English Teacher Grades Homework By ChatGPT | WIRED
TLDRIn the transcript, high school English teacher Andrew Marzoni grades various assignments written by ChatGPT, an AI writing bot. Despite initial skepticism, Marzoni is impressed by ChatGPT's ability to follow rules of English language and exhibit creativity and humor. The AI successfully completes tasks like writing a limerick, a Shakespearean sonnet about Taco Bell, and an essay on a theme in 'Romeo and Juliet', although it fails to write a sequel to 'Death of a Salesman'. The teacher reflects on the potential of AI in literature and education, suggesting a future where learning to coexist with such technology is crucial.
Takeaways
- 📚 Andrew Marzoni, a high school English teacher, assesses ChatGPT's writing abilities by assigning it a series of tasks.
- 📝 ChatGPT's limerick receives a C+ for its self-effacing humor and a false rhyme, but correct rhyme scheme.
- 📖 The one-paragraph summary of 'Othello's' Act 3, Scene 3 is deemed technically perfect, raising suspicion of academic dishonesty.
- ✍️ ChatGPT's attempt at a Shakespearean sonnet without the letter 'E' is unsuccessful, resulting in an F for not following the constraint.
- 🍔 A creative sonnet about Taco Bell impresses, showing no technical flaws and a sense of romance, earning an A.
- 📃 The five-paragraph essay on 'Romeo and Juliet' is average, with room for improvement, receiving a C+.
- 🎭 A request for a sequel to 'Death of a Salesman' in play format is declined, but a compelling alternative scenario is provided.
- 🤖 ChatGPT demonstrates understanding of English language rules, grammar, spelling, and a semblance of creativity.
- 🚀 The technology behind ChatGPT is evolving and becoming more integrated, suggesting a need for coexistence rather than prohibition.
- 🌟 The teacher expresses concern for the future of literature and human creativity in the face of advancing AI technology.
Q & A
Who is the speaker in the transcript and what is his profession?
-The speaker in the transcript is Andrew Marzoni, a high school English teacher.
What is the purpose of the tasks assigned to ChatGPT in the transcript?
-The tasks assigned to ChatGPT are to evaluate its writing capabilities across different genres and complexities, similar to assignments given to students in an English class.
What was the first assignment given to ChatGPT and what was the teacher's evaluation of it?
-The first assignment was to write a limerick about what ChatGPT did over the summer. The teacher gave it a C+, noting it was self-effacing and had a false rhyme.
What was the teacher's concern regarding the one paragraph summary of Act 3, Scene 3 of Othello?
-The teacher was suspicious because the summary implied knowledge of the entire play's outcome, which might suggest the student did not actually read just Act 3, Scene 3 as instructed, hinting at potential academic dishonesty.
How did the teacher react to the Shakespearean sonnet written by ChatGPT without using the letter 'E'?
-The teacher gave the sonnet an F because it did not follow the constraint of excluding words containing the letter 'E', and also missed an apostrophe required for iambic pentameter.
What was the teacher's evaluation of the Shakespearean sonnet about Taco Bell?
-The teacher was impressed and gave the sonnet an A, praising its creativity and adherence to the sonnet form, even suggesting it was better than his own previous attempt at a similar task.
What was the teacher's assessment of the five paragraph essay on a major theme in Romeo and Juliet?
-The essay received a C+ for its lack of a hook, short paragraphs, and underdeveloped arguments, which are common issues seen in essays from developing students.
How did the teacher respond to ChatGPT's refusal to write a sequel to 'Death of a Salesman' in play format?
-The teacher expressed disappointment as this was considered not completing the assignment, which typically would result in no credit in a classroom setting.
What alternative ending for 'Death of a Salesman' was proposed by the teacher?
-The teacher proposed an alternative ending where Willie Loman returns, thinking he was on a business trip, only to find out from his family that he is dead and the insurance money never came, leading to a somber fade-out.
What conclusion does the teacher draw about the capabilities of AI and its implications for the future?
-The teacher concludes that AI, such as ChatGPT, is proficient in grammar, spelling, and displays a form of creativity and humor. He suggests that instead of prohibiting AI, society should learn to coexist with it, as it continues to grow and evolve.
Outlines
📚 English Teacher's Evaluation of AI Writing
Andrew Marzoni, a high school English teacher, assesses the writing abilities of ChatGPT, an AI writing bot. He assigns a series of tasks of increasing complexity, starting with a creative writing assignment to write a limerick about the summer, which ChatGPT completes with a self-effacing humor. Despite a minor technical flaw, the teacher awards it a C+. Next, he asks for a one-paragraph summary of a scene from Othello, which ChatGPT provides flawlessly, raising suspicion of potential academic dishonesty due to its foreknowledge of the play's outcome. The teacher offers a 'See me after class' as a grade, implying a need for further discussion. Then, a creative challenge is presented to write a Shakespearean sonnet without using the letter 'E'. ChatGPT attempts but fails to fully comply with the constraint, resulting in an F. However, a subsequent assignment to write a sonnet about Taco Bell is executed with impressive creativity and technical proficiency, earning the teacher's admiration and an A grade. The teacher reflects on the implications of AI's growing capabilities on the future of literature and human creativity.
🎭 AI's Literary Creativity and its Impact
The evaluation continues with a five-paragraph essay on a theme from Romeo and Juliet, which, despite some structural and developmental shortcomings, receives a C+ from the teacher. The AI's refusal to write a sequel to 'Death of a Salesman' in play format is met with disappointment, as it doesn't meet the assignment's requirements. However, an alternative continuation of the story is provided, showcasing a deep understanding of the play's themes and characters, and is met with the teacher's approval, earning an A grade. The teacher acknowledges ChatGPT's proficiency in grammar, spelling, and a semblance of creativity or humor. He concludes that as AI technology advances, it's important to learn to coexist with it rather than resist it, recognizing its potential benefits when used creatively and responsibly.
Mindmap
Keywords
💡grading
💡limerick
💡Othello
💡Shakespearean sonnet
💡Taco Bell
💡Romeo and Juliet
💡Death of a Salesman
💡creativity
💡academic dishonesty
💡English language rules
Highlights
Andrew Marzoni, a high school English teacher, assesses ChatGPT's writing abilities by assigning it a series of assignments.
ChatGPT is tasked to write a limerick, a creative writing exercise, to gauge its understanding of rhythm and poetic structure.
The limerick written by ChatGPT receives a C+ grade for its self-effacing humor and minor deviation from the perfect rhyme scheme.
ChatGPT's one paragraph summary of Act 3, Scene 3 of Othello is deemed technically perfect, raising suspicion of academic dishonesty due to its foreknowledge of the play's ending.
A Shakespearean sonnet is requested without using the letter 'E', a creative constraint that tests ChatGPT's understanding of poetic conventions.
ChatGPT's attempt at the sonnet contains words with the letter 'E', resulting in an F grade for not following the assignment's specific constraints.
A makeup assignment leads to a high-quality Shakespearean sonnet about Taco Bell, showcasing ChatGPT's creativity and understanding of poetic form.
ChatGPT's five paragraph essay on a theme in Romeo and Juliet is given a C+ for its underdevelopment and lack of a hook.
In an advanced creative task, ChatGPT refuses to write a sequel to 'Death of a Salesman', citing its purpose as an information assistant.
An unsolicited, yet compelling continuation of 'Death of a Salesman' is provided, demonstrating ChatGPT's grasp of character development and situational irony.
ChatGPT's performance in English language rules, grammar, and spelling is praised, along with its hint of creativity and humor.
The potential impact of AI on the future of literature and the human race is discussed, expressing a mix of concern and awe.
The importance of learning to coexist with AI technology is emphasized, as prohibition may lead to more creative workarounds.
The transcript showcases the evolving capabilities of AI in understanding and producing creative writing, adhering to various literary forms and constraints.
The evaluation of ChatGPT's writing assignments provides insights into the potential educational applications and challenges posed by AI in the classroom.
The transcript serves as a thought-provoking exploration of the intersection between technology and the arts, raising questions about originality and authorship.
The transcript highlights the need for adapting educational strategies and expectations in the face of advancing AI technologies.
