The common arguments about potential student use of these technologies suggest artificial intelligence (AI)-assisted writing will damage student learning by shortcutting the writing process. There is a further worry that AI-based pedagogy will de-skill students by reducing writing to a mere editing practice. Additionally, some suggest that students will fail to do adequate background research, relying on dubious or non-existent AI-generated sources. Ultimately, these concerns indicate a view of AI-assisted writing where students can essentially parachute their way into the last stages of the writing process, skipping past considerable effort and learning. S. Scott Graham largely rejects these worries because they simply do not fit with his understanding of how writing works. At their core, each of these concerns is marked by a problematic commitment to a limited and linear process-based model of writing. Instead, he thinks writing instructors and scholars of writing studies can consider how their hard-won insights about diverse and variable writing practices might allow for robust writing pedagogies that engage, rather than prohibit, use of AI. He argues in this article that there is already a post-process pedagogy however he first discusses what exactly these new AI systems can do.