Invitation to Contribute

Dear Colleagues,

We invite you to contribute original work to Writing With AI, a new project hosted by Writing Commons, the open-access encyclopedia for writers. This initiative builds on our long-standing mission to make peer-reviewed, evidence-based resources freely available to, students, teachers, and knowledge workers worldwide.

We aim to publish short, research-informed pieces—typically 800 to 1,200 words—that share practical guidance and critical insight on composing in the age of generative AI. We seek contributions that help our global community of writers navigate this moment with integrity, creativity, and agency. We welcome work that advances critical AI literacy in all its forms—by promoting responsible adoption, offering principled skepticism, or articulating informed resistance. While we anticipate most contributions will come from faculty, graduate students, and researchers, we also welcome submissions developed in undergraduate courses or coauthored by students and instructors—especially those that model effective GenAI pedagogy or collaborative inquiry.

We will publish articles, multimodal compositions, presentations, podcasts, and other resources that serve students, teachers, and knowledge workers. We invite you to pitch a piece—drawing on your expertise as a researcher, your experience as a teacher, or your perspective as a student—that helps writers and writing teachers explore how to compose ethically and effectively with AI.

The guiding question we ask you to consider is:

How can writers write with AI in ethical ways that uphold academic integrity, preserve authorial agency, expedite composing processes, adopt a style appropriate to specific rhetorical situations, and strengthen our capacity to reason critically and communicate effectively in writing?

Who Are We? What Are Our Goals?

We are professors in the field of writing studies and advocates for open education. We believe that access to knowledge should be free, global, and inclusive. Since 2008, Writing Commons has published open-access, peer-reviewed resources that help students, teachers, and knowledge workers write with greater fluency, creativity, and integrity. For seventeen years, our mission has been to democratize knowledge—to make the study of writing, rhetoric, and digital communication freely available beyond the gated paywalls of traditional publishers and learning management systems. Over the years, we have peer-reviewed and published contributions from hundreds of faculty, graduate students, and even a few undergraduates across the globe. We now offer approximately 1,000 articles on topics of interest to writers, writing teachers, and professional writers.

In recognition of this work, Writing Commons has received the John Lovas Award from Kairos: A Journal of Rhetoric, Technology, and Pedagogy. The first iteration of the project, College Writing Online, received the Distinguished Book Award from Computers and Composition.

As scholars of writing technologies, we recognize that every medium of expression reshapes consciousness itself. Ong showed that writing exteriorizes thought, transforming fleeting speech into a visual, durable technology that restructures consciousness, memory, reasoning, and social organization. Bolter extended this argument, showing how each new medium “remediates” the old—redefining what counts as literacy, authorship, and even knowledge. The rise of generative AI marks another such turning point. Like the shift from orality to literacy, or from print to digital hypertext, AI alters not only how we compose but how we conceive of composing. For many in Writing Studies, this change is both unsettling and inevitable. It challenges long-held beliefs about authorship, creativity, and the value of struggle in learning to write. Yet transformation also creates an opening. Writing Studies—rooted in the study of cognition, composing, and creativity—is uniquely positioned to help students and professionals navigate this change critically. Our task is not to celebrate or condemn AI, but to examine how writing with AI might deepen, rather than diminish, human judgment, agency, and imagination.

Why Publish With Us?

Publishing in Writing Commons connects your work to a global community of students, teachers, and professionals. Since our founding in 2008, more than 15 million readers have used the site to learn about writing, rhetoric, and communication. Contributors describe Writing Commons as a space where scholarship, teaching, and public engagement meet—an opportunity to make research accessible beyond paywalls and learning management systems. Authors benefit from peer review, editorial feedback, and wide visibility—many pieces reach thousands of readers and are frequently cited in classrooms and open-education projects. Faculty and graduate contributors have included their publications in tenure and promotion portfolios, while others use their work on Writing Commons to demonstrate innovation in digital scholarship and pedagogy.

Tentative Table of Contents

The draft table of contents below signals the range of work we hope to publish—not a limit.

AI Theory

This section grounds practice in first principles: what writing is, why human authorship matters, and how technologies—from cuneiform tablets to LLMs—reshape thought, culture, and power. We’re especially interested in perspectives that help students, faculty, and knowledge workers see what’s gained—and what’s lost—when machine-authored prose begins to replace human-authored prose.