- Author(s): Lisa Sperber, Marit MacArthur, Sophia Minnillo, Nicholas Stillman, and Carl Whithaus
- Source: Computers and Composition, Volume 76, Jun 2025
- DOI: https://doi.org/10.1016/j.compcom.2025.102921
- Published: June 2025
Drafting and revising are essential steps in helping student writers grow, but providing timely feedback on multiple drafts can be challenging for instructors. A new study by faculty, lecturers, and graduate students in the University Writing Program investigates how artificial intelligence (AI) can complement traditional peer review to support student learning—without replacing the human-centered process that makes writing instruction effective.
The research introduces the Peer and AI Review + Reflection (PAIRR) model, which combines best practices in peer review with AI-generated feedback. Using a mixed-methods approach, the study examined how students perceive AI’s role in the writing process. The findings? AI feedback can be a valuable addition—especially when paired with peer review and guided reflection.
Students reported that AI feedback was useful and reassuring, particularly because it often aligned with peer comments. At the same time, they appreciated the complementary perspectives offered by both sources. By comparing and evaluating AI outputs, students developed AI literacy, learning the strengths and limitations of these tools and exploring ethical ways to incorporate them into their writing process.
AI has the potential to reduce equity gaps in writing support, but only when implemented thoughtfully. The PAIRR model emphasizes student agency and reflection, ensuring that technology serves as a tool for learning rather than a shortcut. This approach helps students become critical users of AI while maintaining ownership of their writing voice.
As AI continues to shape education, the University Writing Program is leading the way in creating pedagogical models that balance innovation with human-centered learning.
