Developing AI-Powered Prompts for First-Year Writing Courses

Abstract

This chapter explores integrating generative AI tools in first-year writing courses, proposing a dual framework for balanced AI integration and AI literacy development. It addresses the challenges that come from the widespread student use of AI tools and presents new approaches to assessment design. The dual framework can help educators create AI-powered assessments that enhance learning outcomes, promote critical thinking, and build student confidence. A case study on thesis development illustrates how AI can be used to teach foundational writing skills while developing AI literacy. The chapter argues for a transformation of writing instruction that prepares students by instilling both discipline specific skills and critical AI skills. This approach turns potential challenges into opportunities for deeper learning, and positions AI as a tool rather than a replacement for human skills. The chapter concludes by discussing the implications for educational practice, curriculum redesign, instructor training, and assessment methods.

Ähnliche Arbeiten