"At its best, writing isn’t just a concoction of words but a place for contemplation and wrestling with ideas. We talk incessantly about education fostering critical thinking, but far less about how the writing process advances that goal."  Naomi S. Baron. 

Naomi S. Baron, a linguist, professor, and professor emerita of linguistics at the Department of World Languages and Cultures at American University in Washington, argues that technology, like ChatGPT, can diminish the importance of writing and the writing process. In her article, AI in the Classroom is a Problem. Professors are the solution, Baron offers the following suggestions for establishing "the value of writing as a tool for thinking."

• Talk with students about the importance of the writing process in developing their ideas, emphasizing the importance of their original ideas.
• Although students may devalue the written word as something "a machine can do," encourage them to appreciate their written words as unique expressions of their work product. 
• Allow students an opportunity in class to freewrite, by hand, about what they are learning or questions that they have. Freewriting encourages the flow of ideas that come with the writing process. 
•  Confer with students about their ideas before starting to write and require several drafts of written assignments.  This practices emphasizes for students the process, not just the product. 

Anna Mills, a community college English instructor and author of AI Text Generators and Teaching Writing: Starting Points for Inquiry., also emphasizes that students need to understand the significance of the writing process. In her article, ChatGPT Just Got Better. What Does That Mean for Our Writing Assignments? she notes: 

 No one creates writing assignments because the artifact of one more student essay will be useful in the world; we assign them because the process itself is valuable. Through writing, students can learn how to clarify their thoughts and find a voice. If they understand the benefits of struggling to put words together, they are more likely not to resort to a text generator.  

Mills argues that "best practices" for improving student writing also lend themselves to discouraging the use of ChatGPT. 

• Assign writing that is interesting and meaningful to students to increase their engagement.
• Support the writing process. According to Mills, "Assigning and giving feedback on prewriting, drafting, revision, and reflection are already best practices — as most writing instructors, writing-studies scholars, and writing-across-the-curriculum proponents well know."
• Focus on building relationships with students to encourage them during the process. 

In their article, Adapting College Writing for the Age of Large Language Models such as ChatGPT: Some Next Steps for Educators, Anna Mills and Lauren M.E. Goodlad suggest several practices to deter the use of AI in class writing assignments.

1. Update academic integrity policies to specifically address the use of automated writing tools. Specify when these tools may and may not be used. See, "Resources" in the left-column box for policy examples. 
2. Ask students to affirm their authorship of writing assignments, without the use of any assistive technology or unidentified sources. 
3. Let students know that AI detectors are improving and that student use of AI could be detected now or in the future. 
4. Use Chatbot to test your assignments.
5. Use Chatbot output in class to talk about what is missing or in error. Show students examples of biased, inaccurate, or misleading output. 
6. Have students analyze ChatGPT output and supplement the text with explanations and sources.  

Adapting College Writing for the Age of Large Language Models such as ChatGPT: Some Next Steps for Educators by Anna Mills and Lauren M.E. Goodlad is licensed CC BY NC 4.0.