Writing Assignments and Generative AI

Here are actionable suggestions, by Anna Mills (City College of San Francisco), for assigning and assessing writing in the age of generative AI. Mills makes a convincing case that we cannot always out-prompt nor detect AI. What we can do is focus on motivation and the writing process, while designing assignments that are meaningful to students.

This short, downloadable guide by Sidney Dobrin (University of Florida) provides a quick overview of the basics. In it, you will learn what generative AI is, what it means for course instructors and administrators, and what best practices can help you and your students in writing with and against AI.

This working paper is from a joint task force of the Modern Language Association (MLA) and the Conference on College Composition and Communication (CCCC)—the professional organizations for scholars and teachers of writing studies, literary studies, and language instruction. It outlines the tangible benefits and potential risks of incorporating AI for writing tasks and writing instruction.