Why We Write

I recently had the opportunity to grapple with other educational professionals regarding ChatGPT and the impact on schools and writing instruction.

As disruptive as emerging technology may be, I think perhaps what is most important is that we understand what we currently do and why. It is essential that we uncover the practices we have in place, why, and whether or not those practices are serving learners well.

Inevitably, many of us, especially those passionate about writing instruction, are questioning what we believe is or isn’t OK as it pertains to ChatGPT and writing instruction. Is it OK for a student to turn in a paper that was almost entirely written by ChatGPT? Is it ok to use ChatGPT to generate first drafts? Many of us agree that using any source without critically analyzing the content is not safe nor sound but beyond that, things feel a bit murky for many educators.

Which leads me to thinking about writing itself and the role of writing in our classrooms and schools. Is the role of writing simply to produce something for an audience? If that is the case, then yes, ChatGPT is going to significantly impact writing in schools.

But writing is so much more than final drafts. I write to reflect and uncover what I think. I write because it forces me to slow down my mind and pay attention to my thoughts. For me, writing is a metacognitive experience. I’m a better human being and professional when I’m reading, writing, and reflecting.

If we can grade everything our student are writing, are they writing enough? If our students simply write for the purpose of turning in assignments and receiving grades, are we ok with that?

I write these blog posts because I enjoy the exercise of writing about my thinking. I write these posts because I get to write about and think about whatever I want in this space, and I share my thinking with an authentic audience versus submitting it to be evaluated with a letter grade. I do not find myself tempted to use ChatGPT here. This doesn’t mean I won’t ever. I just haven’t yet.

I’m curious if the same will hold true for our students. If they discover the joy of spending time with their thinking, if they discover the joy of choice and authentic audiences, will they too find themselves more interested in the exercise of writing? Will they find themselves less likely to copy and paste from ChatGPT?

I use ChatGPT don’t get me wrong. I use it when I’m in a hurry and need some ideas on a topic with which I don’t feel personally connected. I use it to figure out what meals I can make with remaining ingredients in my cupboard. There are plenty of ways I’m using it and will continue to use it.

But I think overall, I’m more interested in understanding what matters and what practices support what matters most in school than I am interested in policing new tools like ChatGPT in the classroom.

Our world needs people who think and feel deeply. Not people who think and feel less deeply but produce more. Our work is stronger when we are thoughtful. Our relationships are stronger when we are wholehearted. I’m not sure anything can or should change that.

What remains true? Perhaps if we anchor ourselves in what remains true, we can find our way more clearly through the new. My friend, Christine, recently reminded me that when going through change, instead of trying to sell others on the benefits of the new, it’s most important that we remind ourselves of what will remain the same and the benefits of what will remain the same.

There were times during the writing process for my upcoming book, Legacy of Learning, that I questioned whether it was going to meaningful for others to read about effective practices that seem to transcend time.

But I can’t help but wonder if the chaos of all the new has distracted us in such a way that we’ve lost sight of some of what matters most and why we got into this beautiful profession to begin with.

It is possible to stay grounded in what we know while learning and considering some of the new. We can hold both at the same time without trying to give both the same level of attention and energy.

But in learning and considering the new, let’s not forget that learning is a deeply human experience. Meaningful learning is designed to be human-centered. It’s not new for the sake of new. It’s about making the most meaningful, positive impact we can with each learner. In this pursuit, let’s not forget to see, enjoy, and be with the people we spend time with every day. If we lose sight of that, we have nothing and none of this other stuff matters.

If I had not make space to write today, I’m not sure I would be grounded in that reminder.

This is why I write.