In the continuing stories of new AI chatbots, Grammarly, the typing assistant, will release GrammarlyGO. Their AI chatbot can write emails, edit documents, or come up with new ideas.
Unlike their popular proofreading tool, Grammarly (which I regularly use), GrammarlyGO will go beyond pointing out your grammar mistakes because it will "learn your writing style" and write content as you might have on your own. That is the concept.
Grammarly argues this is a way to stop bad writing from "draining business productivity and performance" and that it will eventually generate "highly relevant text with an understanding of personal voice and brand style, context, and intent—saving people and businesses time while accounting for their unique needs."
It will work as their earlier tool within email, social media, and word-processing applications and websites.
Available across the free (in select markets) and paid professional, education, and developer tiers, GrammarlyGO is on by default for individual users, who can toggle it off in their settings. Business and education administrators, meanwhile, must opt-in for their organizations.
If you have been using the Internet for the past 25 years, you know how radically it has changed. And yet, no comprehensive regulations have been updated since then.
The news is full of complaints about tech companies getting too big and too powerful. Social media is often the focus of complaints. We often hear that these companies are resistant to changes and regulations, but that is not entirely true.
On Facebook's site concerning regulations, they say "To keep moving forward, tech companies need standards that hold us all accountable. We support updated regulations on key issues."
Facebook may be at the center of fears and complaints, but they keep growing. Two billion users and growing.
There are four issues that address that they feel need new regulations.
Combating foreign election interference
We support regulations that will set standards around ads transparency and broader rules to help deter foreign actors, including existing US proposals like the Honest Ads Act and Deter Act.
Protecting people’s privacy and data
We support updated privacy regulations that will set more consistent data protection standards that work for everyone.
Enabling safe and easy data portability between platforms
We support regulation that guarantees the principle of data portability. If you share data with one service, you should be able to move it to another. This gives people choice and enables developers to innovate.
Supporting thoughtful changes to Section 230
We support thoughtful updates to internet laws, including Section 230, to make content moderation systems more transparent and to ensure that tech companies are held accountable for combatting child exploitation, opioid abuse, and other types of illegal activity.
The Telecommunications Act of 1996 was the first major overhaul of telecommunications law in almost 62 years. Its main goal was stated as allowing "anyone [to] enter any communications business -- to let any communications business compete in any market against any other." The FCC said that they believed the Act had "the potential to change the way we work, live and learn." They were certainly correct in that. But they continued that they expected that it would affect "telephone service -- local and long distance, cable programming and other video services, broadcast services and services provided to schools."
And it did affect those things. But communications went much further and much faster than the government and now they need to play some serious catchup. It is much harder to catch up than it is to keep up.
Technical Writers are often the link between engineers, marketing associates, developers and external users of a product or service.
When I have taught undergraduate classes in technical writing, something I have to address with students right away is their definition of technical writing. In many people's minds, writing that is "technical" is complicated, full of jargon and difficult to read. But in fact, the goal of the technical writer is exactly the opposite. It is usually to make technical subject matter less complicated and easier to understand and use.
In my undergraduate technical writing classes (which are considered advanced writing courses) we combines current theory with actual practice to prepare students as technical writers. They analyze complex communication situations and then design appropriate responses through tasks that involve problem solving, rhetorical theory, document design, oral presentations, writing teams, audience awareness, ethical considerations and ethical issues.
When I teach at New Jersey Institute of Technology (NJIT), my students are engineers, computer scientists, architects and scientists who often dislike writing and are used to only academic writing. Unfortunately, much academic writing is students demonstrating their learning to a professor who already knows the subject. In most real technical communication, the writer is the expert and the readers are the learners. In professional life, you may be writing for supervisors, colleagues or customers. You might be explaining a problem, a product, an experiment, or a project, and the format may be a proposal, abstract, report, email or manual.
When I teach technical writing at a more comprehensive university, such as Montclair State University, the students are more comfortable with writing, but less comfortable with the technical part. That is because they don't think of technical writing as being a part of every field. For education, biology, art, music, and other science and liberal arts students, they need to rethink the technical aspects of their studies. For example, I have had art history majors who wrote technical documentation on art restoration.
My graduate students in professional technical communication are often dealing with social media, documentation, video presentations and a variety of real world tasks. NJIT offers a Technical Communications Certificate that attracts primarily professionals who intend to learn/expand their careers as technical writers, editors, trainers, website designers, and documentation specialists.
Social media can be viewed as a distraction. Some people rely on it as a news source. Companies use it for marketing purposes. And some of us study it in a more academic way.
In higher education, we at least touch on all four approaches. Some teachers find it all a useless annoyance. In communications and journalism courses, it is studied as another medium. In business school, it has moved into marketing and advertising courses and conversations. Beyond the theories of social media use, there is learning about the design and analysis of social media.
Studying online communities and social networks are leading to developing new tools and methods for analyzing and visualizing social media data. One of the better compilations of social media research tools has been curated by researchers at the Social Media Lab at Ted Rogers School of Management, Ryerson University. Their site has more than fifty tools that they have reviewed academically. Many are free tools to use and are fairly simple to implement and use to collect data for analysis, while others require some programming experience.
"Jeffrey Hancock, a Cornell U. professor who teamed up with Facebook on a controversial study of emotion online, says the experience has led him to think about how to continue such collaborations “in ways that users feel protected, that academics feel protected, and industry feels protected.”
Last summer the technologists discovered how unaware everyone else was of this new world.
After Facebook, in collaboration with two academics, published a study showing how positive or negative language spreads among its users, a viral storm erupted. Facebook "controls emotions," headlines yelled. Jeffrey T. Hancock, a Cornell University professor of communications and information science who collaborated with Facebook, drew harsh scrutiny. The study was the most shared scientific article of the year on social media. Some critics called for a government investigation.
Much of the heat was fed by hype, mistakes, and underreporting. But the experiment also revealed problems for computational social science that remain unresolved. Several months after the study’s publication, Mr. Hancock broke a media silence and told The New York Times that he would like to help the scientific world address those problems"
I am giving a presentation at the New Jersey Writing Alliance Spring (NJWA) Conference this week on my experiences teaching technical writing this year at New Jersey Institute of Technology and at Montclair State University. NJIT is NJ's science and technology university and MSU is the state's second-largest comprehensive university.
Although the two schools are seen as quite different, the approach I take to technical writing is very similar. My presentation is on "Technical Writing Across Disciplines" and will examine how a technical writing course can emphasize a research approach and problem solving that is not like most of the academic writing done in other writing classes.
One thing I enjoy about the NJWA conference is that it has presenters and attendees from both K-12 and higher education. That doesn't occur often enough.
Keeping with the conference theme of "Achieving College-Ready Writing: The Common Core and Beyond," I'll also examine how secondary school teachers can teach writing about science and technical subjects. That is a strand of the English Language Arts Standards that are part of the controversial Common Core State Standards Initiative as adopted in NJ and other states.
