Throw Better

“Hey ChatGPT! Write me an authoritative argument on [insert topic] with reasoning and examples.”

Guess what? ChatGPT can do EXACTLY that. And, it does it well. Several experiments have demonstrated the latest AI can pass the ACT Writing exam and the AP English & Composition Exam with flying colors.

Does that mean students no longer need writing instruction? Hardly. ChatGPT is trained on facts and content. Writing is much more than just a transmission of information. It is a powerful way of learning. Students still need to understand how to research a topic, identify pros/cons, how to plan a cohesive piece of writing, how to revise a piece for clarity and flow, how to write for a specific audience, how to develop a voice, a tone, a feel; how to expand their imagination; how to reason. There is so much more to writing than just documenting facts.

How does ChatGPT change our approach to writing? First, it means we HAVE TO CHANGE what we have always done. We must move away from having students write for the sake of writing to demonstrate their memorization of knowledge. Instead, we must leverage writing for its real purpose—a demonstration of personal learning. That is what ChatGPT lacks. It does not have a voice. Student writing should evoke an individual voice and tone. It should be personal. And, in order to develop that, students must spend time researching, planning, drafting, revising, and editing. Can ChatGPT provide a start or an outline? Absolutely. I even know renowned researchers and colleagues who have used AI for this very purpose. It does not mean their writing is any less important. It simply means they used a tool available to them in their planning. It still takes a cognitive load to analyze, organize, and defend thoughts.

Why not use technology to our advantage then? Have ChatGPT generate the outlines. Then students can use that as a start to their writing. They are likely to find they want to revise the AI-generated outline for better flow and meaning-making. Ask them why they want to change it. Or, how about generating essays from ChatGPT and having students revise them for improved flow and understanding? Or, draw a personal connection? You could even have a comparative piece of writing between classical literature and a more contemporary piece. Use the AI-generated essay as a starting prompt. Have students analyze and find the flaws in an AI-generated piece of writing.

Yes, technology is making writing a bit easier—especially for mundane and low-level tasks; but it does not mean it is the enemy of education and learning. What it can’t do is replace higher-order thinking, complex connections, and meaning-making, or exude an emotion, feeling, tone, or voice. It will in fact always exhibit its artificial side. So, let’s not throw the baby out with the bath water; instead, let’s throw caution to the wind.