Published Content
The Role of ChatGPT in Navigating Writing Challenges: Evidence from a First-Year Archival Research Assignment
Quang C. Ly
This qualitative study investigates how frequently students rely on AI tools to support a group archival writing project. Reflective essays from 27 undergraduate students reveal both when and how they use ChatGPT throughout the writing process. The findings show that students most often turn to ChatGPT during the early stages—such as brainstorming and outlining—and rely on it less as they move toward finalizing their drafts. Many participants described using ChatGPT to overcome writer’s block, particularly when initiating research papers. These insights support the argument for thoughtfully integrating AI into writing classrooms not only to assist students in navigating the writing process but also to help them understand the value of AI as a learning tool and the importance of using it appropriately and responsibly in academic contexts.
Developing Thinking through LLM-Assisted Writing: Hegelian Synthesis and Critical Thinking
Robert Deacon, PhD
Students can bypass much of the writing process and the critical thinking that comes with it when using Large Language Models (LLMs) such as ChatGPT. Single-stage writing assignments may have no value for students who use LLMs. This paper proposes Hegelian synthesis writing (dialectic writing) as a solution for this problem. Dialectic writing requires students to develop arguments in stages over time. The stages deepen perspective, lead to discovery, and may produce original conclusions composed of conflicting viewpoints. While students can use ChatGPT to brainstorm and practice thesis, antithesis, and synthesis essay form, this study shows ChatGPT does not evaluate texts truthfully and often fails to produce strong thesis/synthesis statements. Instructors who want to promote critical thinking must have students critically evaluate and revise ChatGPT outputs. Survey results from classwork using ChatGPT to produce synthesis essays show students are receptive to using ChatGPT to brainstorm and learn essay structure. The results also suggest students need more support to identify ChatGPT deficiencies in creativity, particularly with synthesis conclusions. LLMs can model dialectic writing, but students need clear expectations for their role in the writing process. In the age of LLMs, we must look to synthesize student and AI writing and have students emerge as better thinkers. Assignments that require students to evaluate and revise ChatGPT outputs and to create new conclusions appear best suited to produce this outcome.