Studies have shown that many students are using AI to brainstorm, learn new information and revise their work. krisanapong detraphiphat/Moment via Getty Images
I’m a writing professor who sees artificial intelligence as more of an opportunity for students, rather than a threat.
That sets me apart from some of my colleagues, who fear that AI is accelerating a glut of superficial content, impeding critical thinking and hindering creative expression. They worry that students are simply using it out of sheer laziness or, worse, to cheat.
Perhaps that’s why so many students are afraid to admit that they use ChatGPT.
In The New Yorker magazine, historian D. Graham Burnett recounts asking his undergraduate and graduate students at Princeton whether they’d ever used ChatGPT. No one raised their hand.
“It’s not that they’re dishonest,” he writes. “It’s that they’re paralyzed.”
Students seem to have internalized the belief that using AI for their coursework is somehow wrong. Yet, whether my colleagues like it or not, most college students are using it.
A February 2025 report from the Higher Education Policy Institute in the U.K. found that 92% of university students are using AI in some form. As early as August 2023 – a mere nine months after ChatGPT’s public release – more than half of first-year students at Kennesaw State University, the public research institution where I teach, reported that they believed that AI is the future of writing.
It’s clear that students aren’t going to magically stop using AI. So I think it’s important to point out some ways in which AI can actually be a useful tool that enhances, rather than hampers, the writing process.
Helping with the busywork
A February 2025 OpenAI report on ChatGPT use among college-aged users found that more than one-quarter of their ChatGPT conversations were education-related.
The report also revealed that the top five uses for students were writing-centered: starting papers and projects (49%); summarizing long texts (48%); brainstorming creative projects (45%); exploring new topics (44%); and revising writing (44%).
These figures challenge the assumption that students use AI merely to cheat or write entire papers.
Instead, it suggests they are leveraging AI to free up more time to engage in deeper processes and metacognitive behaviors – deliberately organizing ideas, honing arguments and refining style.
If AI allows students to automate routine cognitive tasks – like information retrieval or ensuring that verb tenses are consistent – it doesn’t mean they’re thinking less. It means their thinking is changing.
Of course, students can misuse AI if they use the technology passively, reflexively accepting its outputs and ideas. And overreliance on ChatGPT can erode a student’s unique voice or style.
However, as long as students learn how to use AI intentionally, this shift can be seen as an opportunity, rather than a loss,
Clarifying the creative vision
It has also become clear that AI, when used responsibly, can augment human creativity.
For example, science comedy writer Sarah Rose Siskind recently gave a talk to Harvard students about her creative process. She spoke about how she uses ChatGPT to brainstorm joke setups and explore various comedic scenarios, which allows her to focus on crafting punchlines and refining her comedic timing.
Note how Siskin used AI in ways that didn’t supplant the human touch. Instead of replacing her creativity, AI amplified it by providing structured and consistent feedback, giving her more time to polish her jokes.
Another example is the Rhetorical Prompting Method, which I developed alongside fellow Kennesaw State University researchers. Designed for university students and adult learners, it’s a framework for conversing with an AI chatbot, one that emphasizes the importance of agency in guiding AI outputs.
When writers use precise language to prompt, critical thinking to reflect, and intentional revision to sculpt inputs and outputs, they direct AI to help them generate content that aligns with their vision.
There’s still a process
The Rhetorical Prompting Method mirrors best practices in process writing, which encourages writers to revisit, refine and revise their drafts.
When using ChatGPT, though, it’s all about thoughtfully revisiting and revising prompts and outputs.
For instance, say a student wants to create a compelling PSA for social media to encourage campus composting. She considers her audience. She prompts ChatGPT to draft a short, upbeat message in under 50 words that’s geared to college students.
Reading the first output, she notices it lacks urgency. So she revises the prompt to emphasize immediate impact. She also adds some additional specifics that are important to her message, such as the location of an information session. The final PSA reads:
“Every scrap counts! Join campus composting today at the Commons. Your leftovers aren’t trash – they’re tomorrow’s gardens. Help our university bloom brighter, one compost bin at a time.”
The Rhetorical Prompting Method isn’t groundbreaking; it’s riffing on a process that’s been tested in the writing studies discipline for decades. But I’ve found that it works by directing writers how to intentionally prompt.
I know this because we asked users about their experiences. In an ongoing study, my colleagues and I polled 133 people who used the Rhetorical Prompting Method for their academic and professional writing:
92% reported that it helped them evaluate writing choices before and during their process.
75% said that they were able to maintain their authentic voice while using AI assistance.
89% responded that it helped them think critically about their writing.
The data suggests that learners take their writing seriously. Their responses reveal that they are thinking carefully about their writing styles and strategies. While this data is preliminary, we continue to gather responses in different courses, disciplines and learning environments.
All of this is to say that, while there are divergent points of view over when and where it’s appropriate to use AI, students are certainly using it. And being provided with a framework can help them think more deeply about their writing.
AI, then, is not just a tool that’s useful for trivial tasks. It can be an asset for creativity. If today’s students – who are actively using AI to write, revise and explore ideas – see AI as a writing partner, I think it’s a good idea for professors to start thinking about helping them learn the best ways to work with it.
Jeanne Beatrix Law does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.
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Author : Jeanne Beatrix Law, Professor of English, Kennesaw State University
Publish date : 2025-05-07 12:35:00
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