Implications of Artificial Intelligence for Teaching Academic Writing

 Learning Outcomes

After completing this course, participants will have ...

  • reflected on how artificial intelligence (AI) is changing the process of writing.
  • reflected on ethical and responsible uses of AI in academic writing.
  • discussed different AI tools and their possible implementation in the writing process.
  • discussed different scenarios of using AI tools to support the writing process.




The emergence of Large Language Models (e.g. ChatGTP) and similar AI-powered tools has both positive and negative implications for academic writing. They can perform automatic spell and grammar checking, provide first sentences for the blank page, but they can also encourage academic misconduct. Consequently, approaches to academic writing need to adapt to prepare students to use AI ethically and responsibly.

In this workshop, we will explore how AI is changing academic writing and how teaching practices can be adapted to meet these new challenges. The aims of this workshop are 1) to discuss how artificial intelligence is changing the process of writing, researching, reading and revising; 2) to provide a space to discuss the use of AI in teaching academic writing; and 3) to provide scenarios for teaching the ethical and responsible use of AI in academic writing.


Please note: This workshop aims to reflect the use of AI tools in the writing process but does not provide specific hands-on instructions on how to use AI (i.e. designing prompts). A basic level of understanding generative AI is recommended.


  • Input
  • Individual work
  • Discussion and work in small groups
  • Optional: individual coaching sessions

Format & Workload

This course is planned as a face-to-face workshop. If general conditions do not permit this, the course will take place online.
Total workload: 7 hours (2 x 3 hours in the course plus 1 hour work on tasks in between the sessions)

 Course Convenors

Portraitfoto Frano Rismondo

Portraitfoto Erik Unterpretinger

Frano Petar Rismondo, a political scientist and higher education expert, is part of the Center for Teaching and Learning’s (CTL) "Student Research and Peer Learning" team. He joined the CTL in 2016 and is now the coordinator of the Student Research Hub at the University of Vienna. He specialises in phenomenological approaches to academic writing, learning, and student research.


Erika Unterpertinger is a member of the team "Student Research and Peer Learning" at the Center for Teaching and Learning (CTL) at the University of Vienna. In her dissertation "How do we develop what we have to say? Academic writers' processes of 'discovery' and their didactic support", she researches processes of 'discovery' that are connected to novice academic writing. She is the editor-in-chief of the first German-language OA journal for writing studies, "zisch: zeitschrift für interdisziplinäre schreibforschung" (




  • Part 1: Tue., 07.05.2024, 10:00-13:00 (face-to-face class
  • Part 2: Tue., 14.05.2024, 10:00-13:00 (face-to-face class)


Center for Teaching and Learning (CTL),
Augasse 2-6, Seminarroom S.5.47, 5th floor, 1090 Vienna (UZA 1)


The registration is done via the Website of the Department of Human Resources Development.

If you would like to register for this course but are not employed by the University of Vienna, please contact Isabella Kämmerer: