Writefully So: Recent Episodes
William Grazier
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.
This week, we bring you a special episode of Writefully So. What makes this episode so special? Well, for starters, we have a special guest this week from the California State University, San Marcos Faculty Center, Dr. Jimmy Young. Secondly, we are stepping out of our usual format to bring you an episode targeted at educators of all levels who may be interested in using podcasts as a teaching or learning tool in their classroom. There is a lot to consider, and while we cover much of it, there is still quite a bit we could address in a future episodes. In addition to sharing his time this week, Dr. Young shared a number of additional resources you may want to consider adding to your reading list after listening to this episode.
First, an article that discusses the use of podcasts in a Social Work education classroom: https://www.socialworker.com/feature-articles/technology-articles/power-podcasting-social-work-education/
The following NPR episodes discuss ways to start and, subsequently, structure your audio stories:
"How audio stories begin:" https://training.npr.org/audio/how-audio-stories-begin/
"Understanding story structure in 4 drawings:: https://training.npr.org/audio/understanding-story-structure-in-4-drawings/
Additionally, we have a sample class activity wherein the class listens to a short podcasts and scores it as a group using the assignment rubric (great way to establish expectations and verify that students understand what those expectations are). Here is a short podcast episode that our colleagues have used:
"These Days, Family Trees Look More Like A Forest (16-minutes):" https://www.npr.org/2011/07/05/137627840/these-days-family-trees-look-more-like-a-forest)
Lastly, here is a blog from which Dr. Young adapted much of his own podcast assignment.
https://laureliversonhitchcock.org/2014/01/16/podcasting-for-social-work-students-part-1/
Ultimately, podcast tools vary widely, we've used podbean, Audacity (audio recording and editing software), Open Broadcasting Software (OBS), Zoom, and Anchor.fm. However, there is a wide variety of tools out there that can be used to record and share your podcast.
Quick editors note, if using Zoom to capture podcast audio, make sure to set the advanced audio settings to record each guest as a separate track. This will allow you to mix, edit, and adjust the quality of each individual's audio without affecting the entire recording. It has come in handy; especially episodes like this one where we were plagued with recording an network issues.
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.
Research can be challenging, especially when it is accompanied by a whole slew of unfamiliar challenges in the College writing classroom. In this episode, we discuss research as a process and how to evolve your research as your writing project progresses.
It can be difficult to find a balance between your own voice and what is perceived to be an appropriate "Academic" tone. Often first-year writers affect an overly formal tone and use vocabulary they are unfamiliar with to try and achieve an academic voice. Carrie, Janette, and Bill discuss how to find your own voice in academic writing and how to avoid losing yourself in a faux-objective, affected voice.
In this Episode, we discuss creativity in academic writing and the challenges associated with making creative arguments. Spoiler alert, it is both easier and more difficult than you may think.
Bill, Carrie, and Janette take a break from the usual discussions on rhetoric and writing and indulge in a little Halloween fright. This week they focus on Hocus Pocus, the 1993 "Classic" film about the Sanderson Sisters, three witches that are accidentally unleashed on "Modern day" Salem.
Carrie, Janette, and Bill tackle a difficult question this week: "What is the difference between Observation and Analysis?". The answer, it turns out, is complicated -- but it is definitely obvious to the reader when the analysis part of an analytical paper is missing.
In this week's episode, Carrie, Janette, and Bill talk about where their ideas come from when starting a writing project. They also address anxiety about writing, allowing the ideas to happen "Organically" and letting your experience in other subjects inform and shape your response to writing assignments in your literature or writing courses.
This week, Bill and Janette are joined by special guest Evan Smith, Writing Center Director at California State University San Marcos. As a Writing Center Director and former lecturer and tutor, Evan has a fantastic perspective on the role of conversation in the writing process. Not only is talking a great tool for brainstorming, but it is invaluable as a tool for developing or maturing ideas, finding mistakes during the revision process, and for collaborating with your peers.
This week we discuss the value of pre-writing, why some students may overlook pre-writing as part of the writing process, and why pre-writing may be different than brainstorming. It is all about idea generating, folx.
This week on Writefully So, we discuss what it means to respond to the rhetorical context, how audience and purpose figures into a good response, and methods for ensuring that your writing is meeting the requirements (or context) of the assignment.
In this premier episode of Writefully So, Janette, Carrie, and Bill discuss the importance of writing for a specific audience and purpose. Why Audience? How does having a clear audience and purpose in mind as you write affect the choices you make as a writer?