Category: Uncategorized

I used ChatGPT for this week’s AI assignment. Instead of using an argumentative essay protocol, I thought a presentation might provide more interesting answers due to the consideration of time, audience, and oratory.

First attempt

Revised attempt

Revised attempt + reason feature

Overall, I found my revised questions, paired with the reasoning feature ChatGPT now provides, to be more comprehensive. I believe this is due to the simplification of my answers and the fact that I provided more context at the beginning as well as be more chronological. The tweaking of my questions did seem to shake up the AI’s answers, but the language used for the rubrics sounded quite similar.

I did notice that the first attempt is similar in length to the revised reasoning attempt but provides breadth instead of depth. Two things I found better with the first attempt compared to the other attempts are the diversity of visual elements and a detailed preparation plan. In the future, I plan on sticking to the regular ChatGPT and will still ask multiple questions in the same message bubble, but I will be more thoughtful about context and chronology.

 

I believe AI will continue to extend the length of my brainstorming process as well as my willingness to think through writing issues instead of giving up or altering my initial plan. I feel more comfortable continuing to do a back-and-forth even if I only change one word in my writing prompt before asking its opinion. Having AI helps me get unstuck quicker and is a great tool for clarifying my message. However, I dislike the implementation of AI into programs such as Grammarly and Word. I want to fiddle with my ideas not my writing voice. So, I will change with AI through my thinking process, but not how I write. As for reading, I doubt it will change my habits as the AI conversations I have can be as long as an article. My reading patience is determined by how straightforward the material is. A piece can be long but still to the point.

“How could this be interpreted?”
“What would my thesis committee ask me if I make this change?”
“Does this sentence sound better than the previous one?”
“What should I also consider?”
“What gaps or fuzzy logic is in this outline?”
“If I wanted to change the angle to this, what would that change about the meaning of this paper?”
“Which of these titles fit my paper better and why?”

While I will contemplate on its answers, it is a hit-or-miss if I add the exact advice. The point is not for the AI to hand me the answer, but to make me think more and stimulate my creativity. I suppose I am more so curious about its reasoning than needing its answers.

As I am the most familiar with ChatGPT, I decided I wanted to use it for this prompting assignment. One thing worth noting is that ChatGPT now has a “reasoning” button you can click before it gives you an answer which I tested. I will be focusing on asking this AI on language learning as that is relevant to my current goals. The text below contains three questions and three commands I wrote for ChatGPT as well as the answers it gave.

Me: What are the best ways to write prompts for you in the context of language learning?

ChatGPT:

Hey Kai, here are some tips for writing prompts that help you make the most out of language learning with me:

1. Be Clear About Your Goal:
   Specify what you want to achieve—whether it’s vocabulary practice, grammar exercises, translation, or even cultural insights. For example, “Help me practice Spanish subjunctive by creating sentences about future plans.”
2. Set the Context:
   Include any relevant details like the target language, proficiency level, or a specific topic. Instead of “Translate this,” try “Translate this sentence into intermediate French with casual language.”
3. Give Examples:
   If you have a particular format or style in mind, give a sample. For instance, “I’d like to practice conversation starters in Japanese. Here’s an example: ‘How do you say…’ Can you give me five similar conversation prompts?”
4. Specify the Task Format:
   Let me know if you want multiple-choice questions, fill-in-the-blanks, or an open-ended conversation. This makes it easier to tailor the prompt to your learning style.
5. Include Desired Constraints:
   If you want the responses to be brief or detailed, formal or informal, mention that. For example, “Provide a brief explanation in Korean for each vocabulary word, suitable for beginners.”
6. Ask for Corrections or Explanations:
   If you want to understand mistakes or have clarifications on grammar, include that. Something like, “Correct my French sentence and explain any grammar errors.”
7. Iterate and Refine:
   Don’t hesitate to tweak your prompt based on the feedback. If the response wasn’t exactly what you needed, a follow-up prompt like “Can you simplify that explanation?” is totally fine.

By being specific and setting clear expectations, you can really maximize the benefits for your language learning journey. Let me know if you need more examples or any other help!

Me: What are the best practices for learning two languages at the same time?

ChatGPT:

Hey Kai, juggling two languages at once can be really rewarding but also a bit challenging. Here are some best practices to keep things balanced and effective:

1. Separate Your Study Time:
   Dedicate different time slots or even different days to each language. This helps your brain switch gears without mixing up vocabulary or grammar rules.
2. Set Clear Goals for Each Language:
   Define what you want to achieve in each language. Maybe you focus on conversational fluency in one while building vocabulary in the other. This way, you have a clear roadmap for both.
3. Use Different Resources:
   Try to use distinct materials for each language (different textbooks, apps, podcasts, etc.) so that your study sessions don’t feel like they’re blending together.
4. Create a Routine:
   Consistency is key. Having a structured schedule for each language can help you build habits and ensure regular practice without feeling overwhelmed.
5. Practice Switching Contexts:
   Engage in exercises that force you to switch contexts. For instance, you might write a short paragraph in one language, then switch to the other for a conversation or exercise. This trains your brain to adapt and compartmentalize.
6. Monitor Your Progress:
   Keep track of your learning milestones for each language. Journals or digital trackers can be helpful to see if you’re progressing equally or if one needs extra attention.
7. Mix It Up with Immersion:
   When possible, immerse yourself in each language separately—watch films, listen to music, or join conversation groups specifically for each language. Immersion can provide a natural context that helps prevent overlap.
8. Stay Patient and Flexible:
   Recognize that progress might be uneven, and that’s okay. It’s all about enjoying the process and adjusting your approach if one language seems to be lagging.

Experiment with these strategies to see what best fits your style. Happy learning, Kai!

Me: What are some linguistic similarities between German and Japanese that I can leverage in my studies?

ChatGPT:

Hey Kai, it’s an interesting challenge comparing German and Japanese since they’re from totally different language families. But there are a few structural similarities you can lean on:

1. Case Marking vs. Particles:
   • German: Uses cases (nominative, accusative, dative, genitive) to indicate the role of a noun in a sentence.
   • Japanese: Uses particles (like が, を, に, で) to mark grammatical roles.
     Even though the mechanisms differ, both systems teach you to pay close attention to how a noun is functioning in a sentence. You can leverage this by consciously mapping a particle to a corresponding case when parsing sentences.
2. Flexible Word Order in Certain Contexts:
   • German: In main clauses, you typically see a SVO (Subject-Verb-Object) order, but in subordinate clauses the order shifts to SOV.
   • Japanese: Follows an SOV structure pretty consistently.
     When you’re working on subordinate clauses in German, the similarity in word order with Japanese might help you feel more comfortable with the rearranged sentence structure.
3. Modifier-Noun Relationships:
   • In both languages, adjectives usually come before the noun they modify. While Japanese adjectives can sometimes be more flexible in terms of usage, the basic idea of “descriptor before the thing” can be a useful point of reference when building sentences in both languages.
4. Compound Word Formation:
   • German: Is famous for its compound words where multiple words are merged into one.
   • Japanese: Often creates compound words (especially with Sino-Japanese vocabulary).
     Recognizing how both languages build new words from familiar parts can help you break down vocabulary and understand meaning, even if the process isn’t identical.

Remember, while these similarities can serve as helpful bridges, the differences are significant enough that you’ll need to adjust your strategies for each language. Experiment with these observations to see how they can support your learning, and don’t be afraid to ask for more targeted exercises if you need them!

Me: Produce a study plan following the 80/20 rule for both Japanese and German for strictly the skill of reading comprehension.

ChatGPT:

Hey Kai, here’s a study plan that applies the 80/20 rule—focusing on the 20% of tasks that will yield 80% of your reading comprehension gains—for both German and Japanese. The idea is to dedicate about 80% of your study time to active reading practice with targeted texts and 20% to review and analysis (vocabulary, grammar, error correction). Feel free to adjust the pacing based on your current level and progress!

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Overall Weekly Structure (Adjustable to Your Schedule)

• Monday, Wednesday, Friday: Focus on active reading practice (≈80% of your study session)
• Tuesday, Thursday: Focus on targeted review, vocabulary/grammar reinforcement, and error analysis (≈20% of your study session)
• Weekend (Optional): Light, enjoyable reading (like graded novels, blogs, or manga/comics) to reinforce what you’ve learned in a low-pressure setting

Total weekly study time can be adjusted (e.g., 1–1.5 hours per language per session), or alternate languages daily if you prefer.

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German Reading Comprehension Study Plan

Active Reading Practice (80%)

1. Graded Readers and Authentic Texts:
   • Resources:
     • Graded readers tailored to your proficiency (like the Café in Berlin series or other easy readers)
     • Online articles from Deutsche Welle or news sites with simplified language (e.g., “Nachrichtenleicht”)
   • Practice:
     • Read a short article or a chapter from a graded reader.
     • Before you start, skim the text to predict the content and then read carefully.
     • Note recurring structures or vocabulary.
2. Focused Reading Tasks:
   • Choose texts that highlight frequently used vocabulary and sentence patterns.
   • While reading, underline or note unknown words, but try to infer meaning from context first.
3. Timed Reading Drills:
   • Occasionally, do short timed reading sessions (e.g., 5–10 minutes) to build fluency and get used to processing information quickly.

Review & Reinforcement (20%)

1. Vocabulary and Grammar Spot Checks:
   • After your active reading sessions, review the vocabulary you noted.
   • Use flashcards (digital or paper) for the most frequent 20% of words you encounter.
2. Error Analysis:
   • Reread parts of the text where you had difficulty.
   • Look up grammar points if a sentence structure confused you—focusing on the most common constructions.
3. Summaries and Reflection:
   • Write a brief summary of the text in German to reinforce comprehension.
   • Identify 1–2 patterns or structures that recurred and review their usage.

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Japanese Reading Comprehension Study Plan

Active Reading Practice (80%)

1. Graded Materials & Authentic Content:
   • Resources:
     • Graded readers for Japanese or level-appropriate textbooks with reading passages
     • NHK News Easy for simplified news articles
     • Manga or short stories written in furigana if you’re working on kanji recognition
   • Practice:
     • Read one article or passage carefully.
     • Skim first to get the gist, then read in detail, paying attention to context and sentence connectors.
2. Kanji & Vocabulary Recognition:
   • Focus on the most common 20% of kanji and vocabulary that appear in everyday texts.
   • Practice recognizing these in context without immediately resorting to a dictionary.
3. Timed Reading & Comprehension Questions:
   • Use brief timed sessions (e.g., 5–10 minutes) to read a passage and then answer comprehension questions (if available in your resource).
   • This helps simulate exam or real-world reading scenarios.

Review & Reinforcement (20%)

1. Vocabulary Drill:
   • After reading, compile a list of key words/kanji that appeared frequently.
   • Use apps or flashcards to reinforce these critical elements.
2. Grammar & Structure Analysis:
   • Identify a couple of sentences that challenged you.
   • Break down the sentence structure, noting particles, verb conjugations, and modifiers.
   • Use a grammar reference to solidify your understanding of these patterns.
3. Reflection and Summarization:
   • Write (or verbally summarize) what you understood from the reading passage in Japanese.
   • Highlight one or two new grammar patterns or phrases and consider how they fit into your overall learning.

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Tips for Both Languages

• Leverage High-Frequency Content:
  Focus on the vocabulary and sentence structures that occur most often in your reading materials. The 80/20 rule here means that once you master the most common 20% of elements, you’ll be better equipped to understand 80% of everyday texts.
• Consistency Is Key:
  Even short, daily sessions can compound over time. Keep a log of your readings, vocabulary, and reflections to see your progress.
• Mix It Up:
  To keep the practice engaging, rotate between different types of texts—news, short stories, dialogues—to get exposed to varied styles and contexts.
• Self-Assessment:
  Regularly assess your progress by revisiting older texts. Notice if they become easier to comprehend and if your speed has increased.

This structured approach should help you efficiently build reading comprehension skills in both German and Japanese by focusing on the key elements that make the biggest difference. Happy studying, Kai!

Me: Continuing with the 80/20 rule, edit the study plan with the goal of getting me to reach to B1 or B2 level based on the Common European Framework of Reference for Languages (CEFR) in both languages in this year for reading comprehension.

ChatGPT:

Hey Kai, here’s an updated study plan that hones in on the essential 20% of activities which will drive 80% of your results—specifically targeting B1/B2-level reading comprehension in both German and Japanese within the year. This plan emphasizes high-impact tasks and progressive challenges while keeping things efficient and goal-oriented.

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General Framework

• Time Commitment: Aim for daily sessions of 1–1.5 hours per language (or alternate days if juggling both feels more natural).
• Structure:
  • 80% Active Reading: Engage with texts that push you toward B1/B2-level comprehension.
  • 20% Focused Review: Dive into vocabulary, grammar, and reflection to solidify what you’ve learned.
• Regular Assessment: Set monthly mini-assessments (e.g., self-tests or using standardized online exercises) to gauge your progress toward B1/B2 benchmarks.

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German Study Plan

Active Reading (80% of Your Session)

1. Targeted Texts for B1/B2 Level:
   • Materials:
     • Graded readers designed for intermediate learners (e.g., Café in Berlin if you’re leaning B1 or slightly more challenging texts for B2).
     • Authentic texts from sources like Deutsche Welle’s intermediate news or “Nachrichtenleicht” for controlled vocabulary.
   • Method:
     • Skim & Scan: Start by skimming the text for overall context, then reread for detail.
     • Contextual Guessing: Focus on inferring meaning from context before looking up words.
     • Timed Drills: Once a week, do a 5–10 minute timed reading to build fluency and simulate exam conditions.
2. Key Structures & Vocabulary:
   • Identify and repeatedly expose yourself to the most frequent 20% of vocabulary and sentence constructions that appear in B1/B2 texts.
   • Annotate texts with notes on case usage and common connectors, as these form the backbone of intermediate comprehension.

Review & Reinforcement (20% of Your Session)

1. Vocabulary Consolidation:
   • Use flashcards or spaced repetition apps to reinforce the high-frequency words you encounter.
   • Focus on both the meaning and common usage (e.g., in different cases).
2. Grammar Analysis:
   • Pick 1–2 challenging sentences per session to break down their structure.
   • Review key grammar points that are typical at the B1/B2 level (subordinate clauses, modal verbs, compound nouns, etc.).
3. Summarization & Reflection:
   • Write a brief summary or outline of each text in German.
   • Note down recurring grammar patterns or vocabulary trends and reflect on how they’re used in context.

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Japanese Study Plan

Active Reading (80% of Your Session)

1. Intermediate-Level Materials:
   • Materials:
     • Graded readers for Japanese or passages from textbooks aimed at intermediate learners (aim for those labeled at N4/N3 if you’re using JLPT levels as a reference, but push toward more natural texts as you progress).
     • NHK News Easy and simplified short stories or manga with furigana.
   • Method:
     • Skim for Gist: Quickly glance through the passage to get the overall meaning, then read more carefully.
     • Context Clues: Focus on understanding sentences through context before checking definitions.
     • Timed Reading: Integrate short, timed drills to gradually increase your reading speed and comprehension, especially with texts mimicking B1/B2-level complexity.
2. High-Frequency Vocabulary & Kanji:
   • Concentrate on the 20% of kanji and vocabulary that appear most frequently in intermediate texts.
   • Create lists from your readings and practice them in context (e.g., sentences or short passages).

Review & Reinforcement (20% of Your Session)

1. Kanji and Vocabulary Drills:
   • Use apps like Anki or Quizlet to reinforce high-frequency vocabulary and kanji.
   • Regularly review your annotated texts, focusing on key words and expressions.
2. Grammar and Structure Breakdown:
   • Analyze 1–2 complex sentences per session to understand the role of particles, verb forms, and modifiers typical of intermediate texts.
   • Consult grammar guides to clarify challenging structures, ensuring you understand their usage in context.
3. Summarization & Oral Recap:
   • Summarize passages in Japanese, either in writing or by speaking aloud.
   • This reflection reinforces comprehension and helps transition passive reading into active recall, crucial for intermediate proficiency.

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Additional Tips for Both Languages

• Gradual Increase in Difficulty:
  Start with texts that are just at the edge of your comfort zone and progressively move to more challenging materials. By the end of the year, aim to comfortably understand texts that are standard for B1/B2 levels.
• Regular Self-Assessment:
  Use online tests or exercises (many language learning sites offer CEFR-aligned reading comprehension tests) to benchmark your progress monthly. Adjust your study materials if you’re advancing faster or need more reinforcement in certain areas.
• Integration with Other Skills:
  Although the focus is reading, occasionally discuss what you’ve read with language partners or tutors to solidify your comprehension and get feedback.
• Balance & Consistency:
  Stick to your routine even on lighter days. Even 15–20 minutes of high-quality reading practice consistently can yield significant progress over the year.

By zeroing in on the most impactful vocabulary, grammar, and reading practices, you’ll be leveraging the 80/20 rule to accelerate your progress toward B1/B2-level reading comprehension in both German and Japanese. Keep tracking your progress and adjust the plan as needed. Good luck, Kai!

Me: Based on the previous question, suggest reading materials I should consider in both languages.

ChatGPT:

Hey Kai, here are some reading material suggestions tailored for getting to a B1/B2 level in reading comprehension for both German and Japanese:

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For German

1. Graded Readers:
   • “Café in Berlin” by André Klein: A fun, approachable story designed for learners moving into intermediate territory.
   • Other graded reader series like “Deutsch – Warum Nicht?” if you’re looking for additional structured narratives.
2. News and Current Affairs:
   • Deutsche Welle’s “Nachrichtenleicht”: News articles written in simple German with clear, accessible language.
   • DW’s Intermediate News: Once you’re more comfortable, try their standard news articles or podcasts (with transcripts) to build comprehension.
3. Language Magazines and Blogs:
   • “Deutsch Perfekt”: Offers articles that are written for learners at an intermediate level, with vocabulary explanations and cultural insights.
   • Online blogs and websites written in German can also offer a mix of formal and informal language, which is great for broadening your exposure.
4. Literature and Short Stories:
   • Look for collections of short stories aimed at young adults or language learners—these often use more controlled vocabulary while still exposing you to varied sentence structures.

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For Japanese

1. Graded Readers:
   • Japanese Graded Readers Series: These come in multiple levels, so start with the ones that bridge your current level toward N3/N2 standards, adjusting as you progress.
   • Tadoku (多読) Materials: These are extensive graded readers that focus on enjoyable, comprehensible content. Many online resources and libraries offer Tadoku-level texts.
2. News:
   • NHK News Easy: A goldmine for intermediate learners, featuring news articles written in simpler Japanese with furigana for kanji and audio support.
   • Once you’re comfortable, gradually transition to more standard NHK articles or other news sites to expand your vocabulary.
3. Manga and Illustrated Stories:
   • Manga with Furigana: Series like Yotsuba&! or other slice-of-life manga are great for contextual learning. They offer natural dialogue and everyday vocabulary.
   • You can also check out webcomics or online manga that cater to language learners with controlled language levels.
4. Online Reading Platforms:
   • Satori Reader: This platform offers stories with adjustable difficulty, vocabulary lists, and built-in translations, making it a useful tool for intermediate learners.
   • Blogs or personal essays: Look for Japanese blogs written in everyday language; these can expose you to informal structures and cultural expressions.

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These materials should help you focus on that crucial 20% of high-frequency vocabulary, grammar structures, and authentic reading practice that will drive your progress toward B1/B2 levels. Happy reading, Kai!

 

Overall, my experience with ChatGPT and prompting was alright. The commands seemed to be more so iterating similar, blanket information with a little more content added or explained. The examples used, such as Cafe in Berlin, were good, and it gave me a few ideas on where to start, even if some of the answers were the usual advice. I plan on messing around with the AI to test me on reading comprehension, give me exercises, and teach me grammar points. The “reasoning” feature did not seem to make much of a difference in the content it typically gives me when I use it. However, an interesting thing I noticed is that the answers used more stylistic formatting than normal.

During my search, I had found some gold nuggets of information on AI I had not come across before. One was the term “recipe” which is defined as a “set of rules and instructions that guide the ingestion, processing, scoring, enrichment, and filtering of content” (AI Glossary). While I am familiar with ‘prompt engineering,’ I had not previously come across ‘knowledge engineering.’ As defined by the AI Glossary, it is “a field of study focused on the design and development of knowledge-based systems that leverage explicit knowledge in the form of knowledge bases, rules, facts, ontologies, taxonomies, and databases.” Also, I had not considered using AI for personalized marketing before reading A.C. Abernathy’s piece.

In Cole Stryker and Eda Kavlakoglu’s article “What is artificial intelligence (AI)?” I found their definition of AI the most clear as they wrote, “Artificial intelligence (AI) is a technology that enables computers and machines to simulate human learning, comprehension, problem-solving, decision making, creativity, and autonomy.” However, I felt that the overall articles did not provide in-depth examples of specific AIs and focused more on blanket statements. To add, there was a sprinkle of information on narrow or weak AI versus strong AI. I felt there was more to go into this theoretical evolution of AI as I have heard more phases than just two. One thing I had previously known about was the substantial overlap between AI and information architecture. Some methods used between the two are data labeling, content analysis, information chunking, content filtering, indexing, segmenting, and taxonomy.

Article: AI Is Changing How We Search: We Need To Rethink Attribution
Author: A.C. Abernathy
URL: AI Is Changing How We Search: We Need To Rethink Attribution | by A.C. Abernathy | Jan, 2025 | Taco Powered Modem
Due to the fragmentation of how people search for products, owners should rethink how they sell and market their products. To improve visibility, they should have a strong media presence as well as make their website easily understandable so that AI can read it and in turn, be able to suggest it.

Article: Stanford just released its annual AI Index report. Here’s what it reveals
Author: James Fell
URL: The current state of AI, according to Stanford’s AI Index | World Economic Forum
The author condenses the top 10 takeaways from Standford University’s 7th AI Index report. While AI has led to advances in fields like science and more industry-academia collaboration, the companies who create these AI tools must still be held to a high standard of transparency.

Article: What is artificial intelligence (AI)?
Author: Cole Stryker & Eda Kavlakoglu
URL: What Is Artificial Intelligence (AI)? | IBM
The article provides a breakdown of the different ways AI learns through machine learning models. Deep learning, a subgroup of machine learning, is a powerful model that does not need supervision to understand uncategorized or labeled data.

Article: AI Glossary
Author: Not Listed
URL: AI Glossary: 80 Essential Artificial Intelligence Terms Explained
This glossary contains a total of 80 terms related to AI. Some terms used closely resemble terms within information architecture, which provides a strong sense of similarity between these two areas.

My commonplace book, or “second brain,” started in OneNote before I upgraded to Notion. I used Notion for a little over a year. It was great, and I would recommend it to people starting to practice digital notetaking. There are plenty of templates and tutorials, as well as an easy onboarding process. However, I needed something more flexible, and I started to dislike shoehorning myself into templates. If you love aesthetics, Notion is definitely up your alley.

After several attempts to make my notes Pinterest-worthy, I came to the realization I was one of those boring notetakers. If I did not put extreme effort into styling my notes, I defaulted to simple headings, subheadings, and bullet points with the occasional colored text or highlighting. So, I turned to an app that reflected my minimalist nature.

Currently, my commonplace book lives on Obsidian with a few handy plug-ins. I treat it like a content filing system: the main folders, subfolders, and content. Occasionally, there are two levels of subfolders, but I like to keep the hierarchy simple and straightforward. My practice is to first file or establish a “home” for the content before creating it.

Besides the usual notes, my digital commonplace book also contains outlines and drafts of writing pieces from essays to fiction to poetry. When I am close to done writing an essay or story, I will transfer it to Word or Scrivener to properly format it.

Writing

• What is your earliest memory of writing?
  • Writing short but barely legible stories on brown loose-leaf paper during “free time” at a Montessori school.
• What is your earliest memory of being taught to write?
  • The Montessori school had us write creative stories.
• Did your parents read to you?
  • Yes, my mom read to me.
• Did they have books lying around the house?
  • Yes, plus they would buy books or take me to the library if I asked.
• Did you have an influential school teacher and if so, what do you remember of them?
  • Yes, Miss Reuss. She was my second-grade teacher who greatly supported me despite my severe dyslexia. She also recommended me to the IEP program which I benefited heavily from. While I am an adult now, I see her occasionally for lunch to chit-chat.
• What part did reading play in your development as a writer?
  • It expanded my creativity and showed me the diverse ways someone could explain something or tell a story.
• Did you ever read a precis or watch a movie instead of reading the book?
  • I’m sure I have, but I don’t remember which ones they’d be.
• Did you have an influential professor and if so, what do you remember of them?
  • I will keep this to the undergraduate professors I have had. Professor Vines, Dr. Moss, and Dr. Shields were my media/film professors. Professor Vines was a great screenwriting mentor, strict but encouraging, and quite sarcastic. Dr. Moss was a kind soul who made me really dig deep into film theory and use theorists to ground my arguments. As for Dr. Shields, I remember his teaching philosophy as helping us become our own skeptics. To question and critique the content we, as consumers, flock to. Besides that, he was quite laid-back and I broke his final exam’s curve. Regardless, I was always excited going into their classes.
• Describe your writing processes and behaviors.
  • If I have the luxury to, I like to prepare by turning on Lo-Fi or jazz music as background noise with a nice scented candle and an energy drink or chai tea. Creating an atmosphere helps with any writing anxiety I may have. My writing process starts as a “skeleton outline” which some call a zero draft. I jot down whatever comes to mind for that writing piece which may include notes. After that, I do another draft or two before I start to flesh it out. My drafting phase is about being able to create a cohesive and logical picture of what I want to articulate. Essentially, I have two drafting phases, outlining and writing. My editing process has two phases as well: macro and micro. I deal with bigger issues like paragraphs not sounding in sync or my argument being muddied before I tackle grammar or misspellings. After this, my paper is finished. While the process is long, I find it has helped me with getting started.
• How do you teach writing?
  • While there are several different ways, I prefer teaching in “outlines” and “blocks” due to their flexibility and being easier to start. For writing an ordinary essay, you start by jolting down the ideas you have and the points you want to make. After editing the outline into a structured one, you use it as a guide for creating each paragraph which is a block of information, description, and/or argument.

Reading

• What is your earliest memory of reading?
  • It is fuzzy, but probably a Dr. Suess book or something to that effect.
• What part does reading play in your writing?
  • It depends. Reading for academia is part of the process. I see it as an element in a collection. If I am not reading fiction books, it is much harder to write creatively. There is a drought of inspiration. As Julia Cameron would put it, writers need to “refill the well.”
• Have you ever read a summary or watched a movie instead of reading an assigned book?
  • Not instead of but a supplement to. Whoever thought that putting books like The Great Gatsby and The Crucible in the high school literature curriculum is part of the reason some people do not like reading. Some classes did have us watch the movie afterward. Oftentimes, this backfired because the class favored the film version and not the book. Sometimes, the film is better.
• Does listening to someone read a book provide you with the same experience as reading it yourself? Elaborate.
  • It’s definitely different. I put my audiobooks on 2x speed and do activities like cleaning. Some narrators have incredible voice acting, which enhances the experience. I like nonfiction or “light” academic books for this. I enjoy the information but don’t need to obsessively jot it down. When I read for myself, I like to take my time and focus on the activity.

Opining

• Do you have an opinion about the present state of the economy?
  • Yes, healthcare is a human right, the greed from companies needs to be addressed, and we need to have a long-term mindset instead of a ‘save now’ one (e.g., increasing the budget for education, investing in infrastructure like buses and high-speed rail, enacting climate change policies).
• Do you have an opinion about NATO?
  • America should remain a member and stay on good, strong terms with our allies.
• Do you have an opinion about the relationship between sacrifice and faith?
  • Historically and currently, sacrifice is a word that floats around in various religious doctrines. My opinion of this “relationship” depends on the type of sacrifice. Sacrificing a person or not being able to drink alcohol would be two very different answers to me. I have complex thoughts about animal sacrifices as I come from a vegetarian perspective. What’s the difference between eating a chicken and sacrificing it on an altar? While I would prefer neither, I know it is unrealistic, so I settle on the same logic as eating animals: no cruelty and no wasting. As I am also coming from a Pagan perspective, what can be described as “sacrifice” and “offering” becomes muddy. There is debate on this word and its definition in the community. For myself, I do not use sacrifice at all as it conjures a more negative connotation than offering. Personally, I do not think of faith and sacrifice as intrinsic and more of a theological mindset.
• Do you ever use words you can’t define?
  • No. However, I have used words that I misheard or interpreted incorrectly and then used them, only to realize my mistake much later.
• How comfortable are you with saying, “I don’t know.”?
  • It depends. If I can find out, I will say I can search for it. Otherwise, I will say that I am not sure or do not know.

Thinking

• Do you have an internal monologue?
  • Yes.
• Do you ever edit as your narrate to yourself?
  • Yes, my mind will redo a whole sentence to correct or fix the part I messed up on.
• What is it like to think wordlessly?
  • I do not.
• Is there a difference between rationalizing and thinking?
  • I think rationalizing is a type or category of thinking. Essentially, I cannot reason with an idea, someone, or something without thinking about it first. Thought is the vessel or vehicle in which rationale must travel.

AIing

• Have you used AI?
  • Yes, I have. I typically go for ChatGPT or Perplexity.
• How many times?
  • Since I started using it once it hit the public, I would say over 100.
• Toward what ends?
  • I use AI as a way of testing ideas like a brainstorming buddy.
• Current thoughts about it?
  • AI, ultimately, is another option in one’s toolbox. The tool can do some things great but can be bad or useless in other situations. You have to feed it significant context in certain situations or it will not “get it.” It is also prone to hallucinating where it gets certain information and can make up sources.

Kai Walker

Dr. Gu

English 8123

Project Profile

• Type and purposes of the project: I will be creating an online portfolio for PhD purposes, as I will be applying to those this Fall. I will try to create a website that is reflective of myself and not a typical portfolio one may see in higher education circles. Since the PhD programs I am applying to are in the creative writing field, I felt I would have more flexibility in how I can design the website and represent myself—to be creative but still professional.

• Client: As this is my online portfolio, the client will be myself. I will be using the opportunity to give a well-rounded view of who I am.

Bio: I am an English MA student in the Rhetoric & Composition concentration at Georgia State University. I am also a writing tutor at the university and have been given the additional role of “Writing for National Award Initiative Tutor” for 2024-2025. Before graduate school, I was an undergraduate at The University of North Georgia, Gainesville campus. There I was housed in the Interdisciplinary Studies department and studied alongside English and Film/Media majors. My official concentration was titled “Humanities and Fine & Performing Arts.” While there, I helped create a special topics course and formed an online journal. I also had the pleasure of having one of my poems published in their literary magazine, The Chestatee Review. I graduated as Summa Cum Laude and became a Sigma Tau Delta Alumni.

Currently, I am working on my upcoming thesis, which explores the intersection of rhetorical feminism, spirituality, and tarot.

• Audiences: My primary audience will be professors. They will gauge who I am as a person and student before deciding whether to admit me. This means my website will have to portray me in great detail so they can walk away feeling as if they have a good idea of who I am. Their expectations will be in three parts: writer, researcher, and student. They must know what type of writer I am to see if it fits their specialties and interests and the program and cohort. As for research, the creative writing programs are still housed in the English department and have the intent of making one a scholar. They have to know if I can research as well as I write. Lastly, they need to know what type of student I am and how well I will fit in with my cohort. Basically, they are assessing my personality.

• Content design: My content pages will be the homepage, with links to my writing history, tutoring philosophy, academic record, and autobiography.

• Design tools: I plan to use Canva to design my site. I have the Pro version, which enables me to have premium design features. Through this platform, I will utilize a basic template and customize it.

• Special concerns: A primary concern I have is how interdisciplinary my writing work is. I have an interest in technical and UX writing, as well as several creative forms. To add, I have a range in my research interests, from rhetorical feminism and Paganism to digital creation and information architecture. What I choose to focus on will heavily influence the aesthetic. I will take a risk because I want my design to reflect myself. I will try blending my taste of modern and professional (simplicity, black/gray/white) with spiritualism (unique symbolism).

Kai Walker
Dr. Gu
English 8123: Digital Media Production

Please download the PDF attached to see the white paper. Thank you!

Information Architecture – White Paper