This study investigated the impact of using ChatGPT 3.5 as a prewriting brainstorming tool on the overall quality of persuasive writing among five gifted seniors majoring in Arabic at the College of Education, Kuwait University. Giftedness, in this study, was not defined by innate advantages such as intelligence quotient (IQ) but was instead viewed from a multidimensional perspective, focusing on academic performance, writing skills, and personal traits that reflect intellectual engagement. Four participants were typically developing gifted students, while one participant was twice exceptional, both gifted and autistic. An integrated single-subject design with multiple probes across multiple baselines was used, with each participant serving as their own control. Repeated measures were used throughout the baseline, intervention, and maintenance phases to monitor intraindividual variability and examine the effectiveness of the intervention. The results indicated a significant increase in mean scores for persuasive essays from baseline to intervention for all participants, with continued improvement during maintenance for all but the twice-exceptional student, whose mean maintenance score remained unchanged from the intervention. While promoting ChatGPT 3.5 as a valuable brainstorming tool for persuasive writing, this study emphasizes its complementary role and recommends that writers engage in brainstorming using multiple resources before writing.