Write to Present will be implemented as a small-cohort Writing Studio, intensifying the individualized consultation, iterative feedback, peer dialogue, and process-oriented scaffolding already built into the course. Studio work follows a recurring cycle: Create → Share →Produce→ Revise→Present→ Reflect. Students develop mini-research projects in a writing-presenting format through reading, inquiry, drafting, discussion, peer response, instructor consultation, and repeated revision. Sample reading and analysis are on a weekly basis. The cohort will function as a learning community: students will regularly read one another’s work, compare rhetorical choices, and build shared criteria for effective writing. Across the modules, students work with written, visual, and oral forms while attending to audience, evidence, reasoning, organization, voice, and clarity. More specifically, this course aims at effective delivery of knowledge and viewpoint in a public science form. Students will collaborate with each other and with the instructor to shape the course content to optimize the needs-process-product alignment. Course-supported AI is mainly GPT (ChatGPT), Gemini, and NotebookLM and possibly more (all upgraded to pro version thanks to MOE’s grant support). These tools may serve as readers, questioners, critics, source-grounded reading support, and language coaches, but not substitute writers. We will have group and individual consultations every time. Students evaluate and verify suggestions from peers, instructor, and AI tools; decide what to accept or reject; revise in their own voice; and grow academic literacy. Prompting logs and reflections are required to document your thought process and collaboration with AI tools. Unauthorized AI-generated work or misrepresentation of authorship violates academic integrity.