A Q&A with Marc Watkins, director of the AI Institute for Teachers.

To produce interesting writing, more is not necessarily better.

Some things you can't be polite about.

Some common traits at institutions successfully meeting the challenge of teaching in today’s world.

Welcome to the More Than Words virtual book club! We'll be reading & discussing John Warner's new book—More Than Words: How to Think About Writing in the Age of AI. We'll meet on Zoom about twice a month from June to August 2025—from 5:00-6:00 p.m. (EST). Tuesday, 3 June Tuesday, 17 June Tuesday, 22 July Tuesday, 5 August Tuesday, 19 August In the future, we'll be sending out the Zoom links, a reading schedule, and a sign-up list for those who wish to facilitate a meeting's conversation! If there are no objections, we'd like to record our Zoom meetings to share out to those who may not be able to attend. Any additional concerns (or questions) can be sent to David Buck (dbuck@howardcc.edu). Thanks!

Collecting up my recent writings on a complex topic.

Two English professors have outlined a vision of “restrained generative AI” to help students improve their writing, and they’ve built a software tool ...

Automated syntax generation is not teaching.

Don’t let students get away with a writing performance. Have them do the real thing.

Create beautiful, automated newsletters with content from the sites and apps you love.

When it comes to assessing student writing, ChatGPT merely makes an enduring problem more apparent.

I got a gazillion thoughts about this article on the "crisis" of ChatGPT, and figure I might as well work through them here. 🧵https://t.co/I4lCkSlJ1i— John Warner (@biblioracle) April 18, 2023

Writing is a human process. We forget this at our peril.

If an algorithm is the death of high school English, maybe that's an okay thing.

Artificial intelligence can crank out passable student essays in seconds. What are we going to do?

“Possibly long thread on why GPT3 algorithm proficiency at producing fluent, correct-seeming prose is an exciting opportunity for improving how we teach writing, how students learn to write, and how this can also benefit profs who assign writing, but don't necessarily teach it.”