When considering GenAI in the writing process, prompt engineering and iteration provides critical thinking opportunities for students as they participate in the process of editing and revising to gain the best response possible. From a pedagogical perspective, using Bloom's Taxonomy Verbs in AI prompts connects teacher instruction and student learning by producing better responses that meet both teacher expectations and student needs. Peeler (2024) shares that "prompt engineering is definitely a skill that has to be developed! Lazy use of AI is a hindrance to learning even in the college classroom." Templeton (2024) posted Oregon State University's example of how GenAI can supplement learning with Bloom's Taxonomy Revisited. The revised tool can be used for course evaluation and consideration as learning outcomes are aligned with specific learning needs of students and implementation of GenAI tools.
Part of AI literacy among students is understanding that GenAI responses may not provide the answers you need the fist time, and the iteration of prompts and responses can lead to better GenAI outputs. Matthews (2024) explains that "good writing requires editing; good AI output requires iteration." Prompt iteration and building can combat the negative perceptions of GenAI by applying critical thinking and editing skills in the learning process.
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