Computers and Composition最新文献_第3页

Equitable writing classrooms and programs in the shadow of AI

Computers and Composition Pub Date : 2024-12-03 DOI: 10.1016/j.compcom.2024.102908

Megan McIntyre

{"title":"Equitable writing classrooms and programs in the shadow of AI","authors":"Megan McIntyre","doi":"10.1016/j.compcom.2024.102908","DOIUrl":"10.1016/j.compcom.2024.102908","url":null,"abstract":"<div><div>Each year, in TA orientation, in the practicum course, and in professional development sessions, I ask TAs and instructors to consider what is, for me, the key question at the heart of our work as writing teachers: what do we owe our students? And a related and equally important question: what do we owe ourselves? In 2024, just over two years into the public existence of OpenAI's ChatGPT, the contexts for these questions are perhaps more complicated than ever, but I think the answers are mostly the same: we owe our students equitable classrooms, space to try and to fail, compassion and care, and authentic engagement. We owe them the rights our discipline affirmed almost fifty years ago when CCCC adopted Students’ Right to Their Own Language as the official position of the largest organization of writing teachers in the world. This article reviews an approach to the current Generative AI moment that is rooted in these commitments and reflects an approach I call “informed refusal,” which allows us to acknowledge the existence of generative AI without requiring students to use generative AI products. We can continue to teach critical literacies and attend to the things that make first-year writing classrooms unique, especially our attention to individualized feedback on students’ writing and our attention to helping students build self-efficacy via sustainable writing processes and reflective habits of mind. At the same time, I argue against the adoption of detectors and other writing surveillance technologies because of the ways that such tools reinforce overly simplistic notions of plagiarism (Moore-Howard) and can harm our relationships with students.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102908"},"PeriodicalIF":0.0,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159075","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

Preparing for a new paradigm: A mixed-methods study of student experience in on-site, hybrid, and online writing courses 为新范式做准备：现场、混合和在线写作课程中学生体验的混合方法研究

Computers and Composition Pub Date : 2024-11-29 DOI: 10.1016/j.compcom.2024.102904

Daniel Libertz, Kamal Belmihoub, Constantin Schreiber, Lisa Blankenship

{"title":"Preparing for a new paradigm: A mixed-methods study of student experience in on-site, hybrid, and online writing courses","authors":"Daniel Libertz, Kamal Belmihoub, Constantin Schreiber, Lisa Blankenship","doi":"10.1016/j.compcom.2024.102904","DOIUrl":"10.1016/j.compcom.2024.102904","url":null,"abstract":"<div><div>As a result of the COVID-19 pandemic, nearly all students have had some kind of experience with modalities beyond traditional, on-site teaching. We wanted to study how first-year writing students experienced different modalities (i.e., on-site, hybrid, and online) to learn more about how best to support students and faculty in the future. This paper presents results of a mixed-methods study investigating differences in first-year writing student levels of confusion, satisfaction with social interaction, and preferences for modality in learning about writing. We found significant differences (with mostly small effects and some medium and large effects) in lower levels of confusion and higher satisfaction with social interaction in on-site classes relative to hybrid and online classes. We also found that students preferred a modality for a writing class for different and sophisticated reasons. On the basis of these results, we recommend more support for teaching in all modalities, more investigation of strengths/weaknesses of synchronous and asynchronous approaches, and more support offered to students before and during their writing classes for how best to learn <em>how to learn</em> in a given modality.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102904"},"PeriodicalIF":0.0,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745260","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

Integrating generative AI into digital multimodal composition: A study of multicultural second-language classrooms 将生成式人工智能整合到数字多模态作文中：多元文化第二语言课堂研究

Computers and Composition Pub Date : 2024-11-27 DOI: 10.1016/j.compcom.2024.102895

Chin-Hsi Lin , Keyi Zhou , Lanqing Li , Lanfang Sun

{"title":"Integrating generative AI into digital multimodal composition: A study of multicultural second-language classrooms","authors":"Chin-Hsi Lin , Keyi Zhou , Lanqing Li , Lanfang Sun","doi":"10.1016/j.compcom.2024.102895","DOIUrl":"10.1016/j.compcom.2024.102895","url":null,"abstract":"<div><div>This study examines the integration of generative AI tools into digital multimodal composition (DMC) within a multicultural context, examining their impact on students’ motivation, writing processes, and outcomes. Eleven culturally diverse students from two high schools in Hong Kong participated in the study. The study developed and employed a novel pedagogical framework, IDEA (Interpret, Design, Evaluate, and Articulate), to seamlessly incorporate generative AI into DMC practices. Data-collection methods included analysis of generative AI tool-usage history, classroom video observations, surveys, and interviews. The findings reveal that students leveraged generative AI’s capabilities across five key areas: content generation, feedback and revision, multilingual support, critical thinking, and visual representation. The integration of AI tools followed distinct stages in the composition process, resulting in enhancements to the vocabulary, grammar, and structural elements of students’ work. This research contributes to the growing body of knowledge on the intersection of generative AI, education, and multimodal literacy, with a particular emphasis on human-AI collaboration in multicultural settings. It also offers valuable insights for educators seeking to enhance students’ DMC skills through the thoughtful integration of generative AI tools, potentially increasing engagement, motivation, and creative expression among learners from diverse cultural backgrounds.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102895"},"PeriodicalIF":0.0,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745259","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

Purposeful remixing with generative AI: Constructing designer voice in multimodal composing 有目的的混音与生成人工智能：在多模态作曲中构建设计师的声音

Computers and Composition Pub Date : 2024-11-26 DOI: 10.1016/j.compcom.2024.102893

Xiao Tan , Wei Xu , Chaoran Wang

{"title":"Purposeful remixing with generative AI: Constructing designer voice in multimodal composing","authors":"Xiao Tan , Wei Xu , Chaoran Wang","doi":"10.1016/j.compcom.2024.102893","DOIUrl":"10.1016/j.compcom.2024.102893","url":null,"abstract":"<div><div>In multimodal writing, students can mobilize both linguistic and non-linguistic resources to express their real or imagined identities. But at the same time, when students are limited to choosing from available online resources, their voices might be compromised due to the incompatibility between their authorial intentions and the materials available to them. This study, therefore, investigates whether the use of generative AI tools could help student authors construct a more consistent voice in multimodal writing. In this study, we have designed a photo essay assignment where students recount a story in the form of photo essays and prompt AI image-generating tools to create photos for their storytelling. Drawing on interview data, written reflections, written annotations, and multimodal products from seven focal participants, we have identified two remixing practices–<em>layering</em> and <em>blending</em>–through which students attempted to establish a coherent and unique voice in writing. The study sheds light on the intentional and discursive nature of multimodal writing with AI as afforded by the technological flexibility, while also highlighting the practical and ethical challenges that could be attributed to students’ insufficient prompt and multimodal literacy and the innate limitations of AI systems. This study provides important implications for incorporating AI tools in designing multimodal writing tasks.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102893"},"PeriodicalIF":0.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745258","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

Student use of generative AI as a composing process supplement: Concerns for intellectual property and academic honesty 学生使用生成式人工智能作为写作过程的补充：对知识产权和学术诚信的关注

Computers and Composition Pub Date : 2024-11-24 DOI: 10.1016/j.compcom.2024.102894

Emma Kostopolus

引用次数: 0

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

{"title":"Transformative transmediation: Eliciting student self-evaluation of academic writing through the video essay assignment","authors":"Angela Frattarola , Hyejeong Ahn , Ian Dixon","doi":"10.1016/j.compcom.2024.102891","DOIUrl":"10.1016/j.compcom.2024.102891","url":null,"abstract":"<div><div>Although multimodal assignments have increasingly been incorporated into academic writing curricula, research into their impact on student writing remains limited. This study, conducted at a Singaporean university, required students to transform a written essay draft into a video essay and then revise their draft into a written essay assignment. By comparing students’ initial drafts and their final submissions, and analysing interviews and reflective journals, we identified significant benefits stemming from the transmediation between written and multimodal text. Specifically, we found that 1) transmediation enabled students to self-evaluate their writing as they repeatedly listened to their voiceovers, found concrete visuals to illustrate their ideas, and edited their work to fit the concise video format; 2) students broke with habitual, less useful revision practices as they were freed from the conventional and grammatical concerns of written academic text and narrated their arguments colloquially in their voiceovers; 3) students exhibited an improved awareness of audience and medium; and 4) students were more enthusiastic with the course due to the novelty of the multimodal assignment. These findings suggest that including a video essay assignment during the drafting process can serve as an effective tool in advancing students’ abilities to evaluate their own academic writing.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102891"},"PeriodicalIF":0.0,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142655289","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

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

引用次数: 0

“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