Here is my Chatbot prompt for ChatBotGPT3:

Write a blog post with this thesis: we are creating a very different default composition ecosystem for teachers who use chatGPT.

Here is the Chatbot reply:

As teachers, we are constantly on the lookout for ways to make our lessons more engaging and effective for our students. One tool that has been gaining a lot of traction in recent years is chatGPT, a language model developed by OpenAI that allows teachers to easily create and customize chat-based learning experiences for their students.

With chatGPT, teachers can create interactive lessons that students can access on their own devices, at their own pace. This makes it possible for students to learn and practice new concepts in a more engaging and personal way than traditional classroom instruction allows.

But while chatGPT is a powerful tool, it is also creating a very different default composition ecosystem for teachers. In the past, the default way that students composed their work was on paper, with pencil and pen. But with chatGPT, the default way that students compose their work is through text-based conversation.

This shift has a number of implications for teachers. For one, it means that we need to think carefully about how we teach composition in the age of chatGPT. We need to consider not just the mechanics of good writing, but also the conventions and expectations of text-based conversation.

For example, when we teach students how to write a persuasive essay, we need to consider not just how to structure an argument, but also how to present it in a way that is clear, concise, and engaging in a chat-based environment. We need to teach students how to use language effectively in a text-based conversation, and how to navigate the nuances of tone and intent that can be so difficult to convey in writing.

Additionally, the shift to chat-based composition also means that teachers need to think carefully about how we assess student work. In the past, we were used to evaluating student writing based on factors like grammar, spelling, and organization. But in the age of chatGPT, we need to consider how to evaluate students based on the quality of their contributions to a text-based conversation.

This can be a challenge, as it requires us to think about the criteria we use to assess student work in a different way. But it is also an opportunity, as it allows us to focus on the real-time communication skills that are so important in the digital age.

Overall, chatGPT is a powerful tool that has the potential to revolutionize the way we teach and learn. But as teachers, it is important that we also recognize the implications of this technology for the way we approach composition and assessment in the classroom. By thinking carefully about these issues, we can ensure that we are using chatGPT to its full potential, and that we are preparing our students for success in the digital world.

Where do we go from here? How can we teach better writing with this tool?  Is it a completely different kind of writing?  It seems to me that the emphasis on empathy in one’s writing is more important than ever.  Is chatbox composition just another format that we teach or is it now a party to all other forms of composition–a way to generate text that can then go down the revision path?  Or is it something else?  When everybody writes the text (and that IS what is happening) can there even be a concept of intellectual property?  And more importantly when will this new form be ruined by the the corporate oligopolies?