Teaching fiction writing at MIT since 2017, a writer noticed a shift among students. Many had last written stories in middle school and lacked experience with proper workshops. This inspired a set of clear instructions for peer review: read twice, underline good parts, mark issues, and write an honest letter to the author. Most often, feedback centered on why a story didn’t work, highlighting how hard it is to craft good fiction, especially for students used to structured, problem-solving disciplines.

The Challenge of Teaching Creative Writing

Unlike math or science, fiction writing isn’t about finding the right answer. Good stories feel engaging and resonate emotionally. Workshops aim to teach students to support their opinions with evidence from the text, creating a paradox: students must critique their peers while also exposing their own vulnerabilities. Confronting criticism is tough, but it’s a vital part of learning to communicate complex feelings through words. Writing becomes a process of translating abstract thoughts and emotions into concrete language.

When students receive feedback, they often experience a mix of ego and effort. Critique isn’t just aesthetic; it’s personal. Writers reveal their inner thoughts and feelings through their stories. Challenging their work can feel like an attack on their identity. This makes the workshop environment delicate but essential, helping students develop resilience and a deeper understanding of their craft.

The Impact of AI on Creativity and Confidence

Recently, the arrival of AI writing tools has changed the landscape. Many students, feeling the pressure of perfection, have turned to AI to generate or polish their stories. The problem isn’t just that AI can produce passable prose—it’s that the resulting work often feels empty and mechanical. AI-generated stories tend to be bland, lacking the messy, flawed charm of human writing. They’re like a Frankenstein version of MFA-style prose—polished but soulless.

AI writing is based on pattern recognition from huge datasets of human texts. It produces output that looks correct but often misses depth or genuine emotion. Many readers sense this emptiness, feeling that the AI-produced words lack a “brain” behind them. In contrast, student-written fiction—even when clumsy—is full of potential. It’s a struggle, yes, but also a mark of learning. Flaws are part of growth, like a foal stumbling before running.

This shift raises questions about the future of creative education. While AI can help with certain tasks, it can also undermine the confidence students gain from their own imperfect but authentic work. Teachers now face the challenge of guiding students through this new landscape, balancing technology’s benefits with the importance of genuine expression.

Inspired by

• https://www.theguardian.com/us-news/ng-interactive/2026/may/10/fiction-writing-professor-ai

Sources

• ac.uk
• mit.edu
• arxiv.org
• apa.org
• orwellfoundation.com