In our latest Instructor-focused episode we discuss the space that AI-Generated text (ChatGPT) occupies in our classroom.  Topics include positive uses for the tool, addressing concerns over misuse and abuse (e.g., using AI generated text to write an essay or "conduct research"), classifying misuse of generated text as plagiarism, and many other issues around the capability. While this episode may not necessarily answer questions you may have about ChatGPT and its ethical use in the classroom, we hope that you will find it to be informative.  At the very least it may be calming to know that you aren't the only instructor unsure of how new, evolving technologies, may disrupt our classrooms.    Some additional resources you may find helpful are:  Watkins, Ryan. "Update your Course Syllabus for ChatGPT". Medium. https://medium.com/@rwatkins_7167/updating-your-course-syllabus-for-chatgpt-965f4b57b003 Chiang, Ted. "ChatGPT Is a Blurry JPEG of the Web". New Yorker. https://www.newyorker.com/tech/annals-of-technology/chatgpt-is-a-blurry-jpeg-of-the-web Wolfram, Stephen. "What is ChatGPT Doing...and Why Does It Work?". Stephen Wolfram Writings. https://writings.stephenwolfram.com/2023/02/what-is-chatgpt-doing-and-why-does-it-work/  

Of all the questions we get in the writing classroom each semester, "Can I use 'I' in my paper" has to be the one most asked, and it isn't even close.  Many of us have heard, and adhere to, "Don't use 'I' in your paper" but perhaps have forgotten why or never asked.  Realistically, unless formally required to not do so, there really is no restriction on using "I" in your writing.  That being said, your use of the subjective "I" should be used sparingly and in a way that is appropriate to the context and purpose of the text.  This week we breakdown this common "rule" and discuss when it may be appropriate to use "I". 

We're back for season 4 of your favorite niche podcast about first year college writing. We're starting this season with an important topic that is at the forefront of everyone's mind as we ask ourselves what it means to plagiarise in a world where AI generated text is a thing.  We discuss ethics, the difference between original intellectual property and AI generated text, and how to use your sources ethically. 

Intertextuality and Discursiveness allow opportunities for writers to bring their experiences (and texts) outside the writing classroom into what they are doing in the writing classroom.  Once you recognize that text does not exist in a vacuum and can be adapted to many different contexts, a entirely new world of expression is open to you.  This week we discuss how writing students (and instructors) can leverage intertextuality and discursiveness to their advantage. 

This week we return to our regularly scheduled programming with a student-centered discussion about the myth of the "Perfect" first draft.  There are a number of reasons why students may decide to submit a writing assignment without any revision, including they believe that their initial draft is "good enough."  The topic for this episode is debunking that myth.  Even experienced writers know that their first draft isn't their best draft.  So we discuss the benefits of including a "first" draft into your writing process. 

An introduction to using podcasts as a teaching and learning activity for instructors.

We're Back!  After a long summer break, Writefully So is back with an all new season of content.  This week we are tackling a common challenge many writers of all experience levels face: feeling anxious about writing.  Procrastination, writer's block, and other task avoidance behaviors are typically rooted in anxiety about the assignment.  Bill, Janette, and special guest Mea Hall, discuss how anxiety affects our feelings about writing, share stories where they felt anxious about writing, and offer alternate perspectives that may allow you to see writing as something fun as opposed to a chore to be suffered through. 

The feedback process can be challenging for students and instructors alike.  From the student perspective, instructor feedback may be too detailed, too vague, or too difficult to translate into revisions on a given paper.  Part of the challenge likely stems from a miscommunication between the instructor and the student as to the instructor's intent when giving feedback.  Feedback on a "one and done" paper with no opportunities for revision may seem like a waste of time from a student perspective.  But, as we discuss this week, the instructor's intent may be for the student to carry those lessons forward into the next writing assignment.  If you have ever struggled to interpret feedback from your instructors, this may be the podcast episode you have been waiting for. 

Chances are you have received feedback from your peer group in one or more of your classes.  It can be difficult to know how to respond to those comments.  This week we discuss why your instructor may be asking your to give (and receive) peer feedback and how to find value in nebulous comments like "I didn't understand it" or "it was okay".  

Time management is an often overlooked but essential writing skill.  Good writing doesn't happen by accident and you need to ensure you allow yourself time to write, revise, and submit your writing projects.  In this episode, we address the issue of time management by sharing advice that was helpful to us when we were students.  

For many students, the most difficult part of a writing project is choosing a topic; especially when the instructor gives them absolute free choice.  This week our discussion is focused on choosing a topic for your writing project.  What are some of the things you need to consider as you prepare for your next writing project? 

A title is a simple, but often overlooked tool in your rhetorical toolbox.  Titles can engage, inform, and entertain.  They are also the first interaction between your reader and your essay, so why not get started off by putting your best foot forward.  This week your hosts discuss the value of using creative titles for your assignments, both from the perspective of instructors and of interested readers.  

One of the challenges students face in the first year classroom is recognizing or understanding why they are enrolled in a "Humanities" course on writing when it may not be directly related to their chosen major.  This week we address the question of why General Education Writing courses exist, their value to the student, and how to apply what we learn to other disciplines. 

This week Bill and Janette address the question, what is the difference between showing and telling.  Developing writers are often in the habit of "telling" their readers, meaning they will state their conclusions without effectively demonstrating to their reader how they arrived at that conclusion.  Sometimes this may be an issue with assuming the reader is already familiar with the subject and other times it may be because the writer is unsure of how to explain how they arrived at their conclusions. 

What is the deal with thesis statements?  This week we tackle why thesis statements are important, give advice on how to approach the challenge of drafting an effective thesis statement, and share stories where we struggled with thesis statements in our own academic careers. 

We are continuing our discussion on critical thought from last week by discussing the other side of that coin, expressing your ideas effectively.  After our critical analysis, after going deeper into a subject, how do we demonstrate depth of thought in our writing?  It isn't enough to think deeply, we need to be able to establish our assertions clearly and demonstrate our thinking for the reader.  You hosts discuss demonstrating depth of thought and offer some concrete advice on how to improve your own writing. 

In this week's episode of Writefully So, your hosts tackle what it means when your instructor asks you to "Go Deeper" or "Explore further" in your writing.  How does critical thinking apply to rhetoric and how can using critical thinking improve your writing overall? 

In the premier episode of Season 2, we are discussing the topic of passion vs. discipline. In our experience a majority of students will admit that they find it easier to write when they are interested in the topic and struggle when they are not as invested.  However, in academia, writers do not always have the luxury of choosing topics they are passionate about.  Our focus this week is on how do we engage with the writing process when we don't necessarily feel "passionate" about it. 

This episode marks the season finale for Season 1 of "Writefully So."  Your hosts embark on a an earnest discussion of Disney's Wreck-It Ralph to demonstrate the value of conversation in critical analysis and to show how rhetoric works in routine discussions.  The only difference between this discussion and a more formal, written assignment is the language, and the medium, well some organization couldn't hurt; the point is, a conversation like this one is often a great starting point for any writing project.  ENJOY! We'll see you in the Spring.  Start date for the new season coming soon. 

Often overlooked or given only a passing consideration, Introductions and conclusions are critical rhetorical elements in any paper.  This week your hosts discuss the value of introductions as well as useful tips for authoring your own introductions and conclusions.