A Generative AI (GAI) Writing Pedagogy
Brenta Blevins · 2025
In response to some educators’ concerns that Generative Artificial Intelligence (GAI) means the end of writing assignments and classes, this chapter contends that GAI represents the latest development in a long history of literacy technologies that begins with writing itself as a technology. After first presenting broad overviews of GAI tools and composition pedagogy, this chapter next reviews specific composition pedagogies and describes how each can inform course designs, writing instruction, and assignments addressing students’ increased access to GAI. These—and other—composition pedagogies offer distinctive emphases and perspectives that can prepare writers for present and future occasions in which they may write and be expected to compose alongside GAI. This chapter’s overview of multiple composition pedagogies highlights how each approach can inform course development and GAI integration to support essential writing instruction and AI literacy. This discussion underscores the adaptability of various pedagogies to different instructional contexts and individual instructor values and goals. However, while this chapter asserts that existing composition pedagogies continue to offer guidance in teaching writing in the GAI era, this chapter does not argue for incorporating GAI into every writing occasion or to mandate its use. The chapter concludes by considering how some composition pedagogies may be less compatible with GAI and emphasizes the need for continued research. Additionally, this chapter posits that writing instruction has always engaged literacy technologies and that human educators remain irreplaceable even in the GAI turn. Writing instruction helps students develop valuable literacy proficiencies in critical thinking, composing processes and technologies, and metacognition.