Transparency, Choice, and Responsibility: Rethinking Student Writing in the Age of AI

Generative AI has complicated the assessment of student writing by making authorship and writing processes less visible. This paper describes an exploratory approach to writing instruction that emphasizes transparency and student choice rather than prohibition. Students selected from writing options representing different levels of AI use and disclosed their choice. Classroom observations suggest that aligning instructional goals, assessment, and student intentions may support more intentional engagement with writing in AI-mediated contexts.