Writing assignments – whether in the form of a research paper, lab report, reading response, article summary, artist’s statement, or creative writing – are such a standard component of so many courses that faculty may take the value of writing for learning and thinking as a given. It has always been important to know how each assignment helps students to work towards your course’s learning objectives, but the ability of AI to generate written artifacts in moments challenges us to reflect on the value and purpose of writing, and to define and explicitly communicate to students the benefits of writing and the writing process.
Why Writing?
In an essay on the future of writing for the Chronicle, Corey Robin argues that “academic writing has never simply been about producing good papers. It’s about ordering one’s world, taking the confusion that confronts us and turning it into something intelligible, wresting coherence from chaos.” Emphasizing process underscores how writing helps us to grapple with complexity: to articulate ideas, to analyze arguments, and to deepen reflection. For guidance on reflecting on, defining, and communicating the role of writing in your course read more here.
Offering Feedback on Writing
The strongest writing, like the deepest thinking, does not happen in isolation; it benefits from feedback. In a genuine effort to prompt student learning, however, instructors often provide an overabundance of written edits and feedback without prioritizing it, which can cause confusion for students and overwork for the instructor. For some considerations for approaching feedback on student writing read more here.
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