“Writing is thinking” asserts compositionist John Warner in a 2023 column on AI in Inside Higher Ed. “If text is produced without thinking, that’s not writing. That’s something else.”
If you agree with Warner, it follows that the best way to respond to the rise of generative AI may be to continue or expand the use of common practices in writing pedagogy. As Warner notes, “The route to thinking is rooted in process and experience, rather than forms and artifacts,” and so too are best practices in writing pedagogy—for example, teaching writing as an iterative, interactive process and asking students to regularly reflect on their writing experiences. Process and experience are also central to recent developments in writing pedagogy such as labor-based writing assessment and other alternative approaches to grading.
Teaching recommendations to help orient students to generative AI and college writing, including to the CAS Writing Program’s current guidelines for authorized uses
Guidance on crafting assignments that discourage AI use or incorporate AI and on responding to unauthorized uses of AI for writing
Ideas for using generative AI to teach language, peer review, information literacy, genre awareness, argumentation, and more
For more information and teaching ideas, we recommend Vee, Laquintano, & Schnitzler’s open-source collection TextGenEd: Teaching with Text Generation Technologies, published by the WAC Clearinghouse.
Recommendations for further reading are available at The MLA-CCCC’s Quick Start Guide to AI and Writing.
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