Cheaters; if you can’t beat ‘em, join ‘em. That’s exactly what I did, but as leader of the pack. I can’t beat ChatGPT or students who use it. I had been reading news items in Twitter, YouTube, Facebook, and other media about the rise of AI and how students have been excited by it. In addition, about academics who can be likewise excited, but also alarmed by students cheating on assignments by copy-pasting and committing plagiarism thanks to their use of artificial intelligence for graded assignments.

So, I joined them and devised a plan to work in class. One day I put it into effect. I asked my students in the two Global Perspectives classes I’m teaching this summer how many were familiar with Chat GPT. In total about 40% said they were and 20% had used it. Next day, I told them they would watch a video about the Translation School of Toledo and King Alfonso the Wise and afterwards, handwrite a summary of the main ideas gleaned from information given. I handed out blank sheets of letter-size paper. They were adamantly instructed to close their laptops and put away their cellphones. I told them assignment would be graded for them to have that reference and knowledge only and that the grade would not affect their partial nor the final grade.

They were clearly warned that if they used their cellphone during the activity, they would receive a round zero. Only one student could not resist his cyber-addiction (?) and started to tap his device. I told him right then and there that he now had a fat zero. He crumpled his paper, tossed it into the wastepaper basket, sat down, and focused on his screen. He momentarily looked up at me and without being prompted said “What for, I already have a zero.”

After completing the brief assignment, the rest of the class uploaded photos of their work on Blackboard as I collected the manuscripts.

The purpose of this activity was so I could have a sample of their writing style to see their use of grammar, spelling, punctuation, etc. to use as a reference point for later writing on graded assignments.

This was a preamble to an activity about contact zones in which the groups would create an annotated bibliography (AB) for a website (WS) on contact zones and acculturation, reading the landscape corollaries, orientalism, and post-colonialism.

This is when things got exciting because I next had them login to ChatGPT and ask it
“What is a contact zone?” The answers varied slightly, but they all referred to Mary Louise Pratt who is specifically mentioned in class material. After consulting in groups, they all agreed that the definitions given were appropriate, too.

On another day we continued chatting with AI. Previous to class I had asked ChatGPT: “How is the City of Puebla, Mexico a contact zone? Although the information is not new to me, I was amazed and satisfied with the answer, not only because of the concepts proposed, but also because of the correct academic language (see Annex 1). So, in class I first asked students in previously assigned groups of four and who had already chosen the topic for their AB and WS activity, to think about their selected city as a contact zone. This, they had to do with their laptops closed or their cellphones put away. They all had good answers.

Next, they asked AI how their chosen city is a contact zone. I asked them to specify state or country since there are many cities with the same name; the humorous example: San Francisco. Is it San Francisco Totimehuacan, Puebla, or San Francisco, California? The answers given were satisfying. As I went from group to group, I asked for the meaning of certain words I thought students might not know. They didn’t know many of these items, so I advised them to either look up the meaning of new vocabulary or not include it in their writing (this would tip me off that they had copy-pasted, which I did NOT mention to them).

The following chat I suggested had diverse reactions which gave me an idea of those who really worked. I had them ask GPT for references on their topic. I had already experimented with the prompt: “Give me seven references about the Portuguese in Manila” (Annex 2).  Oh! Many students shouted with jubilee! But wait, I cried, check that reference in Citefast. Either othing came or a list of other works did. So, what good is it then? Some girls in class suggested I use Google Scholar. Bright girls!

To continue succinctly, I had asked GPT to give me ten articles about the Japanese in London (Annex 3). The answer given also included a caveat about the articles submitted. When students asked about their topics, most of them immediately copied and pasted to Google. But they came up with nothing! Read everything I said. They found GPT’s admonition and only took ideas from what GPT had suggested. Then, they had much better results. I let them explore.

The results of the next step are yet to be seen. In the meantime, I can only say it is fortunate that the course I teach has a maximum enrollment of twenty students. Therefore, I can check students’ work individually. Imagine a classroom of fifty, sixty or a hundred students!

I will continue writing about how my groups and I are CHATTERS, not cheaters.

Annex 1

How is the City of Puebla, Mexico a contact zone?

ChatGPT

The City of Puebla, Mexico can be considered a contact zone due to its rich history of cultural encounters and exchanges. Here are some factors that contribute to Puebla's status as a contact zone:

1. Colonial Legacy: Puebla was founded by the Spanish in 1531 as a colonial city. As a result, it became a hub of cultural and economic interaction between the indigenous population, Spanish settlers, and other European immigrants. The blending of indigenous, European, and African cultures created a diverse and dynamic society.
2. Cultural Diversity: Puebla is known for its multiculturalism, with a mix of indigenous, mestizo (mixed-race), and European influences. The city has a significant indigenous population, including Nahua and Totonac communities, alongside people of Spanish and other European descent. This cultural diversity contributes to a vibrant contact zone where different traditions, languages, and practices intersect.
3. Architecture and Art: Puebla's architecture showcases a fusion of indigenous, European, and Moorish influences. The city's historic center is recognized as a UNESCO World Heritage site, featuring beautiful colonial buildings, churches, and palaces. Puebla is also renowned for its Talavera pottery, a blend of Spanish and indigenous ceramic traditions. These artistic expressions reflect the intermingling of cultures and serve as tangible representations of Puebla's contact zone status.
4. Cuisine: Puebla's cuisine is a prime example of cultural fusion. It is known for dishes like mole poblano, a complex sauce that combines indigenous ingredients with Spanish influences, and chiles en nogada, a patriotic dish with European ingredients. Puebla's culinary traditions reflect the blending of indigenous and Spanish culinary practices, forming a distinct regional cuisine.
5. Education and Migration: Puebla is home to several universities and educational institutions, attracting students from different regions of Mexico and abroad. This influx of students and scholars contributes to an intellectual contact zone where diverse ideas, knowledge, and perspectives intersect.

These factors make the City of Puebla a contact zone, where cultural encounters, exchanges, and hybridity have shaped its history, identity, and vibrant social fabric.

Annex 2

give me seven references about the portugese in manila, 

ChatGPT

Certainly! Here are seven references related to the Portuguese presence in Manila:

1. Boxer, C.R. (1993). The Portuguese Seaborne Empire, 1415-1825. Carcanet Press.
• This comprehensive book explores the Portuguese maritime empire, including their activities in Asia and their presence in Manila.
2. Cortesão, A. (1979). The Suma Oriental of Tomé Pires and the Book of Francisco Rodrigues. Asian Educational Services.
• This work is a compilation of two important Portuguese sources on Asia, providing insights into the Portuguese presence in Manila during the 16th century.
3. Cruz, L. (2008). The Manila Galleon. University of Santo Tomas Publishing House.
• This book examines the Manila Galleon trade, highlighting the Portuguese influence on this significant trading route between Asia and the Americas.
4. Newson, L.A. (2009). Conquest and Pestilence in the Early Spanish Philippines. University of Hawaii Press.
• While focused on Spanish colonization, this book discusses the early Portuguese involvement in the Philippines and their interactions with the Spanish.
5. Quirino, C. (1999). The History of the Philippine Islands: Portuguese Period. World Press.
• This book specifically covers the Portuguese period in the Philippines, shedding light on the Portuguese influence in Manila and the surrounding areas.
6. Rizal, J. (1887). Sucesos de las Islas Filipinas. (Events in the Philippine Islands)
• Written by the national hero of the Philippines, Dr. Jose Rizal, this book provides insights into the Portuguese presence in Manila during the Spanish colonial period.
7. Schurz, W.L. (1963). The Manila-Acapulco Galleons: The Treasure Ships of the Pacific with an Annotated List of the Transpacific Galleons, 1565-1815. Harvard University Press.
• This reference focuses on the Manila-Acapulco Galleons and their historical significance, including the Portuguese involvement in Manila's maritime trade.

Please note that some of these references may have a broader focus on the Portuguese presence in Asia or the Philippines as a whole, but they should provide valuable information about their role in Manila specifically.

Annex 3

Give me ten articles about the japanes in london

ChatGPT

I apologize for the confusion, but as an AI language model, I don't have real-time access to specific articles or the ability to browse the internet. However, I can provide you with a list of potential topics related to the Japanese community in London, and you can search for articles on these subjects:

1. "The Growing Japanese Community in London: An Overview"
2. "Japanese Cultural Influence in London: Food, Fashion, and Art"
3. "Japanese Restaurants in London: A Culinary Journey"
4. "Exploring Japan's Pop Culture in London: Anime, Manga, and Cosplay"
5. "Japanese Business Presence in London: Investments and Trade"
6. "Japanese Language Schools in London: Learning Opportunities"
7. "Japanese Festivals and Events in London: Celebrating Tradition"
8. "Japanese Gardens and Zen Spaces in London: Finding Serenity"
9. "Japanese Expatriates in London: Navigating Challenges and Success"
10. "Japanese-British Relations: Strengthening Bonds through Culture and Diplomacy"

Please note that these are suggested topics, and you may need to conduct a search using search engines or online databases to find specific articles on the Japanese community in London.