Abstract
Generative AI’s (genAI) integration into the post-secondary composition classroom has sparked scholarly debate about constructive ways to incorporate it into the curriculum. This debate is primarily occurring in and around the 4-year college writing classroom. This systematic literature review collects and thematically analyzes the existing pedagogical frameworks for incorporating genAI tools into the composition classroom, then examines whether these frameworks meet the needs of 2-year college students. This study finds that the themes of scaffolding, rhetorical agency, and assessment transformation are consistently represented across the corpus of recent publications. Although the pedagogical frameworks included in this essay applied to the 4-year college composition classroom, this essay concludes that these frameworks can also benefit 2-year college students.