by Casey Dawson, WIC Graduate Assistant

This Winter, WIC will be hosting Dr. S. Scott Graham from the University of Texas-Austin, who will be giving a talk and a workshop on writing and generative AI. The title of Dr. Graham’s talk is “AI has Entered the Chat: Promise, Peril, and the Future of Writing in Higher Ed,” and the workshop is titled “ChatGPT in the Classroom: Practicalities & Pedagogies.” 

Register for the events here.


Title:AI has entered the chat: Promise, Peril, and the Future of Writing in Higher Ed” 

Date and Time: Monday, February 5, 2:00 PM – 3:30 PM

Location: Horizon Room

Abstract: AI is here. Automated writing tools are already freely available online and in popular word-processing applications. The newfound availability of these technologies has the potential to substantially disrupt teaching in higher education, especially where writing is involved. In addressing these issues, Dr. Graham will discuss the opportunities for and dangers of AI use in the classroom. The presentation will outline the nature of emerging generative AI technologies like ChatGPT, explore the risks associated with academic misconduct and FERPA violations, and offer some insights into how professors and students alike can leverage this new technological reality to support effective writing instruction and other learning goals.


Title: ChatGPT in the Classroom: Practicalities & Pedagogies 

Date and Time: Tuesday, February 6, 3:00 PM – 4:30 PM

Location: Milam 215

Abstract: This hands-on workshop will introduce educators to the practical use of ChatGPT for writing instruction. The workshop will have a particular focus on how ChatGPT and similar tools can support teaching (1) specific writing genres, (2) research literacy, and (3) critical technology appraisal. Attendees who wish to participate in the hands-on portion of the workshop should create a free ChatGPT account and bring a laptop. 


According to his biography, “Dr. Graham is an associate professor in UT-Austin’s Department of Rhetoric & Writing, as well as the Associate Director for Health, Humanities, and Medicine at the Humanities Institute. He uses artificial intelligence (AI) and machine learning to study communication in bioscience and health policy, with special attention to bioethics, conflicts of interest, and health AI. His research has been supported by the National Endowment for the Humanities, the NSF’s Extreme Science and Engineering Discovery Environment (XSEDE), and the National Institutes of Health.

Dr. Graham is also affiliated with the Center for Health Communication, the Addiction Research Institute, the University of Texas Opioid Response Consortium, and the Health Informatics Research Interest Group. Dr. Graham is the author of three books, The Doctor & The Algorithm, The Politics of Pain Medicine and Where’s the Rhetoric? He’s also the author of 35 articles, chapters, and essays published in Technical Communication Quarterly, Rhetoric of Health & Medicine, Plos-One, the Annals of Internal Medicine, and other journals. His scholarship has been covered in The New York Times, US News & World Report, Science, Health Day, AI in Health Care, and the Scientific Inquirer.”

by Casey Dawson, WIC Graduate Assistant


WIC Director Sarah Tinker Perrault kicked off this year’s WIC workshop series with “How to Use Ungraded Writing to Promote Disciplinary Learning.” In this workshop, Dr. Perrault shared insights into the effectiveness of ungraded writing exercises in promoting content learning and writing confidence among students across academic disciplines. She leveraged research and practical advice to combat common misconceptions about integrating writing into the classroom. Among the most common concerns from workshop participants were how to keep students engaged in ungraded writing exercises and how to stagger ungraded writing across the term without sacrificing other parts of their curriculum.

Along with addressing these concerns about ungraded writing, Dr. Perrault also shared various ungraded writing exercises, along with ways to incorporate these writing practices into the classroom. Workshop participants engaged in one such exercise, called “cubing,” in which they practiced articulating different facets of knowledge about a key concept in their field, an exercise that many said they plan to use with their own students.

To close out the workshop, participants were also able to share their own ungraded writing exercises with the group. Participants also shared and discussed common anxieties and solutions surrounding student participation and writing.
Access the recording of this workshop by following this link.


This Halloween, tricks and treats abounded at OSU Cascades, where WIC Director Sarah Tinker Perrault hosted the workshop “Pedagogical Principles, Writing, and Text Generating Tools.” With educators witnessing the impacts of generative writing tools like Chat-GPT on their students’ lives and learning, Dr. Perrault discussed the opportunities and limits to leveraging AI in Writing to Learn (WTL) and Learning to Write (LTW) in-class activities.

Dr. Perrault emphasized the limits of generative text tools in Writing to Learn exercises, which foster deep engagement with course content, the development of one’s own writing voice, critical thinking, and more. She also offered insights into the ways that generative AI may be useful for Learning to Write exercises, which get students practicing strong writing habits, understanding appropriate tones for various writing contexts, and other critical writing skills.

The nine attendees represented a variety of disciplines, including Literature, American Studies, Psychology, Molecular Biology, Environmental Sciences, Chemistry, and Biochemistry. Participants brainstormed various knowledge-making and habit-based writing exercises they might include in their own classrooms, and debriefed on the ways that generative AI had shifted their approach to instruction. 

(No recording available)