Course Notes: Writing, AI, and Project Structure in the English/Writing Class

Course Materials and Readings

• Readings will mostly be PDFs or links provided by the instructor.
• There is a book mentioned: the book (referred to as a Eufus thing) that the instructor has not read yet but plans to read with the class; it seems to discuss college life and dorm experiences.
• The Little Seagull Handbook is the only book you have to buy. Access is via a link and login; the instructor will provide access details.
• The instructor has not fully read the other book yet but intends to read it with the class.

Assessments, Assignments, and Course Rhythm

• Attendance and participation matter: the course emphasizes in-class writing and numerous minor assignments that are completed in class when possible.
• Major projects will drive most of the grade; minor in-class tasks help keep you on track.
• Reading quizzes (pop quizzes) are introduced as a new mechanism to ensure engagement with reading, rather than traditional reading journals aided by AI.
• The plan is for light outside-reading workload overall, with quizzes as the main check for reading completion.
• The instructor notes concerns about AI-generated journals and high-volume AI-produced work, which can undermine learning unless used thoughtfully.

AI, Writing, and Rationale for the Course Approach

• The instructor discusses AI (e.g., ChatGPT) as a reality in academia and in writing today but emphasizes that AI should not replace core human writing skill development.
• Core message: AI may help with ideas and summaries, but the goal is to practice detailed, high-specificity writing that demonstrates thinking and argument development.
• The course enforces a stance that AI-generated writing for assignments is generally not permitted, aligning with the department chair’s guidance.
• Allowed uses of AI include:
  • Grammar and punctuation checks as a light proofreading aid (comparable to spelling checks in word processors).
  • Summarizing articles during research to help readers decide which sources to read in full.
  • Generating supporting points or outlines to brainstorm, provided the student still writes original, fully developed text.
• Not allowed or discouraged:
  • Using AI to generate full essays, reports, or major writing assignments without substantial student input and revision.
• The instructor stresses that relying on AI for thinking and writing can stunt cognitive development; the meaningful work is in the actual thinking and drafting process.
• A notable metaphor used: writing is thinking; writing a long, detailed piece (e.g., describing which animal is better, a dog or a cat, in a full essay) forces deeper reasoning than a quick answer.
• Practical uses during the research essay: AI can summarize multiple articles to help you gauge relevance, but you must read the sources and craft your own synthesis.

Major Projects: Overview and Structure

• Project 1: Analyze a film scene (roughly 3 ext{ to } 5 ext{ minutes} of a movie/TV scene) and write about 3 ext{ to } 4 ext{ pages}.
  • Topic concept: Describe and analyze a chosen scene with detailed observations and arguments.
  • The point is to produce work that demonstrates strong writing skills that AI cannot replicate with accuracy.
• Project 2: A review of something of your choosing.
• Project 3: A research essay on a topic of your choice.
• All projects follow a three-step process:
  • Step 1: Rough draft submission.
  • Step 2: A workshop/peer-review phase where classmates review second drafts and provide feedback.
  • Step 3: Final draft submission.
  • An opportunity to revise after the final draft is available, though the exact policy is to be clarified later.
• The overarching idea: writing is iterative; the process involves drafting, setting aside work to gain new perspective (passive work), then revising.
• The instructor shares a common writing phenomenon: looking at a draft weeks later reveals errors and awkward phrasing that weren’t obvious before.

Writing Process Philosophy and Practice

• Emphasis on multiple drafts to generate “passive” cognitive insights that improve later drafts.
• The course frames writing as practice in thinking, organization, and argument development, not just in producing a finished document.
• Students are encouraged to embrace revision as a normal and essential part of writing.
• Discussion of sentence-level craft and voice: you may intentionally use sentence fragments or a more informal voice in certain assignments (e.g., a review or a piece that requires a distinctive voice), especially when appropriate for the audience.
• AI use guidelines emphasize: do not let AI erase your own voice; use it to aid thinking and revision, not to produce sterilized, generic writing.

Course Policies and Tools

• Attendance: important; it factors into the grade along with minor in-class assignments.
• Grading breakdown (in the instructor’s words): major projects as the core of the grade, with attendance and in-class tasks contributing a combined 25 ext{%} of the grade, while projects contribute the remaining portion (the explicit distribution implies 75 ext{%} for projects).
• AI-generated writing policy: treated as non-permitted for final submission, with some allowances for using AI to support specific tasks (e.g., summaries or grammar checks) as described above.
• Course calendar (on Blackboard): the primary navigation tool; the schedule is a living document and may change, but major due dates are generally set and Sundays are the typical due dates for major assignments.
• Reading calendar: readings are listed on the course calendar; the instructor will remind about readings the day before.
• Reading list examples mentioned: "Shitty First Drafts" by Anne Lamott and other readings like the item referred to as "Animon"; the exact titles may be clarified in the calendar.
• The calendar is designed to help both the instructor and students manage the course timeline and plan around personal commitments (e.g., trips).
• In terms of class workflows: Wednesdays feature an icebreaker activity to get students talking about each other and their experiences.

Technology, Platforms, and Communication

• Platforms mentioned:
  • Blackboard for the course calendar, links, and major announcements.
  • Microsoft Teams for chat/video communications (the university is shifting from Zoom to Teams).
  • Google Docs and other document tools may be used; the instructor also uses email and will respond through mobile devices.
• Office hours and contact:
  • Office hours are typically Monday, Wednesday, and Friday afternoon (roughly 1:00–4:00 PM), with Fridays possibly ending earlier.
  • The instructor’s office is downstairs (specific location provided in class).
  • Email is the primary formal communication channel and the fastest way to reach the instructor; responses are typically within 24 hours on weekdays.
  • If a question requires a longer, nuanced answer, students may need to allow more time for a thoughtful reply or follow up with another email.
• Email etiquette notes:
  • Lead with the essential information; avoid AI-generated email templates that lack substance.
  • Be direct and respectful; include the question or request up front to help the instructor respond efficiently.
  • Real-world reality check: professors value clear, concise communication; excessive formality is not required, but professionalism helps.

Calendar, Deadlines, and Planning Ahead

• The syllabus as a document is less important after week one; the Blackboard course calendar is the primary source for current deadlines and week-by-week plans.
• Structure of due dates:
  • Major assignments are typically due on Sundays to allow a full weekend for completion and to prepare for the next week’s work.
  • The calendar will indicate which readings and assignments are due on which dates; the instructor will provide reminders about readings the day before.
• The calendar is designed to be a practical planning tool, not just a reference; it is intended to help you schedule trips, work, and personal commitments around major course milestones.
• Icebreaker and weekly flow:
  • Midweek activities (e.g., Wednesday icebreaker) help students engage with one another and settle into the course rhythm.

Common Scenarios and Practical Tips for Success

• If you’re unsure about AI use, treat it as a tool rather than a substitute for your own thinking.
• For major projects, begin drafts early, seek peer feedback, and plan multiple revisions to cultivate a polished final draft.
• Use pop quizzes as motivation to stay up-to-date with readings rather than relying on AI to do the work for you.
• If you miss an email response, follow up; professors juggle multiple responsibilities, so a gentle reminder is appropriate.
• When using AI as a research aid, paste articles to generate summaries, then read and synthesize the material yourself to produce original analysis.
• If you want to maintain a strong authorial voice, especially in a review or creative piece, don’t rely on AI to standardize your voice; allow deliberate stylistic choices that fit your intended audience.

Quick Reference: Key Numbers and Dates (LaTeX-formatted)

• Project 1 duration: 3 ext{ to } 5 ext{ minutes} of film/TV, with a written piece of 3 ext{ to } 4 ext{ pages}
• Project 3 and overall grading emphasis: 75g{ }
• Percent breakdown: major projects 75 ext{%}; attendance and minor work 25 ext{%}
• Major assignment due cadence: typically Sundays
• Office hours: Mon/Wed/Fri afternoons, 1:00–4:00 PM (Friday may end earlier)
• Email response window: within 24 ext{ hours}$$ on weekdays
• Reading reminders: provided the day before each due reading, as listed on the course calendar