Framing of Generative AI in first-year wri ting course syllabus: A call for attitudinal shift

As generative artificial intelligence (GenAI) or AI becomes ubiquitous, writing instructors and researchers face unique challenges in designing and formulating policies around AI in first-year writing classes. By analyzing syllabuses and assignment prompts of first-year composition classes in three US colleges, this essay investigates how writing instructors in the study frame GenAI in their official communications with students and the implications for transparency and adoption of AI for first-year writing. The study shows that policies around AI are generally weak or vague, reinforcing a gap in knowledge about AI literacy. Drawing inferences from existing AI awareness and writing scholarship, this essay recommends a combination of attitudinal shift and curricular revision to promote understanding and ethical use of AI in first-year composition courses.