Generative AI Applications for University Writing Courses : Focusing on Academic Paper Writing Classes

This paper aims to demonstrate the effectiveness of generative AI in University Writing Classes through a case study report. The course was designed based on two guidelines: the proactive and active use of AI, and its ethical application, in line with the goals of university writing education, which are to enhance critical and creative thinking skills and improve writing abilities. The study involved 30 students enrolled in a writing course, who collaborated in groups of 3-4 to write a paper. The research process consisted of the following stages: topic selection and planning, PBL project proposal development, data research and bibliography creation, content generation and outline drafting, and first draft writing and revision. In all stages except the first draft, students utilized AI to complete their tasks and subsequently documented their experiences in journals. The results showed that students were generally able to refine and clarify the direction of their writing through AI, experienced efficiency in data retrieval, improved their creative and critical thinking through AI-assisted outline drafting and revision, and recognized the limitations of AI and the importance of ethical use. This demonstrates the effectiveness of AI utilization. Case studies on AI-assisted writing classes should continue, and this study represents a meaningful first step in such endeavors.