Phillips and Pugh (2010) assert that writing a dissertation is far more than merely reporting the outcome of several years of research. The quality of a dissertation is assessed through writing skills, and this skill demands attention beyond a general understanding of doctoral students’ writing challenges. Interestingly two recent studies, Ciampa and Wolfe (2019) and Rafi and Moghees (2023), highlight the crucial role of academic writing in completing a dissertation and, ultimately, doctoral student retention yet make no mention of the potential role of AI-generated tools in the process. Ciampa and Wolfe (2019) focused on US doctoral students’ perceptions of and satisfaction with preparation for dissertation writing. A total of 115 doctoral students currently enrolled or graduated from a university's Doctor of Education programs completed a survey. In their findings, Ciampa and Wolfe (2019) discussed students' wide range of academic writing experiences throughout their doctoral program. Furthermore, they highlight the need for a consistent, explicit approach toward supporting students in developing their academic writing skills throughout the doctoral experience. In conclusion, Ciampa and Wolfe (2019) suggest systematic and intentional conversations among faculty to develop an integrated plan that supports students in completing the dissertation process (p.102).