The KNIGHTLYnews is an online forum where FWS instructors and other teachers of writing can swap and share ideas for best classroom practice. Weekly posts are designed to help teachers develop lesson plans and writing assignments, and respond to classroom challenges by introducing new teaching tools and sharing emerging pedagogical ideas. Posts also direct readers to program and campus resources that support teaching and learning, and provide opportunities for peer collaboration and mentorship. #teachlikeabear
James* enters my office and sits down as invited across my desk. Neither of us look at his recently submitted essay- not a hardcopy, not on a screen. I initiate small talk about the weather and his plans for the upcoming weekend. Soon I ask him about his writing.
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Me: I asked you to meet with me because your final paper, that you submitted on Canvas yesterday, surprised me. It’s very different from the draft you wrote class. I’m curious about your writing process. Can you walk me through your process and changes for the final version?
James reaches for his laptop inside his bag.
Me (smiling): You don’t need to bother getting your paper, just talk about it with me.
James: Yes, I edited my draft at home, and I also read some reviews from Reddit on our class articles. I added another article to my draft that I found on Google Scholar. Then I organized the paper again. I tried to create flow between my parts and unify my paper like we practiced in class. Then I asked Chat GPT to improve my grammar and language.
Me: Besides our class texts and Reddit, what was the other paper you read?
James: I can’t remember. I forget.
Me: Okay. Well, to be honest, your use of Chat GPT was obvious. Your final draft was super-polished. Your style and language were way beyond what I would expect you to write based on your draft.
James: I wanted to correct my grammar mistakes, and make my paper seem professional.
Me: It DOES seem professional! In fact, to be honest, it’s too professional because you are not a professional. You overdid it. It doesn’t seem like your writing at all. I’ve lost YOU, James, in that final version. Your paper reads like you didn’t actually write it. Do you see what I’m saying?
James: Yeah……Can I ask a question? You said that you were only grading our transitions, use of APA, and our integrating the course readings in this paper, right? What about style and grammar?
Me: And your essay conclusion- that, too. And no. Like I said in class. I’m not grading your style and grammar. I’m not concerned about those. In fact, I am not grading your grammar or language mistakes in any writing assignments this semester. I’m only concerned with your ideas and those essay parts we practiced in class.
James: That’s what you said, but I didn’t believe that you wouldn’t grade my language.
Me: I understand. To be clear, in this class, you can make language and grammar mistakes and take risks, and these won’t hurt your grade. I wanted to meet with you to learn about your choices and have you reflect on your writing process. In this paper, you over-used AI, and it wasn’t necessary. In fact, it made your paper seem fake. I missed reading your thoughts the way you wrote them in your first draft.
Next week, we’re writing in class by hand, and that process will be completely different from this one. There will be new challenges. It will be raw and messy and uncomfortable, but we have lots of time to work on it.
James: (Nods in understanding
_____Long pause_____
Me: I think that’s I all I want to ask you. Do you have questions for me?
James: I don’t think so… What do you think my grade will be for this paper?
Me: Hmmm. I need to read it again and check the APA and conclusion. Your draft was pretty good and so was your in-class writing. Besides your over-polishing and extra AI use, you did a good job.
James: Ok.
Me: Ok. Glad we talked today. Have a great weekend and see you Monday.
The End
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My Reflection:
I am still figuring out how to talk with students like James* (as well as Grad TAs who are FWS Instructors) about using AI in their University writing. There are pedagogical and policy complexities, issues of respect, and inclusivity to navigate. What parts of the writing process and use of AI are “teachable”? Which parts are student violations? How do my grading policies help and hurt students? I try to keep these questions in mind during while colleges work toward uniformity on AI use policies. Most importantly, throughout these changing circumstances, I hope to help students feel safe to experiment as well as make mistakes in my classes. I hope they feel a genuine desire to be thinkers and creators and world changers.
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*James is not the actual name of my student. But this conversation really happened.
