AI and Writing Instruction

The Science of Writing is a newly emerging focus in research that examines all aspects of writing and writing instruction. It includes best practices for teaching writing, the cognitive processes involved, and the connection between writing and other components of literacy, such as reading and oral language development.

Yet, with generative artificial intelligence (AI) coming to the forefront, the Science of Writing must now also consider how this technology is impacting writing and writing instruction at all levels of education. Stakeholders — including teachers, parents, administrators, policymakers, and students — are grappling with a pressing question: Is AI making writing and writing instruction obsolete?

In this blog, we’ll dive into the world of AI and writing instruction, addressing questions like: How does AI-generated writing compare to human writing? Is AI replacing traditional writing and writing instruction? How can teachers and students use AI responsibly to support, rather than replace, the essential process of learning to write?

Generative AI vs. Human Writing: Product vs. Creative Process

While generative AI can produce text rapidly and with ease relative to humans, the way it constructs writing is fundamentally different from how humans construct text. AI creates text by analyzing huge amounts of existing content found on the internet and then predicts the most likely next words in a sequence.

Even with recent advances in reasoning models and extended thinking capabilities, AI does not create meaning in the way humans do. Instead, it creates text from patterns of data without personal experience, emotion, or true critical thinking. It can only create text based on what already exists in the world, rather than developing entirely new ideas.

On the other hand, human writing is deeply rooted in personal thought, creativity, personal community, and lived experiences. Humans craft meaning intentionally, considering their audience, purpose, and context. They engage in revision, reflection, and often collaborate with others in the writing process.

Humans write not just for the resulting product, but to process thoughts, ideas, and emotions; human writers have the ability to think critically, argue persuasively, and innovate beyond pre-existing work.

For humans, writing is thinking externalized. While AI can now simulate aspects of reasoning, Generative AI is not capable of true thinking.

Will Generative AI Make Writing Obsolete?

Despite its growing capabilities, generative AI will not replace human writing or writing instruction.

Why not?

Because writing is about more than just the outcome or the product — it involves developing original ideas, creating new pathways that connect diverse concepts, and creative expression imbued with self, clarity, and nuance.

While AI can mimic coherent writing based on previous work, it cannot truly create new knowledge or engage in complex processes like developing a compelling argument. Teaching students to write remains essential because they must learn how to think critically, structure their ideas, and identify the most effective ways to communicate them — skills that AI-generated text cannot replace.

Additionally, foundational writing skills — fluent transcription, spelling, and grammar — are still a necessary part of instruction for emergent writers because these skills are critical to maintaining a system of checks-and-balances with AI. Without a strong grasp of these foundational skills, students will lack the ability to assess AI-generated content for accuracy, coherence, voice, etc. These foundational skills will prepare students to use generative AI for what it is — a writing tool.

With generative AI able to bolster writing basics like grammar and spelling, writing lessons need to focus more on creativity, critical thinking, and personal expression. Writing isn’t just for school — it’s how we share ideas, challenge perspectives, and find our voice. AI can help organize thoughts, but it can’t replace human originality. Teaching students to think, question, and express themselves keeps writing meaningful in a generative AI-forward world.

How Can Generative AI Support Teachers?

Generative AI can be a powerful tool for improving teacher efficiency in designing, implementing, and assessing writing instruction, but to use it effectively, educators must develop AI literacy.

What does this mean for teachers?

AI literacy means understanding both its benefits — such as its rapid ability to generate or grade materials — and its limitations, like AI hallucinations (statements that are factually inaccurate) and biases. It doesn’t replace the human part of teaching writing.

For example, AI can streamline providing formative feedback by quickly assessing grammar, structure, and organization. This allows teachers to shift their focus toward guiding students in deeper areas, such as refining arguments, strengthening voice, and improving clarity. However, because AI cannot fully grasp nuance or originality, teachers must ensure that students are not simply accepting AI suggestions but are actively engaging with feedback to enhance their writing.

When it comes to certain grading procedures, AI can help with tasks like providing basic editing suggestions or rubric-based feedback, saving valuable time. However, it cannot replace the teacher’s role in evaluating critical thinking, originality, and the overall effectiveness of a student’s writing. Teachers must remain the final authority in assessing student work to ensure that grading reflects not just accuracy but also depth of thought and effort.

AI can also assist in generating instructional materials by suggesting mentor texts, creating model essays, writing prompts, and differentiated lesson plans tailored to student needs. While this has the potential to help teachers decrease the time it takes to support a diverse classroom, they must still evaluate AI-generated content for alignment with student learning goals and appropriateness for their students. Teachers must have enough knowledge of strong pedagogy and evidence-aligned instruction to evaluate AI-generated materials.

Without a critical understanding of generative AI, teachers risk using it improperly in the educational environment, either by over-relying on it for tasks that require teacher professional judgement or by dismissing its potential to enhance instruction.

By striking the right balance, educators can harness AI’s strengths while ensuring that writing instruction remains focused on developing students’ independent thinking, creativity, and expression.

The 'Wild West' of Generative AI and the Need for Research-Based Tools

The rapid development of generative AI platforms like ChatGPT or Gemini has created what could be described as the "wild west" of AI-generated content — an environment where the quality, accuracy, and reliability of the materials created can vary widely.

While these tools can be useful for teachers, they are not always ideal for educational purposes, sometimes generating generic or incorrect information that lacks the depth of research-based instruction.

However, literacy researchers, universities, and educational publishing companies have the opportunity to design and promote AI platforms that combine generative AI with purposefully-tuned and validated machine learning models to provide teachers with high-quality, research-based materials and responses. AI systems designed specifically for education — grounded in literacy research like the Science of Writing — can ensure that AI tools align with best practices in writing instruction.

It is critical that this type of AI platform is transparent, so educators understand why certain recommendations are made and how they connect to research-backed teaching methods. And it must be designed responsibly — protecting student privacy, avoiding bias, and ensuring all students and teachers benefit from its use.

Wielding Wisely: Teaching Students to Guide, Not Follow, Generative AI

As AI becomes more common and available, educators must teach students to use it responsibly.

The key message? Generative AI is a tool, not a substitute for human creativity and critical thinking.

While AI can support student writing by helping with brainstorming, grammar checks, and idea organization, it cannot replace original thought. Without explicit teacher guidance, students may fall into the trap of overreliance on AI-generated content, missing opportunities to develop the deeper thinking skills and comprehension that writing supports.

To prepare students for responsible AI use, educators must explicitly teach when and how AI can be helpful — and where it is not appropriate. Students need to understand that AI not only lacks true originality and can sometimes “hallucinate” but it can also strip students of their unique voice and their unique ways of expressing themselves.

Effective writing instruction in today’s classrooms should include discussions on AI’s role in the writing process, opportunities to compare AI-generated responses to human writing, and activities that require students to critique and refine AI-created writing.

Students must become critical consumers of AI-generated text rather than passive users. By understanding how AI works and where it falls short, students develop stronger analytical skills and take ownership of their writing. This means educators must design creative, problem-solving assignments that push students to engage deeply with content, weaving their personal experiences and viewpoints into their writing — something AI cannot replicate.

When students see writing as more than just producing a final product, but as a process of thinking and communicating, they will be more likely to use AI as a support tool in a way that enhances, rather than replaces, their own abilities.

Writing in the Age of AI

Generative AI is changing writing instruction, but it is not replacing the need for strong, human writing skills. By understanding AI’s strengths and weaknesses, using it to streamline certain educational tasks, and teaching students how to use it as a tool rather than a shortcut, we can keep the practice of writing meaningful and essential in today’s classrooms.

Writing in the age of AI should focus on building critical and creative thinking skills, as well as an ability to engage with both technology and human collaborators. The goal is to use AI in ways that support learning — prioritizing keeping student voice, original thought, and deep thinking at the heart of writing.