We found 221 results that contain "writing"

The following are a collection of publicly sourced articles related to the recent rise of artificial intelligence in everyday applications. 
note: following each [hyperlinked] title/subtitle are abstracts generated by ChatGPT after receiving prompts from M. Neal. "Write an abstract for [article link]" is indicated with [URL] abstract. "Write an abstract for [article text]" is indicated with [text] abstract. These very similar prompt-responses are shared consecutively in the hope that reading the abstracts will showcase the variations in ChatGPT output (despite similar input). 
Robots Are Writing Poetry, and Many People Can’t Tell the Difference
Machines are putting out astonishingly human writing. What does that mean for the future of art?
[URL] abstract: "AI Poetry" is an article published by The Walrus which explores the use of artificial intelligence in the creation of poetry. The piece delves into the potential of AI to generate poems that match human-like creativity, emotions and imagination. It also highlights the limitations of AI-generated poetry and raises questions about the future of poetry in an increasingly digital world. The article provides a comprehensive analysis of AI's impact on the art of poetry and offers insights into the role that human poets will play in the coming years.
Critical Ai: Adapting College Writing For The Age Of Large Language Models Such As Chatgpt: Some Next Steps For Educators
Large language models (LLMs) such as ChatGPT are sophisticated statistical models that predict probable word sequences in response to a prompt even though they do not “understand” language in any human-like sense. Through intensive mining, modeling, and memorization of vast stores of language data “scraped” from the internet, these text generators deliver a few paragraphs at a time which resemble writing authored by humans. This synthetic text is not directly “plagiarized” from some original, and it is usually grammatically and syntactically well-crafted.  
From an academic integrity perspective, this means that “AI”-generated writing  
1) is not easily identifiable as such to the unpracticed eye;  
2) does not conform to “plagiarism” as that term is typically understood by teachers and students; and  
3) encourages students to think of writing as task-specific labor disconnected from learning and the application of critical thinking.
last updated on 02/01/2023

This blog post offers strategies for how to approach feedback on your work and writing, including what to do when you get conflicting feedback from committee members.

ChronicleVitae discusses how to set up a realistic schedule for writing during the summer, but the advice applies to setting up writing goals and schedules at any time - think in smaller tasks rather than large projects and allow some flexibility.

Topic Area: Online Teaching & Learning
Presented by: Ann Burke, Jeff Austin, Gretchen Rumohr, Ellen Foley
Abstract:
This interactive workshop welcomes educators spanning K-12 and college contexts desiring to learn more about Face to Face(F2F) assessment. F2F aligns with the sanctuary space described by Oakley (2018): a space where we can experience safety and comfort on our own terms. Holding this space requires pushing back against institutional demands for efficiency, quantity, and data gathering to attend to granular, individualized needs of each student, creating opportunities for equitable learning environments.
Workshop facilitators share how to implement F2F while navigating potential challenges such as limited time and high enrollments in online and in-person spaces. We share what we learned from teaching during a pandemic and how logistical challenges traditionally encountered with F2F--such as scheduling and classroom management--can be negated with online platforms. This workshop validates and affirms, as Fassler (1978) and Corbett (2010) do, that grading can be a “synergistic, multi-vocal, live conversation.”
Beyond the “how to,” workshop facilitators detail how F2F humanizes pedagogy and encourages ownership and agency. Facilitators explain how F2F disrupts inequities and inequalities of traditional grading, demystifies the grading process, develops the classroom community, engages student writers, minimizes instructor fatigue and frustration, and brings about meaningful inquiry about writers’ own skills and practices. Those interested in writing assessment in both K-12 and higher education spaces are encouraged to attend.

Dr. S. Joseph Levine of Michigan State University provides advice for crafting funding proposals, including practical tips and useful examples for all components of the proposal.

This article from the Higher Education Network offers tips for a good grant application, with an emphasis on clear communication and seeking feedback from others to be confident you have expressed your project and its stakes effectively.

Video 1 is 5.5 minutes long and covers questions structure and type.

If you are looking to blog or share your detailed thoughts on a topic, creating an article is the best way to do that. 
 
This brief tutorial will demonstrate the features of the article feature and how to apply additional formatting: