Composing with AI

WP Program AI Writing Policy: First Draft

UCSB Writing Program Policy Statement on the Use of AI Writing Technology, LLMs, and Chatbots

The UCSB Writing Program acknowledges the rapid advancement and widespread accessibility of artificial intelligence (AI) writing technology such as large language models (LLMs) and chatbots. These tools hold the potential to enhance students' writing processes and learning outcomes while also presenting ethical and academic challenges for teachers and students.

With the growing ubiquity of AI writing technology across industries, it is crucial to instill in students a thorough understanding of and critical proficiency in ethically employing these tools for composition and communication, preparing them for the evolving professional landscape.

We promote the use of AI writing technology as a supportive feedback tool rather than a replacement for students' critical thinking and creative expression. We also expect students to maintain academic integrity and honesty while using AI writing technology, acknowledging any sources or assistance received from these tools.

The suggestions and guidelines below offer a variety of strategies for incorporating this technology into the classroom and using it ethically.

Suggestions for teachers who wish to incorporate critical engagement with AI writing technology, such as ChatGPT, into writing courses:

• Inform students of AI's wide range of potential applications that fall along a spectrum of authorship. AI might be prompted to serve as co-author, editor, formatter, paraphraser, phrase-level thesaurus, word-level thesaurus, grammar aid, peer brainstorming partner, audience member, tutor, etc. Which activities might be permitted at which stages of the writing process?
• Promote experiments with examples of rhetorical strategies by prompting the AI to incorporate authorial voices, organizational strategies, alliteration, the use of logical appeals, tempo, hooks, fragments, internal rhymes, etc. Help students identify and evaluate the application of these rhetorical moves.
• Stimulate discussions about writing processes, strategies, and ethics through discussions of AI writing technology. Work with your students to generate diverse examples, compare and contrast them with student work, and examine their strengths and weaknesses collaboratively.
• Encourage student creativity and curiosity by leveraging AI writing technology to create prompts, topics, or questions for exploration. Challenge students to interrogate how AI writing technology can help them compose pieces across various genres, styles, and perspectives.
• Invite students to utilize AI to generate text in specific genres in order to recognize and identify genre conventions and reflect upon the role of audience, purpose, and context in developing rhetorically effective prose.
• Encourage students to compare AI-generated text with human-generated text to see how individual agency, voice, and ethos impact text.
• Highlight the necessity of integrating AI writing tools into the research process with caution, given that LLMs can "hallucinate" and generate false facts, statements, or sources. Urge students to cross-check AI-generated information and develop critical appraisal skills to maintain the credibility and precision of their work.
• Examine and address potential biases and fairness concerns that may arise from AI writing technology, including the perpetuation of stereotypes or the exclusion of specific perspectives. Promote critical thinking and discussions to recognize and counteract biases in AI-generated content.
• Be cautious of "AI detection" tools, given their potential for false positives or overlooking actual AI-generated writing. Educators should apply their expertise, judgment, and a variety of assessment strategies to accurately evaluate and grade students' work.
• When using AI content detectors or AI tools to assess student assignments, be mindful of potential risks. Student content might be accessed or employed for AI development and training purposes. Prioritize your students' privacy and the protection of their intellectual property.

Guidelines for students using AI writing technology, such as ChatGPT, in writing courses:

• Seek Guidance from Your Professor: Until or unless the University initiates a policy regarding the use of these tools, different professors may have varying policies regarding the use of AI writing technology in the classroom, so it is important to defer to your professor's guidance. Be sure to ask your professor about their policy on using AI writing tools like ChatGPT, and adhere to their requirements and expectations when incorporating these tools in your coursework.
• Acknowledge the Use of AI: If you incorporate ideas, text, or inspiration from AI writing tools in your work, be sure to acknowledge their use in your author's notes or attributions. This can help promote transparency and a culture of responsible AI usage in academic settings.
• Think Critically: When using AI writing tools like ChatGPT, remember that they are not perfect and may not always provide accurate or relevant information. They are prone to “hallucinating” convincing, yet incorrect, information. It is essential to critically evaluate the output and cross-check any facts, claims, or sources provided by the tool. Remember that these tools don’t “know” things; they just return the word patterns they were trained on.
• Protect your Rhetorical Sovereignty: While AI writing tools can be valuable in providing inspiration or generating ideas, it is crucial to ensure that your own voice, creativity, and innovation are not surrendered to the AI. Use these tools as a starting point or a supplement, but not a replacement, for your own thinking and writing.