Oohs, Boos, and Breakthroughs: Teaching Writing with ChatGPT

Abstract

In response to widespread anxiety about generative AI’s impact on student writing, this personal narrative reflects on integrating AI-assisted invention strategies into two sections of a first-year writing course.  We gathered student perceptions on their engagement in traditional and AI-assisted in-class workshops. Findings suggest that while students appreciated the speed and convenience of AI, many found traditional methods more meaningful for deep thinking and personal expression. Most notably, students did not see AI as a substitute for writing but as a complementary tool. This study reveals that thoughtful AI integration can enhance rather than diminish the writing process and invites educators to reconsider how we teach invention in a rapidly changing technological landscape