Guiding Composition with Artificial Intelligence: Steering Thought Processes, Not Interfering with Cognitive Abilities: 4 Strategies
Artificial Intelligence in Writing Instruction: A Balanced Approach
Steve Graham, a professor at Arizona State University and an expert in effective writing instruction, believes that artificial intelligence (AI) can be effectively integrated into writing instruction to support metacognitive and thinking skills without replacing students' active cognitive engagement in writing.
AI can suggest multiple versions of a sentence to help students improve their writing, assist with sentence construction, changes to tone, and other aspects of writing improvement [1]. However, transparency is necessary when using AI for writing help, especially if it assists in any way.
Graham is concerned about the use of AI as a brainstorming partner for students. He advises having students write a first draft without AI to ensure they are engaging deeply with content and developing their own ideas [2]. The role of AI should be to deliver customized learning at scale that enhances, rather than substitutes, the essential cognitive work involved in writing [1].
Graham advocates for explicit, recursive writing instruction that leverages the connection between reading and writing to strengthen student writing skills. This approach ensures students engage deeply with content and develop their own ideas, rather than relying on AI for content generation [4][5]. Integrating AI tools as part of a comprehensive, scaffolded instructional program can foster students’ writing practice and thinking processes while preserving the cognitive benefits writing offers [4][5].
Key points in his approach include teaching writing like mathematics, systematically and explicitly from early education onward to build skills progressively [1]. AI is used to personalize learning and provide immersive, metacognitive experiences that promote higher-order thinking rather than doing the work for students [1]. The emphasis is on the reading-writing connection, where close reading supports writing skills and knowledge building enhances writing quality and coherence [4][5].
Teachers should structure AI writing tasks to ensure thinking is emphasized throughout the process. Students should get their ideas down on paper before using AI, and errors made with the help of AI are still the responsibility of the student to check and correct [2]. The biggest edtech companies are investing heavily in AI, but finding the ideal balance between the use of AI and traditional writing methods will require more work from both researchers and classroom educators [6].
Graham believes that AI can be useful for polishing a written draft and that writing can help students understand and remember material better [7]. He emphasizes that writing instruction should remain focused on teaching writing and thinking holistically, guiding students through a developmental journey that builds critical thinking and socio-emotional skills alongside writing abilities [3].
Digital citizenship is important in reducing the use of AI to cheat and shortchange learning. The scientists compared ChatGPT writing assessments to human assessments, highlighting the need for transparency and responsibility in the use of AI in education [8].
In summary, Steve Graham sees AI as a valuable instructional aid when integrated thoughtfully to enhance student learning by supporting metacognition and individualized practice, but not as a replacement for the cognitive effort required in writing itself [1][4].
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