Tepper School Expert Advocates for AI Integration in Business Writing Instruction

A study from Carnegie Mellon University's Tepper School of Business proposes a new approach to business writing instruction in the artificial intelligence (AI) age. Authored by Emily DeJeu, assistant teaching professor of business communication, it suggested that instead of banning generative AI tools like ChatGPT, educators should integrate them into their teaching to enhance students’ critical thinking and awareness of different writing styles.

The study appears in the journal Business and Professional Communications Quarterly.

Generative AI tools can transform professional writing instruction. "This study suggests that AI tools can effectively support students in developing their writing skills while engaging more deeply with their content," DeJeu explained.

The rise of large language models (LLMs) has raised concerns about plagiarism and the erosion of traditional writing skills, particularly in humanities-based professions. Educators are challenged to find ways to incorporate these tools without compromising the integrity of writing instruction.

DeJeu’s study draws on her own experience integrating LLMs into her Business Communications course. In it, she examines how AI can assist with invention, arrangement, and style – three key elements of classical rhetorical theory.

Using real-world business examples, her approach demonstrated that AI could support brainstorming, organizing ideas, and exploring stylistic choices, helping students understand and adapt to various professional writing genres.

This is particularly helpful for writers who are dealing with a new or unfamiliar writing style and aren't sure how to structure their information. For example, if a new manager needs to inform their team about a freeze on paid time off, or if a team leader has to deny a colleague's request to switch projects, they can use AI to generate sample messages.

"One particularly useful application is using AI to help overcome writer's block by suggesting different ideas and directions for writing," DeJeu noted. "This approach not only supports students in their writing tasks but also encourages them to think critically about their rhetorical choices."

While it's too early to fully grasp the benefits and drawbacks of using AI in writing instruction, initial findings are promising. Studies like Dell’Acqua et al. (2023) show that tools like ChatGPT can improve efficiency, but caution against reducing human skill-building. Shifting too much work to machines could hinder the development of essential skills in junior employees.

DeJeu said more research is needed to understand how students and professionals use these tools and their impact on learning. She noted that the goal is to ensure that AI complements traditional writing instruction and helps build transferable skills. Future research will offer more insights as AI becomes a familiar part of professional communication.

The research was supported by the Center for Intelligent Business at the Tepper School.