Meaty Prompts without the Hamburger Patty
This post shares this morning’s chat with Claude. I’ve been thinking about the links between Alexander Bain’s mid-19th century innovation of the five-paragraph essay and misconceptions about Flower and Hayes who in the early 1980s published a hugely influential cognitive model of the writing process. If you looked only at the diagram which got schlepped around like Yarborough’s Reading Rope ©️ to teacher professional development sessions, it would have been easy to interpret writing as a linear process with sequences of steps. In this chat I’m going to interject in italics.
Flower and Hayes
ME: If I wanted you to set forth a hierarchical set of goals or milestones for a writer completing a classroom writing assignment, in high school English or History that is, goals the writer will use to make process decisions, what would such a goal set look like? I am keying from Flower and Hayes cognitive model of the writing process. Hierarchical goals are the result of initial activities in prewriting.
Claude: Certainly. Based on Flower and Hayes' cognitive model of the writing process, here's a hierarchical set of goals or milestones a high school student might use when approaching a writing assignment in English or History:
1. Top-level Goal: Produce a coherent, well-argued essay that addresses the assignment prompt
Note that Claude produces output that draws upon common sense perspectives. The bot did not ask me to distinguish writing assignments back in the day nor in public vs private schools, private vs religious schools, home schooling. The following language represents a “typical” assignment. Consider my requirement that the goal framework adhere to Flower and Hayes. I set this parameter because I believe Flower and Hayes were the first to break through the barrier between research and practice, and much like Bain, had a big influence. Consequently, I can’t claim that the following would be the same if I had set the parameter elsewhere. It likely would be very different.
1.1. Understand the Assignment
1.1.1. Analyze the prompt
1.1.2. Identify key terms and concepts
1.1.3. Determine the required format and length
All of these reading behaviors are directed and controlled (in the name of equity?) from task choice to format and length. In authentic writing activity, the writer may have been given an assignment to “write your analysis of the meeting and email it to me this evening.” Understanding the assignment in the real world is rarely spelled out. That is, as even Flower and Hayes would agree, the writers job. Note well: This set of behaviors 1.1, 1.11, 1.12, 1.13 are efficiently and effectively handled by feeding the prompt to a bot. It doesn’t matter if one “terms” the prompt an assignment or a task, if the role of the writer is inauthentic, the student writer has an experience in inauthentic learning. The bot can simulate these inauthentic experiences quite nicely.
1.2. Generate and Organize Ideas
Bot.
1.2.1. Brainstorm relevant information
Bot.
1.2.2. Research additional sources if needed
Bot. From this point on, writers could rely completely on bot output with minimal format touch ups. We have reached the point where the ghosts and goblins appear that frighten the hell out of teachers invested in Bains model. The bot is trained in Bain. Please, if you can find any aspect that requires a human writer, Nick, Martha, Cyrus, Janet, anyone out there, let me know about it.
1.2.3. Create a preliminary outline or concept map.
Bot.
1.3. Develop a Thesis
1.3.1. Formulate a clear, arguable main idea
1.3.2. Ensure the thesis addresses the prompt
1.3.3. Identify key supporting points
1.4. Plan the Essay Structure
1.4.1. Organize main points into paragraphs
1.4.2. Plan transitions between ideas
1.4.3. Sketch out introduction and conclusion
1.5. Draft the Essay
1.5.1. Write the introduction with a hook and thesis
1.5.2. Develop body paragraphs with evidence and analysis
1.5.3. Craft a conclusion that reinforces the thesis
1.6. Revise and Refine
1.6.1. Check for logical flow and coherence
1.6.2. Strengthen arguments and evidence
1.6.3. Improve sentence structure and word choice
1.7. Edit and Proofread
1.7.1. Correct grammar and punctuation errors
1.7.2. Ensure proper citation format
1.7.3. Check for consistent tone and style
1.8. Final Review
1.8.1. Ensure all parts of the prompt are addressed
1.8.2. Verify the essay meets length requirements
1.8.3. Make final adjustments as needed
This hierarchical structure allows the writer to break down the complex task of essay writing into manageable sub-goals. It provides a framework for making process decisions throughout the writing task, from initial planning to final revisions. The writer can refer back to these goals at any point to guide their focus and ensure they're addressing all aspects of the assignment.
Would you like me to elaborate on any specific part of this goal hierarchy or how it relates to the Flower and Hayes model?
No thanks. Why waste time. Flower and Hayes did include “motivation to connect” as a function of the task environment. Whether motivation to write ought to be assumed, or evoked under threat of penalty or by a grading rubric, I suppose these days is a political, not a pedagogical, decision.
ME: Not yet. For now I want you to define for me the phrase “terms and concepts” in your example set of hierarchical goals. If I understand you, the writer should understand the terms and the concepts in the prompt. What do you mean by terms and concepts? Those are black semantic holes.
Claude: You're right to point out that "terms and concepts" needs clarification. I apologize for the vagueness. Let me break this down more precisely:
By "terms," I mean:
1. Key words or phrases in the prompt that are crucial to understanding the assignment
Which meeting do you want me to analyze? Oh, yes, today’s meeting. But what phrases are crucial to understanding what to write? Should I email my boss and ask what precisely they want to know about this meeting? Who else is going to read this email?
2. Subject-specific vocabulary that the prompt assumes the student knows
3. Instructional verbs (like "analyze," "compare," "evaluate") that indicate what type of writing is expected
Since when are analyze, compare, and evaluate “types of writing? Do teachers talk about types of writing using this nomenclature? Claude, have you hallucinated? Nonetheless, I get your drift.
By "concepts," I mean:
1. The main ideas or theories that the prompt is asking the student to engage with
2. Underlying assumptions or frameworks that the prompt is based on
3. Broader themes or issues that the prompt is addressing.
Interesting. In the business email sample (career readiness) the subordinate being tasked with an analysis of today’s meeting must infer which theories to engage—those for or against the position of top level management—without touching third rail assumptions and getting fried (or fired). Student writers must demonstrate this understanding by matching theirs up with what the teacher expects.
For example, in a history prompt like "Analyze the causes of the French Revolution, focusing on economic factors," the terms might include "analyze" and "economic factors," while the concepts might include "causes of revolution" and the idea that economic issues can lead to political upheaval.
In an English prompt like "Compare and contrast the themes of identity in 'The Great Gatsby' and 'Their Eyes Were Watching God'," the terms might include "compare and contrast" and "themes," while the concepts might include "identity" and the idea that literary works can be analyzed comparatively.
Interesting. Who cares whether we’re assigning an analysis of the French Revolution or Th Great Gatsby? In both cases, students have assigned source material (a textbook chapter, a novel) amenable to an essay assignment with a thesis and body paragraphs wrapped up with a conclusion.
You're absolutely correct that these need to be clearly defined for the student to effectively plan their writing. Would you like me to elaborate further on how a student might go about identifying and understanding these terms and concepts?
ME: I want you to create a set of goals in a hierarchy in this situation: A student is taking Junior year history. The assignment is to think about what it could have been like to have been alive, a young person, on the brink of a Civil War. It seems inevitable. Write a reflective essay from the perspective of an ordinary citizen not old enough to vote where you examine the worth of the war, why it has to be fought. Your writing can take the form of historical fiction, play script, or a traditional analysis essay. As part of your submission, write a cover letter explaining why you chose your genre, what problems you encountered, how you used AI, and what you learned from the project about writing. My assessment of what you learned about the causes of the Civil War will derive from the substance of your writing. Final evaluation of the writing will include AI detection tools for plagiarism.
Claude: Here's a hierarchical set of goals for this specific assignment:
1. Top-level Goal: Create a reflective piece exploring the perspective of a young person on the brink of the Civil War
1.1. Understand the Assignment
1.1.1. Identify key elements: young perspective, pre-war setting, reflection on war's worth
Bot option probably not a wise choice. Writers really need to lay bodily claim to a project by working their brain first. The remaining writing can suffer without a commitment and investment in a purpose.
1.1.2. Recognize genre options: historical fiction, play script, or analysis essay
Bot option could be helpful if a writer is not immediately drawn to one or another. Zero drafting could be even more helpful if the writer took a minute to think through and noodle about in each option. Right now I’m stuck between historical fiction or a script, potentially a dramatic monologue written in verse.
1.1.3. Note the requirement for a cover letter
Done.
1.2. Research Historical Context
1.2.1. Investigate causes of the Civil War
Review class readings, discussion and lecture notes. Participate in peer discussion groups during drafting.
1.2.2. Explore daily life for young people in the pre-war period
Notes, bot, document.
1.2.3. Examine contemporary views on the impending conflict
Notes, bot, document.
1.3. Choose Writing Genre
1.3.1. Consider strengths and weaknesses of each option
Peer discussion
1.3.2. Select genre that best conveys chosen perspective
Alone
1.3.3. Plan how to incorporate historical information into chosen format
Alone, notes, peer discussion, teacher conference.
1.4. Develop Central Perspective
Avoid the bot until a complete perspective is achieved, then peer and bot discussion, document
1.4.1. Create character or viewpoint (if fiction/play) or thesis (if essay)
1.4.2. Outline key thoughts on war's inevitability and worth
1.4.3. Plan how to show understanding of war's causes through this perspective
1.5. Structure the Piece
Avoid the bot.
1.5.1. Outline beginning, middle, and end (or introduction, body, conclusion)
1.5.2. Plan how to incorporate reflection on war's worth
1.5.3. Ensure logical flow of ideas or events
1.6. Draft the Piece
1.6.1. Write opening that establishes setting and perspective
Zero draft three distinct strategies, consult the bot for advice, document.
1.6.2. Develop main content, incorporating historical details and reflections
Solitude, bot-free zone
1.6.3. Conclude with insight into character's/author's views on impending war
Solitude, bot-free zone.
1.7. Revise and Refine
Fact check any historical detail significant according to course readings, lectures, or output from the bot
1.7.1. Check for historical accuracy and depth of reflection
1.7.2. Enhance language to fit chosen genre (e.g., period-appropriate for historical fiction)
Bot support for diction. Do not cut and paste complete sentences or paragraphs without clear indication of bot content in the piece. No more than 5% of the project should fit this parameter.
1.7.3. Ensure clear conveyance of understanding about war's causes
Peer review.
1.8. Write Cover Letter
Solitude.
1.8.1. Explain genre choice and rationale
1.8.2. Discuss writing challenges encountered
1.8.3. Describe any AI use in the process
1.8.4. Reflect on learning about writing from the project
1.9. Final Review and Submission
Bot support.
1.9.1. Proofread both main piece and cover letter
1.9.2. Ensure all assignment requirements are met
1.9.3. Prepare final submission package
This hierarchy guides the student through understanding the unique requirements of this assignment, engaging with the historical content, making creative decisions about presentation, and reflecting on their writing process. It also emphasizes the need to demonstrate understanding of the Civil War's causes throughout the piece.
ME: I want you to use the same hierarchy but under point 1.8.3 write a rubric with six scorepoints using a vignette encapsulating the kinds of activities students might describe at each of the six scorepoints from novice to proficient. Students will use it to self-assess.
Claude: Certainly. I'll modify the hierarchy to include a rubric under point 1.8.3 for students to self-assess their AI use in the project. Here's the updated section with the rubric:
1.8. Write Cover Letter
1.8.1. Explain genre choice and rationale
1.8.2. Discuss writing challenges encountered
1.8.3. Describe any AI use in the process (Self-assess using the following rubric)
Students should have access to the rubric and to the entire chat material used in the paper. Students should preserve chat in the event that the teacher asks to review the chat in a penalty-free zone, that is, the review will have no effect on grades at this time.
Rubric for AI Use in the Writing Process:
1. Novice:
"I didn't use AI at all because I wasn't sure how to start or if it was allowed."
2. Developing:
"I used AI to get some basic facts about the Civil War era, but I didn't know how to use this information effectively in my writing."
3. Intermediate:
"I used AI to generate ideas for my character's background and to check some historical details. I incorporated some of these ideas into my work."
4. Proficient:
"I used AI as a brainstorming tool, asking it to suggest potential perspectives of young people during that era. I then researched these ideas further and developed my own unique take on them."
5. Advanced:
"I used AI to help me outline my essay, generate ideas for dialogue (in fiction/play), and fact-check historical details. I critically evaluated all AI suggestions and substantially expanded on them with my own research and creativity."
6. Expert:
"I strategically used AI throughout my writing process - for initial brainstorming, historical research, outlining, and editing. I used prompts to generate alternative perspectives, which helped me refine my own ideas. I always verified AI-provided information and significantly expanded on its suggestions with my own critical thinking and additional research. I also experimented with using AI to simulate dialogue in different historical voices, which informed my character development."
1.8.4. Reflect on learning about writing from the project
This rubric allows students to self-assess their AI use on a spectrum from no use to sophisticated, critical use. It emphasizes the importance of using AI as a tool to enhance their own thinking and creativity, rather than as a replacement for their own work.
ME: Revise it by incorporating an ethical dimension across scorepoints.
Claude: Certainly. I'll revise the rubric to incorporate an ethical dimension across the scorepoints. This will help students reflect not just on how they used AI, but also on the ethical considerations of its use in academic work.
1.8.3. Describe any AI use in the process (Self-assess using the following rubric)
Rubric for AI Use in the Writing Process (Including Ethical Considerations):
1. Novice:
"I didn't use AI at all. I was unsure about the ethical implications of using AI in schoolwork, so I avoided it entirely."
2. Developing:
"I used AI to get some basic facts about the Civil War era. I didn't cite this use because I wasn't sure if I needed to. I'm now aware that this might not have been the right approach ethically."
3. Intermediate:
"I used AI to generate ideas for my character's background and to check some historical details. I mentioned this in my cover letter but didn't specify which parts were AI-assisted. I'm learning about the importance of transparency in AI use."
4. Proficient:
"I used AI as a brainstorming tool for potential young people's perspectives during that era. I then researched these ideas further and developed my own take. I clearly indicated in my cover letter which aspects were AI-assisted and how I built upon them, understanding the ethical need for transparency."
5. Advanced:
"I used AI to help outline my essay, generate dialogue ideas (for fiction/play), and fact-check. I critically evaluated all AI suggestions and substantially expanded on them with my own research. I documented my AI use process, including prompts used, and discussed how I ensured the final work remained authentically mine. I reflected on the ethical implications of AI in academic work."
6. Expert:
"I strategically used AI throughout my writing process - for brainstorming, research, outlining, and editing. I used prompts to generate alternative perspectives, refining my ideas. I always verified AI-provided information and significantly expanded on its suggestions with critical thinking and research. I meticulously documented all AI interactions, clearly differentiating between AI-generated content and my own work. I engaged in thoughtful reflection about the ethical use of AI in academia, considering issues of originality, accountability, and the changing nature of research and creativity."
This revised rubric maintains the progression of AI use sophistication while incorporating ethical awareness and practices. It emphasizes transparency, proper attribution, critical evaluation of AI-generated content, and reflection on the broader implications of AI use in academic work. This approach encourages students to think not just about how to use AI effectively, but also how to use it responsibly and ethically.
Terry love your mind - love your content!