Generative AI in First-Year Writing: DEER Praxis and Student Experiences

The landscape of education is rapidly evolving, with generative artificial intelligence (AI) emerging as a significant force. This article explores the integration of generative AI tools in first-year writing programs, examining their affordances, limitations, and potential future impact. We delve into practical applications and student experiences, providing insights into how AI can be effectively utilized in writing pedagogy.

The year 2023 marked a turning point in higher education as generative AI gained widespread attention. Unlike previous automated writing assistance tools, such as spell checkers and grammar checkers, generative AI has the capacity to act as a rational agent, fundamentally changing how we approach writing instruction. This shift necessitates a re-evaluation of traditional pedagogical methods and the development of new frameworks for integrating AI into the curriculum.

Our approach to engaging generative AI is grounded in established composition scholarship, extensive teaching experience, and a commitment to collaborative learning. We emphasize the importance of reflection and student autonomy in the learning process. This foundation led to the development of the DEER praxis, a structured approach to integrating AI tools into writing assignments. The DEER praxis focuses on defined engagements with AI tools for specific purposes, coupled with generous opportunities for reflection.

The DEER praxis consists of four key components: * **Define:** Clearly define the stages of the writing project and their specific learning objectives. * **Evaluate:** Evaluate specific generative AI technologies to pair with each stage of the writing activity. * **Explore:** Encourage students to explore the chosen AI technology for that particular stage. * **Reflect:** Provide students with space for reflection on their experiences with the AI tool. This structured approach ensures that AI is used intentionally and effectively, promoting meaningful learning outcomes.

In our first-year writing program, students engaged with AI tools like Elicit, Fermat, and Wordtune for tasks such as brainstorming research questions, writing counterarguments, and editing. While students found these tools helpful for generating ideas and finding sources, many expressed concerns about losing their authorial voice and the time required to review AI-generated suggestions. Despite the potential benefits, many students preferred to develop their own writing skills independently.

The integration of generative AI in writing instruction is not without its challenges. One significant limitation is the unreliability of AI-generated content, which can be time-consuming to review and correct. Additionally, students may struggle with maintaining their unique voice and style when relying on AI tools. It is crucial to address these challenges through careful assignment design and ongoing reflection.

As generative AI continues to evolve, it is essential to explore its potential applications in education further. Future research should focus on empowering students to research, evaluate, and select AI platforms for their writing needs. Additionally, educators must develop strategies for fostering critical thinking and ethical AI use among students. The goal is to equip students with the skills and knowledge necessary to navigate the evolving landscape of AI in writing and beyond.

Generative AI presents both opportunities and challenges for writing instruction. By adopting a structured approach like the DEER praxis and prioritizing student reflection, educators can effectively integrate AI tools into the curriculum while mitigating potential risks. Ultimately, the goal is to empower students to become skilled, ethical, and confident writers in the age of AI.