Teaching Writing in the Age of AI

As artificial intelligence becomes increasingly capable of generating polished, grammatically correct text that meets academic standards, educators face a critical challenge: How can we teach students to write authentically and effectively?

Many of my students don’t see the value of academic writing, particularly when AI can produce passable essays in seconds. Many arrived in college with minimal experience in revision, deep engagement with complex writing or substantive feedback on their work.

If writing is to remain a meaningful intellectual endeavor, I—and you—must help our students understand its deeper purpose—not as a task to complete, but as a tool for thinking, analysis and real-world influence.

Two recent books, John Warner’s More Than Words: How to Think About Writing in the Age of AI and Leonard Cassuto’s Academic Writing as If Readers Matter, offer insightful perspectives on how to foster genuine writing skills in this evolving context. Both authors argue that effective writing instruction must go beyond technical skills to emphasize critical thinking, personal engagement and audience awareness—elements that AI cannot replicate.

The Challenges of Teaching Writing in the AI Era

Warner and Cassuto identify several pressing challenges that writing instructors must navigate in this new landscape:

1. AI can produce high-quality prose, but it lacks human thought and insight.

One of the most immediate challenges is that AI-powered text generators can now produce well-structured, coherent essays with minimal effort from students. These tools can generate thesis statements, summarize articles and even mimic argumentative reasoning. While useful for brainstorming and drafting, AI-generated text bypasses the deeper intellectual processes that writing is meant to cultivate—critical thinking, interpretation and original analysis.

Warner addresses this issue directly, arguing that writing is not just about producing words on a page, but about thinking through ideas. Writing requires students to engage deeply with complex topics, wrestle with ambiguity and refine their arguments. AI-generated text, no matter how polished, does not reflect a student’s intellectual engagement or the struggle of formulating and defending an original argument. Warner warns that if students rely on AI as a shortcut, they risk missing out on the cognitive benefits of writing—clarifying thoughts, discovering insights through the writing process and learning to express complex ideas with precision and nuance.

To counteract this, Warner advocates for writing assignments that cannot be easily outsourced to AI—assignments that require personal reflection, deep engagement with sources and argumentation beyond generic responses. Tasks that ask students to analyze their own experiences, conduct original research or synthesize multiple perspectives make it more difficult for AI-generated text to serve as a substitute for real thinking.

2. Many students enter college with limited exposure to high-quality writing and revision.

Beyond the challenges posed by AI, many students arrive in college without extensive experience in revising their work or engaging deeply with complex texts. High school writing instruction often prioritizes formulaic essays (such as the five-paragraph essay) and standardized test preparation, leaving students underprepared for the demands of college-level writing.

Many students have also had limited exposure to high-quality, sophisticated prose, nor have they been required to write analytical essays with multiple drafts and substantive feedback. As a result, they often struggle with sentence structure, argumentation and organization—not because they lack ability, but because they have not had sustained practice in working through these challenges.

Cassuto addresses this issue by emphasizing the importance of writing with readers in mind. Too often, students see writing as a hoop to jump through rather than a meaningful form of communication. Cassuto argues that academic writing frequently alienates readers due to unnecessary complexity and jargon and that students should be taught to write with clarity, accessibility and engagement.

To help students develop a reader-centered approach, Cassuto suggests that instructors:

• Encourage storytelling techniques to make arguments more compelling.
• Ask students to anticipate their readers’ questions and address them within their writing.
• Teach students to present their main points early, rather than burying arguments in dense, convoluted prose.

This approach is particularly valuable for students who have had limited writing instruction, as it shifts their focus from merely fulfilling an assignment to actually communicating ideas effectively. By prioritizing revision and audience awareness, instructors can help students develop stronger, clearer writing that AI cannot easily replicate.

3. The value of academic writing is not always clear to students.

Perhaps the most fundamental challenge is that many students do not see the relevance of academic writing. If AI can generate an essay that gets a passing grade, why should they invest time in learning to write well? Many perceive academic writing as an arbitrary exercise rather than a valuable skill that extends beyond the classroom.

Yet, academic writing—when done well—is far more than a required task. It is a form of argumentation and inquiry that involves evidence-based reasoning, critical analysis, interpretation, evaluation, synthesis and generalization. These skills are essential in law, business, science and the humanities, as well as in everyday decision-making.

To help students appreciate the real-world value of writing, those of us who teach writing can:

• Showcase real-world applications of writing. Professionals in medicine, law, journalism and technology all rely on strong writing skills to communicate complex ideas and persuade audiences.
• Emphasize writing’s role in shaping knowledge. Academic writing is not just about reporting information; it is about contributing to intellectual debates and refining ideas.
• Encourage students to write for real audiences. Assignments should extend beyond the classroom whenever possible—whether through op-eds, blog posts, research proposals or policy briefs.

By making writing more purpose-driven and applicable to real-world contexts, instructors can help students see why developing their own authentic writing voice matters, even in an age of AI-generated text.

When students begin to see writing not as a task to complete but as a tool for thinking and influencing the world, their engagement with it deepens. Writing ceases to be a mechanical exercise and becomes an act of discovery—a means of clarifying perspectives, refining arguments and making an impact. The challenge for educators is to move students beyond the mindset of compliance—writing simply to fulfill an assignment—and instead, to foster an understanding that writing is about shaping ideas and engaging in meaningful discourse.

In the AI era, where text generation is instantaneous and formulaic writing can be outsourced to machines, the value of academic writing lies not in adhering to rigid conventions but in cultivating essential habits of mind—critical thinking, argumentation, synthesis and the ability to navigate complexity. These skills extend beyond the classroom, shaping how individuals reason, communicate and make decisions in law, business, science, public policy and beyond.

Integrating Warner’s and Cassuto’s Insights into Teaching

By combining Warner’s emphasis on authentic, thought-driven writing with Cassuto’s focus on reader engagement, educators can develop strategies that help students build lasting writing skills. These include:

• Designing assignments that require personal and critical engagement. Asking students to incorporate personal insights original research or real-world applications. Requiring students to engage deeply with texts rather than just summarizing them.
• Teaching the writing process as iterative and evidence-based. Encouraging students to revise their work based on detailed feedback. Helping students move beyond surface-level opinions to evidence-based argumentation.
• Emphasizing audience awareness. Teaching students to think of writing as a form of communication, not just an academic exercise. Encouraging clarity and engagement rather than excessive complexity.
• Fostering critical thinking over AI reliance. Making students aware of AI’s limitations—it can generate text, but it cannot think critically, interpret nuance or offer meaningful synthesis. Encouraging writing as a process of intellectual discovery, not just a means to complete an assignment.

While AI can produce well-structured text, it cannot replace the cognitive and communicative skills that writing cultivates. By reinforcing the human elements of writing—critical thinking, personal engagement and audience awareness—educators can help students develop authentic, meaningful writing skills that extend far beyond the classroom.

Writing With Authority: How to Develop Stronger, More Engaged Writers Capable of Writing With Depth, Voice and Purpose

Warner and Cassuto’s insights provide a road map for making writing instruction more relevant and engaging. In a time when students may be tempted to rely on AI, the key task for educators is to show them why writing still matters—and why their own voice, analysis and thinking are irreplaceable.

1. Distinguishing Between Description, Opinion, Analysis, Interpretation and Evaluation in Writing

One of the greatest challenges in teaching writing is helping students distinguish between description, opinion, analysis, interpretation and evaluation. Many students mistakenly believe that summarizing a text or stating a personal reaction constitutes critical thinking. However, college-level writing requires a more nuanced understanding of these different modes of thought. Clarifying these distinctions is essential for developing students’ analytical abilities and improving their writing.

Description: Presenting the Facts

Description provides factual information about an object, event, text or phenomenon without offering interpretation or judgment. Description answers fundamental questions: Who, what, where and when? In literary analysis, description might involve summarizing a plot or identifying basic details about a passage.

For example, a student might write: “In Shakespeare’s Hamlet, the title character delivers a soliloquy beginning with ‘To be or not to be.’ The speech reflects on the nature of existence and death.”

While description is necessary, it does not explain significance or meaning. Many students assume that summarizing a text constitutes analysis, but merely recounting events does not demonstrate critical engagement. Description serves as a foundation for deeper inquiry, but on its own, it remains a surface-level engagement with the material.

Opinion: Expressing Personal Reactions

Opinion reflects a personal belief, preference or feeling, often without evidence or reasoning. While opinions are important, they do not constitute strong academic arguments unless they are supported by critical analysis.

For instance, a student might write: “I think Hamlet is a boring play.”

This statement expresses a viewpoint but lacks justification. Many students assume that stating a personal reaction is the same as making an argument. However, academic writing demands that opinions be substantiated with evidence and reasoning. Without support, opinions remain subjective and unconvincing.

Analysis: Examining Structure and Function

Moving beyond opinion, analysis involves breaking something down into its components and examining how they function. Analysis focuses on how and why something happens rather than just what happens.

For example, a student might write: “In Hamlet’s ‘To be or not to be’ soliloquy, Shakespeare uses parallel sentence structure to highlight Hamlet’s internal conflict between life and death.”

This statement moves beyond description by identifying a literary device (parallel sentence structure) and explaining its function in the text. However, many students struggle with analysis because they stop at identification rather than explanation. Simply pointing out that an author uses a metaphor, irony or symbolism is not enough; students must explain how these elements contribute to the text’s meaning.

Interpretation: Assigning Meaning

Whereas analysis breaks down a text’s structure, interpretation assigns meaning and often considers multiple perspectives. Interpretation seeks to answer the question “What does this mean?”

A strong interpretation might read, “Hamlet’s soliloquy reflects not just personal indecision but also Renaissance anxieties about mortality, the afterlife and the consequences of suicide in a Christian framework.”

Here, the student moves beyond merely identifying literary devices and begins to place the speech within a broader historical and philosophical context. Interpretation requires careful thought and often allows for multiple plausible readings.

However, students sometimes struggle with interpretation by failing to support their claims with textual evidence or by assuming that there is only one “correct” meaning. Strong interpretation balances textual analysis with contextual understanding.

Theorizing: Developing a Conceptual Framework

Theorizing is constructing a broader conceptual framework that explains patterns, relationships or underlying forces. Theorizing is not just about what a work means, but how that meaning connects to larger ideas—philosophical, psychological, political or social.

Students might not just interpret Hamlet as a play about indecision or existential dread; they might theorize that Hamlet’s paralysis is not merely psychological but reflects a deeper crisis in early modern thought—the collision between Renaissance humanism and medieval fatalism. Or how Hamlet’s behavior aligns with psychoanalytic theories of repression, particularly regarding his conflicted emotions toward Gertrude and Claudius.

A Marxist reading might theorize that Hamlet’s delay is not just personal but a sign of his alienation from the feudal world he inhabits, where power is inherited rather than earned. A feminist approach could theorize that Ophelia’s madness is not just the result of personal loss but a reflection of women’s lack of agency in patriarchal structures, where their voices are dismissed and their identities are shaped by the men around them.

Evaluation: Making Judgments With Criteria

Finally, evaluation involves making a judgment about a text’s quality, effectiveness or impact based on reasoned criteria. Evaluation goes beyond personal opinion by assessing a work’s significance within a broader cultural or artistic framework.

For instance, a student might argue, “Hamlet is not only a profound meditation on indecision and existential doubt but also a revolutionary work in its theatrical form. Unlike earlier revenge tragedies, which rely on external action, Hamlet innovates by turning the conflict inward, making the protagonist’s mind the true battleground. This structural and psychological depth ensures Hamlet remains a defining work of modern drama, influencing everything from psychological fiction to cinematic storytelling.”

A strong evaluation must be supported by clear criteria, such as historical influence, narrative coherence or artistic innovation, rather than subjective reactions alone.

Strategies for Teaching These Distinctions

To help students grasp these differences, instructors can implement several strategies. First, scaffold assignments by requiring students to describe a passage, analyze its structure, interpret its meaning and finally evaluate its impact. This approach shows how each step builds upon the previous one.

Second, use side-by-side comparisons by having students write description, opinion, analysis, interpretation and evaluation about the same passage to see the differences in practice.

Third, encourage peer review, where students identify which sections of their classmates’ writing fall into each category.

Finally, emphasize evidence-based thinking, requiring students to support their interpretations and evaluations with textual or contextual evidence rather than personal preference alone.

Students often default to description and opinion because these require the least cognitive effort. They summarize texts or state how they feel about a topic without engaging in deeper reasoning.

To move beyond this, it is essential to assign exercises that require them to analyze how an argument is constructed, interpret its broader significance and evaluate its strengths and weaknesses based on clear criteria. By making these distinctions explicit, students can begin to engage more critically with texts and develop arguments that go beyond personal preference.

2. Helping Students Find a Voice: Writing With Clarity, Impact and Personality

Another major challenge is helping students develop a distinct and confident voice that is engaging, compelling and personal, while remaining appropriate for academic discourse.

Many of my students struggle to move beyond formulaic writing, producing essays that are technically correct but dull, overly cautious or lacking in personality. Others, influenced by casual online discourse, write in a style that is too informal, unfocused or disconnected from their audience. Striking the right balance—between accessibility and rigor, between personality and professionalism—is difficult but essential.

Good writing is not just about correctness—it is about engagement, persuasion and impact. Strong writers command attention not just through argumentation but through their ability to craft sentences that are compelling, personal and memorable.

A strong voice:

• Reflects genuine engagement—students write better when they care about their topic.
• Connects with the reader—academic writing should not be a lifeless recitation of facts but an invitation into a conversation.
• Demonstrates clarity and precision—a good voice is not about flowery language but about writing with purpose and control.

To help students achieve this, I encourage them to:

• Write in different rhetorical styles—persuasive essays, personal reflections and public-facing arguments.
• Write with their audience in mind. Many students write as if they are fulfilling an assignment rather than communicating with real readers. I ask them to imagine they are explaining their ideas to an interested but skeptical reader and to structure their writing accordingly.
• Experiment with style. I encourage students to read widely and mimic the sentence structures of strong writers, helping them see that writing is not just about what they say but how they say it.
• Write with confidence. Many students hedge too much, relying on phrases like “I feel that” or “It seems like” rather than making clear, assertive claims. I push them to develop arguments that are direct and forceful, supported by evidence.
• Make writing personal—but not self-indulgent. The best academic writing is not detached or robotic; it carries the author’s unique perspective and intellectual energy. I encourage students to bring their own insights, examples and experiences into their writing while maintaining academic rigor.

Helping students develop a voice is ultimately about giving them the tools to express their ideas in ways that are both intellectually serious and personally meaningful. In an AI-dominated era, writing with authenticity and originality is one of the most valuable skills a student can develop.

3. Making the Value of Academic Writing Clear

Perhaps the biggest challenge of all is convincing students that academic writing matters. Many see it as an arbitrary exercise—something they are required to do for a grade but that has little relevance to their future careers or personal lives. This perception is reinforced by the fact that much of their prior writing experience has been limited to formulaic essays or assignments that did not encourage deep engagement.

Yet academic writing, when done well, is one of the most powerful intellectual tools available. It teaches students to think critically, develop arguments based on evidence and communicate ideas with clarity and precision—skills that are essential not just in academia but in law, business, journalism, public policy and beyond. More importantly, academic writing is about joining conversations, contributing knowledge and refining one’s own understanding of complex issues.

To help students appreciate the value of academic writing, I emphasize:

• Writing as inquiry: I encourage students to see writing not as a chore but as a process of discovery. Writing is a way to clarify thoughts, wrestle with difficult ideas and uncover new insights.
• The difference between thinking and reacting: In a world dominated by hot takes, tweets and knee-jerk reactions, academic writing teaches students to slow down, consider evidence and construct thoughtful, nuanced arguments—a skill that is increasingly rare and valuable.
• Writing as a social act: Good writing is not just self-expression; it is engaging in a dialogue with other thinkers. I encourage students to see themselves as part of an intellectual conversation, whether they are analyzing literature, evaluating policy or constructing an argument in philosophy.

Beyond the Academic Essay: Writing Assignments With Real-World Impact

To counter the temptation of AI-generated shortcuts and to ensure students develop meaningful writing skills, instructors must go beyond formulaic academic assignments and engage students in real-world writing—assignments that have practical applications and demand engagement with actual audiences.

Incorporating writing assignments such as policy briefs, impact statements, speeches, op-eds, grant proposals and crisis response statements can help students see the value of writing as a tool for advocacy, persuasion and professional communication. These assignments move beyond the traditional five-paragraph essay to demand critical thinking, rhetorical awareness and the ability to tailor content for different contexts and audiences.

1. Policy Briefs: Writing for Decision-Makers

A policy brief is a concise, evidence-based document that presents an issue, evaluates potential solutions and makes clear recommendations for policymakers or stakeholders. Unlike an academic research paper, which may be exploratory, a policy brief is action-oriented—its purpose is to influence decision-making.

A writing assignment in this genre might ask students to choose a pressing issue—climate change, data privacy, health-care policy—and write a two-page policy brief that summarizes the problem, presents supporting evidence and recommends a clear course of action. The challenge for students is not just to present information but to distill it effectively while considering their audience’s priorities and constraints. This assignment teaches students how to communicate complex ideas concisely and persuasively, a skill critical in law, government and business.

2. Impact Statements: Demonstrating Real-World Effects

Another meaningful assignment is an impact statement, commonly used in business, nonprofits and grant writing to explain the tangible effects of a program or initiative. Students could be asked to write an impact statement for a real or hypothetical organization, demonstrating how a social program, technological innovation or research project benefits the community.

For instance, a student might write an impact statement for a nonprofit addressing food insecurity, detailing how many meals have been distributed and how the program has improved the well-being of local families. The goal is to teach students how to use quantitative and qualitative data to tell a compelling story. This exercise strengthens students’ ability to write persuasively without relying on empty rhetoric, as every claim must be supported with evidence.

3. Public Speaking Through Speechwriting

Writing a speech is an exercise in both persuasion and audience awareness. Unlike traditional essays, which can be complex and dense, speeches must be engaging, emotionally compelling and rhetorically effective.

A potential assignment could ask students to write and deliver a five-minute speech on a contemporary issue, such as the ethical implications of AI, environmental sustainability or social justice reform. The speech should be structured to include a clear argument, rhetorical appeals (ethos, pathos, logos) and a strong call to action. Students must also consider the tone and pacing of their words—elements that become more apparent when writing for the spoken word rather than the page.

This assignment teaches students how to craft persuasive arguments concisely and memorably while preparing them for real-world scenarios where public speaking skills are essential.

4. Op-Eds: Writing for a Public Audience

The ability to write persuasively for a general audience is a valuable skill in any profession. Unlike academic essays, which are often addressed to an expert audience, op-eds (opinion editorials) are meant for public readership and must be written in a way that is accessible, engaging and convincing.

An effective assignment might involve writing a 750-word op-ed on a contemporary issue, such as free speech on campus, the mental health crisis or misinformation in the digital age. Students must construct an argument, anticipate counterarguments and use clear, concise language to persuade readers.

To make the assignment even more impactful, students could be encouraged to submit their op-eds to local newspapers, online magazines or university publications, transforming their work from a mere class exercise into a public intervention.

5. Grant Proposals: Writing for Funding

A grant proposal is a persuasive document designed to secure funding for a project, research initiative or nonprofit program. Unlike academic essays, which often focus on theoretical arguments, a grant proposal requires students to articulate a concrete plan, justify its necessity and demonstrate feasibility.

An assignment in this genre might ask students to write a $10,000 grant proposal for a community program, environmental project or research study. They would need to:

• Define a specific problem that their project addresses.
• Explain why their solution is innovative or necessary.
• Provide a budget justification showing how funds will be used effectively.

This assignment introduces students to real-world persuasive writing that has tangible consequences, preparing them for careers in nonprofits, research and entrepreneurship.

6. Crisis Response Statements: Navigating Public Relations

In today’s digital landscape, organizations must respond rapidly to crises—whether it’s a corporate scandal, a political controversy or a public health emergency. A crisis response statement is an official public communication that seeks to control damage, restore credibility and reassure stakeholders.

An assignment might ask students to write a public statement on behalf of a company, university or government official responding to a controversy. They must strike a balance between acknowledging the issue, taking responsibility where appropriate and reassuring the public.

For instance, a student might write a crisis response for a tech company dealing with a data breach, explaining the steps taken to protect user privacy. This assignment teaches students how to craft messages that are clear, responsible and strategically framed, a critical skill in public relations, politics and business.

These writing assignments challenge students to engage with real-world issues, consider their audience and communicate with clarity and purpose. By moving beyond traditional academic essays, students develop skills that prepare them for professions in policy, law, media, business and advocacy—fields where effective writing can shape public discourse and influence decision-making.

More importantly, these assignments reinforce the value of writing itself. In an era when AI can generate passable academic prose, the most valuable writing is not just grammatically correct—it is persuasive, impactful and deeply human. Helping students see themselves as writers with something meaningful to say, beyond the walls of the classroom, is one of the most important lessons an educator can impart.

Writing as a Tool for Thought, Discovery, Persuasion, Dialogue and Self-Expression

When students begin to see writing not as a task to complete but as a tool for thinking and influencing the world, their engagement deepens. Writing ceases to be a mechanical exercise and becomes an act of discovery—a means of clarifying perspectives, refining arguments and making an impact. The challenge for educators is to move students beyond the mindset of compliance—writing just to fulfill an assignment—and instead, foster an understanding that writing is about shaping ideas and engaging in meaningful discourse.

In the age of AI, where text generation is instantaneous and formulaic writing can be outsourced to machines, the value of academic writing lies not in adhering to a rigid set of conventions but in cultivating essential habits of mind—critical thinking, argumentation, synthesis and the ability to navigate complexity. These skills extend far beyond the classroom, shaping how individuals reason, communicate and make decisions in law, business, science, public policy and beyond.

Moreover, the ability to analyze, interpret and evaluate information has never been more vital. In an era of misinformation, deepfakes and rapid technological change, the capacity to discern credible sources, construct reasoned arguments and engage in substantive debate is an intellectual survival skill. Writing is one of the most effective ways to cultivate this skill—not as an academic requirement, but as a lifelong tool for clarity, persuasion and intellectual independence.

AI may be able to generate grammatically correct prose, but it cannot replicate original thought, human judgment or the ability to engage with nuance. Our task as educators, then, is not just to teach writing as a technical skill but to help students recognize it as a form of power—a means of shaping conversations, influencing policy and contributing to the world in a way that no algorithm ever could.