Generative AI and Academic Writing: Studies from Diverse Contexts

Session Type: Symposium

Abstract

Generative AI tools are having a dramatic impact on the teaching and learning of writing. This symposium presents studies across multiple contexts, from secondary to postsecondary education, and from English language arts to Spanish heritage instruction, on the use of generative AI in the writing classroom. The studies draw on mixed methods research to examine teaching practices, learning processes, and learning outcomes in classes using [TOOL], a personalized writing and AI literacy platform developed with federal and state grant funding. Conclusions are drawn for general principles of effective use of generative AI in writing instruction suitable to a broad range of contexts and platforms.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1a: Literacy

Chair

• Mark Warschauer, University of California - Irvine

Papers

• Beginning with the end in mind: Using generative AI in undergraduate STEM writing instruction - Tamara Powell Tate, University of California - Irvine

• From Adoption to Adaptation: Generative AI in Middle School ELA - Daniel Ritchie, University of California - Irvine; Dana Saito-Stehberger, University of California - Irvine

• Rethinking Writing Support: AI as Peer, Editor, and Partner in the Undergraduate Classroom - Maura White, University of California - San Diego

• Generative AI meets the heritage bilingual: A classroom-based study on writing feedback - Julio Torres, University of California - Irvine

Session Organizer

• Tamara Powell Tate, University of California - Irvine

Discussant

• Tanya Baker, National Writing Project