Embedding ChatGPT and process writing in academic writing

Identity and integrity

Abstract

This article explores the impacts of generative artificial intelligence (GenAI) on undergraduate students’ writer identities and skills, with a view to considering how the technology can be integrated into writing instruction. We embedded process writing alongside the use of GenAI in an undergraduate academic writing course and gathered written reflections from the students. We explore how the student participants understood GenAI in relation to their developing writer identity and their understandings of academic integrity. A focus group was conducted with the teaching team which explored their reactions to teaching with GenAI and their views on the potential strengths and drawbacks of the software. Drawing on the student and teacher data, we conclude by sharing recommendations for using GenAI within academic literacies instruction and discussing an emerging framework for critical AI literacy. This is the second half of a two-part article; we encourage readers to also read the companion paper, which shares students’ reactions to using GenAI and process writing in the course as well as reflections on the cognitive side of writing.