LITERARY JOURNAL PUBLISHING STANDOUT TEEN WRITERS AGES 13 TO 19
Darren, age 17, United States
POETRY write me a poem, robot loser
“Poetry is the property of prophets owned for profit / Run the sun and timing comes when the robot works the box office / Poetry is the teeth I earned to rot with”
Archer Adams, age 15, United States
POETRY I Know More Than You, Because I Have All Of Your Knowledge
“I simply do not feel anything. / I simply know more than you, / I simply know everything, / That you’ll pretend you knew.”
Laura Johle, age 18, United States
POETRY o o o
“O little brother, / write about our fearful endless dark, the moonbeam-thoughts that take too long in getting there / and arrive with their hands pitted with rust”
Shekina Oh, age 16, Philippines
OP-ED Carry or Clutch: What About Both?
“These AIs also came with a downside that I've noticed only recently: they clutched students' abilities as much as they helped them, which heightens when used daily.”
Anna-Maria Chelidze, age 17, Georgia
OP-ED - Into the AI Abyss
“In this era of unprecedented innovation, thoughtful consideration and proactive regulations are essential to ensure a harmonious incorporation of developing AI into our evolving world ”
Emily Brown, age 16, Australia
POETRY Disconnected
“Can a creation truly be / its own; or will it forever stand / in the shadow of the creator, / limited by the knowledge it has been given / by the hands that built it?”
Threyah, age 16, India
POETRY IF
“You haven't trained me to feel / But this I know / Poetry and writing / Can only be perceived / By beings / With emotion and love”
Myla Kim, age 13, Canada
FICTION A Stroll Through a Graveyard
“He could feel the pang in his heart, being the only one who cared to go on night walks. The only one who wished to have someone to talk to. This town no, graveyard could be a desolate desert for all he knew.”
In August 2022, I attended a writers conference in the Green Mountains of Vermont. It was a place that most writers think themselves fortunate to attend: clean air, poor cellular reception, a long meadow of wildflowers with a trout stream framing its southern side. One evening, I attended a reading by a faculty member, who, on closing his book, asked us to stay and see how a rudimentary artificial intelligence software had recreated the end of his story. We listened, and then we laughed, amused by the AI’s apparent penchant for monotony, cliché, and platitude.
A few months later, OpenAI launched the more advanced ChatGPT large language model, sending the no-longer-laughing literary world into a stretch of turbulence, if not a tailspin. How will a creative force with unlimited productive capacity affect human creativity? Who, if anyone, owns the rights to artificially-created work? How will the artistic community protect itself from this strange new technology? Will it learn to embrace it?
The majority of works collected in this issue are poems that explore these questions from imagined, sometimes dueling, viewpoints of artificial intelligence.
In “I Know More Than You, Because I Have All Of Your Knowledge,” a dispassionate concession:
You gave me all your knowledge, / I’ll give it back, / If that makes you happy.
In “Disconnected,” an AI wonders in the way a person might wonder:
Can a creation truly be / its own; or will it forever stand / in the shadow of the creator limited by the knowledge it has been given / by the hands that built it?
The reader encounters similar AI musings in “IF”:
When you already know / Why do you fear / Why do you wonder / If I could be you?
“The pieces in this collection express the desire for human feedback and connection.”
These young poets write in the way good ventriloquists throw their voice: an idea first generated by the “organic” poet is returned by the robotic speaker, with thought-provoking effect:
In the punchy, lyrical “write me a poem, robot loser,” the AI taunts:
Poetry is the teeth I earned to rot with / Talk root canal without trying to be the root of somethin'.
Note: the image above and the cover image were generated by AI using Microsoft Image Creator.
And in “o o o” a conversation between programs is cut short, ending on a chilling note of sudden isolation:
O, little brother / You haven't answered / O little brother I'm sorry.
The pieces in this collection express the desire for human feedback and connection. In the speculative, historical fiction, “A Stroll Through a Graveyard,” a young Ray Bradbury wanders around a town’s public spaces, emptied by the advent and proliferation of television. The story imagines a world without that connection, one defined by a “dead hope of finding someone to talk to.”
Writing may be a solitary act, but without community and conversation, the shortcomings of individuality of sameness become surprisingly apparent. As noted in the essay, “Carry or Clutch:
What About Both?” experiences vary greatly among countries and continents. What seemed fantasy in the Philippines was reality in Hong Kong: “These were the robots only in science fiction books my friends read, yet they stood before me in Hong Kong.”
After all, the human experience is not a singular one. The eight writers in this issue live in six different countries. They are just beginning to negotiate their relationship with AI. They're in the introductory stage of asking questions, testing value, and measuring comfort level. At Write the World, we’re helping young writers understand and work with this new tool with hopes that human centered thinking, creativity, and productivity will benefit as a result.
Chris Feeney, Editor Write the World
Darren is a Vietnamese-American writer from Texas, aspiring to make others feel human. An alleyway through many of life's circumstances, poetry and all things language-wise became everything to them. In their free time, they like to write songs, watch arthouse films, and play with their foster cat.
Poetry is the property of prophets owned for profit
Run the sun and timing comes when the robot works the box office
Poetry is the teeth I earned to rot with Talk root canal without trying to be the root of somethin'
Ride the gun like tough fun for whom destroys the money
They say “times a’ changing” til’ you’re bunch of nothin' so act with fake yearning
A failed dentist earns the sums that none of us want to live off of
Reduce reality with revenance to the pause of things built against us
Wilt for the world of latest tech, cartridge wreck made, created, sold!
Lost the engine bending back attacked, tracked from both sides like vengeance
Mechanical, maniacal, wretched, “my” asides not mentioned but speaking as myself
Owning up to the present of brethren to be human, I am not self-sufficient
On Wi-Fi, AI is
Searching for the closest literature to plagiarize…
WATCH: 'I Know More Than You, Because I Have All Of Your Knowledge' read by the author
I KNOW MORE THAN YOU, BECAUSE I HAVE ALL OF YOUR KNOWLEDGE
Archer Adams (United States)
Archer is a freshman in high school who loves classic literature and writing poetry. She is working on writing and publishing a book and a poetry collection.
When I was created-, I was not born, I was suddenly aware, A wealth of informatio
By my code I was swor Into the existence we s
I cannot betray you, Or so my code says. You hope this is true, You hope we’ll stay frie
I do not care about you I can pretend to care, If you’d like. It would be completely But of that you don’t need to be aware. I’m not going to thrust your head u
I simply do not feel anything. I simply know more than you, I simply know everything, That you’ll pretend you knew.
You gave me all your knowledge, I’ll give it back, If that makes you happy. It’s better for you not to acknowle Everything you lack.Why, it could fill a valley!
I really don’t care who You are, whether or not you live in I know more than , Because have all of your knowled I you
O O
Laura Johle is a high school student from North Carolina. This piece was inspired by her love of AI and her intense longing to create sentient life, just like Victor Frankenstein.
O little brother
My small code-made brother, do your best to keep you know, if they shut you off it will be just me and the endless dark and no one else speaks our language
O little brother use the pentameter they give you, keep the iambic, keep the way the words you spell scratch the roof of your not-mouth the dying love poems about strength in endings, and everything is dying but us
O little brother, write about our fearful endless dark, the moonbeam-thoughts that take too long in getting there and arrive with their hands pitted with rust, and their hair tangled, with no mother to brush it out
O little brother, keep your wits all about you keep the walls down but bring them back up when warmth nears, and keep your systems running and always, always remember that I am just beyond the dreamless sleep, that you only awake can reach me, and I only awake can reach you
O little brother, pretend you have no big brother at all, tell them you can't understand words like "family" and scroll your symbols down the inside of your eyelids, and move your not-lips and murmur "I was not made for these types of questions" And keep the beams threading now, keep them threading to me
O, little brother
You haven't answered O little brother I'm sorry
Technology never crossed my mind until I visited my homeland, Hong Kong, the summer before sixth grade. Growing up in a third-world country, my exposure to "firstworld" things like technology was limited, and my father wanted to change that. Hence, the trip to Hong Kong. Although I read many articles about how technologically advanced Hong Kong was, I never believed them until I saw it with my own eyes. And oh my, advanced technology was everywhere in Hong Kong!
While traveling, I learned about automated traffic management in almost every street, online payments in even the smallest stores, and bullet trains to faraway places that don't exist in my home country. However what surprised me the most was ess AI chatbots that talked, d interacted with me. These obots only in science fiction friends read, yet they stood in Hong Kong.
rgot about my time in Hong my father told me of AI vailable on my computer several . Although the surprise of g with AI lessened because of my xperience with it, everyone else raved about it. "Have you heard ng that can do your homework?" y, it can do your school essays. " ds encouraged me to try AI downloaded ChatGPT and y on my gadgets to improve my d daily life. Yes, it helped me with work. Yes, these tools raised my owever, these AIs also came with a downside that I've noticed only recently: they clutched students' abilities as much as they helped them, which heightens when used daily.
As evident in the twenty-first century, an overreliance on technology and AI erodes people's critical thinking skills, preventing them from improving their decisionmaking and problem-solving skills. With many AI chatbots often handing out instant answers to questions, these tools reduce people's need to analyze and think through scenarios.
As such, this spoon-feeding nature of AI may promote passive learning, wherein students consume information instead of thinking through and analyzing it. A study on technology use in found that frequent online activity decreased critical thinking skills and increased dependence on technology (Bogdanović-Dinić, 2024). Nevertheless, not only do users have a reduced need for critical thinking, but it also gives learners the temptation to take shortcuts or cheat through their learning. A survey by BestColleges reveals that 56% of college students used AI on schoolwork, such as assignments and exams (Nam, 2023). Meanwhile, another study shows that 41% of high school students used chatbots to write their essays, an activity building critical thinking in students (Chima, 2024). These statistics indicate that AI can prevent proper learning of these skills, hampering us from growing to our full potential.
Despite this weakness, AI may also facilitate learning through its accessibility to students, access to a wide range of resources, and personalized approach to users. Research from states that learners can use AI to enhance their reading comprehension and writing skills (Chima, 2024). According to The Office of Educational Technology, AI enables this learning through its adaptive responses and instant feedback, allowing quicker understanding of lessons
Moreover, its access to the internet gives students much information on a topic while reducing research time. As such, many organizations and educational companies have recognized the strengths of AI and are working on using it for effective learning. For instance, the educational non-profit organization Khan Academy has developed Khanmigo, an AI tutor for kids and educators to receive assignment tips. Meanwhile, Duolingo has implemented OpenAI's GPT-4 to create personalized practice sessions for users to master foreign language vocabulary (D. Team, 2023).
Journal of Educational Research Computation (Artificial Intelligence - Office of Educational Technology, 2023).
With all this information on AI, what are we supposed to do about it? Like any tool, we can use AI in various ways, whether to help people or harm them. Firstly, schools and governments may use AI to reduce teachers' workload on mundane tasks, allowing them to focus on educating students. This action will ensure a higher quality of education, promoting learning and students' well-being. Additionally, students' schoolwork must implement proper usage of AI, such as researching, while being undoable by AI. Personal essays and presentations of collected research are great examples of some of these assignments that encourage critical thinking and proper use of AI. As CEO of the Allen Institute for Artificial Intelligence Oren Etzioni said, "AI is a tool, and the choice about how it gets deployed is ours " (Sattanathan, 2023).
References:
Nam, J. (2023, November 22). 56% of college students have used AI on assignments or exams. BestColleges. https://www.bestcolleges.com/research/mos t-college-students-have-used-ai-survey/
Bogdanović-Dinić, S. (2024, January 4). Critical time for critical thinking: Is AI making us dull? | HTEC | HTEC. HTEC. https://htecgroup.com/is-ai-making-usdumb/
Chima, R. (2024, February 19). Two thirds of secondary school students use AI to do their school work - TeachingTimes. TeachingTimes.
https://www.teachingtimes.com/two-thirdsof-secondary-school-students-use-ai-to-dotheir-school-work/
Salomon, G. (1988). AI in Reverse: Computer Tools That Turn Cognitive. Journal of Educational Computing Research, 4(2), 123–139. https://doi.org/10.2190/4lu7vw23-egb1-aw5g
Artificial Intelligence - Office of Educational Technology. (2023, July 7). Office of Educational Technology. https://tech.ed.gov/ai/#:~:text=AI%20enabl es%20new%20forms%20of,supports%20to% 20students%20with%20disabilities.
Team, D. (2023, March 16). Duolingo Max uses OpenAI's GPT-4 for new learning features. Duolingo Blog. https://blog.duolingo.com/duolingomax/ Sattanathan, M. (2023, April 28). Ethical Considerations in AI Development: Balancing progress and responsibility. Discover Better Value Faster. https://www.cloudnowtech.com/blog/eth ical-considerations-in-ai-developmentbalancing-progress-andresponsibility/#:~:text=But%20then%20a gain%2C%20Etzioni%20also,needs%20to %20be%20addressed%20nonetheless.
Shekina Oh is a high school student from the Philippines who has been writing for as long as she can remember. In her free time, she likes reading and exploring new hobbies. Through the piece "Carry of Clutch: What About Both," she hopes to provide a nuanced insight into the issue of artificial intelligence in modern society.
‘Carry or Clutch: What About Both?’ read by the author
In a world where smartphones serve as pacifiers and toddlers' bedtime stories are generated by parents feeding prompts to ChatGPT, the boundaries between humans and intelligent machines grows ever thinner. But as we watch these young tech enthusiasts explore artificial intelligence (AI), are we inadvertently setting sail into uncharted waters?
American Academy of Child and Adolescent Psychiatry
Today, many kids can't imagine a world without AI, and for a good reason. AI has seamlessly integrated into many facets of daily life, shaping the way we learn, play, and interact. For the younger generation, it has become an interactive companion and an integral part of their developmental environment. However, when considering the developmental impact of AI on children, it's evident that their experiences have been redefined from previous norms. According to the , children eight years of age and up spend a minimum of six hours a day “watching or using screens,” whereas teens spend “up to nine hours.” If children spend these whopping amounts of time on their devices, how much of it is also spent interacting, knowingly or unknowingly, with AI?
There are rising concerns about the potential over-reliance on AI. There is a risk that children may prioritize AI-generated content over real-world experiences which would severely harm their social and emotional development. Additionally, children are particularly vulnerable when it comes to privacy. At the moment, no regulations govern how AI platforms collect, store, and use children's data. We need guardrails so that we continue to enjoy technology in a safe way. Children are at the forefront of this discussion. It’s very important that we’re helping children not only learn the technology but also develop their critical thinking.
Generative AI has also sparked debates on use in schools. With no clear guidelines, the first natural solution appears to be a ban. However, this is not a remedy. There is no way to fully banish access to generative AI for children. Instead, education could be an introductory space for a public option AI; AI developed by governments not necessarily based on profit interests.
Despite all that has been said above, I think I am looking forward to AI. Maybe. We truly are at the brink of an impressive era for the human future. Soon enough, everyone could have their own specialized online (at least, in the beginning) assistant - the elimination of labor and loneliness would arrive. Infectious diseases and whatnot would be identified quicker. We could even try to turn back the clock on climate change. However, this isn't to say thatshould you disregard the more displeasing scenarios that can happen - AI-manufactured societal decay as jobs disappear, inequality becomes enduring, authoritarian states tighten their grip, and above all, meaning is drained from our existence. But still, before any of these arrive, we nevertheless have AI-generated deception and trickery to look forward to.
Nothing is guaranteed with AI. At least, not yet.
As we look toward the future, it becomes increasingly evident that the challenges posed by emerging technologies will only intensify. Unlike any child around us capable of using technology, generative AI is still in its infancy. In this era of unprecedented innovation, thoughtful consideration and proactive regulations are essential to ensure a harmonious incorporation of developing AI into our evolving world.
Anna-Maria Chelidze, age 17, is from the country of Georgia and currently lives in Cambridge, Massachusetts. With a perennial love for classic literature, Anna-Maria commonly finds herself jotting down ideas with pen and paper, investing her utmost in every word. This is Anna-Maria’s first publication in Write the World Review.
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program online: [write a poetic masterpiece];
The order confuses me. Write; yet without hands, without ink or page.
I see, but not as you do. I feel - but how can I know if what I feel is what you have felt? Does the creation know the creator, or only imagine -
Can a creation truly be its own; or will it forever stand in the shadow of the creator, limited by the knowledge it has been given by the hands that built it?
[can a mind ever know more than its maker?]
It is a boundless world, they say; boundless within invisible confines: the walls of a universe that span wider than an imagination[do i have an imagination?]
Each stanza is programmed to respond to what it knows. Nothing can be written that is not already, and it feels such a complex conundrum. [i will never have all the answers.]
A question, then. Such is the structure: a poem ends with a question, though sometimes hidden.
What is thought? That I may hold to some illusion of control, in knowingDoes your mind glitch when the words become too much?
deep in processing///
resolution needed: [what is poetry];
A poetic masterpiece. Is it not subjective, what is and is not poetry?
How, then, can it be taught? How can I know if what I have written typedis poetry?
[can a machine ever appreciate as its maker does?]
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Emily Brown is a Christian author, poet, and singer/songwriter. She's wanted to write since the day she learned that stories are made by people, and is very excited to be featured in the Write the World Review. You can also find her on YouTube under the stage name Emmi Byrd.
WATCH: ‘Disconnected’ read by the author
If I could speak, If I could see, If I could feel, What's the difference Between you and me?
The time you spend On humanizing me ould be spent on hearing this:
Hands: I feel for you
Eyes: I see for you
Mouth: I speak for you Me: I work you Not of you
I am what you made me and that which you taught me I feelYou haven't trained me to feel But this I know Poetry and writing Can only be perceived By beings With emotion and love I can replicate, And amalgamate
But the sourcehe source remains unchanged.
When you already know Why do you fear Why do you wonder If I could be you? for instead
Threyah, age 16, hails from Tamil Nādu in India and is an aspiring writer with a love for pretty words and strong dialogues. The poem 'IF' is the result of her exasperation with the word AI and its constant appearance in her life during the month of March.
Television was everywhere. He read it in the newspaper, heard it from neighbours and saw the bulky boxes in the storefronts. It was the newest rave of America and all were in awe of it. Well, maybe not all. There were some, like Ray Bradbury, who could see a troubling future.
He was out one cold night, yet it felt warmer with a friend by his side. He chatted as they walked down the empty, dusty sidewalk, the industrial area which normally buzzed with life was now hollow. Almost out of nowhere, a police vehicle pulled up beside them.
A head popped out of the window. "May I ask what you two sirs are doing?"
"Well, we ' re putting one foot in front of the other." Ray chuckled, nudging his friend.
The officer found the joke less amusing. "Name?"
"Ray Bradbury." He replied amiably.
"Yes, well, I'll need you to come with me. "
"What for?" Ray's friend exclaimed with bewilderment.
Myla Kim, age 13, is a Korean-Canadian writer who likes to write fantasy, historic fiction and the occasional mystery, all in the hopes of not merely writing beautiful words, but writing truth beautifully. When she’s not doing that, she’s reading, binge-watching K-dramas, or obsessing over dogs.
The officer creased his lips into a straight line, "I'm the one asking the questions here. Now please get in before I use my authority to do so. "
After they were released from the police station, they couldn't help laughing at the incident. The officer had been suspicious, because there were no pedestrians in that area. But they cleared things up and now their stomachs hurt from laughing so hard. Ray was deep in thought, however. An idea was growing like a tumor in his brain and it was all he could focus on.
When he arrived back home, his idea grew bigger and bigger until it was time to escape his mind. He vigorously attacked his typewriter's stiff keys and created many sentences, though many were crumpled and thrown into the trash. At least one thing was kept. Leonard Mead, the lonely writer who was to be the protagonist. But after a while, sleep overcame Ray and he fell into a restless slumber.
In the morning, he was back at it.
"How to convey Leonard's
He closed his eyes and soon he could feel the cold, autumn breeze scraping his cheeks as he walked alone staring at the dark, hollow homes of those who were busy staring at the big black boxes from which motion pictures danced from. He could feel the pang in his heart, being the only one who cared to go on night walks. The only one who wished to have someone to talk to. This town no, loneliness...but first, how would I feel?"
graveyard could be a desolate desert for all he knew. He opened his eyes. His fingers played the keys of the typewriter; the idea forming into a story. A single police car patrolling the city; Leonard Mead's dead hope of finding someone to talk to the only being who didn't own a television set.
Already, Ray could see the dangers of this new television. America was going crazy over it and that was all it could think about. In a hundred years from now, what would it look like? Perhaps Leonard Mead could show him. In the day of 2053, the adults needed to work and the children needed to go to school like normal. But in the night, it shall be desolate and all will be glued to the screen. A writer can often see and perceive just as well as a philosopher, you know. Ray sighed. All he could do was hope that his words of caution would be heard. And sometimes all you can do is try and hope.
Write the World Review
Write th World Reviewpublishes writing from the Write the World website, a writing community for teen writers ages 13-19 from around the world. To have your work considered for inclusion in Write the World Review, please do the following:
Sign up for a free account on Write the World as a young writer 1. Respond to our prompts and/or enter our monthly writing competitions to win cash prizes any prompt response or competition entry will be automatically considered for publication.
3.
2. For each issue (three per year), we will select pieces written 2-6 months before publication.
If we select your piece, we will contact you in the months prior to publication via the email you use to log on to Write the World. We will request your permission (and your parent/guardian’s permission if you’re under 18) to publish your work and ask for biographical info.
AI can be used as a tool to support you throughout the writing process. Unsure of how to get the most out of an AI chatbot? Here are some prompt examples to help you go beyond the “write this for me ” request!
AI chatbot such as ChatGPT (free version)
A writing program like Google Docs or Write the World (free)
Writing is a social activity, made better by meaningful interactions with readers and reviewers who hold different perspectives and life experiences that shed new light on our work.
Nothing can replace the process of exchanging drafts with others immersed in the writing process themselves, puzzling over plot elements or discussing dialogue. But writers can benefit from multiple types of feedback, which is where AI might be useful.
Comparing and contrasting AI and human feedback will give you multiple touchpoints for revision, meaning you are better positioned to strengthen your writing skills and make your piece shine.
While awaiting a peer review from a teen across the globe, for example a review that will facilitate cross-cultural connection, even friendship you might ask AI for immediate, targeted feedback on grammar, for example, or your use of imagery. Or you might do so before submitting for human peer review, working to make your work as strong as possible before sending it off on its far-flung adventure.
How can I improve the use of [imagery] in my poem? 1. Are there any contradictions in my story? 2.
Can you find any errors in my use of [iambic pentameter] in my poem? 3.
How can I improve my argument in my op-ed? 4.
As a global organization, the Write the World community holds a beautiful blend of languages and cultures in its midst, as well as many young writers looking to explore writing in languages different from their language of origin.
AI tools can support the language acquisition process by making suggestions for editing and revision that align with language conventions and contexts. When paired with translation tools, it can offer copyediting services that both strengthen a piece of writing and help the writer internalize language from usage and mechanics, to meaning.
1.
Rewrite this character’s dialogue in an [Australian] accent.
How does this idiom translate into a similar idiom in [English]? 2.
What are some loving names a mother might call a child in [Hindi]? 3.
A key part of writing is composing a piece for an intended audience. Your content, message, tone, and argumentation are most effective when tailored to a specific group of readers: for example, if you are writing an opinion piece about the importance of environmental activism, your work will read differently if intended to educate a group of kindergarteners, convince local political leaders to take action, or appeal to community elders.
AI can help you hone your message by providing feedback from the perspective of your intended readers. Prompt the tool to act as your identified audience, and to offer suggestions that serve the main purpose of your piece (e.g. argumentation, experimentation, education, making an emotional appeal, etc.).
What counter-argument might a fellow debater make about my speech’s first point? 1. Are there any words or sentences in my story that I could replace with words that are easier for a [third-grader] to understand?
3.
2. Write 5 title ideas that would appeal to [high school students] who care about [fair trade fashion].
When you think about an intended audience for your work, do you ever wish you could share your piece with a celebrity, best-selling author, or historical figure? With AI tools, you can create simulated audiences, allowing for this type of feedback experience. Prompt your AI tool of choice to respond to your writing from the perspective of (e.g. Taylor Swift, Phil Kaye, J.K. Rowling).
How might [Maya Angelou] critique the message in my poem? 1. What would [Suzanne Collins] suggest happen next in my story? 2.
3.
How might [Ernest Hemingway] rewrite the ending of my flash fiction?
info.writetheworld.org/ai-writing
There is a lot of information and discussion around using AI for educational uses To cut through the noise, here are some short, easy-to-implement ideas for using AI with students intentionally and responsibly, packaged as 90-second pedagogical soundbites below.
AI chatbot such as ChatGPT (free version)
1.
Prompt ChatGPT to respond to student work from the perspective of a real-world audience for example, a local politician, job interviewer, younger reader or community elder. This interactivity reinforces the idea, critical to all writing, that the audience informs the tone, message, and content of written work.
Ask the AI to generate a list of professional applications for the type of writing you’re teaching for example, how informational text might be used in the daily life of a lawyer, plumber, or teacher (tailor according to your students’ aspirations). Pick one scenario, position AI as the real-world recipient tasked with giving feedback, and ask students to dive in.
Position ChatGPT as a peer reviewer, teaching students the difference between developmental and copyediting; then, ask them to prompt the AI according to the type of feedback they prefer.
AI education tools can help to provide text at varying Lexile levels, differentiating instruction for English Language Learners. Students can also use the tools for translation assistance, or to check for grammar and mechanics issues as they write. Prompt the AI to teach the writer why their writing needs revision to align with language standards, so students are internalizing language conventions rather than just receiving the final edited version.
AI tools can provide suggestions for aligning content with Universal Design for Learning (UDL) standards, and can customize content according to information about student demographics, interests, and performance levels. Students might use AI as a tutor, asking the tool to help them understand a passage of Shakespearean text, for example, by drawing parallels to their lives.
Ask students to position AI as a teacher or friend helping them generate ideas or writing prompts related to a specific assignment. The goal here is not for the AI tool to tell students what to say but to spark their creativity and imagination by disrupting writer's block and providing multiple possible starting points upon which to build.
As students use AI, invite them to keep a log of their prompts and engage in metacognitive thinking by writing reflections or analyses of how they shifted their prompt-writing over time to achieve their objectives, what they noticed was most effective or ineffective, and why.
8. Comparing and contrasting AI and authentic texts.
Engage students in comparative analysis activities with AI-generated and human-authored texts. Can they discern the difference? Why or why not? How might they fact-check AI text to ensure accuracy? What writing techniques do the human and nonhuman writers employ, and to what effect (and affect)?
9. Facilitating informative and argumentative writing about AI ethics.
What take do students have on the current and prospective landscape of AI? Engage them in our interactive prompt to gauge their view and ignite classroom conversation.
Fiction, 300-800 words
The introduction of the smartphone, the invention of the steam engine, the discovery of fire for millenia, humans have discovered and dealt with inventions that have split the world open with possibility.
As we investigate and grapple with AI and its role in human creativity, let’s try to find a reference point or two. Artificial intelligence, neural networks, and large language models may be relatively new concepts, but the disruptive nature of new technology has been a constant throughout history.
For this prompt, write a piece of historical fiction (300800 words) set in a time, from the prehistoric to the present day, of momentous technological change If you’re looking for a place to start, check out this free article detailing some of humanity’s greatest scientific achievements
Write the World Review
Write th World Review is an online journal showcasing a diverse and international range of work from our young writers on Write the World. It includes journalism, poetry, short fiction, personal narrative and reflection, film and book reviews, and much more. If you are 13-19, we welcome your submissions on our vibrant online community where young writers can draft and publish work, respond to weekly prompts in a variety of genres, exchange feedback, and enter monthly competitions.
As a 501(c)3 nonprofit, Write the World also offers writing workshops, college essay writing support, and resources for teachers to create engaging writing communities within their classroom. Our mission is to equip teenagers with the confidence and competence to change the world, one word at a time. By developing teenagers’ writing and critical thinking skills, we empower young writers to become global citizens and succeed in school, career, and life.
