Computers and Composition最新文献

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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

Q1 Arts and Humanities

Computers and Composition

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

Daniel Libertz, Kamal Belmihoub, Constantin Schreiber, Lisa Blankenship

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 how to learn in a given modality.

由于2019冠状病毒病大流行，几乎所有学生都有过传统现场教学之外的某种形式的经验。我们想研究一年级的写作学生如何经历不同的模式（即，现场，混合和在线），以了解更多关于如何在未来最好地支持学生和教师。本文介绍了一项混合方法研究的结果，该研究调查了一年级写作学生在学习写作时的困惑程度、对社会互动的满意度和对形式的偏好。我们发现，与混合课程和在线课程相比，现场课程在较低的困惑水平和较高的社会互动满意度方面存在显著差异（主要是小影响，一些中等和较大的影响）。我们还发现，学生对写作课的偏好有不同而复杂的原因。在这些结果的基础上，我们建议对所有形式的教学给予更多的支持，对同步和异步方法的优缺点进行更多的调查，并在写作课前和课中为学生提供更多的支持，以帮助他们最好地学习如何在给定的形式下学习。

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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

Q1 Arts and Humanities

Computers and Composition

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

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

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.

本研究探讨了在多元文化背景下，生成式人工智能工具与数字多模态作文（DMC）的整合，研究了它们对学生动机、写作过程和结果的影响。来自香港两所高中的11名不同文化背景的学生参与了这项研究。该研究开发并采用了一种新的教学框架IDEA（解释、设计、评估和表达），将生成式人工智能无缝地整合到DMC实践中。数据收集方法包括分析生成式人工智能工具的使用历史、课堂视频观察、调查和访谈。研究结果显示，学生们在五个关键领域利用了生成式人工智能的能力：内容生成、反馈和修订、多语言支持、批判性思维和视觉表现。人工智能工具的整合遵循了作文过程的不同阶段，从而增强了学生作业的词汇、语法和结构元素。本研究为生成式人工智能、教育和多模态读写交叉领域的知识体系的发展做出了贡献，特别强调了多元文化环境下人类与人工智能的协作。它还为教育工作者提供了宝贵的见解，他们希望通过深思熟虑地整合生成式人工智能工具来提高学生的DMC技能，从而潜在地提高来自不同文化背景的学习者的参与度、积极性和创造性表达。

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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

Q1 Arts and Humanities

Computers and Composition

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

Xiao Tan , Wei Xu , Chaoran Wang

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–layering and blending–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.

在多模态写作中，学生可以调动语言和非语言资源来表达他们真实或想象的身份。但与此同时，当学生只能从可用的网络资源中进行选择时，他们的声音可能会因为他们的作者意图与他们可以获得的材料之间的不兼容而受到损害。因此，本研究调查了生成式人工智能工具的使用是否可以帮助学生作者在多模态写作中构建更一致的声音。在这项研究中，我们设计了一个照片散文作业，让学生以照片散文的形式讲述一个故事，并提示人工智能图像生成工具为他们的故事创建照片。根据采访数据、书面反思、书面注释和来自7位重点参与者的多模式产品，我们确定了两种混合实践——分层和混合——通过这些实践，学生们试图在写作中建立连贯和独特的声音。该研究揭示了技术灵活性所带来的人工智能多模态写作的意图和话语性质，同时也强调了可能归因于学生缺乏及时和多模态素养以及人工智能系统固有局限性的实践和道德挑战。该研究为将人工智能工具纳入设计多模式写作任务提供了重要启示。

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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

Q1 Arts and Humanities

Computers and Composition

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

Emma Kostopolus

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.

本文讨论了在多模态作品中使用生成式人工智能的微妙挑战，同时保持对学术诚实和知识产权思想的道德坚持。通过检查假设的场景，我们可以看到，多模态使学术背景下的“合理使用”概念变得复杂，因为通过AI功能生成的图像或音频与由大型语言模型生成的文本不同。通过案例研究，本文提出了一个论点，即教育工作者如何仍然可以在他们的多模态作文作业中使用生成式人工智能，通过教学生将其作为过程补充，并始终批判性地意识到他们的引用责任。这种对生成式人工智能使用的理解与我们对知识产权法的理解相结合，因为知识产权法与课堂和更广泛的数字排版环境有关，以便更好地为学生在未来的职业生涯中创建文本做好准备。

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

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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