Computers and Composition最新文献

In this paper, I investigate the ways human-AI collaboration could transform writing practices including feedback and revision. By closely examining an AI-generated essay, I expose potential gaps and contradictions in the essay and prompt ChatGPT to compose more nuanced writing. In inviting a dialectical negotiation with AI through iterative prompting and collaborative writing, I illuminate dissonances between content and style in the AI-generated essay. I proffer that interacting with AI language models can encourage students to engage critically with writerly choices by identifying instances in which AI-generated texts could consider alternative ideas or diverse perspectives. Ultimately, I contribute an innovative approach to collaborative storytelling with AI.

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.

Despite a surge of interest in teachers’ purposeful integration of technology into classrooms, research on L2 writing teachers’ digitallymediated writing instruction through lesson study (LS) is essentially lacking. To address this void, we investigated how L2 writing teachers perceived and practices professional development (PD) through technology-assisted writing pedagogy within the three LS phases, i.e., collaborative LS design and implementation, peer observation and feedback, and peer revision. The data sources included the participant teachers’ screencasts, peer reflective comments/responses, and semi-structured interviews. The findings demonstrated that the experience of LS-oriented, digitallymediated writing instruction facilitated the writing teachers’ firsthand exploration of digital spaces and promoted their digitallymediated teaching competence through peer reflection, team coaching, and project-based practices. Additionally, the experience enhanced their pedagogical flexibility, confidence, and autonomy for adapting writing instruction to virtual platforms, assisted them in developing technology-mediated writing lesson plan, task design, and assessment rubric, engaged them in a small community of L2 writing teachers as digital materials co-producers, and helped them use digital tools to meet learners’ context-specific writing needs. The study promises implications for CALL teachers and CALL teacher education programs.

Writing researchers, teachers, and writing program administrators face significant challenges in promoting inclusive collaboration that brings together diverse perspectives without overburdening vulnerable stakeholders. This article reports on a case study in which a virtual design sprint was used to facilitate inclusive collaboration for a human-centered design project focused on redesigning a graduate teaching assistant mentoring program. The virtual design sprint was conducted over one week by a transdisciplinary team, including writing program administrators and graduate teaching assistant mentors and mentees. By providing a highly structured approach to intensive collaboration, the virtual design sprint enabled efficient integration of diverse perspectives while minimizing demands on participants. Furthermore, it helped the design team produce promising solutions aligned with their experiences and needs. Findings suggest virtual design sprints offer an effective method for inclusive collaboration that can be adapted to promote inclusivity through a wide range of writing program, writing instruction, and writing research activities. The structured collaborative process allows teams to rapidly develop empathy, ideate, prototype, and test solutions using human-centered design methods and develop solutions that are beneficial for diverse program stakeholders.

This study provides an account of the development of computers and writing via the history of a regional conference, fondly known as the Great Plains Alliance for Computers and Writing (GPACW). We employ oral history and archival study methods to uncover the influence of grassroot organizing efforts in the greater scheme of computers and writing's maturity as a field. We then discuss the reasons rhetoric and writing scholars need to pay attention to local networks that could shape the trajectories of sub-fields in the discipline. This project offers a timeline about the field of computers and writing and documents important narratives regarding the growing field.