Computers and Composition最新文献

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

Q1 Arts and Humanities

Computers and Composition

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

J.A.T. Smith

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.

本文从数字修辞学的角度出发，认为索引工具是一种自创文本，具有创造性作品的所有特质。此外，它的主要特质和显著特征是一种hylomorphic特质，它通过在文本中获取证据并在实质上对其进行命名，从而弥合了时间和物质的鸿沟。这种双重性质在 MS Word 等软件制作的索引中尤为明显，这些软件要求对正文进行标记，以创建所谓的 "嵌入式索引"；这种索引既存在于正文内部，也存在于正文外部，既存在于标记中，也存在于索引列表中。由于索引既能转换（从引证到概念）又能翻译（从正文到索引列表），因此索引具有修辞力，能为读者解释文本。它的作用既体现在内容上，也体现在形式上：句法、字母和列式。此外，索引的说服力和对阅读过程的干预还具有社会和政治意义，因为对于使用和制作索引的人来说，索引既是一种反叛手段，也是一种控制手段。

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

Q1 Arts and Humanities

Computers and Composition

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

Angela Frattarola , Hyejeong Ahn , Ian Dixon

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.

尽管多模态作业越来越多地被纳入学术写作课程，但有关其对学生写作影响的研究仍然有限。本研究在新加坡一所大学进行，要求学生将书面论文草稿转化为视频论文，然后将草稿修改为书面论文作业。通过比较学生的初稿和最终提交的作品，以及分析访谈和反思日志，我们发现了书面文本和多模态文本之间的转换所带来的显著益处。具体来说，我们发现：1）在反复聆听配音、寻找具体的视觉效果来说明自己的想法、编辑自己的作品以适应简洁的视频格式的过程中，转换使学生能够对自己的写作进行自我评价；2）学生打破了习惯性的、不太有用的修改做法，因为他们从书面学术文本的传统和语法问题中解脱出来，在配音中口语化地叙述他们的论点；3）学生对受众和媒介的认识有所提高；4）由于多模态作业的新颖性，学生对课程更加热衷。这些研究结果表明，在起草过程中加入视频论文作业可以有效提高学生评价自己学术写作的能力。

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引用次数: 0

Letter from the Editor 编辑来信

Q1 Arts and Humanities

Computers and Composition

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

Kristine L. Blair

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

Q1 Arts and Humanities

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

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.

本文讲述了计算机与写作研究中的慷慨故事。受 2024 年计算机与写作大会开幕市政厅的启发，本文探讨了慷慨在该领域的实践中所发挥的基础性作用。具体而言，我们分享了盖尔-E-霍伊舍（Gail E. Hawisher）、哈尔西恩-劳伦斯（Halcyon Lawrence）、约翰丹-约翰逊-埃罗拉（Johndan Johnson-Eilola）和比尔-哈特-戴维森（Bill Hart-Davidson）的故事，以纪念他们如何在我们的工作中促进了我们对慷慨的思考，并强调了一些慷慨的教训，希望我们作为一个领域，在前进的道路上铭记这些教训。我们共同认为，对慷慨的呼唤就是对合作、包容、好奇心和奉献的呼唤。最后，我们将从盖尔、哈尔西恩、约翰丹和比尔的学术研究、回忆和生活故事中阐释这四个信条，作为理解、协商和实践慷慨的一种方式。

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

Q1 Arts and Humanities

Computers and Composition

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

Anuj Gupta, Ann Shivers-McNair

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.

在本文中，我们将展示研究社交媒体上 ChatGPT 提示语写作的修辞学如何促进批判性人工智能素养。提示语写作是为生成式人工智能工具（如 ChatGPT）编写指令以获得预期输出的过程，在社交媒体上有关这一过程的对话激增。为了研究这种修辞活动，我们建立在计算机和写作领域数字写作研究的四个重叠传统之上，这四个传统为我们提供了信息：我们如何构建文学、我们如何研究社交媒体修辞、我们如何以迭代和反思的方式参与方法论和技术，以及我们如何将计算方法与定性方法相结合。借鉴这四种传统，我们的论文展示了我们的迭代研究过程，通过这一过程，我们收集并分析了 X（推特前身）在 2022 年 11 月至 2023 年 5 月间发布的 32,000 条有关提示性写作的帖子（以前称为推文）数据集。我们就这些新兴的人工智能扫盲实践提出了五个主题：（1）受提示语写作影响的交流领域，（2）提示语写作的微扫盲资源共享，（3）影响提示语写作的市场修辞，（4）提示语的修辞特点，以及（5）提示语写作的定义。在讨论这些主题和我们的研究方法时，我们强调了数字写作教师和研究人员在教学和分析关键人工智能素养方面的启示。

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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

Q1 Arts and Humanities

Computers and Composition

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

Kerry Pusey, Yuko Goto Butler

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.

作为语言测试生态学研究的一部分，本研究探讨了写作流畅性和写作过程如何受到（不）允许访问外部写作资源的影响。研究分析了三名国际研究生在完成两项论证性写作评估任务时的写作实践。在一项任务中，参与者可以访问外部写作资源（如互联网），并有额外的时间来完成任务；而在另一项任务中，不允许访问写作资源，并对时间进行了更严格的限制。研究人员通过数字屏幕捕捉记录参与者的写作实践来收集数据，并对数据进行定性和定量分析。结果表明，当参与者可以使用外部资源时，他们花费的时间更多，写作速度更慢；然而，更多的时间并不一定导致更大的写作量。此外，在能够获得外部资源的情况下，学员在写作过程中穿梭的频率更高，执行的微观写作操作也更多。然而，在写作流畅性和写作过程方面存在着很大的个体差异，这凸显了个体差异在 L2 写作中的中介作用。本文讨论了在不同的评估情境中如何定义学术写作能力的意义。

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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

Q1 Arts and Humanities

Computers and Composition

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

Josephine Lawson, Michael J. Faris

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.

尽管为在线写作教学（OWI）做准备的呼声越来越高，但研究生指导教师的实践课程通常都是以面对面的方式开设的。本文分享了一名学生和一名教师在 2022 年首次在线写作教学研究生实习中的经验。我们认为，开放式写作和开放式写作准备的生态框架有助于写作课程和教师关注开放式写作是如何分布、出现、实施和体现的。最后，我们对开放式写作教师的准备工作提出了建议，强调更广泛地借鉴修辞与写作方面的教师准备学术成果，关注新手开放式写作教师的读写能力概念，以及开放式写作课程和准备工作的失效。

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

Q1 Arts and Humanities

Computers and Composition

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

Jialei Jiang

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.

本研究探讨了生成式人工智能（GenAI）设计技术（包括 Adobe Firefly 和 DALL-E）与多模态作文教学的整合。通过焦点小组讨论和案例研究，本文展示了 GenAI 在重塑作文过程各个阶段（包括发明、设计和修改）方面的潜力。研究结果表明，GenAI 技术有潜力加强学生的多模式作文实践，并为设计过程中遇到的棘手问题提供替代解决方案。具体而言，GenAI通过提供设计灵感促进发明，并通过扩展、删除和编辑学生制作的设计内容丰富设计。本研究中的学生还分享了他们在修改过程中的批判性立场，他们在使用 GenAI 后对自己的设计进行了修改和迭代。通过展示GenAI技术带来的机遇和挑战，本文为正在进行的有关多模态作文和教学法的学术对话做出了贡献。此外，本文还为 GenAI 辅助多模态作文项目的未来研究和教学提供了启示，旨在鼓励深思熟虑地整合 GenAI 技术，培养大学作文专业学生的批判性人工智能素养。

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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

Q1 Arts and Humanities

Computers and Composition

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

Alexandra Krasova , Oksana Moroz

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.

数字讲故事是一种富有成效的方法，可让多语种学生参与创造性、表现性和实践性任务，以提高他们的英语语言发展和有意义的思维。根据以往的研究，数字讲故事可以帮助学生保持积极性，扩展他们的交流技能，并创造出具有多种多模态特征的叙事（Robin，2008 年；Reinders，2011 年；Tecnam，2012 年）。本研究在以往研究的基础上，通过探索学生数字故事中的声音来展示他们的身份。这项混合方法研究探讨了同一作者的声音能否在不同的评分者之间被区分开来。因此，研究人员招募了 25 名参与者，要求他们观看十对数字故事，对故事的语言和多模态方面进行评价，并判断是否属于同一作者。研究结果表明，评分者能够区分由同一多语种 ESL 作者创作的数字故事和由不同作者创作的数字故事，从而证明多语种 ESL 学习者在其数字故事中使用了语音。研究还显示，评分者在做出决定时依赖于某些多模态和语言特点，因此，在多语种课堂中发展这些多模态元素的重要性不言而喻。最后，本研究提供了许多可在多语种课堂上实施的活动，以发展 ESL 学生的声音并塑造他们的身份。

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引用次数: 0

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

Q1 Arts and Humanities

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

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.

从课程学习过渡到论文写作对研究生来说是一个独特的挑战。为了在这一阶段为学生提供支持，我们创建了 "论文指导"（Dissertation ECoach）这一数字化工具，为学生提供自动化和个性化的支持与指导，以应对个人挑战并促进其养成有效的写作习惯。通过参与论文指导，学生每周都会收到调查问卷和量身定制的信息，以鼓励他们的写作过程。本文讨论了论文指导工具的开发历史、功能和方法，以及密歇根大学在2020-2023年期间实施该工具的结果。数据显示，很高比例的学生认为 "论文指导 "体验很有帮助，甚至有一部分学生决定重复参加该体验。文章最后强调了论文指导中心被其他大学采用的可能性，即为不同学科的研究生提供自动化的定制支持。文章还介绍了 2023/2024 年实施的更新。

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