Beyond the Blank Page Blues: Integrating GenAI into the Writing Process

Because little research existed in the fall of 2023 on how students use GenAI during the invention phase of writing, we decided to conduct a small-scale study in two sections of our first-year composition courses at our school, Embry-Riddle Aeronautical University (ERAU). In our IRB-approved study, we explored two key questions. First, according to students, for which invention activity—brainstorming, summarizing, or journalistic freewriting—was GenAI most helpful? Second, what themes emerged when students reflected on their experiences in using GenAI as an early method of inquiry? Our approach was grounded in our privileging of process over product, and we hoped that starting at this stage would help students sidestep the reductive pitfalls of GenAI. In this essay, we detail our assignment design, in-class GenAI integration strategies, and both the qualitative and quantitative findings that emerged from student reflections. Our findings revealed that students felt most confident using the technology to develop ideas but were less comfortable relying on it in later stages of writing. Overall, we learned that students benefit most from face-to-face blended approaches that integrate GenAI's efficiency with traditional, reflective writing practices. Given as much we hope our study contributes to ongoing conversations about best practices for both teachers and students.