A practical guide to navigating AI's transformation of literacy and education, combining the long-standing values of writing studies with instruction on how students and teachers can write more effectively with AI.

Mirroring the seismic changes on writing brought about by the printing press, the typewriter and the internet, AI's impact on literacy, teaching and writing marks a shift in how we think about knowledge production, intellectual labour and composition. Moving students away from a myopic, transactional approach, Writing with AI offers techniques on engaging with these new technologies more critically and thoughtfully. With structured, adaptable frameworks based upon relational and conversational models of engagement, this book allows students to better articulate their needs, refine their questions, and engage in an iterative exchange with more meaningful and useful responses from generative learning language models.

Introducing a four-part recursive framework – Question, Analyze, Iterate, Compose (QAIC) – that guides students through a deliberate process, Writing with AI gives students the tools for ensuring that AI is integrated thoughtfully and ethically into their work rather than as a shortcut.

Designed for immediate classroom use, the book features:
- Consideration of the ethics of AI
- How students can formulate context-aware questions for prompts
- Guidance on how students can assess and refine AI-generated content
- Explanation on how the use of AI can be a part of a process that expands critical thinking skills
- Demonstrations of how AI-assisted insights can be structured into meaningful compositions

Offering a structured way to interact meaningfully with AI in the current pedagogical moment, this is an essential resource to exploring the monumental next stage in human development. A readable, accessible alternative to resisting change, Writing with AI reveals that artificial intelligence reinforces the very processes that are essential to good writing, rather than replacing them.

Joseph Zornado is Professor in the department of English at Rhode Island College, USA. His publications include amongst many others (with Jill Harrison and Dan Weisman) Critical Thinking: Developing the Intellectual Tools for Social Justice (2019), Professional Writing for the Criminal Justice System (2017), (with Weisman) Professional Writing for Social Work Practice (2017) and Disney and the Dialectic of Desire: Fantasy as Social Practice (2017). His research interests include writing, AI, film and cultural studies.


Michael J. Michaud is Professor in the department of English at Rhode Island College, USA. His publications include A Writer Reforms (the Teaching of) Writing: Donald Murray and The Writing Process Movement, 1963-1987 (2024) along with articles in Composition Forum, Technical Communication Quarterly and Next Steps: New Directions for/ in Writing About Writing (2019). He has been researching AI's role in writing instruction for the past 3 years, integrating his findings in both his teaching and faculty development work as Writing Across Curriculum specialist.