FROM SCRIBE TO ARCHITECT A PRACTITIONER’S REFLECTION ON TEACHING ACADEMIC WRITING IN THE AGE OF LARGE LANGUAGE MODELS

Stefano  Adamo

doi:10.21618/fil2633607a

Autori

Stefano Adamo University of Banja Luka Faculty of Philology Department of Romance Studies

DOI:

https://doi.org/10.21618/fil2633607a

Ključne reči:

akademsko pisanje, generativna vještačka inteligencija, veliki jezički modeli, pregled literature, pedagogija, VI pismenost, autorstvo, visoko obrazovanje

Apstrakt

Ovaj rad polazi od zapažanja iz učionice: studenti na predmetu akademsko pisanje počeli su sredinom semestra predavati neočekivano tečno napisane preglede literature, npr. pažljivo strukturisanu prozu, primjereno ograđenu ali, pri pažljivijem čitanju, djelimično izmišljenu. To zapažanje ukazuje na strukturni problem. Decenijama su nastavnici tretirali tečnost pisanja kao upotrebljiv pokazatelj intelektualnog angažmana, a onda je generativna vještačka inteligencija razbila taj pokazatelj, ne poboljšavajući studentsko razmišljenje, nego čineći uglađenu akademsku prozu dostupnom bez njega. Centralna tvrdnja ovog rada jeste da vještačka inteligencija pojača va postojeću kompetenciju, ali ne nadoknađuje njeno odsustvo. Studenti koji već znaju kritički čitati, formulisati argument i procijeniti validnost izvora koriste VI produktivno, a oni koji to ne znaju bivaju dovedeni u situaciju da samo izgleda kao da znaju. Na toj osnovi, rad predlaže konkretan trofazni radni tok izgrađen oko strukturisanog pisanja promptova, distribuisanog istraživanja putem više VI alata i progresivnog razgovora u namjenski izgrađenom VI okruženju. Radni tok osmišljen je da podučava pregled literature kao čin oblikovanja, a ne prepisivanja. Šira implikacija je pedagoška: ako kurs više ne može vrednovati pisanje kao gotov proizvod, mora vrednovati odluke koje to pisanje proizvede. Podučavati akademsko pisanje u doba velikih jezičkih modela znači podučavati prosuđivanje.

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