Teaching Writing in the Age of AI

The teaching of writing is undergoing a transformation.

Generative AI challenges long-held assumptions about authorship, originality, and the writing process itself.

For educators, this shift can feel both urgent and unsettled:

• Should we rethink assignments?

• How do we uphold academic integrity?

• What opportunities might AI present for scaffolding, collaboration, or access?

This page serves as a hub for those navigating these pressing questions.

Here, you will find resources and reflections that balance optimism with critical inquiry.

• How might AI support, rather than replace, the deeply human practices of drafting, revising, and developing a voice?

• How do we safeguard the values of originality, integrity, and critical thinking, even as we explore new collaborative possibilities with machines?

• And how can we help students navigate a world where “authorship” and “ownership” are themselves under debate?

This space does not assume a single stance—whether celebratory or skeptical—but instead fosters a dialogue across perspectives. (If you're still reading, by now, you've realized that my stance is purely both/and).

From practical classroom strategies to philosophical explorations of literacy, we aim to equip educators with frameworks, tools, and language for engaging with students about writing in the age of AI.

Whether you approach AI as a potential ally, a disruptive force, or something in between, this page offers pathways to imagine pedagogy that is both responsive to technological change and deeply rooted in the enduring craft of writing.

This hub is also grounded in first-hand classroom experience.

Over the past several years, I have taught across a range of courses where AI’s presence has become increasingly unavoidable: graduate and undergraduate pedagogy seminars, writing composition, AP English, introductions to philosophy and film, and in the near future, a dedicated AI course.

In each of these contexts, I have witnessed how AI reshapes the questions students ask, the ways they approach assignments, and the skills they most need to cultivate. These experiences continually inform the resources and reflections gathered here, ensuring that the hub is not abstract theorizing but a living archive of what it means to teach—and to learn—writing in the world of AI.

I hope you share my excitement about the future of this work.