An article proposing an eight-phase writing model that balances independent writing with supportive AI use. It explores how AI can scaffold drafting and revision without replacing students’ own thinking and discusses classroom examples that keep authorship and critical judgement central.
Why it matters for ENACT-AI
The resource provides a practical framework for developing AI literacy through authentic classroom use. It emphasises that AI should support rather than replace learners’ cognitive work and encourages students to question, evaluate and reflect on AI-generated suggestions. It addresses prompting, AI feedback, critical evaluation of AI outputs, responsible AI use, human authorship and the importance of knowing when to work with and without AI.
Learning outcomes
Learners will be able to:
understand how generative AI can be integrated into different stages of a writing process;
distinguish between using AI as a support tool and using AI as a substitute for their own work;
formulate effective prompts for specific learning purposes;
critically evaluate AI-generated information, suggestions and feedback;
identify limitations, errors and inappropriate recommendations produced by AI;
develop and maintain their own ideas, arguments, writing style and position;
use AI feedback selectively and justify which suggestions they accept or reject;
reflect on how AI affects their learning and writing process;
understand the importance of human authorship, independent thinking and metacognition.
Suggested activity
Ask students to write a short argumentative text on a relevant school or social issue. Divide the activity into the eight stages of the model.
Students first understand the task and conduct their own research. They then independently create a structure and first draft. At selected stages, they use an AI tool as a “sparring partner” to analyse the task, review their outline or provide feedback on their draft. Students must critically evaluate the AI's suggestions and document which suggestions they accepted, rejected or modified and why.
At the end, students compare their original and final texts and reflect on three questions: What did AI help me with? What did I need to do myself? What did I learn about using AI critically? This directly supports both AI literacy and metacognitive learning.