This study evaluates a “feedback-only,” constrained-generative AI tool designed to support revision without generating or rewriting student text. StoryCoach was developed for a business communication elective and grounded in cognitive apprenticeship with principles of feedback literacy. The tool generated structured feedback: one strength, one opportunity, and one reflective question per submission. Analysis of 57 paired drafts showed significant gains in feature-specific rhetorical execution, with vividness as the primary quantitative indicator (Cohen’s d  = 1.39), supported by independent reader judgments and student reflections. Findings demonstrate that constrained-generative AI can function as a pedagogical partner that strengthens rhetorical awareness and preserves authorship integrity.

Using an evaluative approach within a professional communication service course, we used student documents and instructor feedback to uncover how students and instructors were understanding the rhetoric student learning outcome (SLO). Because rhetoric is central to the course, our driving questions were, Can we locate language that actualizes the rhetoric SLO in student documents? How does faculty feedback articulate the rhetoric SLO to facilitate effective revision? Overall, we found that whether identifying rhetoric in student documents or instructor feedback, the interpretation was varied and opens up room in pedagogical practices. We offer three implications for teaching: enhancing attention to teaching rhetoric, improving assignment design, and focusing on professional development for faculty.

Effective writing is a soft skill that is highly in demand in today’s workforce. This qualitative study examines student perceptions of a revise and resubmit policy aimed at increasing student engagement with an instructor’s writing feedback and ultimately improving students’ writing skills. Students across three business communication courses were offered bonus points if they made revisions and documented those revisions. The findings suggest that students were willing to complete a revision even if given only a small grade incentive. While some expressed negativity toward the extensive feedback, others viewed the revision option as a rare but valuable opportunity.