Category: Teaching with Technology

Three years into the current Artificial Intelligence (AI) hype cycle, catalyzed by the release of ChatGPT in November 2022, AI continues to profoundly disrupt higher education. A recent survey of more than 300 university leaders affirms many of the concerns expressed in public discourse: the majority of students use generative AI while the majority of faculty do not; cheating has increased while AI detection tools remain unreliable; almost all institutions feel behind progress in some way. While we certainly share these concerns, we do remain relatively optimistic about one aspect of higher education: learning to write. 

From the moment ChatGPT hit the scene, articles proclaimed the death of the college essay, and students have begun questioning the need to develop skills in writing. What gives us reason for hope comes down to how we define writing. 

Generative AI tools such as ChatGPT can now produce polished, technically competent texts in seconds, challenging our traditional understanding of writing as a uniquely human process of creation, reflection, and learning. For many educators, this disruption raises questions about the role of writing in their disciplines. In our new book, How to Use Writing for Teaching and Learning, we argue that this disruption presents an opportunity rather than a threat. Notice from our book’s title that our focus is not necessarily on “how to teach writing.” For us, writing is not an end goal, which means our students do not necessarily learn to write for the sake of writing. Rather, we define writing as a method of inquiry that allows access to various discourse communities (e.g., an academic discipline), social worlds (e.g., the knowledge economy), and forms of knowledge (e.g., literature).  

The true value of writing lies in the thinking it generates (pun intended)—prioritizing new information, triangulating it with other sources of information to uncover new insights, and analogizing the information to make sense of it from different perspectives. We call this process of prioritization, triangulation, and analogizing “concentric thinking,” as it involves making multiple layered connections, similar to how our brains develop schemas. We not only assign writing in order to teach our content, but students also use writing to explore connections between assigned texts, lived experiences, and other course content. 

By reframing writing as a cognitive process rather than merely an outcome, AI’s existence compels us to integrate writing more intentionally into our courses, regardless of the discipline. Sure, AI might produce an A-quality essay in seconds, but we humans remain a curious species; writing, along with its equivalent reading, is the primary way we satisfy our information-seeking drive. AI not only presents a good excuse to use writing for teaching and learning, but it also demands it. After all, to use generative AI effectively, one must be able to clearly prompt the tool as well as critically read the output. 

The other cause for hope is that we describe a pedagogical issue, something we can influence by the ways we design and teach courses. We have the agency and the ability to foster quality learning, especially in our current era. Below, we explore the three cognitive moves of concentric thinking—prioritization, translation, and analogy—and show how low stakes, informal writing assignments can leverage these moves to enhance teaching and learning in the AI era. 

Concentric Thinking

At the core of our model are three interrelated cognitive moves that writing facilitates: prioritization, translation, and analogy. These moves align with the ways experts organize and apply knowledge in their fields. 

Prioritize Information: Before students can write effectively, they must learn to identify and rank key ideas from their readings, lectures, or discussions. For instance, in a history course, an informal writing prompt might ask students to select the most significant event in a unit on the Civil Rights Movement and justify their choice. This exercise encourages students to engage critically with the material, distinguishing central ideas from supporting details. 

Translate Understanding: Translation involves reframing complex concepts into accessible language. This step not only reinforces comprehension but also prepares students to communicate ideas effectively to diverse audiences. In a biology course, students might write a brief explanation of DNA replication as if they were explaining it to a high school student. By simplifying the concept, they deepen their own understanding. 

Analogize Insights: Drawing connections between course material and real-world problems fosters higher-order thinking. For example, in a sociology course, students could write about how current debates on economic inequality mirror historical patterns of social stratification. Analogical thinking helps students see the broader relevance of their studies and prepares them to apply knowledge in new contexts. 

These moves are recursive, building on one another as students progress from informal reflections to more formal assignments. By designing prompts that scaffold these moves, teachers can help students develop the habits of mind necessary for disciplinary expertise. 

Low-Stakes Informal Writing in the Classoom

Informal writing assignments, also known as “writing-to-learn,” are versatile tools that can be adapted to any discipline. Here are a few examples of how concentric thinking can be fostered through writing tasks that focus more on learning than evaluation: 

Pre-Class Reflections: Before class, students might write a short response prioritizing the most compelling argument from the assigned reading. These reflections can be used to structure class discussions, ensuring that students engage with the material in meaningful ways. 

In-Class Exercises: During class, students could work in pairs to translate a challenging concept into simple terms, then share their explanations with the group. This collaborative exercise reinforces understanding while fostering communication skills. 

Post-Class Applications: After a lecture, students might be tasked with writing a brief analogy connecting the day’s topic to a real-world issue. For example, in an environmental science course, students could relate concepts of ecosystem balance to urban planning challenges. 

Such assignments require minimal grading and can be formatively assessed for students’ learning journeys. The focus remains on developing students’ critical thinking and cognitive flexibility rather than correctness or adherence to conventions. 

Writing as a Lifelong Pathway Towards Expertise

In an era where AI-generated text can mimic expertise without truly embodying it, writing as concentric thinking offers an irreplaceable cognitive pathway for developing genuine mastery. Expertise, as cognitive science shows, is not about merely accumulating knowledge; it involves organizing and integrating information into deeply connected schemas that can be applied across contexts. Writing fosters this process by requiring students to prioritize significant ideas, translate complex concepts into accessible language, and analogize insights to new or interdisciplinary challenges. 

The informal writing we assign act as low-stakes opportunities for students to engage in deliberate practice. These prompts scaffold the connections between prior knowledge and new content, providing essential practice in disciplinary thinking. Through iterative feedback—designed not only to identify gaps but to guide deeper reflection—students gradually shift from surface-level memorization to a nuanced understanding of course material. Formative feedback serves as a bridge, helping students navigate challenges and transform their understanding of difficult concepts. 

Furthermore, the interplay between formative and summative assessments underscores the relevance of writing to developing expertise. When students revisit their informal writing during the organizational phase of a major assignment, they engage in an essential process of synthesizing their learning. By integrating informal writing with final assignments, teachers provide a cohesive learning arc that fosters not just task completion but a deep understanding of disciplinary methods and epistemologies. 

AI may offer polished outputs, but it cannot replicate the intellectual journey students undertake as they engage with course content, assigned readings, and other learning experiences with writing as the vehicle. The metacognitive insights gained through concentric thinking—prioritizing, translating, and analogizing—equip students with a level of expertise that transcends what any AI can generate. These skills are not only critical for academic success but also for navigating the complex, information-saturated world beyond the classroom. 

As educators, we hold the tools to design writing processes that cultivate authentic learning and expertise. By reframing writing as a dynamic scaffold for inquiry rather than a static product, we prepare our students to think critically, synthesize knowledge, and apply their learning in meaningful ways. In this, we not only preserve the value of writing in higher education but also ensure that our students emerge as confident, capably generative (pun once again intended) of new knowledge. 

Suzanne Hudd is an Emeritus Professor of Sociology who also served as Director of the Writing Across the Curriculum program at Quinnipiac University. 

Robert A. Smart is a former Dean of Arts & Sciences at QU, Professor Emeritus of English, and resident of the great state of Maine.

Andrew W. Delohery is the associate vice president of retention and academic success at Quinnipiac University, where he has also teaches courses in First Year Writing and the First-Year Seminar.

JT Torres is the Director of the Houston H. Harte Center for Teaching and Learning at Washington & Lee University.