Please keep in mind that new technology like Generative AI (Gen AI) shouldn’t simply make your thinking or work easier, much less take the place of the uniquely singular abilities of human beings to grow cognitively, think creatively, or evaluate critically. If you use Gen AI to simply avoid work, you are doing it wrong. Instead, using Gen AI in the spirit of Douglas Engelbart’s “augmenting human intelligence” and Donna Haraway’s configuration of the cyborg point the way to beneficial heightening of human possibility instead of harmful erasure of the cognitive distinctions of humanity. If you use Gen AI, use it wisely and use it well. This post is the third in this series.
One of the most promising applications of generative AI in writing instruction is its ability to model different genres in an interactive fashion with students. Whether it’s a cover letter, a research abstract, or a persuasive essay, students often struggle with understanding the expectations of a particular form. They may know what they want to say but are unsure how to say it effectively within the constraints of the genre. This is where Generative AI can be invaluable.
When faced with an unfamiliar writing genre, Gen AI can serve as a valuable guide by providing examples that illustrate the conventions and expectations of that style. For instance, a student unsure how to write a literature review could ask a Gen AI model to generate a model based on their topic, and then analyze the structure, tone, and content to understand what’s expected.
Consider the student tasked with writing a literature review for the first time. They might feel overwhelmed by the sheer volume of sources and the need to synthesize complex ideas. A generative AI tool can provide a structured example, highlighting the typical components of a literature review, such as an introduction, thematic organization, and conclusion. The student can analyze this example to understand the genre’s conventions, then apply that understanding to craft their own review using their unique insights and arguments. Here, the AI isn’t replacing the student’s voice but acting as a guide, much like a instructor offering advice on structure and approach.
For another example, a student who has never written a grant proposal might benefit from seeing a well-structured example generated by an AI. They can study the proposal’s introduction, objectives, and methodology sections to grasp the flow and tone appropriate for this genre. By analyzing these elements, they can then draft their own proposal with confidence, using the AI-generated example as a roadmap. The key is not to replicate the AI’s content but to use it as a starting point for creating their original work.
By studying AI-generated examples, students can identify the key elements of a genre—such as the objective tone of a research abstract or the persuasive strategies in a cover letter—and incorporate these into their own writing.
This process mirrors the way apprentice writers have long learned from models—by studying the work of others and imitating their techniques. The difference now is that the “model” is generated on demand, tailored to the specific needs of the student. This accessibility can democratize writing instruction, providing students with the examples they need to learn and grow as writers.
While the potential benefits of generative AI are immense, there are risks to consider. The most pressing concern is the possibility of over-reliance on these tools. If students depend too heavily on AI-generated content, they may fail to develop the critical thinking and writing skills that are essential for long-term success. For example, a student who consistently relies on Generative AI to write their essays may never fully grasp how to structure an argument or support a claim with evidence. This would undermine the very purpose of writing education, which is to empower students with the skills to express themselves effectively.
To avoid this pitfall, educators must emphasize the importance of human agency in the writing process and students have a responsibility to use these tools in ways that follows policy (first) and cognitive amplification (second). Generative AI should be treated as a tool, but not a substitute for human effort and creativity. Students need to engage deeply with their material, formulate their own ideas, and take ownership of their writing. Gen AI’s role is to support and guide, but the ultimate responsibility for the content rests with the student.
