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<p style="text-align: justify;">This paper integrates the discussion of current digital innovations, their uses for academic writing instruction, and its implication for language assessment. Using the revisited New Literacy Studies (NLS) framework (Pegrum et al., 2018, 2022), I suggest considering a structural organization to guide practices of academic writing and their assessment: A typology of AI-Assisted Writing that includes Original, Augmented, and Synthetic texts. By connecting digital literacy studies to seminal work on textual typology (Reiss, 1970, 1989), this reflection calls for interdisciplinary discussion and the use cross-curricular approaches to align educational policies for AI-assisted writing in language assessment practices. The suggested frames serve as pedagogical anchors to ignite ideas on meaningful classroom design environments, but also as points of departure for the construction of professional development plans and teacher language assessment literacy programs that address current skills and principles when LLM-based writing steps as a disruptive tool in academic writing. The paper closes with a conclusion in the line of promoting studies that embedded digitally mediated strategic academic literacy informed by empirical evidence from diverse classrooms and across stages of Language Assessment Literacy that stakeholders may have.</p>

ltf.2026.13.03.pdf

Perspective Article

ltf.2026.13.03.xml

Textual Typologies for AI-Assisted Writing: Integrating New Literacy Studies and Language Assessment Practices

Guest-editor: 
Hassan Mohebbi 
European Knowledge Development Institute, Turkey

Special Issue:  Language Assessment Literacy in the New Era: New Concerns, Same Solutions?