Computers and Composition最新文献

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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 ,&nbsp;Keyi Zhou ,&nbsp;Lanqing Li ,&nbsp;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 ,&nbsp;Wei Xu ,&nbsp;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
{"title":"Student use of generative AI as a composing process supplement: Concerns for intellectual property and academic honesty","authors":"Emma Kostopolus","doi":"10.1016/j.compcom.2024.102894","DOIUrl":"10.1016/j.compcom.2024.102894","url":null,"abstract":"<div><div>This article discusses the nuanced challenges of using Generative Artificial Intelligence in multimodal compositions while maintaining an ethical adherence to ideas of academic honesty and intellectual property. Through examining hypothetical scenarios, we can see that multimodality complicates the concept of “fair use” in academic contexts, since image or audio generation via AI functions differently than text generated by a Large Language Model. In thinking through the case studies, the article presents an argument for how educators can still use Generative AI in their multimodal composition assignments, through teaching students to us it as a process supplement and to always be critically aware of their citational responsibilities. This understanding of Generative AI use is placed in conversation with our understanding of intellectual property law as relates to both the classroom and broader digital composing environments, to better prepare students to create texts in their future careers.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102894"},"PeriodicalIF":0.0,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745408","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
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
{"title":"A rhetorical consideration of the {XE “embedded”} index","authors":"J.A.T. Smith","doi":"10.1016/j.compcom.2024.102887","DOIUrl":"10.1016/j.compcom.2024.102887","url":null,"abstract":"<div><div>This article, in the area of digital rhetoric, argues that the apparatus of the index is an authored text that bears all of the qualities of creative work. Its primary and distinguishing quality, moreover, is a hylomorphic one that bridges the temporal and material divide by taking the accidence in a text and naming it in substance. This dual nature is especially apparent in indexes that are produced by software, such as MS Word, that require the tagging of a main text to create what is called an “embedded index”; indexes of this sort exist both inside a main text and outside of it, in the tags and in the index list. Because the index both transforms (accidence to idea) and translates (from the main text to index list), the index has rhetorical force, interpreting a text for its readers. It does so as much by its content as by its formal qualities: syntactic, alphabetic, and columnar. Its persuasiveness in tandem with its intervention in the reading process, moreover, has social and political implications since the index can serve as both a means of rebellion and control for those who use and make them.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102887"},"PeriodicalIF":0.0,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142655290","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
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 ,&nbsp;Hyejeong Ahn ,&nbsp;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
{"title":"Letter from the Editor","authors":"Kristine L. Blair","doi":"10.1016/j.compcom.2024.102890","DOIUrl":"10.1016/j.compcom.2024.102890","url":null,"abstract":"","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102890"},"PeriodicalIF":0.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705637","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
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
{"title":"Generosity in computers and writing: Doing what Gail, Halcyon, Johndan, and Bill Taught Us","authors":"Gavin P. Johnson ,&nbsp;Charles Woods ,&nbsp;Laura L. Allen ,&nbsp;Amber Buck ,&nbsp;Ashanka Kumari ,&nbsp;James P. Purdy ,&nbsp;Jennifer Sano-Franchini ,&nbsp;Jason Tham","doi":"10.1016/j.compcom.2024.102889","DOIUrl":"10.1016/j.compcom.2024.102889","url":null,"abstract":"<div><div>This article offers stories of generosity in computers and writing studies. Inspired by the 2024 Computers and Writing Conference Opening Town Hall, this article considers the foundational role generosity plays in the practices of the field. Specifically, we share our stories of Gail E. Hawisher, Halcyon Lawrence, Johndan Johnson-Eilola, and Bill Hart-Davidson to memorialize how they have contributed to our thinking about generosity in the work that we do and highlight some lessons for generosity that we hope we, as a field, might bear in mind moving forward. Together, we understand a call for generosity as a call for collaboration, inclusivity, curiosity, and giving. We conclude by offering these four tenets explicated from the scholarship, memories, and stories of the lives of Gail, Halcyon, Johndan, and Bill as a way to understand, negotiate, and practice generosity.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102889"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535191","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
“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,&nbsp;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,&nbsp;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
{"title":"Ecologies, bodies, and OWI teacher preparation: reflecting on a practicum for graduate instructors teaching writing online","authors":"Josephine Lawson,&nbsp;Michael J. Faris","doi":"10.1016/j.compcom.2024.102881","DOIUrl":"10.1016/j.compcom.2024.102881","url":null,"abstract":"<div><div>Despite increased calls for preparation for online writing instruction (OWI), practica for graduate instructors often assume face-to-face modalities for FYW and practicum courses. This article shares a student’s and teacher's experiences in a 2022 practicum for graduate students teaching writing online for the first time. We argue that an ecological framework for OWI and OWI preparation helps writing programs and teachers attend to how OWI is distributed, emergent, enacted, and embodied. We conclude with suggestions for OWI teacher preparation that emphasizes drawing on teacher preparation scholarship in rhetoric and composition more broadly, attending to novice OWI teachers’ conceptions of literacy, and disabling OWI programs and preparation.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102881"},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421381","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
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