A Case Study in Mindfully Integrating AI Tools into Writing Classes

Authors

  • Gea Dreschler Vrije Universiteit Amsterdam, Netherlands https://orcid.org/0000-0002-4723-0597
  • Abby Gambrel Vrije Universiteit Amsterdam, Netherlands
  • Jens Branum Vrije Universiteit Amsterdam, Netherlands

DOI:

https://doi.org/10.18552/joaw.v15iS2.1117

Keywords:

AI tools, writing process, chatgpt, learning goals, teaching writing, teaching practice

Abstract

The proliferation of AI tools for text editing and generation has raised challenging but also interesting questions for writing classes. In this paper, we report on our experiences with an exercise exploring the use of AI in an academic writing class. We first outline our conceptualization of the writing process, breaking down the skills that students need to master the complex task of writing, visualized as a ‘writing pie’. This breakdown allows us to critically assess the capabilities of AI tools against our understanding of writing as a human process. We then share our experiences with an exercise with ChatGPT in an academic writing class, where students evaluate a text with respect to its academic style and suggest improvements. Students then compare their own suggestions to those made by ChatGPT and critically evaluate the output. We include both instructors’ and students’ evaluations to reflect on whether the inclusion of such exercises can aid in achieving the course’s learning outcomes. We share three key takeaways: (1) there is value to having students work with AI; (2) critical evaluation of AI output is key; (3) activities with AI should be evaluated against learning goals.

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Published

2025-04-16

How to Cite

Dreschler, G., Gambrel, A., & Branum, J. (2025). A Case Study in Mindfully Integrating AI Tools into Writing Classes. Journal of Academic Writing, 15(S2), 1–7. https://doi.org/10.18552/joaw.v15iS2.1117