Abstract Many instructors worry about students using artificial intelligence (AI) to plagiarize, prompting them to surveil students. Instead, this article advocates for holding constructive conversations with students about AI and writing, fostering collaboration rather than mistrust. Drawing from the authors’ own teaching experiences, this article models approaches for helping students think critically about AI.
Abstract This article explores integrating generative artificial intelligence (GenAI) into writing conferences with seventh-grade students through a “1:1:1” model (i.e., a model involving one teacher, one student, and one GenAI). Drawing on a historical inquiry project, the authors demonstrate how teachers can facilitate student interactions with AI while preserving writerly agency and metacognitive decision-making.
Abstract This article argues for the benefits of incorporating critical discussions of generative AI into upper-level literature classes and suggests that it is possible to do so without sacrificing the primary content of instructors’ course offerings. It then presents three adaptable examples of assignments that integrate generative AI into different courses.
Abstract This study explores faculty and student perspectives on the integration of ChatGPT in higher education, with a focus on its impact on academic integrity, critical thinking, creativity, and overall academic development for multilingual learners (MLLs) as they navigate writing across the curriculum. Conducted at a transnational American University in the United Arab Emirates with a highly diverse multilingual population, the study employs a sequential explanatory mixed-methods design grounded in an interpretive framework. Survey responses from 278 students enrolled in required academic writing courses and twenty-nine English department faculty members were analyzed, followed by semistructured interviews. The findings reveal a nuanced divergence: Faculty approach ChatGPT with caution, prioritizing ethical and policy concerns, while students use it across assignments yet remain ambivalent about its ethical limits and academic impact. Although both groups share concerns about academic integrity and critical thinking, they differ in their approaches; faculty favor stricter regulatory policies, whereas students seek guidance and transparency. For writing programs and language specialists, these findings highlight the need to integrate AI literacy into writing curricula, moving beyond punitive policies toward pedagogical strategies that support multilingual writers in making informed, ethical decisions about AI use across disciplines.
Abstract Writing centers are uniquely positioned to address generative AI’s impact on student writing. This article proposes a generative AI–literacy curriculum for writing consultants, framed by Stuart Selber’s multiliteracies (functional, critical, rhetorical), to help students navigate complex questions of agency, authorship, and meaning making in their generative AI–integrated writing processes.
