Computers and Composition最新文献_第7页

Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course 同行评议模式有区别吗？对本科生在写作课程中的表现和偏好的探索性研究

Computers and Composition Pub Date : 2024-04-09 DOI: 10.1016/j.compcom.2024.102854

Yi-Chin Hsieh , Alvin Ping Leong , Yu-Ju Lin , Vahid Aryadoust

{"title":"Does the peer review mode make a difference? An exploratory look at undergraduates' performances and preferences in a writing course","authors":"Yi-Chin Hsieh , Alvin Ping Leong , Yu-Ju Lin , Vahid Aryadoust","doi":"10.1016/j.compcom.2024.102854","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102854","url":null,"abstract":"<div><p>The importance of peer review practice in writing courses has been strongly supported by pedagogical research. Adopting a mixed-methods approach, this study investigated three peer review modes in an undergraduate academic writing course through the lens of students’ writing performances and perceptions. The three modes are (i) face-to-face peer review (F2F), (ii) anonymous computer-mediated peer review (CMPR), and (iii) blended peer review (a blend of F2F and anonymous CMPR). Three classes enrolled in an academic writing course participated in this study. Students’ assignments were collected to analyze their writing performances. Focus group discussions (FGDs) were administered to investigate students’ perceptions of the peer review modes, including their perceived usefulness of the feedback and the review processes. The findings show that the students’ writing performances significantly improved after the peer review session in all three peer review modes, with the anonymous CMPR and the blended mode showing stronger effectiveness as compared to the F2F mode. The participants generally preferred the blended mode, which addresses the limitations of both F2F and anonymous CMPR by leveraging the merits of both. We propose the use of the blended peer review mode to accommodate different learning needs and maximize the effectiveness of peer review practice.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"72 ","pages":"Article 102854"},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540588","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

Creating opportunities and spaces for social interactions in online contexts: Academic discourse socialization of L2 international graduate students 在网络环境中创造社交互动的机会和空间：语言为第二语言的国际研究生的学术话语社会化

Computers and Composition Pub Date : 2024-04-05 DOI: 10.1016/j.compcom.2024.102849

Pooja Bhatia Narang

{"title":"Creating opportunities and spaces for social interactions in online contexts: Academic discourse socialization of L2 international graduate students","authors":"Pooja Bhatia Narang","doi":"10.1016/j.compcom.2024.102849","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102849","url":null,"abstract":"<div><p>Addressing potential research paucity on L2 international graduate students’ academic discourse socialization in online contexts, this study investigated students in graduate programs in the United States. The study focused on how graduate students perceive the impacts of online learning on their academic discourse socialization experiences during the COVID-19 pandemic. Adopting a qualitative approach, four participants’ perceptions were investigated through semi-structured interviews. The findings reveal that while digital tools, including Zoom, created some spaces for academic discourse socialization for L2 international graduate students during the pandemic, the tools also disrupted their learning in some areas. Importantly, the lack of informal social interactions in online contexts affected graduate students’ learning and participation in their communities of practice. This study suggests that in addition to in-class Zoom interactions, informal interactions are important for L2 international graduate students’ academic discourse socialization in online contexts. Pedagogical implications on incorporating Zoom and other digital tools to facilitate academic discourse socialization in online contexts are provided.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"72 ","pages":"Article 102849"},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140350960","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

Navigating the stacks virtually: Integrating virtual reality into writing resource instruction 虚拟浏览书库：将虚拟现实融入写作资源教学

Computers and Composition Pub Date : 2024-04-04 DOI: 10.1016/j.compcom.2024.102851

Roberto Rojas-Alfaro

{"title":"Navigating the stacks virtually: Integrating virtual reality into writing resource instruction","authors":"Roberto Rojas-Alfaro","doi":"10.1016/j.compcom.2024.102851","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102851","url":null,"abstract":"<div><p>Virtual reality (VR) presents a significant opportunity to expand remote access to educational materials and writing skills development for students not able or unwilling to participate in person. However, to ensure that VR-based learning is inclusive, research designs must incorporate user experience feedback. This study examines community college students’ feedback on a virtual library tour (VRT) for an <em>Introduction to Writing</em> course. Because building library skills is a key objective of this course, decreasing barriers to student library access is critical. Findings from the study indicate (1) most participants had a positive response and experienced a heightened sense of control (over 70%), though nearly half (48.1%) felt that the virtual experience did not fully replicate the real-life experience, (2) participants valued the structured guidance of the tour but recommended more flexibility and user agency within the VR environment, and (3) noted technical problems related to motion sickness, sound levels, and visual clarity. The study presents specific suggestions for enhancements and underscores the importance of utilizing design research to improve user experiences with VR. Directions for future research are also discussed.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"72 ","pages":"Article 102851"},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140344233","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

“Inside jokes and the funny things”: Belongingness in College Students’ Rhetorical Uses of Venmo "内部笑话和有趣的事情"：大学生对Venmo的修辞使用中的归属感

Computers and Composition Pub Date : 2024-04-04 DOI: 10.1016/j.compcom.2024.102845

Michael Pennell, Gianna Riley

引用次数: 0

In Memoriam: Gail E. Hawisher 悼念盖尔-E-霍伊舍

Computers and Composition Pub Date : 2024-03-01 DOI: 10.1016/j.compcom.2024.102835

Kristine L. Blair (Editor)

引用次数: 0

Writing with generative AI and human-machine teaming: Insights and recommendations from faculty and students 使用生成式人工智能和人机协作写作：教师和学生的见解和建议

Computers and Composition Pub Date : 2024-02-06 DOI: 10.1016/j.compcom.2024.102833

Andelyn Bedington, Emma F. Halcomb, Heidi A. McKee, Thomas Sargent, Adler Smith

引用次数: 0

Generative AI in first-year writing: An early analysis of affordances, limitations, and a framework for the future 一年级写作中的生成式人工智能：对能力、局限性和未来框架的早期分析

Computers and Composition Pub Date : 2024-02-06 DOI: 10.1016/j.compcom.2024.102827

Robert E. Cummings , Stephen M. Monroe , Marc Watkins

{"title":"Generative AI in first-year writing: An early analysis of affordances, limitations, and a framework for the future","authors":"Robert E. Cummings , Stephen M. Monroe , Marc Watkins","doi":"10.1016/j.compcom.2024.102827","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102827","url":null,"abstract":"<div><p>Our First-year Writing program began intentional student engagements with generative AI in the fall of 2022. We developed assignments for brainstorming research questions, writing counterarguments, and editing assistance using the AI tools Elicit, Fermat, and Wordtune. Students felt that the tools were helpful for finding ideas to get started with writing, to find sources once they had started writing, and to get help with counterarguments and alternate word choices. But when given the choice to use the assistants or not, most declined. Generative AI at this stage is unreliable, and many students found the tradeoff in reviewing AI suggestions to be too time consuming. And many students expressed a preference for continuing to develop their own voices through writing. Our experience in engaging AI led to the creation of the DEER praxis, which emphasizes defined engagements with AI tools for specific purposes, and generous use of reflection.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"71 ","pages":"Article 102827"},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755461524000033/pdfft?md5=e19737e755d4c9a52bed9fa22aa0c9a4&pid=1-s2.0-S8755461524000033-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139700163","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

Research writing with ChatGPT: A descriptive embodied practice framework 使用 ChatGPT 进行研究写作：描述性体现实践框架

Computers and Composition Pub Date : 2024-02-03 DOI: 10.1016/j.compcom.2024.102830

Stacey Pigg

{"title":"Research writing with ChatGPT: A descriptive embodied practice framework","authors":"Stacey Pigg","doi":"10.1016/j.compcom.2024.102830","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102830","url":null,"abstract":"<div><p>Research approaches that emphasize embodied practice and value the idiosyncratic uptake of writing technologies should be central to how writing researchers process the early moment of generative AI's availability to public audiences. Based on a qualitative analysis of 35 publicly available videos depicting the use of ChatGPT and Bing, the study offers a framework of descriptive codes that identify practices early adopters enact when integrating these technologies into research writing processes. The research contributes three key categories of practice that describe research writers’ interaction with generative AI across research design, writing research genres, and proofreading and editing: <em>requesting, evaluating</em>, and <em>refining</em>. This study is significant for providing an early descriptive analysis of the uptake of ChatGPT in research writing, while also identifying how disparate uses of generative AI technologies emerge from conflicting beliefs about writing, research, and invention. In particular, the study describes how experts in writing and research portray uses of and attitudes toward these technologies that often differ from students who are learning to research and write in their respective fields.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"71 ","pages":"Article 102830"},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755461524000069/pdfft?md5=a5e337637caea208755dc6e247c71fc0&pid=1-s2.0-S8755461524000069-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675398","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

Towards a framework for local interrogation of AI ethics: A case study on text generators, academic integrity, and composing with ChatGPT 建立人工智能伦理的本地审查框架：关于文本生成器、学术诚信和使用 ChatGPT 进行创作的案例研究

Computers and Composition Pub Date : 2024-02-03 DOI: 10.1016/j.compcom.2024.102831

Matthew A. Vetter , Brent Lucia , Jialei Jiang , Mahmoud Othman

{"title":"Towards a framework for local interrogation of AI ethics: A case study on text generators, academic integrity, and composing with ChatGPT","authors":"Matthew A. Vetter , Brent Lucia , Jialei Jiang , Mahmoud Othman","doi":"10.1016/j.compcom.2024.102831","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102831","url":null,"abstract":"<div><p>Ethical frameworks for text generators (TGs) in education are generally concerned with personalized instruction, a dependency on data, biases in training data, academic integrity, and lack of creativity from students. While broad-level, institutional guidelines provide value in understanding the ethical dimensions of artificial intelligence (AI) for the classroom, there is a need for a more ecological understanding of how AI ethics might be constructed locally, one that takes into account the negotiation of AI between teacher and student. This article investigates how an educational ethical framework for AI use emerges through a qualitative case study of one composition student's interaction with and understanding of using ChatGPT as a type of writing partner. Analysis of interview data and student logs uncover what we term an emergent “local ethic” – a framework that is capable of exploring unique ethical considerations, values, and norms that develop at the most foundational unit of higher education – the individual classroom. Our framework is meant to provide a heuristic for other writing teacher-scholars as they interrogate issues related to pedagogy, student criticality, agency, reliability, and access within the context of powerful AI systems.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"71 ","pages":"Article 102831"},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755461524000070/pdfft?md5=ccba5f358a3dca6d3ecad3848e7405a0&pid=1-s2.0-S8755461524000070-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675399","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

Machine-in-the-loop writing: Optimizing the rhetorical load 机器在环写作：优化修辞负载

Computers and Composition Pub Date : 2024-02-03 DOI: 10.1016/j.compcom.2024.102826

Alan M. Knowles

引用次数: 0