BRIEF RESEARCH REPORT article
Front. Commun.
Sec. Culture and Communication
Volume 10 - 2025 | doi: 10.3389/fcomm.2025.1615752
This article is part of the Research TopicTeaching and Assessing with AI: Teaching Ideas, Research, and ReflectionsView all 17 articles
GIFT-AI: Teaching the Game and Leveling the Field: Peer & AI Review + Reflection (PAIRR) in a Business Writing Course
Provisionally accepted
- University of California, Davis, Davis, United States
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Responding to educators’ concerns about how to address GenAI in professional writing assignments and courses, we present a tested pedagogical model that integrates GenAI feedback into writing curricula, with a particular focus on a Business Writing course with 34 students in 2024. The Peer and AI Review + Reflection (PAIRR) model follows this method: teachers scaffold major writing assignments so that students participate in peer review of a full draft, then elicit criteria-based feedback on the same draft from a chatbot. Next, students reflect on and critically assess both peer and chatbot-generated feedback and formulate revision plans. After revising, students compose a second reflection about how each kind of feedback influenced their revisions. In this paper, we motivate the PAIRR model, offer instructions for implementation, and share findings. We note the effectiveness of PAIRR in guiding students to critically interrogate AI output, build AI literacy, and prioritize their voices and writing goals while revising in response to peer and AI feedback. Addressing the particular challenges faced by multilingual international students in professional writing courses, we also showcase the affordances and utility of this model for these students. Finally, we discuss the applicability of PAIRR for a variety of writing courses.
Keywords: AI - artificial intelligence, Writing feedback, business writing, Peer Review, Multilingual writers, International students, Professional writing, AI literacy
Received: 21 Apr 2025; Accepted: 13 Aug 2025.
Copyright: © 2025 Macarthur, Minnillo, Sperber, Whithaus and Stillman. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Marit Macarthur, University of California, Davis, Davis, United States
Sophia Minnillo, University of California, Davis, Davis, United States
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