The rise of generative AI is prompting many instructors to abandon the traditional take-home essay—but Lily Abadal (University of South Florida) argues that the problem lies not with the essay itself, but with how it is typically taught. Abadal proposes a shift toward “slow-thinking pedagogy,” where essays are scaffolded over time and completed in class, without AI tools. She outlines a multi-step process involving annotated research, argument mapping, peer-reviewed thesis development, and in-class drafting. Abadal contends that this approach fosters intellectual virtues such as patience, humility, and resilience, and helps students engage more meaningfully with ideas. “This process must be protected,” she writes, “for the sake of organic intellect and raw human thought.”
