Please keep in mind that new technology like Generative AI (Gen AI) shouldn’t simply make your thinking or work easier, much less take the place of the uniquely singular abilities of human beings to grow cognitively, think creatively, or evaluate critically. If you use Gen AI to simply avoid work, you are doing it wrong. Instead, using Gen AI in the spirit of Douglas Engelbart’s “augmenting human intelligence” and Donna Haraway’s configuration of the cyborg point the way to beneficial heightening of human possibility instead of harmful erasure of the cognitive distinctions of humanity. If you use Gen AI, use it wisely and use it well. This post is the sixth in this series.
Science fiction often features devices that break language barriers, such as Douglas Adams’ Babel Fish in The Hitchhiker’s Guide to the Galaxy (1979) or Star Trek’s popularization of the SF concept of a universal translator. AI translation tools bring this concept closer to reality. While not perfect, AI can translate texts, helping students communicate across languages and access knowledge written in languages that they don’t know. However, the concerns about Gen AI accuracy holds even more so when translating texts from one language to another, which might produce inaccuracies in terms of phrasing, thought, and facts.
Gen AI can serve as a bridge for students working with or writing about multilingual sources, offering translations that facilitate understanding. While these translations may not always capture the subtleties of idioms or cultural context, they can open a world of ideas and provide a foundation for further exploration.
For instance, a student researching a Spanish-language novel could use Gen AI to translate key passages, then analyze how the original language contributes to the text’s tone and meaning.
For language learners, Gen AI translation can help students understand troublesome passages in readings or translate their native language writing into the language that they are learning. In both cases, students should use this as an aid for learning and not a plagiarism tool.
While Gen AI translations are not perfect, they open doors to global perspectives and ideas.
Students should use these tools with awareness of their limitations, supplementing Gen AI translations with human expertise when possible.
Please keep in mind that new technology like Generative AI (Gen AI) shouldn’t simply make your thinking or work easier, much less take the place of the uniquely singular abilities of human beings to grow cognitively, think creatively, or evaluate critically. If you use Gen AI to simply avoid work, you are doing it wrong. Instead, using Gen AI in the spirit of Douglas Engelbart’s “augmenting human intelligence” and Donna Haraway’s configuration of the cyborg point the way to beneficial heightening of human possibility instead of harmful erasure of the cognitive distinctions of humanity. If you use Gen AI, use it wisely and use it well. This post is the fifth in this series.
Students can take a cyborg approach to writing by using Gen AI as a powerful tool for refining written work. By inputting a draft into an AI tool, students can receive feedback on grammatical errors and suggestions for improving sentence structure. While these suggestions may sometimes feel a bit generic, they are often free of the grammatical mistakes that can plague even the most attentive writers. This makes AI particularly useful for catching oversights that might otherwise go unnoticed.
Gen AI can assist in refining drafts by checking for grammatical errors, improving sentence clarity, and suggesting alternative phrasing. This process is akin to the cyborg’s ability to enhance physical or cognitive abilities through technology. For example, a student could input a draft into an AI tool and receive feedback on sentence-level improvements.
However, it’s important to approach AI-generated feedback critically. While AI excels at identifying technical errors, it may lack the nuance to fully capture a writer’s unique voice or stylistic choices. Students should compare their original drafts with AI-edited versions, reflecting on what changes improve clarity and which ones compromise their tone.
However, it’s important to recognize that AI is not a substitute for human judgment. The decisions to accept or reject its suggestions should remain firmly in the hands of the writer. After all, writing is a deeply personal act, shaped by individual perspectives and styles. AI can offer valuable insights, but it cannot replicate the unique voice and intent that a human brings to their work. And for any substantive learning to take place on the part of the student, they need to reflect, revise, and incorporate what they learn in future writing.
One of the most promising aspects of using Gen AI is the opportunity it provides for reflection and growth. After using an AI tool to edit a piece of writing, students can compare their original draft with the AI’s version. They can also query the Gen AI system about what edits were made and why. This exercise can reveal patterns in the changes made by the AI, such as a tendency to simplify complex sentences or standardize certain phrasings. By examining these patterns, students can gain insights into their own writing habits and consider whether these changes enhance or detract from their intended message.
For instance, a student might notice that the AI consistently alters their use of passive voice to active voice. This could prompt them to think about the impact of voice choice on their writing’s clarity and tone. Similarly, if the AI frequently suggests synonyms for certain words, the student might reflect on whether these alternatives better convey their intended meaning or if they lose some nuance in the process.
This process of comparison and reflection encourages students to think critically about their writing choices and to develop a more nuanced understanding of style and syntax. It also underscores the idea that writing is a series of deliberate decisions, and that even when AI offers a suggestion, the writer retains the final say.
The integration of Gen AI into the writing process represents a significant shift in how we approach composition and revision. It challenges us to rethink our assumptions about creativity, originality, and the role of technology in education. While some may worry that AI could diminish the uniqueness of human writing, I believe that it has the potential to enhance it—if used thoughtfully.
By embracing the cyborg model, where human and machine collaborate to produce something greater than either could alone, students can harness the strengths of both worlds. AI can provide technical precision and objective feedback, while the human writer contributes creativity, empathy, and depth. This partnership can lead to writing that is not only more polished but also more expressive and impactful. But most importantly for learning to take place, the student must reflect on their workflow and the suggestions from their Gen AI model–don’t just accept revisions blindly, but ask why this instead of that; consider the revision and if accepted; and practice observed changes in future writing.
In this new era of writing, the cyborg writer—part human, part machine—stands as a testament to the adaptability and resilience of the craft. By embracing this hybrid approach, students can navigate the evolving landscape of writing with confidence by leveraging the best of both worlds to produce unique work that communicates their ideas clearly to their intended audiences.
Please keep in mind that new technology like Generative AI (Gen AI) shouldn’t simply make your thinking or work easier, much less take the place of the uniquely singular abilities of human beings to grow cognitively, think creatively, or evaluate critically. If you use Gen AI to simply avoid work, you are doing it wrong. Instead, using Gen AI in the spirit of Douglas Engelbart’s “augmenting human intelligence” and Donna Haraway’s configuration of the cyborg point the way to beneficial heightening of human possibility instead of harmful erasure of the cognitive distinctions of humanity. If you use Gen AI, use it wisely and use it well. This post is the fourth in this series.
Generative AI can be a valuable tool for summarizing longer texts, aiding students in understanding key points before engaging with the full material. By summarizing dense academic articles or complex novels, AI provides a roadmap that highlights main arguments, supporting details, and conclusions. This process mirrors how cyborgs in science fiction use enhanced sensors or implants to process information more efficiently, blending human and machine capabilities to achieve better results.
But it’s essential for students to follow through after reading summaries to then read the original text. The summarized text primes the students brain to be more receptive and engaged with the source material. Summarization can’t take the place of reading the text for deeper understanding of the text.
For instance, a student analyzing Mary Shelley’s Frankenstein could use AI to summarize each chapter, then use those summaries to guide their identification of themes, motifs, and character development. AI can condense Victor Frankenstein’s complex narrative into clear, digestible sections, making it easier for students to trace the monster’s evolution from a rejected creature to a vengeful being. This tool doesn’t replace the need for close reading but rather enhances it by providing a framework for deeper analysis.
Another example could be Isaac Asimov’s Foundation. This novel spans galaxies and centuries, with intricate political and mathematical concepts. AI summarization can help students break down the novel into manageable parts, such as the fall of the Galactic Empire or the rise of the Foundation. By focusing on key events and Hari Seldon’s psychohistorical predictions, students can better understand the novel’s exploration of societal change and human ingenuity. The AI acts as a cyborg-like enhancement, allowing students to process vast amounts of information more effectively.
Similarly, Ursula K. Le Guin’s The Left Hand of Darkness presents a unique challenge with its exploration of gender identity and political intrigue on the planet Gethen. AI summarization can highlight the novel’s central themes, such as Ambassador Genly Ai’s struggles to understand the Gethenians’ androgynous society and the political tensions between nations. This clarity can help students focus on Le Guin’s nuanced commentary on human nature and societal structures, using the summaries as a starting point for their own insights.
The true value of AI lies in its ability to free students from the initial challenge of parsing complex texts, allowing them to delve into deeper analysis by already having their bearings when beginning the text. While it would certainly be better (in my opinion) for students to pick up a book or article and trudge through it in the snow, up hill both ways, but I can’t deny how this technology might help some students who might not have a background being a reader or have difficulties with one text but not others. By using AI as a tool, students can embrace a cyborg-like approach to learning, combining human critical thinking with machine efficiency. This blend enables them to explore themes, analyze motifs, and develop their own interpretations, fostering a richer understanding of the literature.
Please keep in mind that new technology like Generative AI (Gen AI) shouldn’t simply make your thinking or work easier, much less take the place of the uniquely singular abilities of human beings to grow cognitively, think creatively, or evaluate critically. If you use Gen AI to simply avoid work, you are doing it wrong. Instead, using Gen AI in the spirit of Douglas Engelbart’s “augmenting human intelligence” and Donna Haraway’s configuration of the cyborg point the way to beneficial heightening of human possibility instead of harmful erasure of the cognitive distinctions of humanity. If you use Gen AI, use it wisely and use it well. This post is the third in this series.
One of the most promising applications of generative AI in writing instruction is its ability to model different genres in an interactive fashion with students. Whether it’s a cover letter, a research abstract, or a persuasive essay, students often struggle with understanding the expectations of a particular form. They may know what they want to say but are unsure how to say it effectively within the constraints of the genre. This is where Generative AI can be invaluable.
When faced with an unfamiliar writing genre, Gen AI can serve as a valuable guide by providing examples that illustrate the conventions and expectations of that style. For instance, a student unsure how to write a literature review could ask a Gen AI model to generate a model based on their topic, and then analyze the structure, tone, and content to understand what’s expected.
Consider the student tasked with writing a literature review for the first time. They might feel overwhelmed by the sheer volume of sources and the need to synthesize complex ideas. A generative AI tool can provide a structured example, highlighting the typical components of a literature review, such as an introduction, thematic organization, and conclusion. The student can analyze this example to understand the genre’s conventions, then apply that understanding to craft their own review using their unique insights and arguments. Here, the AI isn’t replacing the student’s voice but acting as a guide, much like a instructor offering advice on structure and approach.
For another example, a student who has never written a grant proposal might benefit from seeing a well-structured example generated by an AI. They can study the proposal’s introduction, objectives, and methodology sections to grasp the flow and tone appropriate for this genre. By analyzing these elements, they can then draft their own proposal with confidence, using the AI-generated example as a roadmap. The key is not to replicate the AI’s content but to use it as a starting point for creating their original work.
By studying AI-generated examples, students can identify the key elements of a genre—such as the objective tone of a research abstract or the persuasive strategies in a cover letter—and incorporate these into their own writing.
This process mirrors the way apprentice writers have long learned from models—by studying the work of others and imitating their techniques. The difference now is that the “model” is generated on demand, tailored to the specific needs of the student. This accessibility can democratize writing instruction, providing students with the examples they need to learn and grow as writers.
While the potential benefits of generative AI are immense, there are risks to consider. The most pressing concern is the possibility of over-reliance on these tools. If students depend too heavily on AI-generated content, they may fail to develop the critical thinking and writing skills that are essential for long-term success. For example, a student who consistently relies on Generative AI to write their essays may never fully grasp how to structure an argument or support a claim with evidence. This would undermine the very purpose of writing education, which is to empower students with the skills to express themselves effectively.
To avoid this pitfall, educators must emphasize the importance of human agency in the writing process and students have a responsibility to use these tools in ways that follows policy (first) and cognitive amplification (second). Generative AI should be treated as a tool, but not a substitute for human effort and creativity. Students need to engage deeply with their material, formulate their own ideas, and take ownership of their writing. Gen AI’s role is to support and guide, but the ultimate responsibility for the content rests with the student.
Please keep in mind that new technology like Generative AI (Gen AI) shouldn’t simply make your thinking or work easier, much less take the place of the uniquely singular abilities of human beings to grow cognitively, think creatively, or evaluate critically. If you use Gen AI to simply avoid work, you are doing it wrong. Instead, using Gen AI in the spirit of Douglas Engelbart’s “augmenting human intelligence” and Donna Haraway’s configuration of the cyborg point the way to beneficial heightening of human possibility instead of harmful erasure of the cognitive distinctions of humanity. If you use Gen AI, use it wisely and use it well. This is the second post in this series.
Gen AI can be a powerful ally when it comes to organizing ideas into a coherent structure. By creating outlines for essays, presentations, or projects, Gen AI provides a framework that students can refine and personalize. This process reflects the cyborg’s ability to integrate technology into their workflow, enhancing productivity without sacrificing creativity.
For example, a student tasked with writing a research paper on artificial intelligence ethics could ask an AI tool to generate several outline versions, each prioritizing different aspects of the topic. They might compare these structures and then decide which one aligns best with their arguments and evidence. If the student hasn’t yet done the requisite beginning research, these outlines can point them toward the kinds of resources that they should find and read via their library.
The key is to treat AI-generated outlines as a starting point rather than a rigid template. Students should feel free to modify, discard, or combine elements to suit their unique voice and vision. And importantly, one can return to the planning stage after learning more and adding that to their query to the Gen AI to further refine the organization of their project.
