The use of generative AI tools in the reading-into-writing process: gains, losses and recommendations

Using generative Artificial Intelligence (GenAI) tools has recently been deemed acceptable in some university policies, but how does this impact on students’ writing processes? How can we ensure that using GenAI in the writing process does not detract from learning outcomes? In our conference session, we reported on a collaborative project between the Academic Communication Centre at University College London (UCL) and 3 students (studying BSc Bioscience, BSc Linguistics, and MSc International Planning), which explored what was gained and what was lost when incorporating GenAI-driven tools in the reading-into-writing process. We asked students to complete a written assignment from their course using GenAI tools. The project consisted of 3 stages: 1) a pre-task reflection on writing processes and learning outcomes; 2) completion of an assignment using GenAI tools and ongoing diary entries; 3) interviews exploring the students' feelings towards GenAI tools, and their gains and losses experienced during the writing process.