How To Change Your Writing Instruction In The AI Age

I never thought I would write a book.

When I was in middle school, I didn’t believe I was a writer. I liked playing sports, hanging out with friends, and getting into some trouble.

In high school, I despised my five-paragraph writing assignments. I procrastinated on every research paper. I agonized over the entire process, and rarely edited or improved my writing with revision.

Apart from school, I actually enjoyed writing. Although I didn’t call it that. I was in a band and wrote all the lyrics for our songs. This was fun. It was challenging. It was exciting to have your words come to life in the form of a song.

My first 2-3 years at college were mostly the same. Writing was a chore. It was a necessity of school. I still wrote lyrics here and there but not as much as my band days were over.

Then, I took a creative writing class. We could write about what interested us. The professor challenged perspectives, style, and made writing come alive with assignments that were less cookie-cutter and more cookie-batter.

Somehow, three years after that class, I found myself with a teaching degree, working at a middle school, teaching English Language Arts.

Crazy how things change!

My Take On Writing Instruction in the Internet Age

I knew that I wanted my writing instruction to look different compared to the five-paragraph repetition I received much of my schooling.

But, my big ideas were met with a lot of resistance.

We had standards, curriculum, and assessments that forced many ELA teachers down the same old path.

I was fighting back, but not very successfully in the first few years of teaching.

The lessons I learned writing for myself, were so different than the lessons I learned in school.

Even more telling was the lessons I learned writing for an audience. They changed my life. And I wanted to share some of those lessons with my students.

Unfortunately, there was not much time to do so, and it was difficult to fit into a pre-existing curriculum.

My third year teaching, there was a window of time after holiday break that seemed perfect. After planning with my department and grade-level partners, we developed “Writer’s Bootcamp”—and it was awesome.

Writer’s Bootcamp

Each year after holiday break I told my students their writing would change forever. It was simple statement, but most of them did not take it seriously. What ensued was “Writer’s Bootcamp”. A 10-day writing program I put my students through each year. It didn’t matter if I taught 6th graders or 12th graders, the rules and guidelines stayed the same. Each day we would cover a new rule. Each day they would write 250 words in class, and 250 words at home. At the end of writer’s bootcamp students had to produce a piece of analytical writing, and they had to demonstrate an understanding of the rules.

What I loved about Writer’s Bootcamp was the simplicity, but also the feedback I received from students. They complained when I assigned the writing project, but as the days went on the complaining stopped and they realized that writing wasn’t all that hard, or all that boring! In fact, many students continued to write each day and keep the journal they had built through the boot camp.

I made it a ten day period because we often focus on writing “here and there”. By deliberately focusing my students’ (and my own) attention on writing, it became a challenge that we all had to overcome together. At the end of boot camp my writing had drastically improved, and my students felt a new confidence about their craft.

Here are my 10 lessons to make anyone a better writer.

Lesson #1: Behind every great piece of writing is a great story.

I don’t care if you are writing a letter, email, essay, book, or company memo…if it is boring, no one will care. Furthermore, it needs to tell a story. Human beings learn better through stories than anything else. If you want people to learn from your writing (however big or small the piece) it needs to be a great story.

Lesson #2: You become a better writer by reading. You become a better reader by writing.

This generation of students reads and writes more than any other before it. However, much of that reading and writing is text messages, TikTok/Instagram/Snapchat posts, short blogs, and other online pieces. The type of reading you feed your brain is also going to end up in your writing. If we want students to write analytical pieces, they must read analytical pieces. If we want them to write a narrative, they must read a narrative. Make sure you are on a good “diet” of reading, and try to read what you’ll be writing. It will make your writing better than you could have ever imagined.

Lesson #3: Vigorous writing is concise. Every word should tell. Make your point well and once. Then shut up.

Every word should have a purpose within the sentence. Every sentence should have a purpose within the paragraph. Every paragraph should have a purpose within the piece. It’s that simple.

Thanks to Strunk and White for that lesson!

Lesson #4: Learning to use words effectively will be the most valuable tool you’ll ever need.

Want to get a job? You are going to have to speak and write well to even get an interview. Want to ask that girl/guy out on a date? Make sure you use the right words! Want to be a better thinker? Build your vocabulary, we think in words!

My good friend Anthony Gabriele used to have this lesson hanging from various spots in his classroom. In fact, many students already know how to use their words to effectively persuade parents or friends…but they fail to transition this type of persuasive language into the classroom in their writing. My job as a teacher was to make that connection to “real world” language use, and how it applies to even the smallest writing task in school.

Lesson #5: Always be prepared to write. Always be prepared to think critically.

At this point of Writer’s Boot Camp I would give my students a Bourne Identity writing moment. What does that mean exactly? I’d quickly surprise them with a critical thinking scenario that require them to not only “think on their feet” but also “write on their feet”.

Why do I do this? Because you never know when you’ll need to use your writing skills for a specific moment. Prepare to write and think when you are unprepared. Success will follow!

Lesson #6: Style = Your grade.

Maybe you’ve got great content. Your structure and grammar are perfect as well. Yet, whether it is a teacher, a blog reader, or a boss…something is still missing when they read what you write. That’s because your writing style is what takes readers from passively absorbing your work, to actually believing in you.

Style is in short, your personal writing voice. It separates you from everyone else. In order to improve your style you must write, write, and write some more. Once you find it, you’ll know, because your readers will want to talk with you.

Lesson #7: Cheer up, great writing isn’t laborious, it’s tedious.

I used to landscape during my summers while I was in college. One of the first things I learned to do was mulch. Taking hot (and smelly) mulch from off the truck, into wheel barrels, and spread it all over huge properties was no fun task. It was a workout!

I also had the opportunity to do some gardening as a landscaper for a huge estate. I’d spend all day walking around the grounds picking a weed here or there, and pruning different plants. It took a lot of time, but I never broke a sweat.

Great writing won’t make you sweat. It isn’t laborious like mulching, it is much more tedious like pruning and weeding a big estate. Great writing takes time and you have to keep working at it. Think about writing as a journey and you’ll continually improve.

Lesson #8: Write to entertain, not to impress.

Big words, fancy sentence structures, and deep thoughts aren’t what writing is about. Writing is about conveying an emotion, and your focus as a writer should be to entertain the reader through your words. Many time we think about “entertainment” as something that is fun…but, in reality to be entertained is to care about what is happening and be connected to the words.

When’s the last time you read a book, watched a movie, or listened to your favorite song and said, “That was impressive writing…?” We don’t think about the actual writing, we think about how we feel and connect to that book, movie, or song. We’ll end up liking the book, movie, or song because we are entertained by the words and story. Aim to do the same with your writing.

Lesson #9: Know the difference between revising and editing. Then do both.

As a teacher I have a few opportunities to improve and change my lessons throughout the year. The recent snow days force me to make quick rearrangements of what I would teach, and cut out some of the content I would bring to my students. Various choices have to be made throughout the school year in terms of what I would teach, but I have to be flexible enough to make it work for the students and fit the curriculum.

During the summer I can look (often with a colleague) at the entire year. We can change and modify entire units and add or take away new projects, papers, assignments etc. The process goes back and forth each year as big changes are made during the summer months and small quick fixes are implemented throughout the school year.

Chances are you rarely edit, or revise. I’m here today to tell you that both are necessary! Editing your writing is similar to what we do during the school year as teachers or leaders. Changes sometimes need to be made. Cuts need to happen. And every once in a while we’ll add something new of value. Revising is similar to the work we do in the summer when we look at the entire structure and flow of the content and curriculum. In order to improve the teaching and learning, the changes made during the year and during the summer are necessary. In order to improve your writing, revising and editing are also necessary.

Lesson #10: If you want to improve, you’ll continue to improve.

In the end, it’s all about attitude.

For the final lesson of Writer’s Boot Camp I’d ask my students to write down the biggest challenge they ever had to overcome. For some students this was very personal, and for others it often was about a sporting challenge or related to one of their activities they do outside of school. The students were very open about this question and it sparked the same debate in class every single year.

Do your circumstances make you who you are? Or, does who you are impact your circumstances?

When it came down to it, every one of my students believed they had the power to improve their life in some way. Many didn’t know exactly how they would do it, but they had hope in their own individual power to move their life forward.

I left them with a simple message: Life, just like writing, is all about attitude. If you push yourself to constantly be better, then you’ll eventually get there. If you sit back and hope that you’ll improve, chances are you’ll never improve.

The Writer’s Boot Camp was about a lot more than just writing, and as a teacher it taught me that helping my students’ develop successful writing habits, is no easy task. But it can be done with the right attitude.

Shifting Writing Instruction in the AI Age

I look back fondly on Writer’s Bootcamp. But, how many of those ten lessons still apply in a world filled with artificial intelligence?

The ELA teacher in me would say all of them.

But, the writer in me knows things have changed.

My writing process has changed over the years, as I’m sure is the case with most folks. Whether I’m writing an email, letter, article, book, or note—the writing process has shifted.

I didn’t even want to put an “em dash” in the above sentence, because even though it is grammatically correct, most folks equate that to ChatGPT writing.

This is the new world we live in. Writing will never be the same.

This does NOT mean we abandon great writing practices that have inspired generations with meaningful and relevant experiences.

It does mean we can’t get away with boring writing instruction and assignments. It means we have to assess the process and not the final product. It means the instructor’s role has to shift, our assignments have to adapt, and what we value will be challenged.

In the same spirit of Writer’s Bootcamp, I’m sharing 10 shifts we need to make in our writing instruction in a world of artificial intelligence. Maybe you agree with some and disagree with others, I hope their is debate, because if nothing changes, then nothing changes.

Shift 1: From Product to Process Assessment

Move away from grading final drafts and instead assess students' thinking processes, revision strategies, and decision-making throughout their writing journey. Document their brainstorming, outline changes, and reflection on choices rather than just the polished end result.

Shift 2: From Generic Prompts to Authentic Voice Development

Replace cookie-cutter assignments with opportunities for students to develop their unique writing voice and style. Focus on helping students discover what makes their perspective distinct rather than having them produce standardized responses that AI can easily replicate.

Shift 3: From Isolated Writing to Collaborative Thinking

Transform writing from a solitary activity into collaborative critical thinking sessions. Students should engage in peer discussions, debate ideas, and build arguments together before putting pen to paper, emphasizing the human element of shared reasoning.

Shift 4: From Information Regurgitation to Story Creation

Emphasize narrative construction and storytelling across all writing genres. Even analytical pieces should tell compelling stories with clear characters, conflicts, and resolutions that demonstrate deep human understanding and emotional intelligence.

I think of how in 2004, Jeff Bezos famously banned power point presentations in favor of a hosting meetings with a memo that follows a narrative style. His reason? The Power point is easy for the author. Not for the audience.

Shift 5: From Grammar Perfection to Communication Effectiveness

Shift focus from mechanical correctness to authentic communication and audience awareness. Teach students to write for real people with real purposes, understanding that perfect grammar means nothing without genuine connection and clear intent.

This means getting out of the “writing for your teacher/professor” and into writing for real purposes and authentic groups.

Shift 6: From Final Drafts to Living Documents

Encourage students to view their writing as evolving conversations rather than finished products. Implement ongoing revision cycles where pieces grow and change based on feedback, new insights, and deeper understanding over time.

What would a year-long writing assignment look like? We would see growth of style, skill, and understanding through that process just like a portfolio.

Shift 7: From Teacher-Centered Feedback to Peer-Driven Improvement

Move away from being the sole source of writing feedback and instead train students to be effective writing coaches for each other. This develops their critical thinking skills while reducing dependence on external validation.

This is also where you can add AI feedback into the mix. Not only received AI feedback, but analyzing it with your peers to see what works, what doesn’t, and what you learned along the way.

Shift 8: From Academic Isolation to Real-World Application

Connect all writing assignments to genuine audiences and purposes beyond the classroom. Students should write for community members, younger students, local organizations, or online platforms where their words have actual impact.

If we don’t have real-world application, the assignment tends to be another hoop to jump through. When students are presented with hoops, AI becomes an easy way to save time and keep moving forward.

Shift 9: From Content Knowledge to Critical Analysis

Rather than testing what students know, focus on how they think about what they discover. Teach them to question sources, analyze bias, synthesize conflicting information, and form original conclusions that AI cannot simply generate.

This is a defense of learning. We know from Hattie’s research and others that metacognition truly impacts learning and achievement. Let’s include it in writing instruction.

Shift 10: From Writing About Topics to Writing From Experience

Encourage students to draw from their lived experiences, observations, and personal insights as the foundation for all writing. This creates authentic content that reflects genuine human perspective and cannot be replicated by artificial intelligence.

These shifts maintain the core principles of great writing instruction while adapting to a world where AI can handle many technical aspects of writing, leaving us to focus on the uniquely human elements of creativity, critical thinking, and authentic communication.

What would you add? What would you take away? This is precisely why we created https://writelikeahuman.ai/ and why I’m so excited about all of the teachers currently piloting this platform with their students.

Writing instruction has to shift, but the core focus of why we write, and what makes writing so important will remain the same.