Book Review of Generative AI in Writing Education: Policy and Pedagogical Implications

Abstract

What would it mean to teach writing when the act of composing itself can now be simulated, accelerated, or even “outsourced” to machines? Dylan Medina’s (2025) Generative AI in Writing Education: Policy and Pedagogical Implications provides one of the most comprehensive and reflective responses to this critical question to date. Spanning six chapters, Medina bridges computer science, rhetoric, and applied linguistics in constructing a theoretically grounded and pedagogically actionable vision for integrating generative AI (GenAI) into writing instruction.