Examining AI-assisted writing revision through assignment design and implementation in an undergraduate course

Abstract

Although artificial intelligence (AI), particularly generative AI, poses challenges related to potential misuse in education, it also offers an opportunity to improve students' writing and revision skills when thoughtfully integrated as a pedagogical resource. To investigate AI use in undergraduate education and understand students' perceptions of its impact on their writing, we designed and implemented two consecutive writing assignments that incorporated AI-assisted revisions in a large-enrollment general education (GE) course. For each assignment, students were required to compose an initial draft without AI assistance to promote critical thinking and writing proficiency. They then used AI tools of their choice to revise the drafts with the goal of improving grammar, clarity, and coherence. Assignment grading was based mainly on the initial drafts, and feedback was provided by the instructor and the teaching assistant to support students' learning. In addition, students completed reflection questions about their experiences with AI, particularly its effects on their writing process and outcomes. These reflections provided insights into how students selected and engaged with AI tools during the revision process as well as how they perceived the role of AI in assisting their writing development. By preserving traditional writing practices and strategically integrating AI-assisted revisions, this study can potentially inform pedagogical strategies that enhance student writing experience while maintaining academic integrity.