Navigating the "Cooked" Data: A Framework for Understanding GenAI's Impact on Academic Writing and Learning

This study investigates the emerging role of generative AI (GenAI) in academic writing classrooms through the lens of Activity Theory. We argue that GenAI, while offering powerful potential for personalized feedback and learning, disrupts traditional educational dynamics and raises critical questions about student roles, data integrity, and the evolving responsibilities of teachers. By analyzing the interactions within the Activity System, we identify key areas of tension: the shift from student as passive recipient to co-creator of feedback, the challenges of "cooked" data generated by AI, the need for clear rules regarding privacy and plagiarism, and the evolving role of teachers in facilitating AI-driven learning. We propose eleven research questions to guide future investigations, emphasizing the need for a nuanced understanding of how GenAI impacts the learning experience, its implications for academic integrity, and the ethical considerations surrounding its use. This work aims to contribute to the ongoing conversation surrounding AI in education, promoting a more comprehensive understanding of the opportunities and challenges presented by this transformative technology.