What could be an alternative to traditional written student papers? / ITech content

Contents:

• What is this "non-essay" and who invented it?
• How to work with "non-essay"
• How to do without written work at all
• Why is it necessary at all?

The advent of ChatGPT and similar AI bots has raised questions among educators around the world about how to teach students to effectively formulate their ideas and conclusions in writing. In a world where standard essays can easily be generated by artificial intelligence, there is a need to rethink teaching approaches. In this context, instructional designer Tonya Howe drew attention to a technique developed ten years ago and successfully used at various universities called unessay—the "non-essay." This approach will be useful not only for those concerned about the future of writing in the age of AI but also for anyone seeking more creative and unconventional assignments. Using unessay can help develop students' critical thinking and creativity skills, allowing them to go beyond traditional formats and find new ways to express their thoughts.

What is this "un-essay" and who invented it?

The idea of ​​introducing the "un-essay" concept to students was proposed by Daniel Paul O'Donnell, a professor at the University of Letsbridge in Canada. In 2012, he first described this technique on his blog, anticipating the emergence of chatbots that can now generate essays for students. This innovative approach to teaching allows students to develop critical thinking and creativity skills beyond traditional assignments.

The professor noted that the essay genre originally implied experimentation, since its name translates as "attempt." However, with its increased use in the educational process, the essay has become subject to formalization. As a result, free expression gave way to strict rules, and the essay became, in O'Donnell's words, "a monster of rules." This change significantly influenced the perception of the essay as a genre that should encourage creativity and individuality, but ultimately began to limit them.

You'd agree that the same can be said about modern school essays, reports, and term papers. These assignments are often overly formalized, which reduces their creative potential and individual approach.

O'Donnell's "Un-Essay" is a method aimed at correcting the shortcomings of the traditional approach to teaching writing. In this assignment, students are asked to set aside all the accepted essay-writing rules learned in the course of study. Instead, the emphasis is on choosing a topic that is engaging and meaningful to them, which they must explore in free form. Students can use any length of text, sequence, and means of expression, which allows them to express individuality and creativity in their writing. This approach promotes the development of writing skills and allows them to deepen their understanding of their interests.

An important question arises: how to assess students' free creativity? And will such an assignment truly be useful? There's a risk that students might not demonstrate sufficient initiative and simply submit a text generated by artificial intelligence. However, the answer to this concern lies in the assessment approach—this is the key to successful completion of the assignment. Effective assessment should take into account each student’s originality, creativity, and individual style, which will not only reveal their level of understanding of the topic but also inspire them to develop independent thinking and self-expression skills.

How to Work with a “Non-Essay”

O’Donnell offered students an assignment in the following format:

• They choose the topic themselves, as long as it is related to the subject of the course or module.
• To complete the assignment, they can use any sources (including Wikipedia) in any quantity - or they can use none.
• How to present their work is also up to the students, they are limited only by their creativity. “If you want to quote someone, you can do it however you like. If you want to use lists in the text, use lists. If you want to write in the first person, write in the first person. If you want to show your work as a video, show it as a video. Use slang. Or don't use it. <…> The most important thing is that the format and presentation you use support, not hinder, the explanation of your topic."
• Two main requirements for the work: it must be persuasive and effective.

O'Donnell analyzes the last point in depth, providing convincing criteria. He emphasizes that the work must be interesting and rich, which depends on the chosen topic and approach to it. It is important that readers or viewers do not feel that the author has missed something. The veracity of the material is also a criterion. Teaching effectiveness includes the quality of the presentation, relevance to the topic, and appeal, which refers to the author's ability to persuade the audience and inspire trust.

Some teachers Adapted the original assignment, offering students their own versions. University of Calgary professor Michael Ullyot, an early supporter of this initiative, introduced a grading criterion emphasizing the quality of the "use of written evidence." He encouraged students to be mindful of their quoting and retelling, and to consider when and why they access original sources.

Some instructors, such as Professor Emily Suzanne Clark of Gonzaga University, have developed their own grading criteria for "non-essays." First, she requires students to agree on and discuss the topic of the work. Second, she clearly defines the criteria that influence the final grade. For example, to receive an "excellent" grade, the work must demonstrate a high level of creativity, a clear idea, and, most importantly, a clear explanation by the author of how their final work relates to the chosen topic. If a student can't clearly convey the essence of their work and it lacks originality, their grade will likely be no higher than a C.

How to Avoid Writing

Studying a humanities course doesn't always require writing. An alternative option is a project, including group work, the results of which can be presented in a variety of formats. This approach allows students to express creativity and gain a deeper understanding of the material being studied.

Jodie N. Mader, a history professor at Thomas More University, presented students with a unique project as part of her Ancient Civilizations course. Working in a small group of highly motivated students with varying backgrounds, the students conceptualized their "non-essays" in advance. They discussed themes and identified key areas of focus, with the instructor emphasizing the importance of matching their projects to the students' interests and abilities. Students were also required to include a brief reflective note and bibliography with each non-essay. They developed their own evaluation criteria for their projects, with support from the instructor. This approach encouraged students' critical thinking and creativity, and allowed them to gain a deeper understanding of the course material.

The non-essay project proved to be an impressive success. One student, with an extensive doll collection, designed "Roman costumes" to illustrate the various social classes of women. Another student, fascinated by the Punic Wars, created a Monopoly-style board game dedicated to this historical event. Another project participant presented a game about ancient empires, inspired by the classic game "Risk." Several students interested in online gaming recreated famous battle scenes, such as the Battle of the Teutoburg Forest, showcasing their skills to their classmates. Other notable works included an Egyptian burial with a mummy and canopic jars, a booklet on Greek architecture, a children's book about the Roman emperor Nero, and a virtual Sims build reminiscent of the house of the Greek gods. The project demonstrated the students' creative approach to studying history, combining art, play, and educational elements.

Broad opportunities for creativity without limitations can inspire students and lead to outstanding results. A striking example of this is the work of students in the Text Technology course at Northeastern University in Boston (USA). Their electronic projects demonstrate a high level of creativity and originality. You can see these works by clicking on the link.

At the beginning of the article, Tonya Howe suggests considering alternative ways of expressing thoughts, such as essays in the format of infographics, podcasts, or digital stories on social media. These formats allow you to convey information more effectively and attractively, combining visual and audiovisual elements. Using such methods can significantly increase audience engagement and improve comprehension of the material. Infographics allow you to visually present data, podcasts offer the ability to listen to content at any time, and digital stories on social media create an interactive experience. Considering these formats can enrich your expression and attract new audiences.

Why is this even necessary?

While artificial intelligence is completing theses for students, experts are suggesting a rethink of homework and final projects. Of course, automated texts cannot completely replace final essays or coursework. However, such projects cannot be written using ChatGPT, although it can offer ideas and inspiration. Moreover, such assignments are suitable for a variety of disciplines—from literature and history to physical anthropology and medicine—and can be useful not only at universities but also in schools.

Tonya Howe emphasizes that technology is constantly evolving, and that is why it is important to adapt. Educators already have tools that allow them not only to embrace new technologies but also to actively use them in the educational process. This opens up new opportunities for learning and interaction with students.

The creator of the "non-essay" concept presented a number of arguments highlighting its benefits for students. First of all, the "non-essay" is a more challenging assignment compared to traditional essays. It requires students to make independent decisions regarding the topic and approach to the discussion. This returns us to the original meaning of the essay as a form of research. When considered in the context of a coursework project, the "non-essay" becomes a full-fledged study, not just a collection of quotations. Secondly, completing the "non-essay" significantly improves standard essay writing skills. Students learn to formulate topics, analyze issues of interest to them, and develop arguments, which allows them to persuasively present their ideas and engage readers.

Importantly, you can create a truly authentic essay that reflects the experimental and personal nature of this genre. Instructors, given the choice, will be more interested in reading such works. This emphasizes the importance of an individual approach and originality in essay writing, which makes your text more attractive to the reader.

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