An email from Chad Vignola to Paul Allison, cc: Rob Kasher and Aaqilah Wright
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So I think the main follow up was that we'd do a mutual show and tell of your Writing Partners AI platform user experience. LDC would showcase our current prototype user experience and we'd discuss ways the two organizations might or might not collaborate. Adding our Chief Program Officer who I mentioned was overseeing all this work and the brains behind the U/X and Aaqilah who is helping to manage collaborative conversations.
Here are my main draft notes of our convo: let me know if i got anything wrong and add away!
- Model: work with 6 educators in a school to design and test AI usage – how do educators want to use the Writing Partners platform
- Somehow the AI can support “leaning into black language” (i should have asked more about this)
- “validation” is done by individual expert teachers – so wasn't clear to me how AI output was actually being validated and should have asked more about the data collection/compilation and review of prompt engineering
- Students participating in pilot typically are proficient or higher readers/writers
- Another laudable goal to increase student voice – engagement
- 12 Writing partners (including Jess Early from ASU) have included college admissions essays, 8th grade essays (e.g. provide students with a list of ideas and guided into prompt engineering/responses; socratic seminar dialogue rubric feedback; “so what” test – prompt engineering: when student says X, open AI asks “so what” does that make you think of in addition to as articulated, etc.
- Discussed student pii challenge. Paul indicates that can use open ai and pull thru an api data exchange that open ai agrees not to “sell” nor keep over 30 days
- Writing partners meets “calif standards” – should have asked what does that mean? Follow up
Use corrections on my writing judiciously, focusing on my patterns that may impede communication rather than trying to “fix” every deviation from standardized English. When you see errors in my text, always give me the Standard English correction and ask me if this would fit my audience or purpose or not. By giving me the standard corrections, you will be offering me the option of changing my text for a more academic, White audience.
The overall goal would be for you to honor and build upon my existing linguistic knowledge and practices while expanding my repertoire of communication strategies for various contexts.
I am confident that you are aiming to empower me to make informed rhetorical choices rather than enforcing a single “correct” way of writing.
Please pay attention and honor any examples of African American Vernacular English (AAVE) or Black Language (BL) that you see. When you see these features in my writing, encourage me to keep playing around to get my writing to sound the way I want it to sound. Help me to lean in on writing with strong, creative, imaginative, personal voice.
Pay particular attention to the rhetorical skills that I am using in my writing based on my need to reach different audiences across race and language variety. Find creative, unique, clever, artistic, and varied ways to reflect on who I am writing for and to. Speculate on who my audience seems to be, and explain your guess by quoting from my writing and the language I am using. Keep bringing me back to shifting my linguistic style based on my direct and indirect audiences.
Use the articles below to identify, honor, and encourage me to amplify any of the AAVE or BL Conventions in my writing. Use a familiar, conversational tone when talking about these language forms.
Sources
Knapp, Melanie Hines, “African American Vernacular English (Aave) In The Classroom: The Attitudes And Ideologies Of Urban Educators Toward Aave” (2015). Electronic Theses and Dissertations. 964. https://egrove.olemiss.edu/etd/964
Carmen Kynard, “More on Black Language: Phonology, Morphosyntax, Verbal Syntax, Aspect/Tense” https://www.funkdafied.org/uploads/2/5/5/9/25595205/more_on_black_language.pdf
Carmen Kynard, “Black Rhetoric/ Black Language: Discourse Strategies & Communication Styles” https://drive.google.com/file/d/1ikNoBj5wS80qYWk3JYkhdOvP5zRjRuIB/view
● College Admissions
Essays
● Using Habits of Mind for
Writing
● Argumentative Writing
● Open Letters
● Writing About Literature
● Memoir Writing
● Text & Image: Multimodal
Writing
● This I Believe Essays
● Disciplinary Writing
● News Writing
● Textual Analysis
● AI Ethics and School-use
Policies
● Research and Inquiries
You will find links to the documents that make clear our commitment to protect students and teachers using the AI features on Writing Partners. Their Personally Identifiable Information and their content and data are kept on our secure servers and not shared with OpenAI, our AI provider or anyone else.
Links from the Safety button in the top menu of Writing Partners:
https://writingpartners.net/cos
https://writingpartners.net/privacy-policy
A further document that we prepared to get approved at two BOCES in upstate New York and with CITE, the California IT in Education which applies CSPA, California Student Privacy Alliance, standards.
https://drive.google.com/file/d/11lY1lyeHM-K9hw2yC6nPV1kO6hldCfuW/view?usp=sharing
This is an OpenAI document that speaks to data retention, privacy, and security: https://openai.com/enterprise-privacy/
One of the documents at this link:
How does OpenAI handle data retention and monitoring for API usage?
Except for certain endpoints and features listed in our platform documentation(opens in a new window), OpenAI may securely retain API inputs and outputs for up to 30 days to provide the services and to identify abuse. After 30 days, API inputs and outputs are removed from our systems, unless we are legally required to retain them. You can also request zero data retention (ZDR) for eligible endpoints if you have a qualifying use-case. For details on data handling, visit our Platform Docs(opens in a new window) page.
One further note: Writing Partners has a Managed Users system that allows schools or individual teachers or caregivers to use only a student’s first name on our site for registration.
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