Generative AI Can Revitalize College Writing
Abstract
There is a broad decision architecture in conversations about Generative AI that breaks down into enthusiasts about the
technology and pessimists about its cultural, political, and economic impacts. This breakdown has impeded the
theorization of the emergent value and purpose of College Writing courses in a world of Generative AI chatbots. The
article presents 12 theses that attempt to offer a broad theoretical framework for educators teaching writing-intensive
college courses, and a sample course syllabus framework that models how these could be applied. The theses address the
stress points that the technology presents for both students and educators, discuss where and how productivity gains
should be conceived, and outline how class time and assessment should be redesigned.
