I’ve had a really thought provoking email from a parent who thinks that using AI will teach students to write badly. I’m more optimistic. But, which of us is closer to reality? I am keen to find 3 volunteers who will help me find out. If you are a paid subscriber, you can volunteer. I’ll mark your work for free.
Hi Mr Salles, I'd love to write for you!! I'm in year 10 and I'm currently doing an Ethics project on the benefits of AI in secondary schools so this would be super interteresting to take part in. Thanks Max
Hi Ana, I feel I owe you. You aren't part of my first three, but I'll add you in. What type of writing would you like to focus on?
Dear Mr. Salles,
I have completed the task set - the AI was far better than I expected it to be; a pleasant surprise that I was able to learn quite a lot from.
MY TASK
1) I learned that starting a description with the weather/environment’s effects on the
human is a good way to begin (this was done in every example)
2) I learned that flashbacks to youth are an easy and effect option to include this
structural feature, one which I have never truly considered before
3) I learned that I can replicate a crowded environment by crowding my paragraphs with
long, complex sentences and listing.
4) I learned that I can use an idea (e.g. the old generation’s distain for the youth) in
many different genres so it might be worth thinking of an idea like this to integrate
into whatever I do
5) I learned that introducing a new object not in the prompt can be an effective way to
link to a flashback or create a pace to the narrative
Description of Old Person:
Death watched the old man closely.
The ravenous wind tore at his cloak, howling as he plowed through the snow towards the
logs. It leapt at his cheeks, biting the exposed skin of his wrist with its icy jaws. The sky was
veiled black by the robe of night, pinpricks of stars like holes in the fabric. The muted moon
ebbing its sullen rays whilst the man’s lantern released its pale light. In spite of the tearing
cold, his tearing eyes stared resolute at the frozen wood – his lifeline.
His father used to call this weather ‘The Wolf of Night’, as intent on bleeding out the drops of
heat in a man, as a wolf relentlessly pursues its injured prey. He remembered a time when
he would wait, shivering in the cabin, as his father made the harrowed walk towards the log
stack. Then, as the seconds dragged to minutes, the dilapidated door would burst inwards,
his father’s broad frame striding in, leaving a trail of ice and snow. The logs would be
dropped into the hearth and a burst of red swirls and yellow sparks would erupt upwards; the
orange glow a bear, standing upright on its fiery legs, roaring at the howling wolf as it limped
away defeated.
Now though, whilst his father lay frozen far below the frosted earth, his flame of life still
flared. His heart beats steadily fanning the shrinking fire, as old age wrinkled its fuel into
black, shriveled stumps. Right now, Adam was bleeding out. That is why he needed the logs.
After what seemed like centuries, his gnarled hands grabbed the burning cloak of ice which
wrapped the weathered wood. He hoisted them up onto his frail shoulders and turned round
to march towards his abode, following the already filling path he had trudged.
Death waited, not shivering in the cabin, as Adam made the harrowed walk towards the log
shack, his cloak billowing outwards in the ravenous wind. Then, as the seconds ticked by,
the dilapidated door swung inwards, Adam’s shrunken frame hobbling in, leaving a trail of ice
and snow. The logs dropped into the hearth and a small flame seemed to form, all dull reds
and dim yellows. The orange glow however, whilst covering the majority of the room in its
light, was unable to illuminate the shadow behind the man. The shadow of death creeping up
behind him… watching closely as his internal fire sputtered, almost going out.
Hi Mr Salles, I'd love to write for you!! I'm in year 10 and I'm currently doing an Ethics project on the benefits of AI in secondary schools so this would be super interteresting to take part in. Thanks Max
Dear Mr Salles, I would love to try it. Thank you!
Hi sir I’m interested
`Hi, I'm interested! (Year 11 student)
Hi I am interested
Hi, I am interested
Hi I am interested
Hi I’m also interested.
Hello! I am interested.