Computers and Composition最新文献

A rhetorical consideration of the {XE “embedded”} index 对{XE "嵌入式"}索引的修辞学思考

Computers and Composition Pub Date : 2024-11-15 DOI: 10.1016/j.compcom.2024.102887

J.A.T. Smith

引用次数: 0

Transformative transmediation: Eliciting student self-evaluation of academic writing through the video essay assignment 转型中介：通过视频论文作业激发学生对学术写作的自我评价

Computers and Composition Pub Date : 2024-11-15 DOI: 10.1016/j.compcom.2024.102891

Angela Frattarola , Hyejeong Ahn , Ian Dixon

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Letter from the Editor 编辑来信

Computers and Composition Pub Date : 2024-10-28 DOI: 10.1016/j.compcom.2024.102890

Kristine L. Blair

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Generosity in computers and writing: Doing what Gail, Halcyon, Johndan, and Bill Taught Us 电脑和写作中的慷慨：践行盖尔、哈尔西恩、约翰丹和比尔的教诲

Computers and Composition Pub Date : 2024-10-24 DOI: 10.1016/j.compcom.2024.102889

Gavin P. Johnson , Charles Woods , Laura L. Allen , Amber Buck , Ashanka Kumari , James P. Purdy , Jennifer Sano-Franchini , Jason Tham

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“Wayfinding” through the AI wilderness: Mapping rhetorics of ChatGPT prompt writing on X (formerly Twitter) to promote critical AI literacies 在人工智能荒野中 "寻路"：绘制 X（原 Twitter）上 ChatGPT 提示语的写作修辞，促进批判性人工智能素养的提高

Computers and Composition Pub Date : 2024-10-10 DOI: 10.1016/j.compcom.2024.102882

Anuj Gupta, Ann Shivers-McNair

{"title":"“Wayfinding” through the AI wilderness: Mapping rhetorics of ChatGPT prompt writing on X (formerly Twitter) to promote critical AI literacies","authors":"Anuj Gupta, Ann Shivers-McNair","doi":"10.1016/j.compcom.2024.102882","DOIUrl":"10.1016/j.compcom.2024.102882","url":null,"abstract":"<div><div>In this paper, we demonstrate how studying the rhetorics of ChatGPT prompt writing on social media can promote critical AI literacies. Prompt writing is the process of writing instructions for generative AI tools like ChatGPT to elicit desired outputs and there has been an upsurge of conversations about it on social media. To study this rhetorical activity, we build on four overlapping traditions of digital writing research in computers and composition that inform how we frame literacies, how we study social media rhetorics, how we engage iteratively and reflexively with methodologies and technologies, and how we blend computational methods with qualitative methods. Drawing on these four traditions, our paper shows our iterative research process through which we gathered and analyzed a dataset of 32,000 posts (formerly known as tweets) from X (formerly Twitter) about prompt writing posted between November 2022 to May 2023. We present five themes about these emerging AI literacy practices: (1) areas of communication impacted by prompt writing, (2) micro-literacy resources shared for prompt writing, (3) market rhetoric shaping prompt writing, (4) rhetorical characteristics of prompts, and (5) definitions of prompt writing. In discussing these themes and our methodologies, we highlight takeaways for digital writing teachers and researchers who are teaching and analyzing critical AI literacies.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102882"},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the interaction among writing fluency, writing processes, and external resource access in second language writing assessment 探索第二语言写作评估中写作流畅性、写作过程和外部资源获取之间的相互作用

Computers and Composition Pub Date : 2024-10-10 DOI: 10.1016/j.compcom.2024.102888

Kerry Pusey, Yuko Goto Butler

{"title":"Exploring the interaction among writing fluency, writing processes, and external resource access in second language writing assessment","authors":"Kerry Pusey, Yuko Goto Butler","doi":"10.1016/j.compcom.2024.102888","DOIUrl":"10.1016/j.compcom.2024.102888","url":null,"abstract":"<div><div>As part of a larger investigation into the ecology of language tests, this study explores how writing fluency and writing processes are impacted by (dis)allowing access to external writing resources. An analysis was conducted of three international graduate students’ writing practices as they completed two argumentative writing assessment tasks. On one task, participants could access external writing resources (e.g., the internet) and had additional time to complete the task; on the other, access to writing resources was not permitted and a more restricted time limit was enforced. Data were collected from digital screen capture recordings of participants’ compositional practices and analyzed both qualitatively and quantitatively. Results indicated that participants took more time and wrote at a slower pace when they had access to external resources; however, additional time did not necessarily lead to a greater volume of writing. Participants also tended to shuttle between writing processes more frequently and execute more micro-level writing actions when they had access to external resources. However, there was substantial individual variation for both fluency and writing processes, highlighting the mediating role of individual differences in L2 writing. Implications for how the construct of academic writing ability is defined in different assessment contexts are discussed.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102888"},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ecologies, bodies, and OWI teacher preparation: reflecting on a practicum for graduate instructors teaching writing online 生态、身体和在线写作教师培训：对在线写作教学研究生导师实习的反思

Computers and Composition Pub Date : 2024-10-10 DOI: 10.1016/j.compcom.2024.102881

Josephine Lawson, Michael J. Faris

引用次数: 0

When generative artificial intelligence meets multimodal composition: Rethinking the composition process through an AI-assisted design project 当生成式人工智能遇到多模态合成：通过人工智能辅助设计项目重新思考创作过程

Computers and Composition Pub Date : 2024-10-09 DOI: 10.1016/j.compcom.2024.102883

Jialei Jiang

{"title":"When generative artificial intelligence meets multimodal composition: Rethinking the composition process through an AI-assisted design project","authors":"Jialei Jiang","doi":"10.1016/j.compcom.2024.102883","DOIUrl":"10.1016/j.compcom.2024.102883","url":null,"abstract":"<div><div>This study explores the integration of generative artificial intelligence (GenAI) design technologies, including Adobe Firefly and DALL·E, into the teaching and learning of multimodal composition. Through focus group discussions and case studies, this paper demonstrates the potential of GenAI in reshaping the various stages of the composition process, including invention, designing, and revising. The findings reveal that GenAI technologies have the potential to enhance students’ multimodal composition practices and offer alternative solutions to the wicked problems encountered during the design process. Specifically, GenAI facilitates invention by offering design inspirations and enriches designing by expanding, removing, and editing the student-produced design contents. The students in this study also shared their critical stance on the revision process by modifying and iterating their designs after their uses of GenAI. Through showcasing both the opportunities and challenges of GenAI technologies, this paper contributes to the ongoing scholarly conversations on multimodal composition and pedagogy. Moreover, the paper offers implications for the future research and teaching of GenAI-assisted multimodal composition projects, with the aim of encouraging thoughtful integration of GenAI technologies to foster critical AI literacy among college composition students.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102883"},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multilingual English second language students’ voice in digital storytelling 多语种英语第二语言学生在数字故事中的声音

Computers and Composition Pub Date : 2024-10-07 DOI: 10.1016/j.compcom.2024.102886

Alexandra Krasova , Oksana Moroz

{"title":"Multilingual English second language students’ voice in digital storytelling","authors":"Alexandra Krasova , Oksana Moroz","doi":"10.1016/j.compcom.2024.102886","DOIUrl":"10.1016/j.compcom.2024.102886","url":null,"abstract":"<div><div>Digital storytelling is a productive approach to engaging multilingual students in creative, expressive, and practical tasks to increase their English language development and meaningful thinking. Based on previous research, digital storytelling helps students stay motivated, expand their communication skills, and create narratives with multiple multimodal features (Robin, 2008; Reinders, 2011; Tecnam, 2012). This study expands on previous research by exploring voice in students’ digital storytelling to showcase their identities. A mixed-method study investigated whether the same author's voice could be differentiated among the raters. Therefore, 25 participants were recruited and asked to watch ten pairs of digital stories to evaluate linguistic and multimodal aspects of the stories and either attribute them or not to the same author. The study results indicated that the raters could distinguish between digital stories authored by the same multilingual ESL writer and those crafted by different writers, thus proving that multilingual ESL learners implement voice in their digital stories. The study also revealed that the raters relied on certain multimodal and linguistic features while making their decisions, therefore underlying the importance of developing those multimodal elements in multilingual classrooms. Finally, the study offers numerous activities that can be implemented in multilingual classrooms to develop ESL students’ voices and shape their identities.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102886"},"PeriodicalIF":0.0,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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The Dissertation ECoach: Supporting graduate students as they transition to dissertation writing 论文指导：支持研究生过渡到论文写作

Computers and Composition Pub Date : 2024-10-07 DOI: 10.1016/j.compcom.2024.102884

Simone Sessolo, Marisol Fila, Erin Murray, Mark Mills, Rebecca L. Matz, Holly Derry, Caitlin Hayward

{"title":"The Dissertation ECoach: Supporting graduate students as they transition to dissertation writing","authors":"Simone Sessolo, Marisol Fila, Erin Murray, Mark Mills, Rebecca L. Matz, Holly Derry, Caitlin Hayward","doi":"10.1016/j.compcom.2024.102884","DOIUrl":"10.1016/j.compcom.2024.102884","url":null,"abstract":"<div><div>Transitioning from coursework to dissertation writing presents unique challenges for graduate students. To support students in this phase of their careers, we created the Dissertation ECoach, a digital tool that provides automated and personalized support and guidance to address individual challenges and promote effective writing habits. By engaging with the Dissertation ECoach, students receive weekly surveys and tailored messages that encourage their writing process. This article discusses the development history, functionality, and methods of the Dissertation ECoach, as well as the results of its implementation at the University of Michigan for the period 2020–2023. Data show that a high percentage of students find the Dissertation ECoach experience helpful, to the point that a subset of students decide to enroll in the experience repeatedly. The article concludes by highlighting the potential of the Dissertation ECoach to be adopted by other universities, offering automated, customized support for graduate students across disciplines. The article also introduces updates that have been implemented in 2023/2024.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102884"},"PeriodicalIF":0.0,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0