Computers and Composition最新文献

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“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

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

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

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

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

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

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。

引用次数: 0

Unveiling the affective digital counterpublic: A rhetorical ecological analysis of the #JusticeForNaqib movement in Pakistan 揭开情感数字反公众的面纱：巴基斯坦#纳吉布正义运动的修辞生态分析

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2024-10-05 DOI: 10.1016/j.compcom.2024.102885

The paper traces the emergence of the #JusticeForNaqib digital counterpublic that arose in response to the tragic killing of a young man from an ethnically marginalized Pakistani community. Drawing upon a corpus of tweets spanning a year, I elucidate how the stickiness of the hashtag #JusticeForNaqib is shaped by the circulation of diverse emotions, affective encounters with other sticky hashtags, and contact with past histories of oppression and resistance within the Pashtun community. Through a rhetorical analysis of tweets containing the hashtag #JusticeForNaqib, I demonstrate how the affective counterpublic not only provided a collective space for grieving the loss of another young Pashtun man but also enabled activists to challenge prejudicial discourses portraying Pashtuns as terrorists and to mobilize support for offline protests by circulating calls to action and fostering a space to commemorate the social movement's achievements. The study advocates for a deeper understanding of the affective dimensions of the digital counterpublic, particularly in the context of marginalized communities.

本文追溯了#为纳吉布伸张正义#这一数字反公共话题的兴起过程，该话题是对巴基斯坦边缘化族群的一名年轻人惨遭杀害事件的回应。我利用跨度为一年的推文语料库，阐释了#JusticeForNaqib标签的粘性是如何通过不同情绪的循环、与其他粘性标签的情感接触以及与普什图族群过去的压迫和反抗历史的接触而形成的。通过对包含 #JusticeForNaqib 标签的推文进行修辞分析，我展示了情感反公共不仅为哀悼另一位年轻的普什图人提供了集体空间，还使活动家们能够挑战将普什图人描绘成恐怖分子的偏见言论，并通过传播行动呼吁和营造纪念社会运动成就的空间来动员对线下抗议活动的支持。本研究主张更深入地了解数字反公共的情感层面，尤其是在边缘化社区的背景下。

引用次数: 0

On rhetorical distortion: Examining mutated hashtags in pro-an(orexi)a communities 关于修辞失真：研究亲安（orexi）a 社区中变异的标签

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2024-07-17 DOI: 10.1016/j.compcom.2024.102872

In writing, rhetoric, and composition studies, researchers have examined hashtags through their collectivizing, signifying, and disrupting qualities. In this piece, we propose that hashtags can also be deployed in ways that are distortive, meaning that individuals and communities can rhetorically implement hashtags that may appear illegible to outsiders while still being meaningful to those within the group. Specifically, we carry this conversation through the context of hashtags deployed by members of the pro-anorexia (pro-ana) community/ies on the microblogging site Tumblr. While researchers in health and medical fields have found it useful to turn to studying aggregable hashtag data to make recommendations for working with at-risk populations such as these, problems can arise when these communities use distorted hashtags to avoid algorithmic detection/aggregation processes. To illustrate, collecting data from hashtags such as #anorexic may not yield useful information when members of this population might use tags such as #anar3cic to communicate with one another. Thus, we suggest that researchers of digital rhetorics and in rhetorics of health and medicine pay closer attention to the affordances of distortions, rather than dismissing them as irrelevant to larger narratives of clarity. We also end with ethical considerations that arise from focusing on the rhetorical distortions of at-risk populations.

在写作、修辞和作文研究中，研究人员通过标签的集体化、符号化和破坏性特质对其进行了研究。在这篇文章中，我们提出，标签也可以以扭曲的方式来使用，也就是说，个人和社群可以通过修辞来使用标签，这些标签可能在外人看来难以辨认，但对于群体内部的人来说仍然是有意义的。具体来说，我们将通过支持厌食症（pro-ana）的社区/团体成员在微博网站 Tumblr 上使用的标签来展开讨论。虽然健康和医疗领域的研究人员发现，研究可聚合的标签数据有助于为这类高危人群的工作提出建议，但当这些群体使用扭曲的标签来规避算法检测/聚合过程时，就会出现问题。举例来说，从 #anorexic 等标签中收集数据可能无法获得有用的信息，因为这些人群的成员可能会使用 #anar3cic 等标签进行相互交流。因此，我们建议数字修辞学以及健康和医学修辞学的研究人员更密切地关注扭曲的承受能力，而不是将其视为与更大的清晰叙事无关而不予考虑。最后，我们还提出了关注高危人群修辞失真的伦理考虑。

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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 : 2024-07-14 DOI: 10.1016/j.compcom.2024.102873

引用次数: 0

Erratum regarding missing Declaration of Competing Interest statement in previously published article 关于之前发表的文章中缺少 "竞争利益声明 "的勘误

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2024-06-28 DOI: 10.1016/j.compcom.2024.102864

引用次数: 0

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