Write instructional articles on designated subjects.

“Write instructional articles on designated subjects.” is a supplemental task performed by Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors. Among the occupation's 39 rated tasks, workers place it 1st by importance (#39 most important).

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E1. Direct exposure — a language model could plausibly cut the time to do this task by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 1.00. Automation potential label: T3.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• 0.087% share of AI-use records mapped to this task
• 45% of that use is work-related
• Most common interaction: directive
• Average autonomy of the AI: 3.3 (1–5; higher = more autonomous)
• 97% of interactions still needed a human in the loop

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

Working with AI vs. handing it off

Of the AI conversations mapped to this task, the split between people working alongside AI and people delegating the task to it.

How people interact with AI on this task

Other tasks in this occupation

• Observe and evaluate students' work to determine progress and make suggestions for improvement. · importance 4.4
• Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics. · importance 4.3
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. · importance 4.3
• Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests. · importance 4.2
• Prepare materials and classrooms for class activities. · importance 4.2
• Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks. · importance 4.2
• Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. · importance 4.2
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · importance 4.2
• Assign and grade class work and homework. · importance 4.2
• Maintain accurate and complete student records as required by laws or administrative policies. · importance 4.1
• Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects, such as basic English language skills, life skills, and workforce entry skills. · importance 4.1
• Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible. · importance 3.9
• Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · importance 3.9
• Prepare and administer written, oral, and performance tests and issue grades in accordance with performance. · importance 3.8

See all tasks on the Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors page.

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-task-6862,
  title  = {Write instructional articles on designated subjects.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-6862}
}