Thesis
Writing Authentically in First Year Composition: How to Mitigate Student Usage of Artificial Intelligence in English 101
Master of Arts (MA), Washington State University
2026
Abstract
Through conducting a survey of English 101 students on the WSU Pullman campus, information was gathered about student behaviors and attitudes towards generative AI when completing a writing task. This research investigates the leading causes of AI use in the classroom including convenience of use, time management, perceived improvements in writing, while also examining the cognitive implications of overreliance. Findings suggest that excessive AI use can undermine critical thinking, problem solving, and independent learning, as students may rely on AI to answer questions for them rather than engaging with the work themselves, especially in times of stress. Additionally, the reinforcement of standard American English due to AI minoritizes language varieties and brings concerns of epistemic inequity in academic contexts. Finally, this study explores the strategies for mitigating overusing, including integration of new pedagogical strategies, reflective learning strategies, and promoting an awareness of the limitations of AI tools.
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Details
- Title
- Writing Authentically in First Year Composition: How to Mitigate Student Usage of Artificial Intelligence in English 101
- Creators
- Brigette Hinnant
- Contributors
- Patty Wilde (Advisor)Bibhushana Poudyal (Committee Member)Johanna Phelps (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of English
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Number of pages
- 65
- Identifiers
- 99901391906301842
- Language
- English
- Resource Type
- Thesis