Reframing writing assignments for AI

Instead of solely evaluating final products, emphasize the writing process (Barnett, 1989; Elbow, 1998): brainstorming, drafting and revising. Engaging with and evaluating the work of students while they are on the journey and not just after they have reached the destination is critical (Atwell, 2014). By accompanying and supporting students throughout the writing process, you demonstrate your commitment to their success, can more effectively monitor their progress and more regularly and substantively interact with students. With thoughtful and strategic integration, AI can help students at each step, fostering a deeper engagement with their work without supplanting their own responsibility and agency.

Prompting is writing. As students develop prompts, they must think rhetorically (Bitzer, 1968): What should the output do (purpose), who does it address (audience), and what format should the output use (genre)? Teach students to consider the rhetorical situation — purpose, audience and genre — when writing and using AI tools.

By understanding how to craft effective prompts, students enhance their communication skills and learn to use AI as a tool for clarity and precision. Various prompt engineering strategies, such as RTFC (role, task, format and constraints), summon students to think rhetorically.

Incorporate real-world tasks into writing assignments. Authentic assessments will impress upon students the value of their learning. There are a few additional ways to create more meaningful and relevant  assessments for students:

• Primary research: Students could conduct field research: For example, you could encourage students to complete observations, surveys or interviews. Gathering their own data will invite students to take more ownership of their discussion and findings.
• Multimodal composition: In addition, you might consider challenging students to step beyond the familiar essay and to instead write in genres that resemble what they will do and use in the “real world.” This could include multimodal composition, with students using various formats such as podcasts, infographics, videos or social media. One powerful assessment that invites students to use a cornucopia of “real world” genres is the multi-genre research paper (Langstraat, n.d.; Romano, 2000). A multigenre research paper offers students multiple means of engagement and expression, one way of implementing Universal Design for Learning.

Whether you integrate primary research or use multimodal composition, students will appreciate the more hands-on and tangible experience they will have. These activities help students apply and communicate their learning in practical contexts, preparing them for real-life challenges.

Reflection is a critical component of learning. Reflection provides students the opportunity and space to look back, look around and look ahead, thus coming to take ownership of their learning and engage in more metacognition (Chang, 2019), or thinking about how they think and learn.

Please provide opportunities for students to reflect on their writing processes; the role of others and other resources, including AI, in their work; and what they have learned. Students can journal or record media reflecting on their experiences. This mindfulness helps students become more aware of their skills and areas for growth.

Writing should not take place alone and in isolation; collaboration and interaction are powerful for improving both the process and the final product. Students can encounter and consider ideas and feedback from various resources, all of which they synthesize and curate to create compelling writing.

Please encourage collaboration among students and the use of resources such as peer feedback, writing centers and AI tools. Viewing writing as a social process can lead to richer, more diverse outcomes and a stronger sense of community.