_edited.png)
In the era of artificial intelligence, every student publication has a different approach to how they use AI in the newsroom. Although your practices may differ depending on your school, this lesson plans outlines how students can use artificial intelligence as a powerful writing tool rather than a crutch.
Artificial Intelligence as a tool, not a crutch
The use of artificial intelligence models such as ChatGPT is often frowned upon in the classroom. However, in the newsroom, it can help writers finish the writing process faster.
As journalists, we must be cognizant of the boundaries of AI usage. One should artificial intelligence as a tool, not a crutch.
ACCEPTABLE: Asking artificial intelligence to give suggestions to repetitive. words; asking for outlining help
UNACCEPTABLE: Asking artificial intelligence to write an entire article
*NOTE: Customize this explanation to your school’s academic dishonesty/ AI usage policy
AI Prompts
Structure (Pre-writing):
1. Filter out irrelevant ideas:
I’m writing a journalism article about (TOPIC). I want to include (THINGS YOU WANT TO INCLUDE). Please list all these topics and give them a score from 1~10 on how relevant it is to the broad topic (YOUR TOPIC). Then, explain how it is related to the topic. Also give some examples of unrelated topics that would score low on your metric.
Ideas with scores 8~10: Relevant
Ideas with score 7: May be irrelevant, but depends on how you weave them
Ideas with scores 6 or below: Generally irrelevant
2. Generating outlines:
I’m writing a journalism article about (TOPIC). I want to include (THINGS YOU WANT TO INCLUDE). Please arrange these in logical order and create three outlines for me. Also include rationale as to why you put the section in each category.
Choose and edit as needed.
3. If you’re not sure, see how it looks as an article
For each outline, try writing a short article for each of those outlines. make up quotes based on what people are most likely to say. Make sure the writing is clear, concise, and has clear voice that pops.
Use this to choose an outline from #2.
Vocabulary
1. Repetitive adjectives/ verbs
For the following article, please check any ten adjectives I used and suggest 3 alternative adjectives which might work instead. Create a table in which on the left side you show the old adjective and which paragraph it is in, and on the right table, put the recommended adjectives. (INSERT ARTICLE)
TIP: Repeat the prompt above and replace “adjectives” with “verbs.”
2. Catching overly academic vocabulary
Examine the vocabulary of the article. Are there any instances in which there is a jump in the level of word choice or a term is used which does not mesh with the overall level of writing?
3. Repetitive words
Examine the article for repetition of words. After examining the article, make a table in which you chart exactly how often each word is used and in what paragraphs. (INSERT ARTICLE)
Sentence Variety and fluency:
1. Sentence Variety
For the following article, please, create a table in which you explain how many compound, compound and complex, complex, and simple sentences appear in each paragraph. (INSERT ARTICLE)
2. Transitions
Examine the article for transitions. Make a table in which you track which paragraph the transitional expression appears, what the original expression is, and suggest alternative expressions. (INSERT ARTICLE)
3. Passive language
Examine the article and find instances of passive language. Create a table in which those instances are tracked. (INSERT ARTICLE)
Organization:
Please read the article below. Then, after reading, transform the article into an outline: (INSERT ARTICLE)
Comments