[This post originally appeared in slightly different form on MiddleWeb on 8/8/23.]
As we look ahead to a new school year with A.I. tools widely available, many teachers are wondering not just “How can I prevent my students from using A.I. to cheat?” but “How can I use A.I. tools to enhance my instruction?”
I have some good news: A.I. chatbots such as ChatGPT and Bard can DRAMATICALLY strengthen writing instruction. What? Yes. Let me explain.
Let’s first acknowledge that it is difficult to teach someone how to write. Ideally, you would share exemplars and non-exemplars of the writing task and have students analyze the differences between them in order to infer what makes the exemplars effective. But who has time to create all of those models? Instead, teachers often ASSIGN writing (“Write a five-paragraph essay on ___!”), offer brief organizational guidance on what to include (“An intro with a thesis!” and “Three body paragraphs!” and “Don’t forget your conclusion!”), then sit back and brace themselves.
The result is predictable: many students struggle, and the teacher doesn’t have time to meet with them all individually. Students become frustrated and announce that they “hate writing.” The teacher, equally frustrated and stressed, isn’t sure what to do.
Some teachers go the other way and OVER-scaffold. They give students fill-in-the-blank introduction paragraphs (“to help get you started”), then write the first body paragraph “together,” and then are surprised when students are reluctant to even begin the next body paragraph on their own.
This sounds terrible. And I thought you were going to explain how to use A.I. to help me?
Yes. Let’s go back to that ideal scenario, in which we provide exemplars and non-exemplars. Chatbots like ChatGPT and Bard can create as many pairs of text as we desire, customized to your heart’s content—by grade level, genre, topic, writing skill (or lack thereof), grammatical issue, and so on.
Cool! What would A.I.-supported writing instruction look like, then?
Here’s a suggested lesson sequence:
- MINI-LESSON: Analyze the genre by reading a few A.I.-generated exemplars. Discuss the purposes of this genre (e.g., inform, persuade, inspire, entertain). Ask students: “What do we know about this genre? What do we think are some key elements of this genre?”
- MINI-LESSON: Compare A.I.-generated exemplars vs. non-exemplars. Ask: “Now what do we think are key elements of this genre? What makes the exemplars good?”
Here’s an example* for argumentative paragraph writing:
| EXEMPLAR | NON-EXEMPLAR |
| School uniforms should be mandatory for all students in order to promote a positive learning environment. Research studies have shown that schools with uniform policies tend to have lower rates of bullying and peer pressure. For example, a study conducted by Smith and Johnson (2018) found that schools with uniform policies reported a 30% decrease in bullying incidents compared to schools without such policies. When students wear the same uniforms, it becomes harder to judge or discriminate against others based on their clothing choices. Uniforms create a sense of unity among students, as everyone looks equal and belongs to the same community. This reduces the likelihood of students being targeted or excluded because of their clothing preferences, resulting in a safer and more inclusive learning environment for all. By implementing mandatory school uniforms, we can help ensure that every student feels accepted and respected, fostering an environment where they can focus on their education and personal growth without unnecessary distractions or fear of judgment. This enables them to develop important skills, build relationships, and thrive academically. | School uniforms should be mandatory for all students because they help create a positive learning environment. Studies show that schools with uniform policies have lower rates of bullying and peer pressure. By implementing mandatory school uniforms, we can promote a safer and more inclusive environment for students. This will allow them to focus on their education and personal growth without distractions. It’s important for students to feel accepted and respected in order to thrive academically. |
Asking “What do you notice?” as students read these texts would lead to a discussion about key components of effective argumentative paragraphs. The exemplar has an argument/claim, evidence, explanation, and a punchy, insightful conclusion. The non-exemplar lacks explanation. Students can quickly see and discuss the value of EXPLAINING in their writing.
3. Students write their own drafts, attempting to include the key elements they noticed in the exemplars.
4. Students pair up and engage in the PARTNER FEEDBACK PROTOCOL. The writer reads aloud while sitting side-by-side with their partner, who does only these three things: 1) Praise specific things they like about the writing, 2) Ask clarifying questions, and 3) Ask the writer to elaborate. The writer does not answer the questions directly but instead makes notes to answer these questions later (in their revision), then keeps on reading aloud.
5. COLLECT WORK AND REVIEW TRENDS TO PREPARE THE NEXT MINI-LESSON. Use A.I. to generate customized exemplars and non-exemplars to support needed revision work. For example, if students are not including relevant evidence, provide paragraphs that include relevant evidence to be compared with those offer random/irrelevant “evidence.”
6. MINI-LESSON: Compare these customized exemplars vs. non-exemplars. Students look at their own writing to see how it mirrors the exemplars or non-exemplars. Ask: “What do you see in the exemplars that you want to do more effectively in your own writing?”
7. Students revise their drafts.
8. While some students engage in the PARTNER FEEDBACK PROTOCOL, conduct WRITING CONFERENCES with small groups of students. (For more info on the Partner Feedback Protocol and Writing Conferences, see this TLC Blog post.)
9. BASED ON OBSERVATIONS OF STUDENT WORK SO FAR, select grammar points to teach. Use A.I. to generate T charts like the one below with exemplary/non-exemplary sentences to help students zero in on key points.
10. MINI-LESSON: Compare those exemplars vs. non-exemplars to bring the grammar points home. In the case below, you could prompt students with this: “The sentences in Column 1 include adjectives, which are underlined; the sentences in Column 2 do not. What does an adjective do? Why do you think good writers use adjectives?” Then ask: “What do you notice in YOUR writing that needs to be addressed?”
| COLUMN 1 | COLUMN 2 |
| 1. The fluffy kitten played with a shiny red ball. | 1. The kitten played with a ball. |
| 2. The tall oak tree provided shade on a hot summer day. | 2. The tree provided shade on a summer day. |
| 3. My new, colorful backpack has many pockets. | 3. My backpack has pockets. |
| 4. The delicious chocolate cake melted in my mouth. | 4. The cake melted in my mouth. |
| 5. The fast, sleek sports car zoomed down the highway. | 5. The sports car zoomed down the highway. |
11. Students revise/edit and submit final drafts.
12. PROVIDE FEEDBACK FOR FUTURE WRITING. Assuming students have not fully mastered the genre, what should they keep in mind for next time? Note: You can use A.I. to create the rubric and to provide feedback with suggested next steps; just be sure to evaluate the A.I. outputs to ensure they accomplish your aims.
13. Create another assignment in which students write a new piece in the same genre. A.I. can help you generate topics/prompts for this new assignment.
14. REPEAT THE CYCLE.
The learning possibilities are endless! And the time saved? Priceless.
PS: For more A.I. support, check out The Literacy Cookbook’s A.I. TIPS page. The Literacy Cookbook Website offers 2,000-plus teacher-friendly tools. As a bonus for TLC Blog followers, here is the 50%-off discount code for yearlong access to The Literacy Cookbook Website: TLCBOOK50 (Note: ALL CAPS).
The Literacy Cookbook blog 