As with any assignment, make sure that you understand the goals of the assignment using generative AI and clearly articulate those goals to the student, what skills and knowledge should they develop or gain from completing the assignment using generative AI. For example, is the goal for students to find ways for generative AI to complement their writing skills? Or, is the goal to be able to identify the limitations and best uses of generative AI when writing?

Below are some ways to use AI as starting point and idea generator in the writing process as well as an automated feedback tool to improve student writing:

(1) AI Drafting Process: Students use AI to generate a draft of a simple writing assignment. Students then analyze the AI’s writing, focusing on accuracy, bias, or other characteristics important in your course. You may also ask students to improve the AI’s draft to complete a second draft.

(2) Planning and Evaluating AI Use: Students create a plan for using AI within a specific assignment, like a scaffolded research paper, where they articulate for which steps it is valuable and appropriate to use AI, and when original thought and creativity are needed and why.

(3) AI Thesis Revision: Students use AI to quickly generate thesis statements on a variety of topics. Individually students revise these statements and share two that are strongest to a group for feedback, including what prompts they provided the AI and what revisions they made to each statement. Students use AI to “get started” by quickly generating ideas, and then leverage their own skills to refine and improve. 

(4) AI Automated Feedback: Students can use generative AI to improve their writing by submitting a draft and grading rubric to an AI tool asking for feedback and areas to improve based on the rubric. Students can provide an analysis of what feedback and suggestions were useful and what was not useful.


Please provide one paragraph of sentence structure and grammatical feedback and another on the strengths and weaknesses of the argument for the following essay:

I am a movie fanatic. When friends want to know what picture won the Oscar in 2001, they ask me. When friends want to know who voiced Optimus Prime in Transformers, they ask me. However, my buddies have stopped asking me if I want to go out to the movies. While I love movies as much as ever, I find it more enjoyable to wait for a movie’s release on Netflix because of the inconvenience of going out, the temptations of the concession stand, and the behavior of some patrons.

First of all, just getting to the theater presents difficulties. Leaving a home equipped with an HDTV and surround sound isn't attractive on a cold or rainy night. Even if the weather cooperates, there is the hassle of looking for a parking space and the lines. There is also the worry of whether you and your friends will get all your seats together. Although none of these hindrances are insurmountable, it’s much easier to stay seated on your sofa.

Second, the theater offers tempting snacks that I don’t really need. At home I can control myself because there is no ice cream in the freezer, we don’t have sodas in the fridge, and my snacks tend to be healthy, like fruits, nuts, and juices. At the movies, even if I only buy a Diet Coke, the smell of fresh popcorn dripping with butter soon overcomes me. And what about the nachos with cheese and the Snickers and M&M’s? I’m better off without all those temptations.

Finally, some of the other patrons are even more of a problem than the concession stand. Little kids race up and down the aisles, making noise. Teenagers try to impress their friends by talking back to the actors on the screen or otherwise making fools of themselves. Some adults aren’t any better, commenting loud enough to reveal plot twists that are supposed to be a secret until the movie’s end. What am I doing here, I ask myself.

After arriving home from the movies one night, I decided I had had enough. I was not going to be a moviegoer anymore. I was tired of the problems involved in getting to the theater, resisting unhealthy snacks, and dealing with the patrons. The next day, I arranged to have premium movie channels added to my cable TV service, and I got a Netflix membership. I may now see movies a bit later than other people, but I’ll be more relaxed watching box office hits in the comfort of my own living room.


Sentence structure and grammatical feedback:

The essay demonstrates generally good sentence structure and grammatical accuracy. The author effectively uses a mix of sentence types, including simple and compound sentences, to express their ideas clearly. However, there is a minor inconsistency in the essay's verb tense, which could be improved for better flow. For example, the author starts the essay in the present tense ("I am a movie fanatic," "they ask me") but switches to the past tense when narrating their decision to stop going to the theater ("After arriving home from the movies one night, I decided I had had enough"). Maintaining a consistent tense throughout the essay would enhance its coherence.

Strengths of the argument:

The essay presents a clear and relatable argument for the author's preference to watch movies on Netflix rather than going to the theater. The author uses personal experiences and anecdotes to illustrate the inconveniences of going out to the movies, such as bad weather, parking issues, and seating concerns. By sharing these relatable difficulties, the author helps readers empathize with their perspective. Furthermore, the essay effectively highlights the allure of unhealthy snacks at the concession stand and the disruptive behavior of some theatergoers. These points resonate with many people who have encountered similar challenges while watching movies in theaters.

Weaknesses of the argument:

While the essay provides a convincing case for the author's decision to stay home and watch movies on Netflix, it could benefit from acknowledging some potential counterarguments. For instance, going to the theater can offer a unique and immersive experience that cannot be fully replicated at home. Big screens, surround sound systems, and communal atmosphere add a different dimension to the movie-watching experience. Additionally, the essay's reliance on personal preferences and anecdotes might not apply universally to all movie enthusiasts. Some individuals may still prefer the social aspect of going to the movies, despite the inconveniences mentioned. Including a balanced perspective that considers both sides of the argument would strengthen the overall impact of the essay.

Source: Schmidli et. al (2023) “Considerations for Using AI In The Classroom.” L&S Instructional Design Collaborative at University of Wisconsin – Madison. Retrieved [June 19th, 2023] from


With any of these assignment and activity generative AI integration ideas, instructors should offer opportunities to discuss the use of AI with students so that they can reflect on their experience and analyze their engagement with the tool.  

ChatGPT infused reflection and revision assignment may look like this process:

  1. Ask students to identify a major question or challenge in a specific field or discipline.
  2. Next, ask students to create a ChatGPT prompt that responds to the question or Challenge identified above.
  3. Then, have students reflect on ChatGPT’s output. What did ChatGPT answer correctly or incorrectly? What steps are needed to verify the generated content? Are there additional follow-up prompts that should be posed to ChatGPT to improve output?
  4. Next, have students revise and improve the output of ChatGPT by correcting errors and expanding or enhancing content. During this step, make sure that students enable track changes in their documents.
  5. Finally, have students submit the initial prompt, ChatGPT’s output, and their revision of the ChatGPT response (Watkins, 2022).