Arguments in a Public Context

Prompt:

For Writing Project 2, youll step into the role of a civic writer and craft an op-ed (opinion piece)a short persuasive article that makes an argument about GenAI.

Your op-ed should be written in the style, voice, and structure of something that could be published in The Daily Aztec, our campus newspaper. This means that your primary audience is your peers at SDSU. Make sure you are writing with this audience in mind.

Topic Selection:

GenAI is reallyyyyyyyyy big topic. It would be impossible to cover everything in this short writing assignment.

Find a focused, specific angle that you care about and that feels urgent or relevant to your audience. Think about what other students are saying (or not saying) about AI.

I recommend choosing a topic at an intersection of AI and public life. You can focus on how AI affects:

Education

Environment

Art

Ethics

Or another angle that genuinely matters to you and your community

Youll use your voice and research to offer a fresh perspective, raise awareness, challenge assumptions, or propose a realistic solution.

Along the way, youll research what others are saying about the issue, analyze how op-eds work as a genre, and use rhetorical strategies to strengthen your argument.

Assignment Details:

Audience: Primarily SDSU students and readers of The Daily Aztec (your peers), though your topic may connect to broader public concerns.

Genre: Op-ed that includes both written and visual components.

Purpose: To raise awareness of a significant issue and either:

1 Convince your audience to adopt a specific perspective

2 Propose and explain a realistic solution

Checklist of Writing Project Essentials

Word Count: 600850 words

Visuals: At least 1 relevant visual with captions located after the title + subtitle

Hyperlinks: At least 4 hyperlinks embedded in the op-ed that link to relevant outside sources.

Rhetorical Moves:

Hook that engages the target audience of an SDSU and introduces the topic

Clear, concise, arguable thesis that appears within the first few paragraphs of the op-ed

At least 2 supporting claims, each backed by evidence, and 1 counterargument

Use of multiple types of evidence: research, anecdote, expert opinion, fact, statistics, analogy, text evidence, testimony etc

Use of ethos, pathos, and logos where appropriate

A conclusion that does more than summarize. Consider using a call to action or powerful closing statement.

AI Use Acknowledgement (see details below)

Course Learning Objectives:

2

Apply rhetorical principles responsive to different purposes and goals, within specific disciplinary, professional and civic communities.

3

Research and contribute to specific areas of inquiry by evaluating, synthesizing, and integrating strategies and sources appropriate to genre.

4

Adapt and employ conventions to communicate with diverse audiences who are members of or affected by a specific area or discipline.

5

Compose a variety of texts, working individually and collaboratively, through processes of drafting, critiquing, reflecting, and editing.

Use of GenAI:

Here are some guidelines for GenAI use on this project. If you have questions or a more specific scenario of AI use that you’d like to talk about, let me know!

Acceptable Use of GenAI

Unacceptable Use of GenAI

Collaborating during the brainstorming process. For example, it might help guide you to focus your topic

Doing the thinking and writing for you. I mean… obviously…

Interacting with platform as a form of primary research. This could be interesting to interact with the platform and screenshot its output and use that as evidence, a hook, or personal anecdote within the op-ed. We can see this done well in the beginning of this article. (https://sdsu.instructure.com/courses/194395/files/19992662?wrap=1) Download this article. (https://sdsu.instructure.com/courses/194395/files/19992662/download?download_frd=1)

Asking it to integrate evidence, links, and direct quotes into writing. This can be disastrous, especially when evidence is falsified (aka hallucinated).

Helping to locate credible sources through AI research tools like PerplexityLinks to an external site. (https://www.perplexity.ai/?login-source=oneTapHome&login-new=false)

Generate or replace your thesis, claims, or counterargument – Your thesis should be your own stance. I recommend researching for a real person that holds a different perspective the source for your counter argument.

Checking for grammar errors

Asking for feedback on tone, sentence structure, evidence inclusion. Careful not to have the tool completely rewrite your words. This is wehere you could lose your voice and come off as a cheesy robot.

GenAI Use Acknowledgement

On a separate page at the end of your WP2 please include an AI Acknowledgement Statement.

In this statement, you should include the following:

1 Did you use AI at any point in writing this essay? Acknowledge your AI use and which platform used.

2 Where, When, and How? Include a summary of tasks you asked AI to complete and how you adjusted/revised it to use in your work.

3 How did your use change your writing? Briefly reflect on how AI might have changed your writing and what it helped or hindered.

I recommend being as detailed as possible in your reflections. You can even include screenshots if you choose. If you did not use AI in any part of the writing or research process please say so and explain your reasoning for that choice. Please note, if you used Grammarly that is also a variation of AI and should be also mentioned here.

Civic Writing Rubric

Civic Writing Rubric

Criteria

Ratings

Pts

Introduction Paragraph(s)

20 to >17 pts

Excellent

Hook is engaging and introduces the topic effectively. The topic’s context and exigence are well-established in the opening paragraphs.

17 to >14 pts

Proficient

Hook is clear but somewhat generic. Context and exigence are present but not fully developed.

14 to >10 pts

Developing

Introductory paragraphs are missing a hook or missing context regarding the selected topic

10 to >0 pts

Missing

Introduction is missing a hook and does not establish the op-ed topic.

/ 20 pts

Thesis / Overall Argument

10 to >8.5 pts

Excellent

Thesis is exceptionally clear, precise, original, debatable, and insightful.

8.5 to >7 pts

Proficient

Thesis is clear, debatable, and specific.

7 to >0 pts

Developing

Thesis is debatable, but unoriginal and/or vague

0 pts

Missing

Thesis is missing

/ 10 pts

Development of Claims

20 to >17.33 pts

Excellent

Position is developed with at least 2 clear and strong supporting claims. Position also includes a relevant counterargument and a convincing rebuttal.

17.33 to >15.33 pts

Proficient

Position is developed with at least 2 supporting claims. Position also includes a counterargument and a somewhat convincing rebuttal.

15.33 to >13.33 pts

Developing

Position is developed with 1-2 supporting claims that may be vague or unclear. Argument may or may not include a counterargument.

13.33 to >0 pts

Missing

Position lacks supporting claims.

/ 20 pts

Use of Evidence

30 to >26.25 pts

Excellent

All claims are well-supported by diverse, relevant, accurate, specific, credible evidence. Evidence is persuasive and appeals to ethos, pathos, and logos effectively.

26.25 to >23.25 pts

Proficient

Claims are supported by evidence. Some claims may be more strongly supported than others. There is some variety to the evidence types used throughout the op-ed.

23.25 to >15 pts

Developing

Some claims insufficiently supported by evidence. Evidence lacks some specificity or variety.

15 to >0 pts

Missing

Does not use evidence or does not use any external sources

/ 30 pts

Conclusion

10 to >8.5 pts

Excellent

Conclusion is unique and impactful. Conclusion avoids just providing a summary. Uses an effective call to action or persuasive closing remarks.

8.5 to >7.5 pts

Proficient

Conclusion is clear but may lack impact. Call to action or closing remarks are present but may lack strength.

7.5 to >6 pts

Developing

Conclusion just offers a summary of the argument.

6 to >0 pts

Missing

Missing a concluding section.

/ 10 pts

Topic Relevance

20 to >17 pts

Excellent

Op-ed clearly communicates the topic’s current relevance for the target audience of SDSU students

17 to >15 pts

Proficient

Op-ed somewhat communicates the topic’s current relevance for the target audience of SDSU students

15 to >0 pts

Developing

Op-ed generally communicates the topic’s current relevance for the target audience of SDSU students

0 pts

Missing

Op-ed does not communicates the topic’s relevance or exigence for SDSU students

/ 20 pts

Formatting, Style and Image

20 to >17 pts

Excellent

Includes a minimum of 1 relevant visuals with well developed captions at the start of the article. Article employs highly similar conventions to Opinion pieces written in the Daily Aztec.

17 to >15 pts

Proficient

Includes a minimum of 1 relevant visuals with well developed captions at the start of the article. Article employs somewhat similar conventions to Opinion pieces written in the Daily Aztec.

15 to >13 pts

Developing

Includes a image, but may be irrelevant or lack a caption. Style and formatting of the document deviates from Opinion section of the Daily Aztec.

13 to >0 pts

Missing

Missing an image and/or the style does not mirror the Opinion section of the Daily Aztec

/ 20 pts

Hyperlinks

20 to >17 pts

Excellent

Contains a minimum of 4 hyperlinks that are properly used on a relevant keyword or short phrase. Hyperlinks link to a functional and useful site or source.

17 to >15 pts

Proficient

Contains a minimum of 4 hyperlinks. Hyperlinks are mostly relevant and used properly. Some hyperlinks maybe formatted incorrectly or not properly used on a relevant keyword or short phrase.

15 to >10 pts

Satisfactory

Contains a minimum of 2 hyperlinks. Hyperlinks are mostly relevant and used properly. Some hyperlinks maybe formatted incorrectly or not properly used on a relevant keyword or short phrase.

10 to >0 pts

Needs development

Hyperlinks are missing or simply listed at the end of the article and not integrated into the body of the article

/ 20 pts

Personal Voice and Unique Perspective

30 to >26 pts

Excellent

Op-ed clearly reflects the author’s original unique perspective, community, and experiences. The voice is distinct and engaging.

26 to >22 pts

Proficient

Op-ed mostly reflects the author’s personal perspective, community, and experiences. The voice is somewhat engaging, but can feel generic or unclear at times.

22 to >15 pts

Developing

Op-ed has limited personal perspective and relies more on general information. Op-ed’s voice or style is generic, vague, and unoriginal.

15 to >0 pts

Missing

Op-ed lacks a personal voice and unique perspective.

/ 30 pts

AI Use Statement

20 to >17 pts

Excellent

Fully explains where, when, and how AI was used in the writing process. Offers a thoughtful reflection on how AI use impacted the writing. If no AI was used, clearly explains that decision and provides clear, thoughtful reasoning. Demonstrates honesty, specificity, and depth of reflection.

17 to >15 pts

Proficient

Clearly explains how AI was used but lacks some specificity (limited detail about revision process or timing). Includes some basic reflections on the impact of the AI use. If no AI was used, explanation is present but brief.

15 to >13 pts

Satisfactory

Mentions AI use (or non-use) but provides minimal detail. Reflection is brief, unclear, or overly general.

13 to >0 pts

Developing

Acknowledgement is missing or very underdeveloped and vague. Lacks meaningful reflection.

/ 20 pts

Total Points: 0

Also feel free to use this as a starting point. This information was used as the beginning of a previous assignment.

Section: Introduction

Opening Hook + Contextual Background

Artificial intelligence has swiftly become an integral part of college students’ daily lives. Many students utilize artificial intelligence applications such as ChatGPT to generate ideas, summarize readings, assist with assignments, and answer fast queries. AI is also employed in business, education, and technological development to improve work speed and efficiency. Because these technologies are so accessible, many people believe that AI exists just online and has little impact on the actual world. However, the truth is rather different. Behind every AI prompt are vast data centers packed with computers that need a lot of power and water to run. As the use of generative AI grows, more energy is required to power these systems. This raises critical issues regarding AI’s environmental impact and whether society is taking into account the long-term consequences of depending so heavily on these technologies.

Thesis: Although generative AI technologies make ordinary jobs simpler and more efficient, their increasing use is causing substantial environmental issues, such as increased energy consumption, water usage, and carbon emissions.

Supporting Claims: Claim #1

AI takes a vast amount of power to function.

(Zewe)

Generative AI systems depend on massive data centers with thousands of computers constantly processing information and responding to user queries.

Training and operating AI models requires tremendous computer power, which raises energy usage and adds to increased carbon emissions.

As AI tools gain popularity, more data centers must be developed, increasing the total environmental impact of these technologies.

Claim #2.

AI data centers need copious quantities of water to keep computers from overheating.

(Zewe)

Many data centers employ water cooling systems to keep their computers working securely.

This cooling procedure may use millions of gallons of water each year.

As demand for AI increases, water usage from these facilities may put further pressure on local water resources, particularly in places already facing water scarcity.

Claim #3 (counterargument)

Some think that artificial intelligence (AI) may genuinely benefit the environment by increasing efficiency and alleviating environmental concerns.

AI may be used to assess climatic data, monitor animal populations, and assist academics in developing answers to environmental concerns.

Some firms believe that AI technology can boost energy efficiency and minimize waste.

Rebuttal: While AI has the potential to assist solve environmental concerns, the tremendous energy and water needs necessary to run AI systems cannot be overlooked. If the usage of generative AI continues to rise without improved sustainability initiatives, the environmental costs may exceed any possible advantages.

Conclusion

Artificial intelligence has evolved into a powerful and handy technology that many people use on a daily basis. However, the environmental consequences of these technologies are often disregarded. The energy necessary to run AI systems, as well as the water required to cool data centers, all contribute to carbon emissions and environmental pressure. As students and daily users of technology, we must become more conscious of the hidden environmental costs associated with the AI technologies we employ. While AI may continue to play an essential role in the future, humanity must begin to think about how to utilize these systems more ethically and sustainably in order to safeguard the environment.

Just make sure you add these Revisions in. —>

You include a good hook that connects with student life, clear thesis and effective claims. Also, youve begun integrating evidence and a counterargument in a thoughtful way.

I have a few suggestions for revision:

1 Consider adding additional evidence for claims 1+ 2 (other than Zewe)

2 Add a source of someone that represents the counterargument position

WRITE MY PAPER