When the Paper Writes Itself Rediscovering the value of the writing process in First-Year Writing courses

Abstract

This personal essay reflects on how the rise of generative AI, specifically ChatGPT, has transformed my teaching practices in humanities and communication courses. Initially drawn to AI for its utility in streamlining personal and professional tasks, I quickly realized the pedagogical implications when students began outsourcing entire writing processes to AI. What began as a fascination evolved into a serious concern about the erosion of critical thinking and student voice. In response, I redesigned my courses to center the writing process within the classroom, developing assignments that require students to compare their work with AI-generated outputs. This shift has helped students recognize the limits of AI and the value of their own thinking. The essay argues that teaching students to use AI reflectively, rather than passively, is key to continuing to develop critical thinking skills in higher education.