Artificial Intelligence

Some instructors seek to craft assignments that guide students in surpassing what AI can do. Others see that as a fool’s errand—one that lends too much agency to the software.

The language of co-authorship, taken from OpenAI’s own terms and policies, can be useful in addressing the rise of AI writing in the classroom, Sean Ross Meehan writes.

Artificial intelligence should prompt a reorientation of writing instruction to focus more on critical reading and editing skills, Rachel Elliott Rigolino writes.

ChatGPT raises questions about what we value in writing instruction, Hetal Thaker writes.

Human- and machine-generated prose may one day be indistinguishable. But that does not quell academics’ search for an answer to the question “What makes prose human?”

To help put text generators in the proper perspective, we need to turn toward each other to determine guidelines for the use of such tools, Anna Mills writes.