Computers and Composition最新文献_第3页

Supporting online learning for diverse elementary students: A community of inquiry approach to collaborative multimodal composing—processes, products, and perspectives 支持不同小学生的在线学习：协作式多模态写作过程、产品和观点的探究方法社区

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-09-12 DOI: 10.1016/j.compcom.2025.102959

Amanda Yoshiko Shimizu , Jill Santos

When the pandemic forced schools online, teachers quickly adapted to meet their students' needs. Despite these efforts, U.S. educational disruptions deepened achievement disparities for students of color and low-income backgrounds. Although many schools have returned to in-person learning, online learning is expanding rapidly, highlighting the need to design it inclusively, especially for elementary-aged students—a group less understood in this context. Guided by a Community of Inquiry (CoI) framework, we first outline how a teacher-researcher partnership purposefully planned and implemented an online writing workshop to support culturally, linguistically and socio-economically diverse third-grade students to develop as a community of engaged learners. Then, we focus on the kinds of learning and interactions that occurred between students during a computer-mediated collaborative multimodal composing (MMC) project as well as their perspectives on their collaborations, learning, and final multimodal products. Findings indicate that MMC with digital tools, when implemented with instruction through a CoI framework that centers teacher, social, cognitive, and learner presence, enables students from all backgrounds to foster essential literacy and 21st-century skills. These findings establish a foundational understanding for teachers and researchers working with young, diverse learners in computer-mediated and online contexts.

当疫情迫使学校上线时，教师们迅速做出调整，以满足学生的需求。尽管做出了这些努力，但美国教育的混乱加深了有色人种和低收入背景学生的成就差距。尽管许多学校已经恢复了面对面学习，但在线学习正在迅速扩大，这凸显了包容性设计的必要性，尤其是针对小学年龄的学生——这一群体在这种情况下鲜为人知。在探究社区（CoI）框架的指导下，我们首先概述了教师-研究员伙伴关系如何有目的地计划和实施在线写作研讨会，以支持文化、语言和社会经济不同的三年级学生发展成为一个积极参与的学习者社区。然后，我们将重点关注在计算机介导的协作多模态作曲（MMC）项目中学生之间发生的各种学习和互动，以及他们对合作、学习和最终多模态产品的看法。研究结果表明，采用数字工具的MMC，通过以教师、社会、认知和学习者在场为中心的CoI框架进行教学，可以使来自不同背景的学生培养基本的读写能力和21世纪技能。这些发现为教师和研究人员在计算机媒介和在线环境中与年轻、多样化的学习者合作建立了基本的理解。

{"title":"Supporting online learning for diverse elementary students: A community of inquiry approach to collaborative multimodal composing—processes, products, and perspectives","authors":"Amanda Yoshiko Shimizu , Jill Santos","doi":"10.1016/j.compcom.2025.102959","DOIUrl":"10.1016/j.compcom.2025.102959","url":null,"abstract":"<div><div>When the pandemic forced schools online, teachers quickly adapted to meet their students' needs. Despite these efforts, U.S. educational disruptions deepened achievement disparities for students of color and low-income backgrounds. Although many schools have returned to in-person learning, online learning is expanding rapidly, highlighting the need to design it inclusively, especially for elementary-aged students—a group less understood in this context. Guided by a Community of Inquiry (CoI) framework, we first outline how a teacher-researcher partnership purposefully planned and implemented an online writing workshop to support culturally, linguistically and socio-economically diverse third-grade students to develop as a community of engaged learners. Then, we focus on the kinds of learning and interactions that occurred between students during a computer-mediated collaborative multimodal composing (MMC) project as well as their perspectives on their collaborations, learning, and final multimodal products. Findings indicate that MMC with digital tools, when implemented with instruction through a CoI framework that centers teacher, social, cognitive, and learner presence, enables students from all backgrounds to foster essential literacy and 21st-century skills. These findings establish a foundational understanding for teachers and researchers working with young, diverse learners in computer-mediated and online contexts.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"78 ","pages":"Article 102959"},"PeriodicalIF":0.0,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145047857","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

A Room to Play: The Infrastructure of Game Pedagogy 游戏空间：游戏教育学的基础

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-09-12 DOI: 10.1016/j.compcom.2025.102958

Courtney Rivard , DA Hall , Stephanie Kinzinger , Doug Stark

This article argues that the work of teaching writing with video games starts before the syllabus, the assignment, and the lesson plan: First, there must be an infrastructure for game pedagogy. Drawing on our experiences at the University of North Carolina, Chapel Hill, we explain that various material considerations – from consoles to classroom furniture, and from grant-funding to graduate students – were necessary to build our game-based classroom, the Greenlaw Gameroom, and the Critical Game Studies Program it facilitates. Our primary aim has been to foster what we call collaborative close play, which is a method of game analysis that resolves the oft-cited tension between playful immersion and critical distance by turning close play into a group activity whereby students cycle between the roles of player, advisor, researcher, and notetaker. A three-day module that pairs Super Mario Bros. with the Iñupiaq platformer Never Alone demonstrates how such structured play, scaffolded by flexible furniture, digital data management, and trained instructors, enables students to analyze procedural rhetorics, cultural logics, and design ethics at scale. Virginia Woolf observed that certain material circumstances, like a room of one’s own, are necessary to write; by the same token, this article deals with some of the material obstacles a writing program must face in the process of securing “money and a room” for teaching games.

本文认为，电子游戏写作教学工作始于教学大纲、作业和课程计划之前：首先，必须有一个游戏教学法的基础设施。根据我们在北卡罗来纳大学教堂山分校的经验，我们解释了各种物质方面的考虑——从游戏机到教室家具，从拨款到研究生——对于建立我们的基于游戏的教室，Greenlaw游戏室，以及它所促进的关键游戏研究项目是必要的。我们的主要目标是培养我们所谓的合作亲密游戏，这是一种游戏分析方法，通过将亲密游戏转变为一种团队活动，让学生在玩家、顾问、研究员和记录者的角色之间循环，解决了游戏沉浸感和临界距离之间经常出现的紧张关系。为期三天的模块将《超级马里奥兄弟》与Iñupiaq平台游戏《Never Alone》结合在一起，展示了这种结构化的游戏如何由灵活的家具、数字数据管理和训练有素的教师组成，使学生能够大规模地分析程序修辞、文化逻辑和设计伦理。弗吉尼亚·伍尔夫（Virginia Woolf）观察到，某些物质环境，比如一间自己的房间，是写作所必需的；出于同样的原因，本文将讨论编写程序在确保教学游戏的“资金和空间”的过程中必须面对的一些物质障碍。

{"title":"A Room to Play: The Infrastructure of Game Pedagogy","authors":"Courtney Rivard , DA Hall , Stephanie Kinzinger , Doug Stark","doi":"10.1016/j.compcom.2025.102958","DOIUrl":"10.1016/j.compcom.2025.102958","url":null,"abstract":"<div><div>This article argues that the work of teaching writing with video games starts before the syllabus, the assignment, and the lesson plan: First, there must be an <em>infrastructure for game pedagogy</em>. Drawing on our experiences at the University of North Carolina, Chapel Hill, we explain that various material considerations – from consoles to classroom furniture, and from grant-funding to graduate students – were necessary to build our game-based classroom, the Greenlaw Gameroom, and the Critical Game Studies Program it facilitates. Our primary aim has been to foster what we call <em>collaborative close play</em>, which is a method of game analysis that resolves the oft-cited tension between playful immersion and critical distance by turning close play into a group activity whereby students cycle between the roles of player, advisor, researcher, and notetaker. A three-day module that pairs <em>Super Mario Bros.</em> with the Iñupiaq platformer <em>Never Alone</em> demonstrates how such structured play, scaffolded by flexible furniture, digital data management, and trained instructors, enables students to analyze procedural rhetorics, cultural logics, and design ethics at scale. Virginia Woolf observed that certain material circumstances, like a room of one’s own, are necessary to write; by the same token, this article deals with some of the material obstacles a writing program must face in the process of securing “money and a room” for teaching games.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"78 ","pages":"Article 102958"},"PeriodicalIF":0.0,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145047858","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

Editorial: Technology's Double Edge 社论：科技的双重优势

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-08-05 DOI: 10.1016/j.compcom.2025.102950

Jason Tham

引用次数: 0

Academic research AND (Google OR Reddit): A librarian-faculty collaboration to improve student source engagement 学术研究和（b谷歌或Reddit）：图书馆员和教师合作，提高学生资源的参与度

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-07-28 DOI: 10.1016/j.compcom.2025.102949

Stephanie Redekop, Olivia Hobbs

Effective source use is a critical skill for first-year writing students because it prepares them for academic, professional, and civic engagement; however, existing research demonstrates that selecting appropriate sources and engaging them insightfully remains a significant challenge. While students struggle with the combined pressures to read, evaluate, and synthesize scholarly sources, we argue that online media including news articles, opinion pieces, and social media posts are a potent but underutilized resource for building students’ competence and confidence with source use. In this article, we present the methods that we have collaboratively developed as an instruction librarian and a first-year writing instructor to propose a new approach to teaching undergraduate research using online media. We detail strategies for teaching advanced search skills using Google and social media platforms like Reddit and X (formerly Twitter), as well as a “reception study” writing assignment that requires students to develop source evaluation and synthesis skills for engaging these online sources. The success of our module highlights that enabling students to build their research skills in the context of these more familiar source formats can lead them to an enriched understanding of the research process—including formulating an authentic research inquiry and engaging meaningfully with real audiences—while also building their skills in accessing, evaluating, and synthesizing diverse sources. Furthermore, by developing research skills in the context of social media platforms and online popular media sources, students gain a practical sense of the relevance of academic research skills to their daily research habits.

对一年级写作学生来说，有效地利用资源是一项关键技能，因为它为他们从事学术、专业和公民活动做好了准备；然而，现有的研究表明，选择合适的资源并深入了解它们仍然是一个重大挑战。当学生们在阅读、评估和综合学术资源的综合压力下挣扎时，我们认为，包括新闻文章、评论文章和社交媒体帖子在内的在线媒体是一种有效但未被充分利用的资源，可以帮助学生建立对资源使用的能力和信心。在这篇文章中，我们展示了我们作为教学馆员和一年级写作讲师共同开发的方法，提出了一种使用在线媒体教授本科生研究的新方法。我们详细介绍了使用b谷歌和社交媒体平台（如Reddit和X）教授高级搜索技能的策略，以及“接收研究”写作作业，该作业要求学生开发资源评估和综合技能，以参与这些在线资源。我们的模块的成功突出表明，使学生能够在这些更熟悉的来源格式的背景下建立他们的研究技能，可以使他们对研究过程有更丰富的理解，包括制定真实的研究调查和与真实的受众进行有意义的接触，同时也建立他们获取、评估和综合各种来源的技能。此外，通过在社交媒体平台和在线流行媒体资源的背景下发展研究技能，学生可以获得学术研究技能与日常研究习惯相关性的实际意义。

{"title":"Academic research AND (Google OR Reddit): A librarian-faculty collaboration to improve student source engagement","authors":"Stephanie Redekop, Olivia Hobbs","doi":"10.1016/j.compcom.2025.102949","DOIUrl":"10.1016/j.compcom.2025.102949","url":null,"abstract":"<div><div>Effective source use is a critical skill for first-year writing students because it prepares them for academic, professional, and civic engagement; however, existing research demonstrates that selecting appropriate sources and engaging them insightfully remains a significant challenge. While students struggle with the combined pressures to read, evaluate, and synthesize scholarly sources, we argue that online media including news articles, opinion pieces, and social media posts are a potent but underutilized resource for building students’ competence and confidence with source use. In this article, we present the methods that we have collaboratively developed as an instruction librarian and a first-year writing instructor to propose a new approach to teaching undergraduate research using online media. We detail strategies for teaching advanced search skills using Google and social media platforms like Reddit and X (formerly Twitter), as well as a “reception study” writing assignment that requires students to develop source evaluation and synthesis skills for engaging these online sources. The success of our module highlights that enabling students to build their research skills in the context of these more familiar source formats can lead them to an enriched understanding of the research process—including formulating an authentic research inquiry and engaging meaningfully with real audiences—while also building their skills in accessing, evaluating, and synthesizing diverse sources. Furthermore, by developing research skills in the context of social media platforms and online popular media sources, students gain a practical sense of the relevance of academic research skills to their daily research habits.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"77 ","pages":"Article 102949"},"PeriodicalIF":0.0,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714129","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

iPads in the writing classroom: Neoliberalism, agency, and access ipad在写作课堂上的应用：新自由主义、代理和获取

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-07-17 DOI: 10.1016/j.compcom.2025.102948

Todd Ruecker , Tristan Beach , Emily Sawan

The past few decades have seen a variety of technologies enter the writing classroom, although questions over access and digital divides have persisted, especially during the COVID-19 pandemic. In this article, we explore the experiences of students and instructors during the implementation of a universal iPad initiative at an R1 research university aimed in part to alleviate technological divides among students and allow for more seamless integration of technology in instruction. Data are drawn from surveys of 360 students and 35 instructors and interviews with a subset of 6 students and 7 instructors. We explore issues such as the affordances and limitations of the iPad in writing classrooms, how well iPads were integrated into the teaching of reading and writing, and how iPad access enhances or limits student and instructor agency. We conclude by raising questions about the value of universal initiatives that take a one-size-fits-all approach in writing classrooms that prioritize student agency and choice as well as cost concerns in an era of neoliberal budget austerity.

在过去的几十年里，各种各样的技术进入了写作课堂，尽管关于获取和数字鸿沟的问题仍然存在，特别是在2019冠状病毒病大流行期间。在本文中，我们探讨了在R1研究型大学实施通用iPad计划期间学生和教师的经验，该计划的部分目的是减轻学生之间的技术鸿沟，并允许技术在教学中的更无缝集成。数据来自对360名学生和35名教师的调查，以及对6名学生和7名教师的访谈。我们探讨了iPad在写作课堂上的优势和局限性，iPad如何很好地融入阅读和写作教学，以及iPad的使用如何增强或限制学生和教师的能动性。最后，我们提出了一些关于普遍倡议的价值的问题，这些倡议在写作课堂中采取一刀切的方法，优先考虑学生的代理和选择，以及在新自由主义预算紧缩时代的成本问题。

引用次数: 0

When collaborating turns into dishonesty: A data-driven heuristic comparing human and AI collaborators 当合作变成不诚实：一个数据驱动的启发式比较人类和人工智能合作者

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-07-01 DOI: 10.1016/j.compcom.2025.102947

John R. Gallagher , Kyle Wagner , Jordan Canzonetta

With respect to AI writing technologies (AIWT), we pose three foundational questions about academic dishonesty. First, do writing instructors and students perceive differences between AI agents and human agents in classroom scenarios? Second, to what extent are writing instructor and student perceptions are aligned? Third, what types of writing scenarios are perceived as academic dishonesty? Answering these questions provides a baseline of comparison not only for future studies of AIWT collaboration but also contextualizes perceptions of human-to-human collaboration. We report on a large-scale experimental survey study that answers these questions using item response theory (IRT). Our findings demonstrate that while there are differences between AI and human agents of collaborations, writing instructors and students are generally aligned in their perceptions. Using a Rasch model, we find that academic dishonesty operates along a spectrum of textual production. Regardless of whether the collaborating agent is human or AI, the more an agent produces text, the more this collaboration is perceived as academic dishonesty. Conversely, the less text that is produced, the less this scenario is perceived as academically dishonest. In our discussion, we provide a data-driven heuristic to guide instructors and administrators.

关于人工智能写作技术（AIWT），我们提出了三个关于学术不诚实的基本问题。首先，写作教师和学生在课堂场景中是否感知到人工智能代理和人类代理之间的差异？第二，写作老师和学生的看法在多大程度上是一致的？第三，什么类型的写作场景被认为是学术不诚实？回答这些问题不仅为未来的AIWT合作研究提供了一个比较的基线，而且还将人与人之间合作的看法置于背景中。我们报告了一项大规模的实验调查研究，用项目反应理论（IRT）回答了这些问题。我们的研究结果表明，尽管人工智能和人类合作主体之间存在差异，但写作教师和学生的看法通常是一致的。使用Rasch模型，我们发现学术不诚实在文本生产的范围内运作。无论合作代理是人类还是人工智能，代理产生的文本越多，这种合作就越被视为学术不诚实。相反，发表的文章越少，这种情况被认为是学术上不诚实的就越少。在我们的讨论中，我们提供了一个数据驱动的启发式来指导教师和管理员。

{"title":"When collaborating turns into dishonesty: A data-driven heuristic comparing human and AI collaborators","authors":"John R. Gallagher , Kyle Wagner , Jordan Canzonetta","doi":"10.1016/j.compcom.2025.102947","DOIUrl":"10.1016/j.compcom.2025.102947","url":null,"abstract":"<div><div>With respect to AI writing technologies (AIWT), we pose three foundational questions about academic dishonesty. First, do writing instructors and students perceive differences between AI agents and human agents in classroom scenarios? Second, to what extent are writing instructor and student perceptions are aligned? Third, what types of writing scenarios are perceived as academic dishonesty? Answering these questions provides a baseline of comparison not only for future studies of AIWT collaboration but also contextualizes perceptions of human-to-human collaboration. We report on a large-scale experimental survey study that answers these questions using item response theory (IRT). Our findings demonstrate that while there are differences between AI and human agents of collaborations, writing instructors and students are generally aligned in their perceptions. Using a Rasch model, we find that academic dishonesty operates along a spectrum of textual production. Regardless of whether the collaborating agent is human or AI, the more an agent produces text, the more this collaboration is perceived as academic dishonesty. Conversely, the less text that is produced, the less this scenario is perceived as academically dishonest. In our discussion, we provide a data-driven heuristic to guide instructors and administrators.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"77 ","pages":"Article 102947"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518675","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

Investigating Method & Madness: The Composing Processes of 5th Grade Students 调查方法与疯狂：五年级学生的作曲过程

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-05-08 DOI: 10.1016/j.compcom.2025.102936

Brett Stamm

Daily writing practices occur in digital environments and are often multimodal. Studies have attempted to interpret composing processes in these environments through text-based lenses and findings have yet to explicitly or effectively define and illustrate the complexities. This case study explores processes and activities of 5th-grade students as they compose using digital tools, multimodal resources, and navigate the opportunities those tools and resources afford. Findings suggest 11 process activities; three unique to digital multimodal environments, and all having influences of the digital and multimodal environments in which composing takes place. Results 1) demonstrate the potential to develop a specific metalanguage for digital multimodal composing, 2) begin to inform a specific digital lens for interpreting composing in these 21^st century environments and 3) help practitioners design instruction that best support student composers in classroom contexts.

日常写作活动发生在数字环境中，而且往往是多模式的。研究试图通过基于文本的镜头来解释这些环境中的作曲过程，但研究结果尚未明确或有效地定义和说明其复杂性。本案例研究探讨了五年级学生使用数字工具、多式联运资源进行写作的过程和活动，并探索了这些工具和资源所提供的机会。结果表明11个过程活动；三个独特的数字多模态环境，都有数字和多模态环境的影响，其中作曲发生。结果1)展示了为数字多模态作曲开发特定元语言的潜力；2)开始为21世纪环境下解读作曲提供特定的数字镜头；3)帮助从业者设计最能支持学生作曲家课堂教学的教学。

引用次数: 0

“Canon” and “fanon” in the danny phantom/detective comics (DC) comics crossover fandom: Expanding authorship and authority in transformative fan works 丹尼幻影/侦探漫画（DC）漫画跨界同人圈中的“佳能”和“法农”：在变革的同人作品中扩展作者和权威

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-05-07 DOI: 10.1016/j.compcom.2025.102937

Krista Grant

In 2020, a new crossover fandom emerged, that of Danny Phantom x DC Comics (DPxDC), prompting thousands of fanfictions and participants. As neither media connected in their canons, how did this crossover fandom come to be? The content tags on these crossover fanfictions and on Tumblr posts collected Jan–April 2024 were collected and analyzed in a mixed-methods discourse analysis approach with inductive coding for key words “canon” and “fanon”. This research adds the consideration of a crossover fandom to the field of writing studies, and it is one of the first articles to explore fanfiction within writing studies, especially in a mixed methods study. Underpinning this research are grassroots activism, critical theory, and agential theories of resistance practices. I found that DPxDC fans consciously resist canon material and the canon author(s), enacting agency through distributed and communal writing practices and claiming a kind of personal and communal authorship and authority over works, offering a new way of understanding agency and distributed authorship in writing studies.

2020年，一个新的跨界粉丝圈出现了，那就是丹尼幻影xDC漫画（DPxDC），引发了成千上万的幻想和参与者。既然这两种媒体都没有各自的经典，那么这种跨界粉丝是如何形成的呢？对2024年1 - 4月收集的这些跨界小说和Tumblr帖子的内容标签进行收集和分析，采用混合方法话语分析方法，对关键词“canon”和“fanon”进行归纳编码。本研究将跨界同人小说纳入写作研究领域，是首次在写作研究中，特别是在混合方法研究中探讨同人小说的文章之一。这项研究的基础是基层行动主义、批判理论和抵抗实践的代理理论。我发现DPxDC粉丝有意识地抵制经典素材和经典作者，通过分布式和公共的写作实践来制定代理，主张对作品的一种个人的和公共的作者身份和权威，这为写作研究中的代理和分布式作者身份提供了一种新的理解方式。

{"title":"“Canon” and “fanon” in the danny phantom/detective comics (DC) comics crossover fandom: Expanding authorship and authority in transformative fan works","authors":"Krista Grant","doi":"10.1016/j.compcom.2025.102937","DOIUrl":"10.1016/j.compcom.2025.102937","url":null,"abstract":"<div><div>In 2020, a new crossover fandom emerged, that of Danny Phantom x DC Comics (DPxDC), prompting thousands of fanfictions and participants. As neither media connected in their canons, how did this crossover fandom come to be? The content tags on these crossover fanfictions and on Tumblr posts collected Jan–April 2024 were collected and analyzed in a mixed-methods discourse analysis approach with inductive coding for key words “canon” and “fanon”. This research adds the consideration of a crossover fandom to the field of writing studies, and it is one of the first articles to explore fanfiction within writing studies, especially in a mixed methods study. Underpinning this research are grassroots activism, critical theory, and agential theories of resistance practices. I found that DPxDC fans consciously resist canon material and the canon author(s), enacting agency through distributed and communal writing practices and claiming a kind of personal and communal authorship and authority over works, offering a new way of understanding agency and distributed authorship in writing studies.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"76 ","pages":"Article 102937"},"PeriodicalIF":0.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143916831","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

Leveraging ChatGPT for research writing: An exploration of ESL graduate students’ practices 利用ChatGPT进行研究写作：ESL研究生实践的探索

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-04-26 DOI: 10.1016/j.compcom.2025.102934

Dongmei Cheng , Mimi Li , Tony Lee

This case study investigates how two ESL graduate students, Ian and Sam, use ChatGPT in their research writing after receiving a comprehensive tutorial based on Warschauer et al.’s (2023) AI literacy framework. We analyzed their engagement with ChatGPT across prompt categories including genre, content, language use, documentation, coherence, and clarity. Data were collected from research paper drafts, ChatGPT chat histories, and interviews. Data analyses included coding ChatGPT prompts, textual analysis of drafts, and thematic analysis of interview transcripts. Results show that while both participants utilized ChatGPT for understanding genre conventions and content development, they developed distinct approaches reflecting their individual backgrounds. Ian selectively used ChatGPT for specific assistance needs, while Sam engaged more systematically, particularly for APA style and coherence checks. Both approaches maintained academic integrity and scholarly voice, demonstrating that Generative AI tools can be effectively tailored to individual needs without compromising ethical standards. This study highlights how advanced ESL writers can adapt GenAI tools to their unique writing processes, offering insights into the diverse ways AI can enhance academic writing while preserving individual agency. The findings suggest that AI integration in academic writing can be customized to support diverse writing goals and backgrounds.

本案例研究调查了两位ESL研究生Ian和Sam在接受基于Warschauer等人（2023）的人工智能读写框架的综合教程后，如何在他们的研究写作中使用ChatGPT。我们分析了他们对ChatGPT的参与情况，包括提示类型、内容、语言使用、文档、一致性和清晰度。数据收集自研究论文草稿、ChatGPT聊天记录和访谈。数据分析包括编码ChatGPT提示、草稿的文本分析和采访记录的主题分析。结果表明，虽然两位参与者都使用ChatGPT来理解类型惯例和内容开发，但他们开发了反映其个人背景的不同方法。Ian有选择地使用ChatGPT来满足特定的援助需求，而Sam则更系统地使用，特别是在APA风格和连贯性检查方面。这两种方法都保持了学术诚信和学术声音，表明生成式人工智能工具可以有效地根据个人需求量身定制，而不会损害道德标准。这项研究强调了高级ESL作者如何将GenAI工具适应他们独特的写作过程，为人工智能在保留个人能动性的同时提高学术写作的多种方式提供了见解。研究结果表明，学术写作中的人工智能集成可以定制，以支持不同的写作目标和背景。

{"title":"Leveraging ChatGPT for research writing: An exploration of ESL graduate students’ practices","authors":"Dongmei Cheng , Mimi Li , Tony Lee","doi":"10.1016/j.compcom.2025.102934","DOIUrl":"10.1016/j.compcom.2025.102934","url":null,"abstract":"<div><div>This case study investigates how two ESL graduate students, Ian and Sam, use ChatGPT in their research writing after receiving a comprehensive tutorial based on Warschauer et al.’s (2023) AI literacy framework. We analyzed their engagement with ChatGPT across prompt categories including genre, content, language use, documentation, coherence, and clarity. Data were collected from research paper drafts, ChatGPT chat histories, and interviews. Data analyses included coding ChatGPT prompts, textual analysis of drafts, and thematic analysis of interview transcripts. Results show that while both participants utilized ChatGPT for understanding genre conventions and content development, they developed distinct approaches reflecting their individual backgrounds. Ian selectively used ChatGPT for specific assistance needs, while Sam engaged more systematically, particularly for APA style and coherence checks. Both approaches maintained academic integrity and scholarly voice, demonstrating that Generative AI tools can be effectively tailored to individual needs without compromising ethical standards. This study highlights how advanced ESL writers can adapt GenAI tools to their unique writing processes, offering insights into the diverse ways AI can enhance academic writing while preserving individual agency. The findings suggest that AI integration in academic writing can be customized to support diverse writing goals and backgrounds.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"76 ","pages":"Article 102934"},"PeriodicalIF":0.0,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876514","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

Peer and AI Review + Reflection (PAIRR): A human-centered approach to formative assessment 同伴和人工智能审查+反思（PAIRR）：以人为中心的形成性评估方法

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-04-23 DOI: 10.1016/j.compcom.2025.102921

Lisa Sperber , Marit MacArthur , Sophia Minnillo , Nicholas Stillman , Carl Whithaus

Cycles of drafting and revising are crucial for student writers' growth, and formative assessment plays an important role. However, many teachers lack the time or resources to provide feedback on drafts. While research suggests that AI feedback is high enough quality to be used for draft feedback, especially when assignment-specific criteria are used (Steiss et al., 2024), it must be used in a human-centered process. AI has the potential to reduce educational equity gaps in writing support (Warschauer et al., 2023), but when narrowly implemented, technologies can deepen divides (Stornaiuolo, et al., 2023). Peer and AI Review + Reflection (PAIRR) combines peer review best practices with AI review in an approach that emphasizes student agency and reflection. Using a mixed methods approach, this study examined student perceptions of AI utility in the context of peer review. Results indicate that AI tools offer useful feedback when combined with peer review. Students found the similarity between AI and peer feedback reassuring, while also valuing their complementary perspectives. Moreover, by evaluating AI outputs, students developed AI literacy, gaining familiarity with AI feedback's affordances and limitations while learning ethical ways to use AI in their writing processes.

写作和修改的周期对学生作家的成长至关重要，形成性评价起着重要的作用。然而，许多教师缺乏时间或资源来对草稿提供反馈。虽然研究表明，人工智能反馈的质量足够高，可以用于草案反馈，特别是当使用特定任务的标准时（Steiss等人，2024），但它必须用于以人为中心的流程。人工智能有可能减少写作支持方面的教育公平差距（Warschauer等人，2023），但当狭隘地实施时，技术会加深鸿沟（Stornaiuolo等人，2023）。同行和人工智能审查+反思（PAIRR）将同行审查的最佳实践与人工智能审查结合起来，强调学生的代理和反思。本研究采用混合方法，考察了学生在同行评议背景下对人工智能效用的看法。结果表明，人工智能工具在与同行评审相结合时提供了有用的反馈。学生们发现人工智能和同伴反馈之间的相似性令人放心，同时也重视他们的互补观点。此外，通过评估人工智能输出，学生们培养了人工智能素养，熟悉了人工智能反馈的优点和局限性，同时学习了在写作过程中使用人工智能的道德方式。

{"title":"Peer and AI Review + Reflection (PAIRR): A human-centered approach to formative assessment","authors":"Lisa Sperber , Marit MacArthur , Sophia Minnillo , Nicholas Stillman , Carl Whithaus","doi":"10.1016/j.compcom.2025.102921","DOIUrl":"10.1016/j.compcom.2025.102921","url":null,"abstract":"<div><div>Cycles of drafting and revising are crucial for student writers' growth, and formative assessment plays an important role. However, many teachers lack the time or resources to provide feedback on drafts. While research suggests that AI feedback is high enough quality to be used for draft feedback, especially when assignment-specific criteria are used (Steiss et al., 2024), it must be used in a human-centered process. AI has the potential to reduce educational equity gaps in writing support (Warschauer et al., 2023), but when narrowly implemented, technologies can deepen divides (Stornaiuolo, et al., 2023). Peer and AI Review + Reflection (PAIRR) combines peer review best practices with AI review in an approach that emphasizes student agency and reflection. Using a mixed methods approach, this study examined student perceptions of AI utility in the context of peer review. Results indicate that AI tools offer useful feedback when combined with peer review. Students found the similarity between AI and peer feedback reassuring, while also valuing their complementary perspectives. Moreover, by evaluating AI outputs, students developed AI literacy, gaining familiarity with AI feedback's affordances and limitations while learning ethical ways to use AI in their writing processes.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"76 ","pages":"Article 102921"},"PeriodicalIF":0.0,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859253","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