By Bonnie Shishko and Shawn Bowers As college professors with three combined decades of First-Year Writing experience, we’re observing two unsettling trends: first, that traditional undergraduate students are increasingly unlikely to tackle academic writing without relying on AI-tools, and second, that they are increasingly likely to hold rigid beliefs about writing—what it is, what it can do, and what it should sound and look like. As a result, we’re noting a third phenomenon: in the...
