(916) 481-2300
office@sacaa.org
(916) 481-2300
office@sacaa.org
At Sacramento Adventist Academy, students recently had the privilege of attending an insightful lecture by Dr. Peñaflorida, PhD from Pacific Union College. As an expert in literacy and writing instruction, Dr. Peñaflorida shared valuable perspectives on the challenges and misconceptions surrounding student writing, offering strategies to improve writing skills and exploring the role of generative AI in academic learning.
| Topic | Summary |
|---|---|
| Writing as Conversation | Writing is a dialogue where students must learn the language of different disciplines. |
| Mentor Texts | Using model texts helps students understand and emulate good writing structures. |
| Rhetorical Stories | Reflective writing exercises help students communicate their challenges and receive targeted feedback. |
| Generative AI | AI can aid writing but should be used responsibly to maintain creativity and critical thinking. |
| Balancing AI & Critical Thinking | AI should be used as a tool for brainstorming, not a substitute for deep learning. |
One of the key takeaways from Dr. Peñaflorida’s presentation was the idea that writing is fundamentally about conversation. Drawing from the work of scholars like David Bartholomae, she explained that every time students sit down to write, they are essentially “inventing the university”—learning to speak the distinct language of different academic disciplines.
“You are asked to write like a historian, a scientist, a mathematician, or a literary scholar,” she noted. “That’s why writing can feel so challenging. You’re learning to communicate in multiple discourses, each with its own rules.”
At SAA, we encourage students to embrace integrity and think critically—core elements of our Schoolwide Learner Outcomes (SLOs). Developing strong writing skills is a crucial part of these outcomes.
To help students bridge the gap between struggle and mastery, Dr. Peñaflorida introduced the concept of mentor texts—exemplary pieces of writing that students can analyze and emulate. She referenced a study by Graham and Perrin, which found that studying models of good writing improves student performance.
“Even Jesus used mentor texts,” she pointed out, referencing how He taught His disciples to pray by providing a model in the Lord’s Prayer. Similarly, students can benefit from structured examples in history, science, and literature to understand how to craft their own arguments effectively.
By engaging with mentor texts, students at any level can break down structure, transitions, argumentation, and use of evidence—key components of effective writing. Dr. Peñaflorida shared how her own students at PUC showed significant improvements when using this approach, shifting from summarizing texts to actively engaging with them.
For students at SAA, developing these skills is reinforced through our Advanced Placement Courses, which challenge them to apply critical reading and writing techniques in various disciplines.
Another strategy she highlighted was the use of rhetorical stories, an approach where students reflect on their writing journey by identifying challenges, breakthroughs, and questions before submitting their drafts. This allows instructors to provide targeted feedback that addresses individual concerns.
She shared examples of two pre-med students—one who was already an excellent writer but needed help refining her analysis, and another who struggled with organization and clarity. By responding personally to their rhetorical stories, Dr. Peñaflorida helped both students make meaningful improvements in their work.
In an era where AI tools like ChatGPT, Gemini, and Copilot are becoming commonplace, Dr. Peñaflorida acknowledged both the opportunities and challenges they present in education.
“AI is an amazing tool for learning, but it also comes with ethical concerns,” she warned. While AI can help generate ideas, provide real-time feedback, and even assist in research, it also poses risks like over-reliance and diminished critical thinking skills.
She likened generative AI to calculators in math—helpful for efficiency but dangerous if used as a crutch to replace deep cognitive work. Her current research focuses on how AI can be integrated responsibly, ensuring that students maintain their creativity and analytical abilities while benefiting from its capabilities.
Rather than banning AI outright, Dr. Peñaflorida advocates for teaching students how to use it ethically. She encourages her students to:
“True education is about teaching students to be thinkers, not mere reflectors of other people’s thoughts—or AI-generated ones,” she emphasized.
Dr. Peñaflorida closed her lecture with a reminder that writing is relational—it’s part of an ongoing conversation between writer, reader, and text. Whether students are preparing for college or refining their skills at SAA, they should see writing not as a burden but as a tool for engaging meaningfully with the world around them.
Her presentation provided valuable insights not only for students but also for educators, highlighting practical ways to foster stronger writers while navigating the evolving landscape of academic learning. As students prepare for their future academic and professional journeys, these strategies will serve as a foundation for confident and effective communication.
At SAA, we are committed to providing students with enriching academic experiences that prepare them for success. Our lecture series features expert speakers from various disciplines, offering insights into topics that matter.
If you found this discussion valuable, don’t miss out on future lectures. Please attend in person or subscribe to our newsletter and stay updated on upcoming events. Whether you’re a student, parent, or educator, there’s always something new to learn.
Explore more about Student Life at SAA and how our academic programs help students think critically, embrace integrity, and succeed in their future careers.
