This study explores the affordances of Grammarly as a writing assistant in
academic writing and investigates how these affordances scaffold students'
academic writing processes. The research employed a qualitative case study
design. Data were collected from one of the universities in Bogor through
observation, documentation, questionnaire, and semi-structured interviews. The
participants in this study were the students in the fourth semester who took the
academic writing course. Data analysis followed Miles and Hubberman (1980)
model. Data The findings reveal three primary affordances supporting academic
writing: Review Suggestion, Write with Generative AI, and Plagiarism and AI
Text Check. Students predominantly utilize four key affordances: Correctness for
identifying grammatical errors, Clarity for paraphrasing sentences, Rewrite for
improving sentence structure, and Check for AI Text and Plagiarism for ensuring
academic integrity. These affordances are employed during both while-writing
and post-writing stages depending on specific needs. The research concludes that
Grammarly's affordances significantly scaffold academic writing by providing
targeted support throughout the writing process. Integration of Grammarly’s
afffordances in higher education enhances students' writing independence while
leveraging technological scaffolding.

Keywords: Academic writing, affordances, Grammarly, scaffolding, writing
assistant.