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Symposium

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The future of writing education

Chair
De Smedt, Fien , Ghent University, Belgium
Organiser
Vereecke, Alix , Ghent University, Belgium
Organiser
Skar, Gustaf , Norwegian University of Science and Technology, Norway
Discussant
Bouwer, Renske , Utrecht University, Netherlands
Keywords
AI writing;assessment;Generative AI;writing instruction
Domain
Learning and Instructional Technology

Abstract

Writing has long been a cornerstone of education, serving both as a means of learning and as a key indicator of students’ understanding, reasoning, and communicative competence. Today, this foundational role is being challenged by the rapid emergence of generative artificial intelligence. From compulsory education to higher education, generative AI tools are increasingly influencing how learners engage with writing tasks, raising fundamental questions about authorship, originality, assessment, and the purposes of writing instruction itself. Rather than signaling the end of writing education, these developments invite a critical rethinking of writing education in an AI-rich educational landscape.This symposium brings together three research studies that collectively examine current developments in writing education in contexts where generative AI is increasingly embedded in educational practice. The first paper examines teachers’ detection of AI-generated text by exploring which textual features teachers associate with students’ use of generative AI. Drawing on survey data from Norwegian teachers, the study analyses how teachers interpret student writing and make judgments about authorship in contexts where generative AI is increasingly present. The second paper shifts attention from writing products to writing processes by examining how students’ interactions with generative AI can be used to inform the assessment of argumentative writing. It explores the potential of process data, such as prompts, revisions, and AI-mediated decision-making, as complementary evidence in writing assessment. The third paper focuses on higher education and investigates how generative AI can be integrated responsibly into students’ writing processes. It examines students’ existing uses of these tools and the role of instructional guidance in supporting critical, reflective, and autonomous writing practices.Taken together, the symposium offers a coherent and forward-looking view on the future of writing education, positioning generative AI not merely as a challenge, but as a resource that can inform and support writing processes.

University students’ reflections on academic writing with genAI

Chair
Jusslin, Sofia , University of Helsinki, Finland
Organiser
Jusslin, Sofia , University of Helsinki, Finland
Discussant
Van Steendam, Elke , KU Leuven, Belgium
Keywords
academic writing;AI writing;Generative AI;writing tools and writing technology
Domain
Higher Education

Abstract

The aim of this symposium is to address and discuss undergraduate students’ reflections on academic writing with generative artificial intelligence (GenAI). Academic writing is central to studies in higher education, and since OpenAI’s launch of ChatGPT in November 2022, the possible potentials and challenges of using generative artificial intelligence (GenAI) technologies in writing have been increasingly discussed and explored across scientific fields (e.g., Khalifa & Albadawy, 2024; Nguyen, 2024). Previous research has shown that GenAI has been described in different ways; in addition to a text generator, also as an assistant, tutor, teacher, and conversation partner, which makes a difference for students’ performance and constitutes an affective support (Kim et al., 2025; Ou et al., 2024). Several studies have explored undergraduate students’ perceptions on GenAI in writing, soliciting responses through interviews and surveys (e.g., Kim et al., 2025; Ou et al., 2024). Adding to this body of work, the presentations in this symposium offer other perspectives on undergraduate students’ academic writing with GenAI, using various theoretical perspectives, research designs, and methods. First, focus lies on students’ peer-reflections on academic writing, where they discussed GenAI as part of their academic writing without being specifically asked about GenAI. Second, focus lies on students’ reflections on engaging in academic writing tasks using GenAI, more specifically, self-feedback scaffolding through GenAI in online writing tasks and GenAI as a tool for cognition when writing argumentative texts. Thus, the symposium adds to ongoing discussions of potentials, challenges, and dilemmas that GenAI technologies present for academic writing in higher education. ReferencesKhalifa, M., & Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Computer Methods and Programs in Biomedicine Update, 5, 100145. https://doi.org/10.1016/j.cmpbup.2024.100145Kim, J., Yu, S., Detrick, R., & Li, N. (2025). Exploring students’ perspectives on Generative AI-assisted academic writing. Education and Information Technologies, 30(1), 1265–1300. https://doi.org/10.1007/s10639-024-12878-7Nguyen, A., Hong, Y., Dang, B., & Huang, X. (2024). Human-AI collaboration patterns in AI-assisted academic writing. Studies in Higher Education, 49(5), 847–864. https://doi.org/10.1080/03075079.2024.2323593Ou, A. W., Stöhr, C., & Malmström, H. (2024). Academic communication with AI-powered language tools in higher education: From a post-humanist perspective. System, 121, 103225. https://doi.org/10.1016/j.system.2024.103225

Accessing the Epistemological Side of Writing: A Prolegomenon to the Era of AI

Chair
Kruse, Otto , ZHAW Zurich University of Applied Sciences, Switzerland
Organiser
Milićević, Dejana , ZHAW Zurich University of Applied Sciences, Switzerland
Discussant
Schnatz, Nina Isabella , Zurich University of Applied Sciences (ZHAW), Switzerland
Keywords
academic writing;AI writing;corpus linguistics;Generative AI
Domain
Learning and Instructional Technology

Abstract

Traditionally, the study of writing has focused on rhetorical, linguistic, cultural, social, and process-related dimensions. The epistemological side of writing, however, has been left to the disciplines as they oversee their respective fields of knowledge. Rarely do we directly consider students’ conceptions of truth and their understanding of knowledge or knowing in the way William Perry (1970) has addressed it. Even if academic writing may be seen as the best way of developing epistemic consciousness, the term itself not often the focus of research, and the broad range of intellectual skills behind it remains hidden. We are aware, however, that every topical sentence demands complex judgements about its appropriateness and needs justification of its assumed truth. Such epistemic activities demand understanding of what is considered valid knowledge, how it is produced, what epistemic conventions exist, and how epistemic authority is built in a certain discipline. Beyond all this, the conception of truth is a nut that is hard to crack, not only for our students but also for philosophy. We are used to confusing our students by insisting that they rely on facts but should not believe in absolute truth. How do these two demands go together?With the inclusion of generative AI in writing processes, a new algorithmic “voice” enters the field that also requires epistemic framing. However, this voice has different qualities and shortcomings compared to human epistemological consciousness during writing. Writers must evaluate their own thoughts against the AI-generated content, which presents new challenges, particularly for beginners.This symposium introduces the concept of epistemic consciousness in writing. It presents several methodological approaches, manifested in four specific research projects, to bring to the surface epistemic processes involved in academic writing. Presenters will explain the logic of the enquiry in each project along with some initial results. We intend for the symposium to stimulate new avenues for research, contributing to the exploration of human–AI interaction in writing and thinking.Project 1: Qualitative InterviewsProject 2: How Expert and Novice Academics Write with GenAI: Think-Aloud ProtocolsProject 3: Corpus Linguistic Methods

In Respect of Writing: Ethical and Legal Challenges Across Writing Supports

Chair
Leblay, Christophe , University of Turku, School of Languages and Translation studies, Finland
Organiser
Delannoy, Léa , Aix-Marseille University, France
Discussant
Barbier, Marie-Laure , Aix-Marseille University, France
Keywords
handwriting;keystroke logging data processing and analysis;open source and open access;writing and literature
Domain
Culture, Morality, Religion and Education

Abstract

Ethical and legal questions related to writing have gained renewed importance in contemporary context. As writing supports diversify, from traditional handwriting to the latest digital environments, the conditions under which texts are produced, shared and interpreted are also profoundly transformed. The symposium In Respect of Writing: Ethical and Legal Challenges Across Writing Supports invites reflection on how each writing supports engages specific forms of responsibility, protection and respect toward writers and their texts. This symposium brings these issues into perspective by bringing four proposals from three different countries: France Belgium and Finland, each with own legal framework, thus opening up a space for comparative and international analysis of the ethical and legal challenges that currently shape writing practices. The presentation address respectively, the relationship between authors and artificial intelligence through the analysis of writing processes (Author and artificial intelligence: The challenges of process analysis for ai-assisted writing support), the identification of privacy-sensitive content in born-digital archival materials in Flanders (How many needles are there in the haystack? Identifying privacy-sensitive content in born-digital archival materials in Flanders), issues of digital forensics and research permissions in the study of born-digital manuscripts (Digital forensics and research permissions in the study of born-digital manuscripts), and the ethical and legal questions raised by the study of writing processes in analogue manuscripts in Finland (Ethical and legal questions and the study of the writing processes of analogue manuscripts in Finland).ReferencesBekius, L. 2023. ‘Behind the computer screens’: the use of keystroke logging for genetic criticism applied to born-digital works of literature. University of Amsterdam and University of Antwerp. Thesis,330 p.https://repository.uantwerpen.be/docstore/d:irua:19149Buschenhenke, Floor, Rianne Conijn and Luuk Van Waes. "Measuring non-linearity of multi-session writing processes". Reading and Writing. 2023. https://doi.org/10.1007/s11145-023-10449-9Karhu, Hanna (Accepted/In press): Use of Folklore in a Writing Process of Poetry: Rewritings of Folk Songs and References to Oral Poetry in Otto Manninen’s Early Manuscripts. In Genetic Criticism in Motion: New Perspectives on Manuscript Studies. Edited by Sakari Katajamäki and Veijo Pulkkinen. Associate Editor, Tommi Dunderlin. Studia Fennica Litteraria. Finnish Literature Society, Helsinki, 155-174.Pulkkinen, V. (2020). The Diary, the Typewriter and Representative Reality in the Genesis of Juha Mannerkorpi's Päivänsinet. European Journal of Life Writing, 1-21. https://doi.org/10.21827/ejlw.9.35712

Writing process feedback

Chair
Vandermeulen, Nina , University of Antwerp, Belgium
Organiser
Vandermeulen, Nina , University of Antwerp, Belgium
Discussant
Speltz, Emily Dux , Embry-Riddle Aeronautical University, United States
Keywords
feedback;Generative AI;writing processes;writing tools and writing technology
Domain
Learning and Instructional Technology

Abstract

This symposium continues the growing conversation on process-focused writing feedback, extending work presented at SIG Writing 2024 (Paris). Building on earlier work using process data and real-time analytics to inform pedagogy, the 2026 session turns toward the next frontier: advancing writing process feedback through AI-integrated and other technology-rich environments that foreground writers’ intentions and decision-making. Across three empirical projects, contributors examine how fine-grained writing-process data —from keystroke logs to GenAI interaction data— can be translated into actionable feedback for both researchers and educators.Together, the presentations explore how writers at different levels of expertise use and reflect on their writing processes: from expert and student integration of GenAI tools, to students’ alignment of intentions and actions during complex source-based writing, to the pedagogical value of process reports and exemplars (grounded in keystroke logging data) combined with dialogic peer feedback. We consider how process-focused feedback can foster aspects of learning such as self-awareness and reflection, regulation, and agency across learning contexts. By bringing these strands together, the symposium invites discussion on methodological innovation, data ethics, and pedagogical design in the next generation of process-focused writing research. It also aims to bridge insights from different methodologies (such as qualitative case studies, process-tracing technologies, and classroom interventions) to envision how process-focused feedback can most effectively be provided to student writers.The symposium on writing process feedback will consist of three paper presentations followed by the discussant’s response, with time for Q&A among presenters and an open, structured discussion with participants to identify future directions for process-focused feedback research.

Approaches to Writing Instruction Around the World

Chair
Early, Jessica , Arizona State University, United States
Discussant
Early, Jessica , Arizona State University, United States
Keywords
learning to write;meta-analysis;pedagogy and instruction;writing instruction
Domain
Teaching and Teacher Education

Abstract

Bringing together writing researchers from multiple countries and methodological traditions, this symposium examines how writing instruction is shaped by local systems, resources, and sociocultural conditions, offering insights into what enables teachers, curricula, and writers to thrive in varied global contexts. Writing instruction is profoundly shaped by the affordances and constraints of the contexts in which it occurs. Teachers across different national education systems experience varied forms of pre-service preparation, each reflecting the theoretical frameworks, curricular priorities, and research evidence emphasized at the time of their training. Access to professional development is itself uneven, influenced by financial resources, district policy, institutional cultures, and teachers’ own interests.Material and technological resources further shape what writing instruction looks like in particular contexts. Some teachers work in classrooms where digital tools and emerging forms of artificial intelligence can be integrated into writing instruction; others rely primarily on pen-and-paper or work within hybrid or fully online environments. Students themselves bring diverse experiences and needs such as linguistic backgrounds, neurodiversity, or challenges like dysgraphia. These factors shape both the goals of instruction and the strategies teachers employ. At the same time, textual norms and expectations vary across cultural and educational contexts, influencing how students are taught to construct texts. In some systems, for example, high-stakes writing assessments exert pressure on instructional content, narrowing pedagogical focus or shifting attention from writing practice to performance on tests. In short, writing instruction is never context-neutral. It is shaped by intersecting pedagogical, institutional, technological, and sociocultural forces that vary across classrooms, districts, and nations.This symposium brings together writing researchers from four countries who use diverse methodological and theoretical approaches to examine writing and writing instruction within their respective contexts. The symposium is organized around three central questions:What do we know about effective writing instruction?What conditions help writers thrive?How is writing curriculum and instruction being implemented across contexts?Together, these international perspectives highlight how writing instruction is enacted within—and transformed by—the complex realities of educational systems. By foregrounding contextual variation, the symposium advances a more nuanced understanding of what supports writing pedagogy and thriving writers across countries.

Cooperative Writing: Perspectives from Three Intervention Studies

Chair
Philipp, Maik , Zurich University of Teacher Education, Switzerland
Organiser
Philipp, Maik , Zurich University of Teacher Education, Switzerland
Discussant
De Smedt, Fien , Ghent University, Belgium
Keywords
collaborative writing;education;intervention study;writing processes
Domain
Learning and Social Interaction

Abstract

Writing, as a cognitively demanding skill, can be improved through various intervention approaches (Graham, 2025). One of these is cooperative writing, in which peers carry out various cognitive processes together in social contexts. Cooperative writing can be conceptualized as an umbrella term describing a process in which peers work together and serve different roles in the three main processes of writing: planning, drafting, and revising (Alamargot & Chanquoy, 2001; Svenlin & Sørhaug, 2023). The contributions of the symposium focus on these three main processes from three current intervention studies in primary and secondary schools. They show how writing research contributes to the improvement and better understanding of school writing practices. Contribution 1 combines generative artificial intelligence with cooperative planning dialogues among 8th grade students. The students write arguments, with AI supporting content generation and the students being responsible for selection and organization. The dependent measures concern writing motivation.Contribution 2 focuses on the interactive negotiation processes involved in science learning within a writing-to-learn setting. It supports cooperative formulation of 5th grade students with scaffolds and shifts the focus of analysis and evaluation to both writing and learning aspects.Contribution 3 deals with the effectiveness of three different revision approaches that are compared against each other with secondary school students. The effects of the interventions are scrutinized with a new task that captures evaluation with special emphasis on higher order concerns. References Alamargot, D. & Chanquoy, L. (2001). Through the Models of Writing. Springer. Graham, S. (2025). What Do Meta‑Analyses Tell Us about the Teaching of Writing? In C. A. MacArthur, S. Graham & J. Fitzgerald (Eds.), Handbook of Writing Research (3. Aufl., S. 181–202). Guilford. Svenlin, M. & Sørhaug, J. O. (2023). Collaborative Writing in L1 School Contexts: A Scoping Review. Scandinavian Journal of Educational Research, 67(6), 980–996. https://doi.org/10.1080/00313831.2022.2115128