We’re excited to share our newest resource: Guide for teaching with AI-generated text: Twelve strategies for teaching students to brainstorm, critique, and refine with AI

Authentic writing instruction is still writing process focused; scaffolding the writing process so students learn how to brainstorm, critique, and refine the writing process alongside generative-AI has had to involve some adaptations. Focusing on how students interact with AI across every stage of the writing process builds authentic voice, critical thinking and essential digital skills.

What This Resource Is About:

• 4-phase strategy framework: A practical roadmap covering AI boundary-setting, active critique activities, scaffolded process writing, and reflective assessment.
• Shifting from punitive to possibilities: Contextualizes generative text tools as thinking partners rather than substitutes for student reasoning, keeping human synthesis at the core of writing.
• Designed for educators and leaders: Built for high school and higher education faculty, writing center directors, and curriculum specialists seeking actionable methods and valuable resources to teach responsible digital use.

Where This Might Be Helpful:

• Syllabus and course planning: Establishing clear assignment boundaries using the 3-level rule and task-specific AI rules before the term begins.
• Instruction and workshops: Running active learning exercises, such as reverse-outlining AI essays, auditing generated text for hallucinations, and practicing the "quote sandwich."
• Student writing conferences: Guiding routine check-ins using process history and constructive, non-punitive reflection prompts.

What You’ll Get Out of This Guide:

• Clear AI language and vocabulary – Ready-to-use frameworks like the 3-level rule and explicit definitions for "AI-supported" vs. "AI-replaced work to eliminate confusion
• Classroom-ready critique and fact-checking exercises – Step-by-step activities that train students to spot hallucinated sources, evaluate formulaic AI logic, and complete human-driven synthesis.
• Process-focused assessment tools– Practical templates to make student thinking visible when video playback is unavailable.