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Shared by Bonni Stachowiak, Teaching in Higher Ed podcast

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"Writing is thinking. Writing involves both the expression and exploration of an idea, meaning that even as we’re trying to capture the idea on the page, the idea may change based on our attempts to capture it. Removing thinking from writing renders an act not writing.

Writing is also feeling, a way for us to be invested and involved not only in our own lives but the lives of

others and the world around us.

Reading and writing are inextricable, and outsourcing our reading to AI is essentially a choice to give up on

being human."

Warner, p. 11

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Shared by Bonni Stachowiak, Teaching in Higher Ed podcast

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"Over time, if you are fortunate, the grief is more absent than present, and as you realize this, you occasionally even miss it, the companion you never quite cared for but got used to having around. If enough time passes, it may take the form of an echo, an almost welcome reminder of the person who mattered so much to you."

Warner, p. 84

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Bird sits on a branch of a tree at a far distance

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Shared by Bonni Stachowiak, Teaching in Higher Ed podcast

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"Unlike the featureless texts that ChatGPT churns out, human writing is spiky, weird, and messy. This is particularly true when we are in the midst of trying to figure stuff out through writing, which is always going to be the case with students. If I wanted my students to become confident writers, I had to let them write, and if I was going to let them write, I had to value something other than the ability to BS proficiently.

That’s ChatGPT’s job."

Warner, p. 164

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Shared by Bonni Stachowiak, Teaching in Higher Ed podcast

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"This is merely the end to a book, not the completion of a quest. I wish I could say there is a finish line to this work, but it is an ongoing process. We never get to stop exploring, nor should we wish to."

Warner, p. 279-280

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Here are Liz & Rebekah's discussion questions for this session:

1. In the Introduction, John Warner describes many things that writing is—things like: thinking, feeling, communicating with intention, an act of egotism. What are the essential qualities of “writing” for you? When does generating text start or stop being “writing” to you?

2. Warner encourages us to think about writing as process, not product, which we like. As you think about how generative AI tools impact education, what are the good and the bad ways that AI might impact the process of writing? And what ugly truths about writing/education does generative AI reveal?

3. What are the parts of generative AI that we need to be more vocal about when working with students?

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Photo generated using padlet. Notes shared by Jenny Baumgartner, LSU. 

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“For both chefs and writers, the overall efficacy of the practice is embodied in the end product- the meal or the piece of writing -and when the end product is successful, the process leading to that product becomes invisible.” p. 93

Not only do we risk confusing the elements of writing practice (knowing about the writing process and knowing about the subject matter) (p. 92), but we live in a culture that “fetishizes optimization” (p. 119).

Practice for practice sake- is lost when the end product is all that matters. What does this mean for teaching and using writing- to help students learn and to evaluate their learning?