Grading_FAQs\"><\/span><strong>Grading FAQs<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p><em>If you are grading based primarily on labor rather than quality and assigning \u201ccomplete\u201d or \u201cincomplete\u201d grades, what sort of critical feedback can I expect to receive?<\/em><\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Conventions\"><\/span>Conventions<span class=\"ez-toc-section-end\"><\/span><\/h4>\n\n\n\n<p>Depending on the rhetorical context, I&#8217;ll consider the conventions that govern <a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/academic-writing-style-guide\/\" title=\"Academic Writing \u2013 How to Write for the Academic Community\">academic<\/a> or <a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/professional-writing-style-guide\/\" title=\"Professional Writing \u2013 How to Write for the Professional World\">professional writing<\/a>:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li> <a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/academic-writing-style-guide\/\" title=\"Academic Writing \u2013 How to Write for the Academic Community\">Academic Writing \u2013 How to Write for the Academic Community<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/professional-writing-style-guide\/\">Professional Writing \u2013 How to Write for the Professional World<\/a><\/li>\n<\/ol>\n\n\n\n<h4 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Audience_Awareness\"><\/span><a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/audience\/\">Audience Awareness<\/a><span class=\"ez-toc-section-end\"><\/span><\/h4>\n\n\n\n<p>I will assess whether your work is responsive to the needs and interests of its target <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/audience\/\">audience (e.g., readers, listeners, or users<\/a>). As NCTE\u2019s (National Council of Teachers of English) Position Statement on <a href=\"https:\/\/ncte.org\/statement\/teachingcomposition\/\">\u201cUnderstanding and Teaching Writing: Guiding Principles\u201d<\/a> (Adler-Kassner et. al. 2018) notes, <em><a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/audience\/\" title=\"Audience Awareness \u2013 How To Boost Clarity in Communications\">audience awareness<\/a> <\/em>is a critical concern of writers during <a href=\"https:\/\/writingcommons.org\/section\/literacy\/writing\/\" title=\"Writing\">composing<\/a> (along with <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/purpose\/\">purpose<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/\">context<\/a>):<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>When writers produce writing, they take into consideration <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/purpose\/\">purposes<\/a>, audiences, and <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/occasion-exigency\/\">contexts<\/a>. This leads them to make intentional choices about the elements that go into writing:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>content (the <a href=\"https:\/\/writingcommons.org\/section\/grammar\/sentences\/sentence-errors\/subject-verbs-objects\/\">subject<\/a> or focus of the writing);<\/li>\n\n\n\n<li>form (the shape of the writing, including its <a href=\"https:\/\/writingcommons.org\/section\/organization\/\">organization<\/a>, structure, <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/flow\/\">flow<\/a>, and composition elements like <a href=\"https:\/\/writingcommons.org\/section\/style\/diction\/\">words<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/writing-studies-definition\/semiotics-sign-signifier-signified\/\">symbols<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/medium-media-social-media\/visual-language\/\">images<\/a>, etc.);<\/li>\n\n\n\n<li><a href=\"https:\/\/writingcommons.org\/section\/style\/\">style<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/style\/register\/\">register<\/a> (the choice of discourse (aka <a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/\">writing style<\/a>] and <a href=\"https:\/\/writingcommons.org\/section\/grammar\/sentences\/sentence-structure\/\">syntax<\/a> used for the writing, chosen from among the vast array of language systems [often called \u201cdialects\u201d] that are available for the writer); and <a href=\"https:\/\/writingcommons.org\/section\/grammar\/mechanics\/\">mechanics<\/a> (<a href=\"https:\/\/writingcommons.org\/section\/grammar\/mechanics\/punctuation\/\">punctuation<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/citation\/\">citational style<\/a>, etc.)\u201d (\u201cUnderstanding\u201d 2022).<\/li>\n<\/ol>\n<\/blockquote>\n\n\n\n<h4 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Style\"><\/span><a href=\"https:\/\/writingcommons.org\/section\/style\/\">Style<\/a><span class=\"ez-toc-section-end\"><\/span><\/h4>\n\n\n\n<p>I will assess whether the writer(s) has adopted an<a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/\"> an appropriate writing style<\/a> given <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/\" title=\"Rhetorical Situation\">the rhetorical situation<\/a>. Are the writer\u2019s appeals to <a href=\"https:\/\/writingcommons.org\/article\/ethos\/\" title=\"Ethos\">ethos<\/a> and <a href=\"https:\/\/writingcommons.org\/article\/pathos\/\" title=\"Pathos\">pathos<\/a> appropriate given the <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/audience\/\" title=\"Audience Awareness \u2013 How To Boost Clarity in Communications\">audience<\/a>? Have they established a consistent <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-stance\/voice\/\" title=\"Voice\">voice<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-stance\/tone\/\" title=\"Tone\">tone<\/a>, and <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-stance\/persona\/\" title=\"Persona\">persona<\/a>? To assess whether the text is <a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/writer-based-prose-style\/\" title=\"Writer-Based Prose\">writer-based<\/a> or <a href=\"https:\/\/writingcommons.org\/section\/style\/writing-styles\/reader-based-prose-style\/\" title=\"Reader-Based Prose\">reader-based based<\/a>, I will evaluate its <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/clarity\/\">clarity<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/brevity\/\">brevity<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/coherence\/\">coherence<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/flow\/\">flow<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/inclusive-language\/\">inclusivity<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/simplicity\/\">simplicity<\/a>, and <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/unity\/\">unity<\/a>. <\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Content_Critical_Thinking\"><\/span>Content &amp; Critical Thinking<span class=\"ez-toc-section-end\"><\/span><\/h4>\n\n\n\n<p>I will evaluate whether the writer has provided the <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/evidence\/\" title=\"Evidence\">evidence<\/a> and reasoning readers need to correctly interpret the work. Regarding <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/evidence\/\" title=\"Evidence\">evidence<\/a>, is the <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/information\/\" title=\"Information, Data, Content \u2013 Building Blocks Of The Digital Information Age\">content<\/a> responsive to what the <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/audience\/\" title=\"Audience Awareness \u2013 How To Boost Clarity in Communications\">audience knows\/feels<\/a> about the topic? Has the writer created an authoritative text by providing  a consistent credible <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-stance\/voice\/\" title=\"Voice\">voice<\/a>, <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-stance\/tone\/\" title=\"Tone\">tone<\/a>, and <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-stance\/persona\/\" title=\"Persona\">persona<\/a>? Have they employed the <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/\" title=\"Information Literacy \u2013 Discerning Quality Information from Noise\">information literacy conventions<\/a> academic and professional readers expect? For instance, have they provided the sources and details readers need to assess the <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/authority\/\" title=\"Credibility &amp; Authority \u2013 How to Be Credible &amp; Authoritative in Speech &amp; Writing\">credibility<\/a> of their <a href=\"https:\/\/writingcommons.org\/section\/genre\/argument-argumentation\/claim\/\" title=\"Claim\">claims<\/a>? Additionally, I will assess whether the writer has maintained a consistent line of inquiry or analysis throughout the paper. Has the writer demonstrated a clear progression of ideas, <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/flow\/\" title=\"Research Question\">where each new piece of information logically builds on the previous one.<\/a>  This approach ensures that the reasoning is <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/clarity\/\" title=\"Clarity (in Speech and Writing)\">clear<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/coherence\/\" title=\"Coherence \u2013 How to Achieve Coherence in Writing\">coherent<\/a>, effectively addressing <a href=\"https:\/\/writingcommons.org\/section\/revision\/revise-for-thesis-or-research-qustion\/\" title=\"Revise for Thesis or Research Question\">the thesis<\/a> or <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/purpose\/research-question\/\" title=\"Research Question\">research question<\/a> and demonstrating thorough <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/information\/\" title=\"Information, Data, Content \u2013 Building Blocks Of The Digital Information Age\">content<\/a> and critical thinking.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Organization\"><\/span><a href=\"https:\/\/writingcommons.org\/section\/organization\/\">Organization<\/a><span class=\"ez-toc-section-end\"><\/span><\/h4>\n\n\n\n<p>An illogical progression or <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/coherence\/\" title=\"Coherence \u2013 How to Achieve Coherence in Writing\">lack of cohesiveness<\/a> will hinder <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/clarity\/\" title=\"Clarity (in Speech and Writing)\">clarity<\/a> and undermine the effectiveness of the writing. A well-organized paper demonstrates an understanding of <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/\" title=\"Rhetorical Situation\">the rhetorical situation<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/audience\/\" title=\"Audience Awareness \u2013 How To Boost Clarity in Communications\">audience&#8217;s needs<\/a>, resulting in a clear and compelling piece. Hence, I will assess check the document for logical flow &#8212; whether the writer maintains a consistent line of inquiry or analysis throughout the paper. This involves <a href=\"https:\/\/writingcommons.org\/section\/organization\/paragraphs\/flow-transitions-coherence-paragraph-level\/\" title=\"Flow, Transitions, Coherence @ Paragraph Level\">ensuring that every section and paragraph supports the central focus<\/a>\u2014the <a href=\"https:\/\/writingcommons.org\/article\/the-thesis\/\" title=\"The Thesis\">thesis<\/a>, hypothesis, or <a href=\"https:\/\/writingcommons.org\/section\/rhetoric\/rhetorical-situation\/purpose\/research-question\/\" title=\"Research Question\">research question<\/a> that drives the <a href=\"https:\/\/writingcommons.org\/section\/discourse\/narration\/\" title=\"Narration\">narrative<\/a> or argument. In other words, I&#8217;ll consider whether the writer has structured their work with <a href=\"https:\/\/writingcommons.org\/section\/organization\/paragraphs\/flow-transitions-coherence-paragraph-level\/\" title=\"Flow, Transitions, Coherence @ Paragraph Level\">a clear and logical progression of supporting points<\/a>, ensuring <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/coherence\/\" title=\"Coherence \u2013 How to Achieve Coherence in Writing\">cohesiveness<\/a> and unity throughout. This involves ensuring that every section and paragraph supports the central focus &#8212; the thesis, hypothesis, research question that drives the narrative.This also involves ensuring each new idea builds logically on the previous one, adhering to <a href=\"https:\/\/writingcommons.org\/section\/organization\/organizational-patterns-structures\/given-to-new-information\/\" title=\"Given-to-New Order\">the given-to-new contract<\/a>. I&#8217;ll also consider whether <a href=\"https:\/\/writingcommons.org\/section\/organization\/organizational-patterns-structures\/deductive-order-deductive-reasoning-deductive-writing\/\" title=\"Deductive Order, Deductive Reasoning, Deductive Writing\">deductive<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/organization\/organizational-patterns-structures\/inductive-organization-inductive-writing\/\" title=\"Inductive Order, Inductive Reasoning, Inductive Writing\">inductive reasoning<\/a> are applied appropriately, depending on the nature of the argument or <a href=\"https:\/\/writingcommons.org\/section\/discourse\/narration\/\" title=\"Narration\">narrative<\/a>. Headers should be used effectively to make the content <a href=\"https:\/\/writingcommons.org\/section\/design\/page-design\/\" title=\"Page Design \u2013 How to Design Messages for Maximum Impact\">scannable<\/a>. <\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Design\"><\/span><a href=\"https:\/\/writingcommons.org\/section\/design\/\">Design<\/a><span class=\"ez-toc-section-end\"><\/span><\/h4>\n\n\n\n<p>I will assess whether the writer has effectively applied key <a href=\"https:\/\/writingcommons.org\/section\/design\/principles-of-design\/\" title=\"Design Principles \u2013 The Big Design Principles You Need to Know to Create Compelling Messages\">design principles \u2014 proximity, alignment, repetition, and contrast <\/a>\u2014 to enhance the <a href=\"https:\/\/writingcommons.org\/section\/style\/elements-of-style\/clarity\/\" title=\"Clarity (in Speech and Writing)\">clarity<\/a> and <a href=\"https:\/\/writingcommons.org\/section\/information-literacy\/authority\/\" title=\"Credibility &amp; Authority \u2013 How to Be Credible &amp; Authoritative in Speech &amp; Writing\">impact of their work<\/a>. I will question whether the text demonstrates an understanding of <a href=\"https:\/\/writingcommons.org\/section\/design\/elements-of-art-elements-of-design\/\" title=\"Elements of Art \u2013 How to Leverage the Power of Art to Make Visually Compelling Documents\">visual rhetoric<\/a> and the power of <a href=\"https:\/\/writingcommons.org\/section\/literacy\/visual-language\/\" title=\"Visual Language\">visual language<\/a>. This includes using <a href=\"https:\/\/writingcommons.org\/section\/design\/data-visualization\/\" title=\"images, graphs, and other visualizations elements\">images, graphs, and other visualizations<\/a> to support and enhance the written content, making complex information more accessible and engaging. Headers, bullet points, and other formatting tools should be used effectively to make the document scannable and user-friendly. <\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"University_Policies\"><\/span>University Policies<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Please note that this course follows <em>all<\/em> USF Policies as described at the following urls:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.usf.edu\/provost\/faculty-success\/resources-policies-forms\/core-syllabus-policy-statements.aspx\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.usf.edu\/provost\/faculty-success\/resources-policies-forms\/core-syllabus-policy-statements.aspx<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.usf.edu\/provost\/faculty-success\/documents\/forms-policies-handbook\/2021-08-13-hb233-guidance.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.usf.edu\/provost\/faculty-success\/documents\/forms-policies-handbook\/2021-08-13-hb233-guidance.pdf<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/usf.app.box.com\/s\/i2h4niaipp9kq53c2gx6vb2jqk482qfd\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/usf.app.box.com\/s\/i2h4niaipp9kq53c2gx6vb2jqk482qfd<\/a><\/li>\n<\/ol>\n\n\n\n<p><em>\u201cIt is fundamental to the University of South Florida\u2019s mission to support an environment where divergent ideas, theories, and philosophies can be openly exchanged and critically evaluated. Consistent with these principles, this course may involve discussion of ideas that you find uncomfortable, disagreeable, or even offensive.<\/em><em>In the instructional setting, ideas are intended to be presented in an objective manner and not as an endorsement of what you should personally believe. Objective means that the idea(s) presented can be tested by critical peer review and rigorous debate, and that the idea(s) is supported by credible research.<\/em><\/p>\n\n\n\n<p><em>Not all ideas can be supported by objective methods or criteria. Regardless, you may decide that certain ideas are worthy of your personal belief. In this course, however, you may be asked to engage with complex ideas and to demonstrate an understanding of the ideas. Understanding an idea does not mean that you are required to believe it or agree with it.\u201d<\/em><\/p>\n\n\n\n<p>\u201cIf a student has concerns about discrimination, they can contact the appropriate office that has been designated in university processes: <a href=\"https:\/\/usf.app.box.com\/s\/1z01bzz19gzpw2o3j2zerukkcxaom1jo\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/usf.app.box.com\/s\/1z01bzz19gzpw2o3j2zerukkcxaom1jo<\/a>\u201d<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Acknowledgements1\"><\/span>Acknowledgements<sup>1<\/sup><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>For helping me develop the course readings and assignments, I thank Ilene Frank (HCC) librarian and friend extraordinaire;  Professors <a href=\"https:\/\/writing.rochester.edu\/people\/gegg-harrison_whitney\/index.html\">Whitney Gregg-Harrison <\/a>(University of Rochester); <a href=\"https:\/\/abramanders.substack.com\/\">Abram Anders<\/a> (Iowa State University); and <a href=\"https:\/\/www.annarmills.com\/\">Anna Mills<\/a> (Ca\u00f1ada College), and <a href=\"https:\/\/www.linkedin.com\/in\/hickstro\/\">Troy Hicks<\/a> (Central Michigan University). Thank you, colleagues, for being so inspirational and sharing your expertise. For help with the contract grading I\u2019m using in this course, I thank <a href=\"https:\/\/www.linkedin.com\/in\/heather-shearer-90a15b33\/\">Heather Shearer<\/a> (Teaching Professor at UC Santa Cruz). Now that GAI tools are so widely available and given it\u2019s impossible to police their use, \u201cungrading\u201d is, in my opinion, the only sensible way forward.<\/p>\n<\/div>","protected":false},"author":2,"featured_media":64222,"parent":0,"menu_order":0,"template":"","chapters":[2616],"class_list":["post-64117","courses","type-courses","status-publish","has-post-thumbnail","hentry","chapters-ai"],"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/writingcommons.org\/wp-json\/wp\/v2\/courses\/64117","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/writingcommons.org\/wp-json\/wp\/v2\/courses"}],"about":[{"href":"https:\/\/writingcommons.org\/wp-json\/wp\/v2\/types\/courses"}],"author":[{"embeddable":true,"href":"https:\/\/writingcommons.org\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":199,"href":"https:\/\/writingcommons.org\/wp-json\/wp\/v2\/courses\/64117\/revisions"}],"predecessor-version":[{"id":67944,"href":"https:\/\/writingcommons.org\/wp-json\/wp\/v2\/courses\/64117\/revisions\/67944"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/writingcommons.org\/wp-json\/wp\/v2\/media\/64222"}],"wp:attachment":[{"href":"https:\/\/writingcommons.org\/wp-json\/wp\/v2\/media?parent=64117"}],"wp:term":[{"taxonomy":"chapters","embeddable":true,"href":"https:\/\/writingcommons.org\/wp-json\/wp\/v2\/chapters?post=64117"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}