As generative artificial intelligence becomes increasingly accessible, many students are turning to these tools for academic assistance. However, the University Writing Center emphasizes its enduring mission: to foster students’ growth as thinkers rather than merely facilitating the production of polished papers. The staff encourages students to engage responsibly with AI, using it as a resource while also formulating clear, specific requests to maximize its benefits.
The Writing Center is available to all students at the University, regardless of their year, major, or school. It offers one-on-one tutoring for every stage of the writing process—be it brainstorming, drafting, or revising. Located primarily in Bryan Hall with satellite offices in Clemons Library and Newcomb Hall, the center employs both graduate and undergraduate consultants. Students can easily schedule appointments online to receive personalized guidance.
Kevin Smith, co-director of the University Writing Center, explains that the center’s focus lies in understanding the student and their writing journey. According to him, the social aspect of writing is essential for developing critical thinking and engagement with academic content. He reports that during tutoring sessions, students are encouraged to delve deeper into their writing to enhance their skills.
“We should really be known as the Writers Center rather than the Writing Center, as we prioritize nurturing the writers themselves more than just the writing they bring in,” Smith stated.
Although tools like ChatGPT make it possible to generate essay drafts almost instantaneously, Smith asserts that the Writing Center’s fundamental approach remains unchanged. He recognizes that many students are now incorporating AI into various stages of their writing, from brainstorming to revision.
One challenge Smith identifies is the inconsistent AI policies among professors across the University, which can complicate students’ understanding of acceptable use. He maintains that it is not the responsibility of Writing Center tutors to enforce these varying guidelines.
“We trust that students are working within the honor code,” Smith explained. “It’s up to the students to utilize these tools responsibly and bring relevant questions to the Writing Center that align with their course policies.”
Instead of policing AI usage, Smith believes that a more effective approach is to help students harness these tools to enrich their learning experiences. He suggests that AI can be particularly useful during the initial brainstorming phase of writing.
“For instance, asking AI for 100 potential topics can yield a mix of ideas—some may be of little value, but a few can be quite beneficial,” he noted.
Margot Ross, a Writing Center consultant and second-year College student, mentioned that in her course ENWR 3620, “Writing and Tutoring Across Cultures” with Associate English Professor Kate Kostelnik, students learn how to collaborate with AI during the brainstorming process. The course prepares them to become tutors and explores how AI tools can fit into the writing process.
“I see great potential in AI,” Ross said. “Often, students come in just seeking guidance for brainstorming, and they really benefit from being asked the right questions to direct their thoughts.”
Kostelnik incorporates teaching materials from other institutions, such as the University of Wisconsin, to encourage her students to think critically about their use of AI. A key focus is on prompt engineering—the art of crafting precise inputs to guide AI effectively.
The University of Wisconsin outlines a four-step process for integrating AI into writing: “give the model an identity, be as specific as possible in your request, guide the model through every step of the process, and refine your results.” This method encourages students to be deliberate and specific in their AI inquiries.
Smith echoes this sentiment, emphasizing the importance of specificity in student requests. “I advise students to use AI not to rewrite their work, but to offer constructive feedback. They should ask, ‘What aspects could be improved, and what suggestions do you have for enhancement?’”
Ross believes that writing is intrinsically linked to thinking, stating that conversations in tutoring sessions help students articulate and organize their ideas more effectively. She emphasizes the need for responsible AI use, explaining that relying too heavily on automation could hinder the development of critical thinking skills.
Smith also believes that while Writing Center tutors should be familiar with AI, they do not need to be experts. Their primary role is to facilitate discussions and guide students in their writing processes. However, he hopes to explore how AI can be integrated into the center’s practices moving forward.
Ultimately, Smith asserts that the true value of the Writing Center lies in meaningful interactions between students as they discuss their writing processes. He encourages students to contemplate significant questions, such as, “How will the knowledge and skills gained in this class shape your future aspirations?”
According to Ross, the Writing Center aims to showcase the benefits of developing writing skills. She believes it’s vital to demonstrate to students that investing in their writing can yield significant rewards, steering them away from over-reliance on AI for efficiency.
“I hope students come to appreciate the richness of discussing their writing with another person instead of solely relying on machines,” Ross concluded.
