So how are you doing that in your classes? What does your writing class look like and how different is it from my writing class in the 1900s? Yeah,

gosh, I think, um, really different in some ways.

And I love that you talk about the multiple strategies that we, that we can have to meet this moment.

Um, I feel like the first thing that we have to do is make the case that you're not just writing for a product for a grade for the teacher, but that there's meaning for you in this activity, in this process.

That we can use writing as a way to help us think more clearly about the things that we care about.

and to speak to other people about the things that we care about.

And so I give students a lot of choice around the specific focus of their papers.

Do you use revision history or content detectors or what works?

... humans, but with some artificial intelligence involved as well.

Yeah.

So the, the Peter and AI Review plus Reflection project was started at UC Davis, and I was sort of doing something parallel with a not-for-profit app called My Essay Feedback as a volunteer advisor, and then we kind of joined, joined forces.

And I just think this is such a solid approach because it is building on and complementary to what we're already doing in writing pedagogy.

Everything we know is meaningful and works well, and it's bringing AI in, but- Not to change everything or take over, but as a complement in its place alongside peer review and instructor feedback.

And the idea is that it can support writers to be more reflective, to be thinking about their human audiences, their human readers.

So we actually prompt the feedback to talk about, "Your readers might be curious about this," or, "Readers might wonder this," or, "The way you've structured this really helps readers connect to this idea." So even if it's wrong, it's at least nudging them to think about that human purpose of writing.

So I get to pass it over to you now for whatever you'd like to recommend.