The paper proposes a pedagogical design, the 6-P pedagogy (Plan, Prompt, Preview, Produce, Peer-Review, Portfolio-Tracking), to address the challenges and opportunities presented by text-based generative AI tools in academic writing. This design is grounded in self-regulated learning (SRL) and the authoring cycle, aiming to develop students' critical thinking and self-regulation skills while using these tools. The 6-P pedagogy consists of six iterative and interactive phases: planning, prompting, previewing, producing, peer reviewing, and portfolio-tracking. Each phase is designed to guide students through the writing process, from planning and generating prompts to producing the final work, peer reviewing, and reflecting on the process. The framework emphasizes the importance of students' control over the writing process and their ability to critically evaluate and adapt AI-generated content. The paper also discusses the implications for teachers and educators, highlighting the need for infrastructure, mental infrastructure, and teacher development to effectively integrate text-based generative AI tools into education. The proposed framework can be applied to other learning tasks involving generative AI and can serve as a foundation for developing evaluation instruments to assess students' usage and attitudes towards these tools.The paper proposes a pedagogical design, the 6-P pedagogy (Plan, Prompt, Preview, Produce, Peer-Review, Portfolio-Tracking), to address the challenges and opportunities presented by text-based generative AI tools in academic writing. This design is grounded in self-regulated learning (SRL) and the authoring cycle, aiming to develop students' critical thinking and self-regulation skills while using these tools. The 6-P pedagogy consists of six iterative and interactive phases: planning, prompting, previewing, producing, peer reviewing, and portfolio-tracking. Each phase is designed to guide students through the writing process, from planning and generating prompts to producing the final work, peer reviewing, and reflecting on the process. The framework emphasizes the importance of students' control over the writing process and their ability to critically evaluate and adapt AI-generated content. The paper also discusses the implications for teachers and educators, highlighting the need for infrastructure, mental infrastructure, and teacher development to effectively integrate text-based generative AI tools into education. The proposed framework can be applied to other learning tasks involving generative AI and can serve as a foundation for developing evaluation instruments to assess students' usage and attitudes towards these tools.