Tag: writingprocess

Student access to AI has created a situation in which educators must consider when AI should and should not be used. I think about this question by considering the difference between what skill or skills are the focus of instruction and whether AI will replace a skill to improve the efficiency of the writing task or will support a specific skill in some way. It may also be useful to differentiate learning to write from writing to learn. My assumption is that unless specific skills are used by the learner those skills will not be improved. Hence when AI is simply used to complete an assignment a learner learns little about writing, but may learn something about using AI. 

Writing Process Model

The writing process model (Flower & Hayes, 1981) is widely accepted as a way to describe the various component skills that combine to enable effective writing. This model has been used to guide both writing researchers and the development of instructional tactics. For researchers, the model is often used as a way to identify and evaluate the impact of the individual processes on the quality of the final project. For example, better writers appear to spend more time planning (e.g., Bereiter & Scardamalia, 1987). For educators and instructional designers, understanding the multiple processes that contribute to effective writing and how these processes interact is useful in focusing instruction. 

Here, the writing process model will be used primarily to identify the subskills to be developed as part of learning to write and writing to learn and I will offer my own brief description of this model. It is worth noting that other than composing and rewriting products, other uses of technology to improve writing and increase the frequency of writing experiences seldom receive a lot of attention (Gillespie, Graham, Kiuhara & Hebert, 2014).

The model

The model identifies three general components a) planning, b) translation, and c) reviewing. 

Planning involves subskills that include setting a goal for the project, gathering information related to this goal which we will describe as research, and organizing this information so the product generated will make sense. The goal may be self-determined or the result of an assignment. 

Research may involve remembering what the author knows about a topic or acquiring new information. Research should also include the identification of the characteristics of the audience. What do they already know? How should I explain things so that they will understand? Finally, the process of organization involves establishing a sequence of ideas in memory or externally to represent the intended flow of logic or ideas.

What many of us probably think of as writing is what Flower and Hayes describe as translation. Translation is the process of getting our ideas from the mind to the screen and this externalization process is typically expected to conform to conventions of expression such as spelling and grammar.

Finally, authors read what they have written and make adjustments. This review may occur at the end of a project or at the end of a sentence. In practice, authors may also call on others to offer advice rather than relying on their own review.

One additional aspect of the model that must not be overlooked is the iterative nature of writing. This is depicted in the figure presenting the model by the use of arrows. We may be tempted, even after initial examination of this model, to see writing as a mostly linear process – we think a bit and jot down a few ideas, we use these ideas to craft a draft, and we edit this draft to address grammatical problems. However, the path to a quality finished product is often more circuitous. We do more than make adjustments in spelling and grammar. As we translate our initial ideas, we may discover that we are vague on some points we thought we understood and need to do more research. We may decide that a different organizational scheme makes more sense. This reality interpreted using our tool metaphor would suggest that within a given project we seldom can be certain we have finished the use of a given tool and the opportunity to move back and forth among tools is quite valuable.

Tech tools and writing

Before I get to my focus on AI tools, it might be helpful to note that technology tools used to facilitate writing subprocesses have existed for some time. For example, spelling and grammar checkers, outline and concept mapping, note-taking and note-storage, citation managers, online writing environments allowing collaboration and commenting, and probably many other tools that improve the efficiency and effectiveness of writing and learning to write. Even the use of a computer allows advantages such as storage of digital content in a form that can easily be modified rather than the challenge of making improvements to content stored on paper. The digital alternative to paper changes how we go about the writing process. I have written about technology for maybe 20 years and one of the bextbooks offered the type of analysis I am offering here not about AI tools, but about the advantages of writing on a computer and using various digital tools. 

A tool can substitute for a human process or a tool can supplement or augment a human process. This distinction is important when it comes to writing to learn and learning to write. When the process is what is to be learned, this substitution is likely to be detrimental as it allows a learner to skip needed practice. In contrast, augmentation often allows the opposite as a busy work activity or some incapability is taken care of allowing more important skills to become the focus. 

Here are the types of tools I see as supporting individual writing processes. 

Planning – Organization and Research

Prewriting involves developing a plan for what you want to get down on paper (or screen in this case). A writer goes about these two subprocesses in different ways. You can think or learn about a topic (research) and then organize these ideas in some way to present. Or, you can generate a structure of your ideas (organize) and then research the topics to come up with the specifics to be included in a presentation. Again, these are likely iterative processes no matter which subskill goes first.

One thing AI does very well is to propose an outline if you are able to generate a prompt describing your goals. You could then simply ask the AI service to generate something based on this outline, but this would defeat the entire purpose of learning about the topic by doing the research to translate the outline into a product or developing writing skills by expanding the outline into a narrative yourself.

Since I am writing about how AI might perform some of the subskills identified by the writing process model, I asked ChatGPT to create an outline using the following prompt. 

“Write an outline for ways in which ai can be used in writing. Base this outline on the writing subprocesses of the writing process model and include examples of AI services for the recommended activity for each outline entry.”

The following shows part of the outline ChatGPT generated. I tend to trust ChatGPT when it comes to well established content and I found the outline although a little different from the graphic I provided above to be quite credible and to offer reasonable suggestions. As a guide for writing on the topic I described, it would work well. 

I had read that AI services could generate concept maps which would offer a somewhat different way to identify topics that might be included in a written product. I tried this several times using a variety of prompts with ChatGPT’s DALLE. The service did generate a concept map, but despite making several follow-up requests which ChatGPT acknowledged, I could not get the map to contain intelligible concept labels. Not helpful.

Translation

Tools for improving the translation process have existed in some form for a long time. The newest versions are quite sophisticated in providing feedback beyond basic spelling and grammatical errors. I write in Google docs and make use of the Grammarly extension.

I should note that Grammarly is adding AI features that will generate text. Within the perspective I am taking here I have some concerns about these additions. Since I am suggesting that writing subskills can be replaced or supported, student access to Grammarly could allow writing subskills the educator was intending students to perform themselves to be performed to some degree by the AI. 

If you have not tried Grammarly, the tool identifies different types of modifications the tool proposes different modifications the writer might consider changing (spelling, missing or incorrect punctuation, alternate wording, etc.) and will make these modifications if the writer accepts the suggestion. The different types of recommendations are color-coded (see following image). 

Revision

I am differentiating changes made while translating (editing) from changes made after translating (revision). Minor changes such as spelling and grammar would seem more frequently fixed as edits by this distinction and major modifications made (addition of examples, restructuring of sections, deletion of sections, etc.) while revising. Obviously, this is a simplistic differentiation and both types of changes occur during both stages). 

I don’t know if I can confidently recommend a role for AI for this stage. Pre-AI, one might recommend that a writer share their work with a colleague and ask for suggestions. The AI version of Grammarly seems to be moving toward such capabilities. Already, a writer can ask AI to do things like shorten a document or generate a different version of a document. I might explore such capabilities out of curiosity and perhaps to see how modifications differ from my original creations, but for work that is to be submitted for evaluation of writing skill would that be something an educator would recommend? 

I have also asked an AI tool to provide an outline, identify main ideas or generate a summary of a document I have written just to see what it generates. Does the response to one of these requests surprise me in some way? Sometimes. I might add headings and subheadings to identify a structure I thought was not as obvious as I had thought. 

Conclusion:

My general point in this post was that questions of whether learners can use AI tools when assigned writing tasks should be considered in a more complex way. Rather than the answer being yes or no, I am recommending that learning to write and writing to learn are based on subprocesses and the AI tool question should be considered in response to a consideration of whether the learner was expected to be developing proficiency in executing a subprocess. In addition, it might be important to suggest that learning how to use AI tools could be a secondary goal. 

Subprocess here were identified based on the Writing Process Model and a couple of suggestions were provided to illustrate what I mean by using a tool to drastically reduce the demands of one of the subprocesses. There are plenty of tools out there not discussed and my intention was to use these examples to get you thinking about this way of developing writing skills.

References:

Bereiter, C., & Scardamalia, M. (1987). An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum inquiry, 17(1), 9-30.

Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College composition and communication, 32(4), 365-387.

Gillespie, A., Graham, S., Kiuhara, S., & Hebert, M. (2014). High school teachers use of writing to support students’ learning: A national survey. Reading and Writing, 27, 1043-1072.

I use Obsidian plus the plugin Smart Connections to inform my blog writing activities. I write for educational practitioners and academics so I try to carefully base my content on sources that I have read and in many cases intend to cite in the content I generate. With this goal, Obsidian represents an archive I have developed over several years to store and organize notes from hundreds of books, journal articles, and websites. I explore my collection in different ways sometimes seeking notes on a specific article I want to emphasize and sometimes exploring to locate what I have read that is relevant to a topic that I might want to include but perhaps do not recall at the time. 

In some cases, I want to use an AI tool to support my writing. I seldom use AI to actually generate the final version of content I post, but I may explore the possible organization of material for something I want to write or I might use an AI tool to generate an example of how I might explain something based on the notes I have made available to the AI tool. 

The combination of Obsidian augmented by the Smart Connections plugin allows me to implement a workflow I have found useful and efficient. I have several specific expectations of this system:

1. I have already read the source material and taken some notes or generated some highlights now stored in Obsidian. I want to write based on this content.
2. I may not recall relevant sources I have stored in Obsidian because of the passage of time and the accumulation of a large amount of material. I want the AI system to understand my goals and locate relevant content. 
3. I want the AI system to identify specific sources from the content I have reviewed rather than the large body used to train the LLM. I want the system to identify the specific source(s) from this material associated with specific suggestions so that I am aware of the source and can cite a source if necessary.
4. When a specific source has been identified I want to be able to go directly to the original document and the location within that document that is the location for the note or highlight that prompted the inclusion in the AI content so that I can reread the context for that note or highlight.

Obsidian with the Smart Connections plugin does these things and is to some extent unique because all of the material (the original content) is stored locally (actually within iCloud which functions as an external harddrive) allowing the maintenance of functioning links between the output from Smart Connections, the notes/highlights stored in Obsidian, and the original documents (pdfs of journal articles, Kindle books, web pages). 

I do not know for certain that the Obsidian-based approach I describe is the only way to take the approach I take. I am guessing my approach works in part because I am not relying on an online service and online storage. I also use Mem.ai because it allows me to focus on my own content, but linking back to source documents does not work with this service. Mem.ai does include the AI capabilities as part of the subscription fee, but I don’t know when this might be an advantage. The Smart Connections plugin does require the use of an OpenAI API (ChatGPT) and there is a fee for this access.

Example:

Here is an example of what working with the Obsidian/Smart Connections setup is like. I am working on a commentary on the advantages and disadvantages of K12 students having access to AI in learning to write and writing to learn. I propose that writing involves multiple subprocesses and it is important to consider how AI might relate to each of these subprocesses. My basis for the list of subprocesses is based on the classic Flower and Hayes Writing Process Model. I had written a description of the Writing Process Model for a book I wrote and this section of content was stored within Obsidian as well as notes from multiple sources on AI advantages and disadvantages in the development of writing skills. I have not read a combination of the writing process model with ideas about the advantages and disadvantages of AI so this is the basis for what I think is an original contribution.

The following is a screenshot of Obsidian. The Smart Connection appears as a panel on the right side of the display. The left-hand panel provides a hierarchical organization of note titles and the middle panel provides access to an active note or a blank space for writing a new note. 

In the bottom textbox of the Smart Connections panel, I have entered the following prompt:

Using my notes, how might AI capabilities be used to improve writer functioning in the different processes identified by the writing process model. When using information from a specific note in your response, include a link to that note. 

Aside from the focus of the output, two other inclusions are important. First, there is the request to “use my notes”. This addition is recommended to ensure a RAG (retrieval augmented generation) approach. In other words, it asks the AI service use my notes rather than the general knowledge of the AI system as the basis for the output. The second supplemental inclusion is the request to include a link to that note which is intended to do just what it says – add links I can use to to see where ideas in the output came from.

The output from Smart Connections is in markdown. I copied this output into a new blank note and the links included are now active.

I purposefully selected a note that initially was part of a web page for this final display. I had originally used a tool that allowed the annotation of web pages and then the exporting of the annotated and highlighted content as a markdown file I added to Obsidian. This file included the link from the note file back to the online source. As you can see, the link from Obsidian brought up the web page and with the assistance of the activated service added as an extension to my browser displays what I had highlighted within this web page. Interesting and useful.

Conclusion:

We all have unique workflows and use digital tools in different ways because of differences in what we are trying to accomplish. What I describe in this post is an approach I have found useful and I have included related comments on why. I hope you find pieces of this you might apply yourself.