Computers and Composition最新文献

Rhetoric in action: A multimodal and rhetorical analysis of PETA and animal justice online advocacy

Computers and Composition Pub Date : 2025-03-20 DOI: 10.1016/j.compcom.2025.102924

Shyam Pandey

{"title":"Rhetoric in action: A multimodal and rhetorical analysis of PETA and animal justice online advocacy","authors":"Shyam Pandey","doi":"10.1016/j.compcom.2025.102924","DOIUrl":"10.1016/j.compcom.2025.102924","url":null,"abstract":"<div><div>Activist groups, particularly PETA and Animal Justice, leverage multimodality in online advocacy to effectively communicate their organizational missions and updates across diverse communication platforms. This study uses a content analysis approach to examine the official websites of two prominent international animal rights organizations, PETA and Animal Justice, with the aim of understanding how they utilize multimodality to emotionally engage their audiences. The analysis of sample news reports, featured stories, photographs, and video materials collected from 50 web pages of these organizations’ official sites reveals three key findings: the use of multimodal combinations and synergetic blending, the application of rhetorical appeals, and an emphasis on a call to action. The subsequent discussion and conclusion highlight the significance of adopting a multimodal approach in the current technological landscape, illustrating how PETA and Animal Justice, as non-profit and non-academic entities, effectively convey their messages persuasively through online advocacy and multimodality. This study contributes to multimodal theory by demonstrating how the combination of visual, textual, and auditory elements enhances emotional engagement in digital advocacy—a domain that has received limited scholarly attention.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"76 ","pages":"Article 102924"},"PeriodicalIF":0.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143680938","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

Coexisting with ChatGPT: Evaluating a tool for AI-based paper revision

Computers and Composition Pub Date : 2025-03-11 DOI: 10.1016/j.compcom.2025.102923

Matt Manierre, Lisa Propst, Alex Cohen, JoAnn Rogers

{"title":"Coexisting with ChatGPT: Evaluating a tool for AI-based paper revision","authors":"Matt Manierre, Lisa Propst, Alex Cohen, JoAnn Rogers","doi":"10.1016/j.compcom.2025.102923","DOIUrl":"10.1016/j.compcom.2025.102923","url":null,"abstract":"<div><div>AI based tools such as ChatGPT have presented many challenges to educators since they entered the scene in 2022. We present our effort to coexist with ChatGPT in the classroom, developing an exercise for first year writing students to use ChatGPT while revising papers. The effectiveness of this activity was determined using pretest/posttest surveys (<em>n</em> = 64 and 53) and one- page reflective essays. Survey results indicated that students had largely positive appraisals of the different elements of the exercise, describing them as useful without reducing their appreciation of writing as an essential skill for the future. Yet, student writing self-efficacy also did not improve after working with ChatGPT. Qualitative responses were often positive but students frequently reported frustrations with ChatGPT rewriting work when told not to and providing only generic feedback. We offer our exercise as a means to engage students in critical thought about ChatGPT's uses, limitations, and implications for academic integrity. We suggest ways to iterate on this tool and to incorporate it in future work but emphasize that students must be taught to use AI tools with considerable skepticism.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"76 ","pages":"Article 102923"},"PeriodicalIF":0.0,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143593427","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

Objectivity bias in first-year research writing: The impact of perceived neutrality in an age of mistrust

Computers and Composition Pub Date : 2025-03-08 DOI: 10.1016/j.compcom.2025.102925

Elise Silva

引用次数: 0

Drafting defensively, documenting authorship: An analysis of Draftback and Grammarly Authorship

Computers and Composition Pub Date : 2025-03-07 DOI: 10.1016/j.compcom.2025.102926

Maggie Fernandes, Megan McIntyre

{"title":"Drafting defensively, documenting authorship: An analysis of Draftback and Grammarly Authorship","authors":"Maggie Fernandes, Megan McIntyre","doi":"10.1016/j.compcom.2025.102926","DOIUrl":"10.1016/j.compcom.2025.102926","url":null,"abstract":"<div><div>In this piece, we offer critical interface analyses of two process surveillance interfaces, a term we use to describe personal writing tools that track students’ writing process via edits, revisions, and inserted text. Specifically, we examine: Draftback, a Google extension that predates ChatGPT-3, and Grammarly Authorship, a new beta feature for Grammarly users. Situated in scholarly conversations in digital cultural rhetorics, writing studies, surveillance studies, and user experience design, we analyze how these process surveillance interfaces reinscribe normative values for writing as product (rather than process) and facilitate feelings of suspicion, anxiety, and defensiveness for users. This analysis has implications both for instructors seeking to teach with tools like Draftback and Authorship to verify “responsible” GenAI use <em>and</em> instructors seeking to implement punitive anti-AI policies. Though Draftback and Grammarly Authorship are different kinds of process surveillance interfaces, they pose similar threats to writing process instruction when used for academic integrity purposes by either students or instructors. Namely, we find three issues associated with three process surveillance interfaces; namely, these tools promote 1) product over process; 2) normative constructions of embodiment and time; and 3) adversarial student-instructor dynamics.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"76 ","pages":"Article 102926"},"PeriodicalIF":0.0,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143570575","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

All the attention, all the time: How first-year students experience writing in a horizontal digital ecosystem

Computers and Composition Pub Date : 2025-03-01 DOI: 10.1016/j.compcom.2025.102922

Greg Hlavaty, Heather Lindenman, Travis Maynard

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Editorial for special issue: Digital multimodal composing in the era of artificial intelligence 特刊社论：人工智能时代的数字多模态创作

Computers and Composition Pub Date : 2025-03-01 DOI: 10.1016/j.compcom.2024.102911

Fei Victor Lim , Øystein Gilje , Emilia Djonov

引用次数: 0

Letter from the editor 编辑来信

Computers and Composition Pub Date : 2025-03-01 DOI: 10.1016/j.compcom.2025.102919

Jason Tham

引用次数: 0

Celebrating Dr. Kristine Blair's Legacy at Computers and Composition 计算机与写作》杂志庆祝克里斯汀-布莱尔博士的遗产

Computers and Composition Pub Date : 2025-03-01 DOI: 10.1016/j.compcom.2024.102912

Jason Tham

引用次数: 0

High-context instruction: A case study of community college student responses for academic success in online composition courses

Computers and Composition Pub Date : 2025-02-10 DOI: 10.1016/j.compcom.2025.102920

Roberto Rojas-Alfaro, Jeshua Enriquez

{"title":"High-context instruction: A case study of community college student responses for academic success in online composition courses","authors":"Roberto Rojas-Alfaro, Jeshua Enriquez","doi":"10.1016/j.compcom.2025.102920","DOIUrl":"10.1016/j.compcom.2025.102920","url":null,"abstract":"<div><div>While online community college students’ engagement with coursework, class retention, and motivation to participate are critical for academic success, these needs often go unmet for diverse and underrepresented populations, especially in the absence of culturally responsive and inclusive teaching practices. This study contributes to the limited research on culturally responsive pedagogy in online community college settings by exploring the implementation and impact of high-context communication practices in that setting, with a focus on improving engagement and academic outcomes for diverse student populations. Drawing on frameworks of culturally responsive teaching and high-context communication, the research examines the effectiveness of “check-in assignments” as a low-stakes, personalized intervention designed to foster stronger faculty-student relationships, enhance student belonging, and bridge cultural communication gaps in online learning environments. Using a mixed-methods approach, the study analyzes quantitative data on assignment engagement and qualitative themes from student responses. Findings indicate that high-context communication practices promote deeper engagement, especially among Hispanic and non-Hispanic females, while highlighting disparities in engagement among male students. Key themes—course perceptions, personal challenges, and faculty-student relationships—underscore the role of culturally informed interventions in addressing the needs of underrepresented groups and enhancing engagement and academic success. Future research could expand on these findings by exploring longitudinal outcomes and adaptive strategies for diverse learning environments.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102920"},"PeriodicalIF":0.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377625","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

Voice in AI-assisted multimodal texts: What do readers pay attention to?

Computers and Composition Pub Date : 2025-02-05 DOI: 10.1016/j.compcom.2025.102918

Xiao Tan , Wei Xu , Chaoran Wang

{"title":"Voice in AI-assisted multimodal texts: What do readers pay attention to?","authors":"Xiao Tan , Wei Xu , Chaoran Wang","doi":"10.1016/j.compcom.2025.102918","DOIUrl":"10.1016/j.compcom.2025.102918","url":null,"abstract":"<div><div>Despite the extensive research on voice in traditional text-based writing, there is a notable lack of empirical studies examining this concept within multimodal writing contexts. The shift towards multimodality in writing research, coupled with the rise of Generative Artificial Intelligence (GenAI) in content creation, calls for a deeper understanding of how voice is perceived by readers beyond traditional writing contexts. This mixed-method study addresses this gap by exploring voice construction in GenAI-assisted photo essays from a dialogic perspective. In this study, we invited writing teachers to rank five student-produced photo essays according to their perceived voice strengths and analyzed the rankings using Kendall's Coefficient Concordance. The statistical analysis shows a weak agreement (W = 0.27) among raters, suggesting that voice is perceived quite diversely. The follow-up interviews with six focal raters reveal that they could agree on the importance of having unique ideas and angles in writing, keeping writing coherent and focused, using appropriate quotations, and incorporating images to enhance storytelling. However, opinions diverge regarding using primary and secondary texts, adopting academic discourse features, and including AI-generated images. The study adds to scholarly conversation of voice in composition studies and suggests that divergence in perceiving voice could be leveraged to fuel the discussion about voice in writing pedagogy.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102918"},"PeriodicalIF":0.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143273273","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