{"type":"rich","version":"1.0","provider_name":"Transistor","provider_url":"https://transistor.fm","author_name":"Margin of Thought with Priten","title":"If AI Writes, Who Thinks? - Jane Rosenzweig","html":"","width":"100%","height":180,"duration":2240,"description":"In this episode, Priten speaks with Jane Rosenzweig, director of the Harvard College Writing Center and lecturer in expository writing, about teaching writing in the age of AI. Jane's first-year course, To What Problem Is ChatGPT the Solution?, asks students to study artificial intelligence without outsourcing the work of thinking to it. They discuss why writing is inseparable from thinking, what students lose when they skip the struggle of drafting, and why feedback is a conversation rather than a product.Key Takeaways:Writing is thinking, not output. The point of a writing course is not to produce more papers in the world. It is to give students the experience of working through evidence, weighing ideas, and figuring out what they actually believe.Editing skills are not a substitute for drafting. The argument that students can skip the first draft and learn to polish AI output assumes a skill that develops only through drafting. Jane has not seen evidence that students who never write a first draft can revise their way to something meaningful.Feedback is relational. A writing tutor often does not know where the paper will end up, and that shared uncertainty is the point. A chatbot can work on what is already on the page, but it cannot build a bridge to the idea a student has not yet had.Feedback on demand undermines productive struggle. When students can revise and resubmit to a chatbot at 1 a.m., the friction that makes them reconsider what they think disappears. The decision to skip that friction is being made for reasons other than learning.Integrating AI into every course is not a solution. Students can distinguish between AI uses designed to push their thinking and how they will actually reach for the tool under a deadline. Teaching productive uses does not prevent the unproductive ones.The deeper challenge is equity, not just pedagogy. A real risk is that students at well-resourced institutions continue to learn how to think while students elsewhere have...","thumbnail_url":"https://img.transistorcdn.com/mIvclI2fK-fQrurJTjPiYoTWWGoNWSdbv1_-Xa6ULdc/rs:fill:0:0:1/w:400/h:400/q:60/mb:500000/aHR0cHM6Ly9pbWct/dXBsb2FkLXByb2R1/Y3Rpb24udHJhbnNp/c3Rvci5mbS8yOTNk/OTcyZTcxOWE5MGIw/ZTY0MjU4ZGNlN2U5/NjM3My5wbmc.webp","thumbnail_width":300,"thumbnail_height":300}