Use GenAI across the writing process stages of pre-writing, drafting language support, and revision feedback, and for discussion questions, differentiated explanations, and scaffolded practice¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The classroom-practices brief states "GenAI, when used responsibly, could be used to support students' writing processes" at pre-writing and planning, drafting language support, and revision and feedback stages, with example prompts for each. It also lists instructional uses: generating discussion questions, differentiated explanations, and practice problems with scaffolding. After outputs are generated, students learn to analyze for accuracy, evaluate bias, create improved versions, and reflect.

Design Implications¶

Context¶

Requirements¶

• Effective classroom use should focus on supporting learning goals, not automating instruction or product production; human judgment always comes first

Constraints¶

Target Learners¶

• K-12 students and teachers

Target Learning Goals¶

• writing process skills
• critical thinking and questioning

Related Strategies¶

• Teach prompting as a five-part skill (role, task, audience, constraints, justification) with a structured ask-generate-evaluate cycle
• Ongoing Feedback
• Writing Process Approach
• Collaborative Human-AI Revision Design embedding prompt engineering across drafting, feedback, and rewriting phases

Examples¶

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Key Sources¶

• Prado, Y.; Ruiz, P.; Fusco, J.; DuVall, D.; Hinkel, D.; Perkoff, M.; Rocha, O. (2026). AI in Education: A Set of Four Essential Resource Briefs for Educators. Digital Promise. https://doi.org/10.51388/20.500.12265/291