Writing Methodology (with AI) in French

Introduction

Writing can be a rewarding and enjoyable experience, but it can also be challenging and intimidating, especially when doing so in another language. One of the goals of this course aims to help you communicate your ideas in written French clearly. With practice, we hope that you will be able to approach writing tasks in French with greater confidence and skill.

This methodology breaks the writing process into four stages: planning, drafting, revising, and editing. In the first two, you will rely on your own skills to generate ideas while practicing the vocabulary and grammar that you have already learned. In the last two, you will receive personalized feedback on your draft from Copilot (UVA’s official generative AI tool) and your instructor.

Generative AI (GenAI) can generate output (text, image, sound, video) based on your input (prompt). We recognize the pedagogical potential of this technology if used responsibly and critically. However, we shouldn’t underestimate the risks of delegating the entire writing process to an AI, which could lead to serious learning deficits. Relying too heavily on AI for writing may hinder the practice of important skills, not the least of which is finding and developing your own voice.

For the purpose of this course “FREN 3031: Finding your voice in French,” you are expected to produce your first draft yourself. Then, use GenAI for critical support in areas needing improvement. Use it responsibly and critically, and check with your instructor before making any changes to your draft. The goal of this methodology is to help you gain confidence in writing and editing your work in French while also becoming a responsible and critical user of GenAI.

In the following paragraphs, we explain each stage of the writing process and how to use GenAI effectively and ethically. Remember, writing is a skill that improves with practice and feedback, so don’t be afraid to take risks and make mistakes. That’s how you learn.

Planning (Day 1, in class)

The first stage of the writing process is planning. In this stage, you brainstorm ideas related to the assignment topic and organize them into a rough outline. Planning helps clarify your thoughts and focus on the main points you want to communicate.

Here are some steps to follow for planning:

• Carefully read the assignment instructions and make sure you understand the topic. If you have questions, ask your instructor.
• When a model is available, read it carefully. This is a piece of writing similar to the one you are asked to produce. Pay attention to the model’s structure, vocabulary, grammar, tone, and style.
• Brainstorm ideas related to the topic of your assignment. Use your notes, class materials, and your own knowledge and experiences as inspiration. To bypass typical roadblocks and avoid translating from English, try paraphrasing techniques that make use of the vocabulary and grammar that you already know.
• Write down your ideas by hand in your notebook. You can make lists with words, phrases, sentences, or even draw mind maps. Don’t worry about spelling or grammar at this point. Just focus on generating as many ideas as possible.
• Draw connections between your ideas and group them into categories or themes. This will help you create a rough outline for your paper. You can use arrows, colors, or symbols to show the relationships between your ideas. Make it fun and enjoy the process.

Drafting (Day 1, in class)

The second stage of the writing process is drafting. In this stage, you turn your rough outline into a complete first draft. Drafting is important because it helps you develop your ideas and express them in a coherent and logical way.

Here are some steps to follow for drafting:

• Start writing your paper by hand using your rough outline as a guide. If your paper contains multiple ideas, separate them in paragraphs, each completed with additional supporting details.
• When necessary, use logical connectors (e.g. d’abord, ensuite, par ailleurs, en plus, finalement) to link your paper’s parts and make transitions. These connectors will help you create a clear and coherent flow of ideas.
• If you get stuck, talk to your instructor! Together you can explore how to elaborate your ideas.
• At this stage, your focus should be on getting your ideas on paper. You will have a chance to revise and edit your draft later.
• At the end of Day 1, snap a photo or scan your work as a PDF with your mobile device and upload it on Canvas. Your draft will not receive a separate grade, but it’s part of the assignment and without it, the assignment is incomplete.

Revising (Day 2, in class)

The third stage of the writing process is revising. In this stage, you improve your first draft by making changes to the content, organization, and style of your paper. Revising helps refine your ideas and make your paper clearer and more effective.

Here are some steps to follow for revision:

• Type your first draft on your computer. This will allow you to reread it carefully and identify areas for improvement, such as questions about a word or expression, doubts about whether you have managed to convey the desired meaning, etc.
• Underline these areas and make a hypothesis for a correction. For example, a word might be inappropriate, a sentence might be too long or short, or a paragraph might be poorly organized.
• After underlining these areas, use GenAI to help you with your revision. Copilot is available to UVA students, faculty, and staff. Login with your UVA email to keep your data private and protected.
• To get feedback from Copilot, write a question or prompt in the text box, followed by a colon (:), and paste your draft. For example, to get feedback on your draft, write: “I am a [add your proficiency level] student of French and I am writing a paper on [describe the paper]. Act like a friendly and supportive tutor and give me formative feedback on my draft. I want your feedback to focus on [content/clarity/grammar] for now (to keep the feedback focused ask one at a time). Please, provide your feedback in English in the form of guiding questions, or hints.: “, and then paste your draft.
• Let’s break down this prompt to better understand it:
  • “I am a [add your proficiency level] student of French and I am writing a paper on [describe the paper]. ← This part of the prompt gives contextual information to Copilot about who you are and what you are trying to accomplish. Knowing your proficiency level, Copilot will try to match its feedback to your level.
  • Act like a friendly and supportive tutor and give me formative feedback on my draft. ← This part of the prompt gives Copilot a role and an objective.
  • I want your feedback to focus on [content, clarity, grammar (to keep the feedback focused, ask one at a time]. ← This part of the prompt states clearly the task that you want Copilot to perform.
  • Please provide your feedback in English in the form of guiding questions or hints: “. ← This part of the prompt asks Copilot to format its output a certain way. In this case, instead of asking Copilot to do the corrections for you, you ask it to give you suggestions for corrections.

Read the feedback carefully. Copilot is not always right or accurate, and it might generate irrelevant or inappropriate feedback for your proficiency level or assignment. That’s why you need to check with your instructor before changing your draft.

Editing (Day 2, in class)

The fourth and final stage of the writing process is editing. In this stage, you check and correct the grammar, spelling, and punctuation of your paper. Editing is important because it helps you polish your paper and make it easier to read.

Here are some steps to follow for editing:

• Before proceeding with editing, double-check with your instructor that the Copilot feedback is valid and appropriate for your proficiency level and assignment.
• Do not edit your draft directly. It is important to track your changes. Copy-paste your draft on a new page and edit there, keeping the older version intact.
• Use Copilot and instructor feedback, but also use your own knowledge and skills to edit your draft. Consult other resources (textbook, dictionary) if necessary, but avoid online translators. The assignment’s learning objective is to help you practice what you have learned and rely mainly on your own skills and resources. Online translators might introduce unfamiliar grammatical structures.

Reflection

After you complete your editing, you will write a short reflection about the writing process and feedback. You will write your reflection in class, if we have time, or at home. You can write your reflection (approx. 150 words) in English, French or a mix of both, and submit it with your paper. Reflecting is a chance for you to think about your writing process and the feedback from your instructor and Copilot. Reflection will help you identify your strengths and weaknesses as a writer and set goals for improvement.

Reflection prompts:

• How was this writing process for you? What went well and what didn’t (if anything)? If something didn’t go well, what would you do in the future to prevent it?
• Was the feedback from Copilot and your instructor helpful in addressing the areas for improvement in your paper?
• Did the feedback help you notice frequent errors or patterns in your writing? What would be one of your improvement goals for a future assignment?

Before uploading your revised paper and reflection on Canvas, make sure it is formatted correctly with a title, headings, etc.

Audio recording

Along with your writing, you will submit an audio recording of yourself reading your piece. These recordings will serve as the basis for the final podcast project. Before you record, make sure that you “own” your text. This means that you have read it out loud several times and learned how to convey its meaning with your voice.

1. Pay close attention to the pronunciation of individual words and phrases.
2. French has a unique rhythm and intonation pattern that differs from other languages. Compared to English, French generally has a more even stress pattern. (Listen to Peter Sokolowski’s tips about French pronunciation)
3. Take a comfortable posture. Whether sitting or standing, make sure that your body is relaxed, not tense. Breathe and allow for pauses.
4. While perfect fluency isn’t expected, aim to read the text smoothly, without excessive pauses or hesitations. Avoid stumbling over words, which gives the impression of reading the text for the first time.

Additional recording tips:

1. Find a quiet space with minimal background noise and distractions. Check out the podcast studios on Grounds.
2. Use a good microphone. While most devices have built-in microphones, an external microphone can greatly improve audio quality. A variety of microphones and audio recording equipment are available at the Language Commons or Clemons Library.
3. Do multiple takes. Record your reading more than once, so that you can listen back and choose the best one. This also allows you to practice and get more comfortable.
4. Convert your recording file to MP3 and submit the MP3 file on Canvas. Please do not submit other audio files, as I will not be able to listen to them.

Grading criteria

Complete writing assignments meet these 3 criteria:

• Content: Your ideas are creative, original, and logically organized.
• Style: The text is clear, easy to follow, offers a unique perspective, and has a distinct voice.
• Mechanics: The general manipulation of the language, including grammar, demonstrates competence for the appropriate level.

Additionally, since most writing assignments include an audio recording:

• Audio: Your voice brings your writing to life, and the listener can understand your message without additional interpretation.

When you submit an assignment, the development of these criteria may vary from fully developed to emerging.

Grading Rubric

1. Content (15 points)

• The text addresses the prompt and demonstrates a clear understanding of the assignment (5 points)
• Ideas are creative, original, and logically organized. When needed, the text includes relevant details and examples to support the main ideas (10 points)

2. Style (30 points)

• The text is clear, coherent, and easy to follow (10 points)
• The text offers a unique perspective and has a distinct voice (10 points)
• The text uses appropriate vocabulary and language structures for the student’s proficiency level (10 points).

3. Mechanics (30 points)

• The text demonstrates competence in grammar (especially the structures already studied in class), syntax, and morphology appropriate for the student’s proficiency level (20 points).
• The text has minimal errors in spelling, punctuation, and capitalization (5 points)
• The text is properly formatted with a title, headings, and paragraphs (5 points)

4. Audio Recording (10 points)

• The student’s voice is clear, well-paced, and expressive (10 points)
• The pronunciation and intonation are appropriate for the student’s proficiency level (5 points).

5. Reflection (10 points)

• The reflection thoughtfully discusses the writing process (5 points)
• The reflection identifies strengths, weaknesses, and goals for improvement (5 points)

Total: 100 points