If any of them would like to write about this for The Important Work, send them my way!

Having an office in the Writing Center is a similar morale boost--when I come down the hall and hear the conversations going on in our offices I feel very optimistic about the future.

I didn't look at those citations--I've heard this idea that students should use AI for brainstorming from many different sources and so was interested to see how this advice was framed.

It's here: teaching.resources.osu.edu/teaching-top...

this new terrain and I think it's worth continuing to ask what problem we're trying to solve and try to get to a precise understanding of why we're asking students to do what they do, where the value is, and what in fact the value of brainstorming is. /5

generating content of some kind. But if brainstorming is actually thinking through what interests you, what questions you have, what's worth exploring more *to you* then creating reams of additional content seems like a solution to the wrong problem. We're all trying to figure out how to navigate /4

or problem, then generating a bunch of additional content does not seem to address the issue at hand but instead seems to create new problems. What's really going on here is that we seem not to have agreement about what we mean when we brainstorm. Here, it seems to suggest that brainstorming is /3

If students are stuck during the brainstorming process, producing AI content to "further evaluate, interrogate, and research" seems like less of a solution than looking more closely at the source/texts they are writing about. If we agree that most essays worth writing explore some kind of question/2

"We choose a school, pick a major and enrol in classes, following the same steadfast path as students before us. The difference now is that we have a painfully accessible and socially acceptable way to do everything in our power to make it meaningless."

Here's some of what I've learned.

Here's some of what I've learned.

seem to be promising magical high level thinking that of course you would never need to do for a paper that summarizes milestones in railroad history. So I wasn't really critiquing the sentences-but the whole value of the project.

Writing assignments that invite students to think through ideas, figure out what they think/where they stand in a larger conversation seem to me worth doing for the experience rather than the product. But these companies so often portray writing as this pointless exercise--but then in other ad they

I think what I was reacting to here and was not clear about is that I can't imagine many students being engaged by or seeing the point in cobbling together an overview like this of the history of railroads which seems to echo something more like Wikipedia than a meaningful writing assignment.

the ad is about a college student

Here's the ad: www.facebook.com/perplexityof...