Can You Spot the AI? Incorporating GenAI into Technical Writing Assignments
Parsa Rajabi, Chris Kerslake · 2024
In an effort to foster critical reflection on the usage of generative AI (genAI) during computer science writing assignments, this three-part assignment challenges students to predict whether their peers can detect which essays are generated using AI. Implemented as part of a third-year professional responsibility and technical writing course for N=200 students during Spring 2024, students individually generated two short persuasive essays, one using genAI and the other without. They then combined the two essays into a single document and submitted it for peer-review. Additionally, they formulated a guess on whether their peers would be able to detect which essay was generated as well as a rationale for their guess. Following the peer-review process, students reflected on their own experience trying to detect which essays were generated as well as the outcome of their guess about their peers abilities as well. Feedback indicates its effectiveness in engaging students in their understanding of the potentials and limitations of genAI. Recommended prerequisites include a clear course AI-usage policy and a brief overview of genAI prompt engineering.