Note: This session will be offered in person only.
At a time when many universities are rushing to license and aggressively promote GenAI tools to increase the “efficiency” of teaching and learning, numerous scholars of digital writing technologies and pedagogies have been advocating that we refuse or judiciously limit GenAI adoption (CCCC, 2026) because of concerns about how GenAI tools may inhibit deep, critical thinking (Newport 2026; Kosmyna et al, 2025; Tian & Zhang, 2025), enact algorithmic bias (Byrd, 2023; Kynard, 2024; Sano-Franchini, Fernandes, and McIntyre, 2025), and contribute to ecological harm (Edwards, 2025; Molinari 2026). While this workshop will briefly discuss ways that professors can apply the threshold concepts of their disciplines to teach students to critically analyze GenAI outputs, our primary focus will be on collaboratively discussing teaching strategies that faculty can use to discourage or limit GenAI use in their courses while also critically educating students about the potential risks and harms of using GenAI.
Specifically, we will discuss the following five possible paths for refusing or critiquing GenAI in courses across the disciplines: 1) developing personally meaningful, joyful, experiential writing assignments that motivate students to write (Eodice, Geller, & Lerner, 2017; West-Puckett, Caswell, & Banks 2023); 2) scaffolding writing assignments with direct instruction in brainstorming ideas, conducting genre analysis of model texts, engaging in research, drafting, giving and receiving peer feedback, and revising (Giordano, 2024) – recognizing that students are most likely to turn to GenAI when they are rushed or stuck on how to proceed so deliberately scaffolding the process can discourage GenAI use; 3) Shifting from out-of-class writing assignments to in-class writing-to-learn activities (Emig, 1977; Bean & Melzer, 2021) – including opening reading reflections to spur discussion and closing reflective writing to synthesize learning. 4) Shifting from a focus on writing to a greater emphasis on explicitly teaching forms of speaking and multimodal composing that are important for scholars and professionals within a discipline (Fodrey, 2023). 5) Employing the threshold concepts of an academic discipline (Adler-Kassner & Wardle, 2022) to critique the limitations and ethical problems of various GenAI tools for constructing knowledge in that discipline.
After briefly reviewing the five paths, we will use a mix of small group and whole group discussion to share experiences and ideas for refusing or critiquing GenAI in our courses in ways in line with threshold concepts and research practices of our diverse disciplines.
Professor of English and Director of the Writing Program, Georgetown University
J Palmeri is Professor of English and Director of the Writing Program at Georgetown. They are the author of two books about the technologically mediated history of writing and literacy instruction: Remixing Composition: A History of Multimodal Writing Pedagogy (2012) and 100 Years... Read More →
