Using assessment to help students interrogate AI‐assisted composition

Abstract ChatGPT and generative AI (GenAI) are disrupting students’ traditional writing process. Although this development may seem novel, new technologies and writing practices have always affected the classroom, as research in composition shows. Turning to this existing scholarship, I show how composition studies provide a useful framework for thinking about integrating GenAI assignments into all courses. Using an assignment from spring 2023, as an example, I show how assessments that encourage students to compare their embodied composing practices with AI‐assisted composing practices help them see the advantages and disadvantages of both. In the end, students are more aware of how effective composing can involve a variety of synergistic physical and digital tools. Finally, I broaden this specific assignment to show how it can be used as a framework for other assignments across the disciplines.