Throughout the country, educators at the college level are grappling with the impact of conceptual artificial intelligence and large-language models on teaching writing. Some are pondering their core teaching values and how these values can guide the integration of text-generative AI into education. Concerns have arisen about students utilizing tools like ChatGPT to produce pre-written essays.
Reflecting on my three-decade career in writing instruction, I recall the 1974 position statement on “Students’ Right to Their Own Language” by the Conference on College Composition and Communication. This statement emphasized the importance of respecting students’ diverse language backgrounds and rejected the notion that any dialect is inferior. It highlighted the cultural significance of language variations and underscored the need for educators to support students’ linguistic rights and celebrate diversity.
As discussions around students’ linguistic preparedness and the push for standard English instruction were prevalent in the past, similar debates persist today with the emergence of AI tools like ChatGPT. While some praise the grammatical accuracy of AI-generated text, I am concerned about the lack of creativity and diversity in the narratives produced. As a writing instructor, I strive to expose my students to a wide range of expressive language use beyond mere correctness and persuasiveness.
Drawing from my research, including collaborations with colleagues from the University of California, I have found that while our writing courses equip students with essential skills for professional success, there is a yearning for more creative writing opportunities. Alumni express a desire for sustained engagement with writing beyond academic requirements, such as exploring personal interests through various writing mediums like blogging or stand-up comedy.
The essence of writing goes beyond mere communication; it serves as a tool for complex thinking and a bridge between individuals and communities. Writing encapsulates historical perspectives, cultural nuances, and diverse forms of expression, shaping our understanding of ourselves and the world. It is through language and writing that we connect, reflect, and evolve our thoughts and identities.
In the realm of text-generative AI, there is a discrepancy between the richness of human language and the limitations of AI-generated content. While AI can mimic certain stylistic elements, it lacks the nuanced understanding and experiential depth that human writers bring to their work. As educators, we must instill in students a profound appreciation for the humanistic and embodied nature of writing, emphasizing its role in fostering critical thinking and meaningful connections.
In the classroom, a nuanced approach to language and writing education is essential, considering the contextual nuances of online tools and the evolving landscape of communication. By providing students with diverse writing experiences and promoting critical engagement with various writing tools, we empower them to navigate the complexities of modern communication effectively.
In alignment with the principles of the 1974 statement on “Students’ Right to Their Own Language,” I advocate for:
- Offering high-quality writing education that nurtures critical thinking and self-expression.
- Providing exposure to a diverse range of writing tools and promoting digital literacy.
- Encouraging a thoughtful consideration of the environmental impact of writing and communication technologies.
In conclusion, students should have the freedom to explore and develop their writing skills in a holistic and creative manner. As educators, we must uphold the values of humanistic writing instruction in the face of technological advancements, ensuring that students engage with language authentically and meaningfully.
