Artificial Intelligence Information Hub: COMPILE RESOURCES HERE

The WAC Repository, a collaboration between the WAC Clearinghouse and the Association for Writing Across the Curriculum, is pleased to announce the release of its collection, TextGenEd: Teaching with Text Generation Technologies. Edited by Annette Vee, Tim Laquintano, and Carly Schnitzler, this digital collection addresses Generative AI, perhaps the most influential technology in writing in decades. TextGenEd features undergraduate-level assignments to support students' AI literacy, rhetorical and ethical engagements, creative exploration, and professional writing, along with an Introduction to guide instructors' understanding and their selection of what to emphasize in their courses.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

The MLA’s method for citing sources uses a template of core elements—standardized criteria that writers can use to evaluate sources and create works-cited-list entries based on that evaluation. That new technologies like ChatGPT emerge is a key reason why the MLA has adopted this approach to citation—to give writers flexibility to apply the style when they encounter new types of sources. In what follows, we offer recommendations for citing generative AI, defined as a tool that “can analyze or summarize content from a huge set of information, including web pages, books and other writing available on the internet, and use that data to create original new content” (Weed).