Disciplinary genres (e.g., lab reports, case briefs, literature reviews) carry implicit rhetorical moves that students often can’t name, which makes it harder for them to learn to write in those genres and to judge what counts as a good example, including output generated by AI. In this session, designated for faculty teaching Writing/Research courses and relevant to those teaching in our expanding master’s programs, we will explore how making genre moves explicit can sharpen assignment design and clarify appropriate AI use. We’ll look at strategies for breaking disciplinary genres into their component moves, work through a diagnostic exercise using an assignment you bring, and consider how to build AI-use guidance that grows out of genre analysis rather than standing apart from it as policy.

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