Using Process-Based Pedagogical Assessment Practices to Challenge Generative AI in the Writing Classroom

In this chapter, I begin with a contextualization of a college writing course and a brief review of scholarship related to writing pedagogy. I then provide a discussion detailing various ways that I have seen my ENG 100 students using (and misusing) generative AI. Following these observations, I share two assignments and related supplemental materials that can be used to resist the unethical use of AI in writing classrooms and that embrace process over product pedagogy. I argue for the use of process over product pedagogy to resist, challenge, and counter-act this paradigm as well as a way to respond to students' misuse of generative AI.