A little research into what’s being said about ChatGPT

“Terwiesch’s (the professor at Wharton who’s final was done well by ChatGPT) paper suggests schools should take a closer look at the interaction between AI tools and the educational experience, including exam policies and ‘curriculum design focusing on collaboration between human and AI‘.” I’d love to work on that.

One of the articles about ChatGPT doing well on a final exam at Wharton Business School is here.

A good essay on the chatbot from Brookings is here. “As Adam Stevens remarks, ChatGPT is only a threat if our education system continues to “pursue rubric points and not knowledge.” It is critical for all educators to follow their colleague’s example. As we note in our recent book, “Making Schools Work,” the old education model in which teachers deliver information to later be condensed and repeated will not prepare our students for success in the classroom—or the jobs of tomorrow. We should allow that model to die a peaceful death. Used in the right way, ChatGPT can be a friend to the classroom and an amazing tool for our students, not something to be feared.”

I will really really really try to stop now. 🙂 Other than to say I’m happy that educators are messing around with it, and the conclusion quoted above is just exactly what I have hoped for since NCLB hit the public schools and standardized testing became the way of the world.

Ironically, though it admits to having no feelings, it does say it would be happy to have contributed to… etc. 🙂 Silly bot. Somehow I’m reminded of some of the robots in the Hitchhiker’s Guide, though this is clearly not Marvin the Paranoid Android, the terminally depressed robot. Bizarrely ChatGPT has an attitude toward its work that I appreciate, and that’s very human of me. I intend to remain human in my interactions with this bot because it’s clearly been taught to have good manners, to be helpful, and to be honest about itself and its limitations. I respect that in people, so I’ll have to respect it in a bot.

God I wish I were teaching…

Interesting Direction in ChatGPT

Today I got this email leading to a survey that I was very happy to take:

Hi Martha,

You’ve likely heard about ChatGPT, an AI tool that uses natural language to interact with people. It can generate essays, reports, and workplace messages based on prompts given to it by people.

As a communication instructor, you are uniquely positioned to think about how ChatGPT presents challenges and opportunities for writing and communication instruction.

We seek to identify emerging best practices in the use of ChatGPT by drawing on the perspectives of communication instructors like yourself.

We would appreciate 10 minutes of your time to take the following survey about your views about ChatGPT.

survey link

Even if you don’t know much about ChatGPT, that’s fine. The survey contains several screens with output to prompts given to ChatGPT so you can see how it works. In the survey, you can see how ChatGPT responded to the following questions:

·       “What are the best ways to deliver bad news to employees?” (a simple query with advice)

·       “Please write a message to employees about a new policy that requires them to return to the offices for work.” (a workplace message)

·       “Write a 5 paragraph essay about the importance of addressing mental health in the workplace. Provide citations.” (a short essay with sources)

Thank you in advance for providing your perspectives. We hope to share results from the survey for an Association for Business Communication conference presentation and submit the findings to a communication journal. We want to tap into the perspectives and expertise of the business communication community to identify general reactions and recommendations. Please email us directly if you want summary results. 

With appreciation, Five professors from five different universities

Done! Thank you. I think it’s got potential to be a GREAT tool in both business communication and general writing classes. Experimenting with it kind of made me wish to get back into a classroom.

Martha Kennedy

Business Communication Instructor, San Diego State University, retired– 


Hi Martha, totally agree. It’s such a fascinating tool. Used wisely, it has lots of potential. Take care and appreciate your thoughts.  

Even though I’m retired, I took the survey and made the point that I thought it could be a great teaching/learning tool in a communications or writing class. There were several open-ended questions that asked how I would use it. It was a good survey and I was happy to participate.

I was happy to see this and to see that there’s interest in it as a teaching tool rather than an outright dismissal of it as a new plagiarism opportunity.

Prompts for Winter Writing — For students and??? (more fun with AI)

The link below was shared by the people for whom I’m reading books. Based on my recent forays into AI, I’d say all of these prompts were written by an AI.

So I asked ChatGPT to give me 10 wintery prompts. They are better than the ones on the above site.

I’d have no hesitancy about giving these to a class, and a couple of them intrigue me. I wouldn’t probably give a class prompts that tell them what to feel — like “beauty and serenity of a winter evening” or “complete with snow-covered trees…etc.” And, personally, I hate the word “cozy.” Shudder… I’d want my students to do that kind of description on their own without me or something else prescribing a response. I like 3, 4, 5, 6, 8. Students would like 10.

But they all lead to happy stories. I don’t imagine Alferd Packer or the Donner Party coming out of them — so I asked for unhappy endings.

Still no cannibalism, but you can’t have everything… If you don’t know the story of Alferd Packer, the Colorado Cannibal, (that’s how he spelled his name), you can learn about him here. He was stranded in the mountains not all that far from where I live — up in the San Juans near Lake City which was on the stagecoach route I’ve written about here in the past. One of the restaurants at the University of Colorado in Boulder is named the Alferd Packer Grill. When I was a student there, my ex and I only ate there when (for some unknown reason) we happened to have money. Good burgers and onion rings.

I’m not even going to apologize anymore. Godnose when this will end. It makes me wish I were teaching again. Instead of fighting against some of the things I had to fight against when I retired, I’d probably be embracing some of them.

Once Upon a Time in a Classroom, Far, Far Away

“Panoply”  makes my teeth itch. It’s an English teacher word (not its fault; I’m not blaming it), one of those that kids learn in high school as they develop their vocabulary so they can write longer more descriptive essays. Unfortunately, as a college writing teacher, it was my job to unteach them and it wasn’t always easy. Lots of students felt betrayed. “But my high school English teacher said…” I tried to explain it as the way a giant amorphous gaseous unfocused section of the universe could collapse into a singularity of immense gravity and power, smaller and more intense.

“Panoply” goes along with “plethora.” Back in the day, when I saw either of these words little worms crawled under the skin on my arm. I knew what was ahead of me.

So who were these kids? Mostly they were kids who thought using big words (that they never heard in real life) would impress their teacher. In their mind, “English teachers like these words. If I use these words, she will like me and I will get a better grade.” That smarmy, unctuous little creature didn’t get it.

“Why didn’t I get an A? I always got A’s on my English papers in high school.”

“Well, Lamont, you didn’t follow directions. This isn’t supposed to be an argumentative essay. It’s supposed to be an observation of a place in nature. I gave you a handout. All you had to do was fill it in as you looked around.”

“You never said that.”

“OK, that’s not a conversation I’m having, Lamont. If you look at this panoply of papers here, done by your classmates, you’ll see that everyone did the assignment except you. You tell me what that means, ‘K?”


“Lamont, you want a chance to do this assignment right? You don’t deserve it, but I’ll give it to you.” I didn’t say, “Because I’m the all-powerful deity in charge of this room for one hour three times a week and from my high promontory, I can make all things new again.” It was a PR stunt. A kid like this didn’t deserve a second chance, but if I gave it to him, it would speak well of me. It might (often did) turn into a teaching opportunity for a skill more important than writing. He might learn that his homework is for HIM not for ME.


“Yeah, really. I know you know what the assignment is. It’s on the syllabus, it’s on the handout I gave you.”

“Uh, I never got the handout.”

“How’d that happen?”

“Uh, I wasn’t here.”

“Awright. Here you go. Bring your paper Monday. You’ll lose a few points, but if you don’t do this project, a lot of the stuff in class won’t make sense, OK?”

“Thanks, professor.”

I had an immense panoply of these kids. An entire plethora.



Honking My Own Horn

For the first few months after I left teaching, my brain was busy trying to make sense out of a 30+ year career that had ended. I wrote about it (big surprise), a small text dump of philosophy and experiences. A blog reader here on WP suggested I post on Medium. I found myself part of a “magazine” — The Synapse — dedicated to teaching.

One of my pieces, “Student Centered vs. Teacher Center Learning” has been read by thousands of people, mostly young teachers. They’re highlighting passages, clapping for the content, following me. It makes me so so happy to have said something useful — after all — and helpful, for the ones just walking into the classroom now as teachers.

Another thing that’s happened related to teaching since I left, the Youtube videos I posted for my students (and never took down) are helping students today. Once in a while I get a comment thanking me. “That was the clearest explanation of the thesis statement ever. Thank you Mrs. Kennedy.”

I don’t think of myself as a teacher any more. I’ve also realized it was a way to make a living and I enjoyed it, mostly. It was NOT the grand “vocation” I often believed it to be back in the day. It seems to have been a long, long time ago that I was teaching, though it was only 3 years. But when I learn that something I’ve written has helped a young teacher or a kid in an English class, I feel warm inside.


Back in the Goodle Days of Teaching Freshman Comp

As many people know, I was once an English teacher. I taught composition, critical thinking and business communication. Once in a GREAT WHILE (like twice in two decades) I was “allowed” to teach summer literature. I spent 35 years of my life reading student papers. What’s more (and possibly strange) I liked it. I liked teaching post-adolescents and I never got tired of it. Everything I ended up hating about “teaching” really had little to do with teaching or students.

There is a thing about college freshmen and sophomores, it’s a good thing, but it’s also challenging, funny and annoying, they think they’re VERY VERY VERY smart and that they created the world and everything in it when they hit 18. I thought this, too, at that time of my life, so I have and always have had total sympathy with the hubris of youth. Now I know two things about it 1) their frontal lobes are not completely grown, 2) if we didn’t feel that way as young people the world would never change.

They wrote papers and they confused words. They confused words because they wanted to use big words. They had a few things going on in their minds. 1) they wanted to use big words because they were smart people and smart people use big words, 2) they wanted to impress their English teacher and everyone KNOWS English teachers are impressed by big words, and, 3) you get good grades by impressing your teacher. The advent of “spell check” made this problem even more interesting. :p

I think “plethora” is probably the favorite big word of college freshmen to use in their English essays. I’ve read that word almost exclusively on freshman English papers. One student even said, “Did you like how I used ‘plethora’?”

They also liked to get on their soapboxes. In order that they learn to be logical in presenting their arguments, they were required to write a PERSUASIVE PAPER on a controversial topic. I made rules. They could not write about legalizing pot, capital punishment or abortion. “Why, professor?”

“Well, here’s the deal. I don’t want to read a bunch of papers about legalizing pot, capital punishment or abortion. You gotta’ see this from my side. You’re going to write ONE paper. I’m going to take home 30 papers from each of my 3 freshmen comp classes. I don’t want to read 90 papers on abortion, would you?”


“All right then. Come up with something YOU really care about.”

“I care about that.”

“Find something else.” If a student were too invested in one of those three topics I was pretty sure they already had a paper and works cited page, probably from high school. There was also the reality that there are  9 million freshman papers available for sale on those three topics… I hated dealing with plagiarism.

If you have never sat down to a stack of freshman level persuasive papers, you have not lived (huh?). 🙂 Usually they were pretty OK. Occasionally they were abysmal, often they were cliché, sometimes they were inspiring. There was always at least one paper that took it upon itself to defend Freedom and the American Way. Almost always that paper told me that it was my right to peruse happiness.