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AI & the End of College Writing as We've Known it.

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Bibliographic Details
Title: AI & the End of College Writing as We've Known it.
Authors: Shanley, Brett Jacinto1 (AUTHOR) bshanley@ucsc.edu
Source: Changing English: Studies in Culture & Education. Jun2026, Vol. 33 Issue 2, p183-204. 22p.
Subject Terms: *Generative artificial intelligence, *Intellectual development, *Academic discourse, *Educational technology, *Artificial intelligence, Essays
Abstract: As of 2025, there is no reason that the presently ubiquitous and required 'College Writing' course should even exist – at least as long imagined. The very status of the student essay, a longstanding staple of most disciplines, has been radically transformed in less than three years. Generative AI chatbots have effectively rendered classroom and workplace textual-generative skill development obsolete. From this sobering reflection, this article seeks to elucidate the capabilities of new technology as concerns academic writing and, importantly, the social dimensions of its use. Ultimately, the author proposes a post-utility vision of writing studies that neither condemns nor embraces AI but rather circumvents its relevance by abandoning the hyper-expedient 'service discipline' model for one more centred around holistic personal and intellectual development. AI needn't be a deathblow to writing studies, but the catalyst for its reinvention. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:As of 2025, there is no reason that the presently ubiquitous and required 'College Writing' course should even exist – at least as long imagined. The very status of the student essay, a longstanding staple of most disciplines, has been radically transformed in less than three years. Generative AI chatbots have effectively rendered classroom and workplace textual-generative skill development obsolete. From this sobering reflection, this article seeks to elucidate the capabilities of new technology as concerns academic writing and, importantly, the social dimensions of its use. Ultimately, the author proposes a post-utility vision of writing studies that neither condemns nor embraces AI but rather circumvents its relevance by abandoning the hyper-expedient 'service discipline' model for one more centred around holistic personal and intellectual development. AI needn't be a deathblow to writing studies, but the catalyst for its reinvention. [ABSTRACT FROM AUTHOR]
ISSN:1358684X
DOI:10.1080/1358684X.2025.2598220