Computers and Composition最新文献

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High-context instruction: A case study of community college student responses for academic success in online composition courses 高语境教学：社区大学生对在线作文课程学业成功反应的个案研究

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-02-10 DOI: 10.1016/j.compcom.2025.102920

Roberto Rojas-Alfaro, Jeshua Enriquez

While online community college students’ engagement with coursework, class retention, and motivation to participate are critical for academic success, these needs often go unmet for diverse and underrepresented populations, especially in the absence of culturally responsive and inclusive teaching practices. This study contributes to the limited research on culturally responsive pedagogy in online community college settings by exploring the implementation and impact of high-context communication practices in that setting, with a focus on improving engagement and academic outcomes for diverse student populations. Drawing on frameworks of culturally responsive teaching and high-context communication, the research examines the effectiveness of “check-in assignments” as a low-stakes, personalized intervention designed to foster stronger faculty-student relationships, enhance student belonging, and bridge cultural communication gaps in online learning environments. Using a mixed-methods approach, the study analyzes quantitative data on assignment engagement and qualitative themes from student responses. Findings indicate that high-context communication practices promote deeper engagement, especially among Hispanic and non-Hispanic females, while highlighting disparities in engagement among male students. Key themes—course perceptions, personal challenges, and faculty-student relationships—underscore the role of culturally informed interventions in addressing the needs of underrepresented groups and enhancing engagement and academic success. Future research could expand on these findings by exploring longitudinal outcomes and adaptive strategies for diverse learning environments.

虽然在线社区大学生对课程的参与、课堂的保留和参与的动机对学术成功至关重要，但这些需求往往无法满足多样化和代表性不足的人群，特别是在缺乏文化响应和包容性教学实践的情况下。本研究通过探索在线社区大学环境中高情境交流实践的实施和影响，为在线社区大学环境中文化响应教学法的有限研究做出了贡献，重点是提高不同学生群体的参与度和学术成果。利用文化响应式教学和高语境沟通的框架，本研究考察了“签到作业”作为一种低风险、个性化干预的有效性，旨在促进更牢固的师生关系，增强学生归属感，并弥合在线学习环境中的文化交流差距。本研究采用混合方法，分析了作业参与度的定量数据和学生回答的定性主题。研究结果表明，高语境交际实践促进了更深层次的参与，尤其是在西班牙裔和非西班牙裔女性中，同时强调了男性学生参与程度的差异。关键主题——课程认知、个人挑战和师生关系——强调了文化知情干预在解决代表性不足群体的需求、提高参与度和学业成功方面的作用。未来的研究可以通过探索不同学习环境的纵向结果和适应策略来扩展这些发现。

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引用次数: 0

Voice in AI-assisted multimodal texts: What do readers pay attention to? 人工智能辅助多模态文本中的语音：读者关注什么？

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-02-05 DOI: 10.1016/j.compcom.2025.102918

Xiao Tan , Wei Xu , Chaoran Wang

Despite the extensive research on voice in traditional text-based writing, there is a notable lack of empirical studies examining this concept within multimodal writing contexts. The shift towards multimodality in writing research, coupled with the rise of Generative Artificial Intelligence (GenAI) in content creation, calls for a deeper understanding of how voice is perceived by readers beyond traditional writing contexts. This mixed-method study addresses this gap by exploring voice construction in GenAI-assisted photo essays from a dialogic perspective. In this study, we invited writing teachers to rank five student-produced photo essays according to their perceived voice strengths and analyzed the rankings using Kendall's Coefficient Concordance. The statistical analysis shows a weak agreement (W = 0.27) among raters, suggesting that voice is perceived quite diversely. The follow-up interviews with six focal raters reveal that they could agree on the importance of having unique ideas and angles in writing, keeping writing coherent and focused, using appropriate quotations, and incorporating images to enhance storytelling. However, opinions diverge regarding using primary and secondary texts, adopting academic discourse features, and including AI-generated images. The study adds to scholarly conversation of voice in composition studies and suggests that divergence in perceiving voice could be leveraged to fuel the discussion about voice in writing pedagogy.

尽管人们对传统文本写作中的语音进行了广泛的研究，但在多模态写作环境中对这一概念进行实证研究的人却很少。写作研究向多模态的转变，加上生成式人工智能（GenAI）在内容创作方面的兴起，要求我们更深入地了解读者在传统写作环境之外是如何感知声音的。这个混合方法的研究通过从对话的角度探索genai辅助照片文章中的语音结构来解决这一差距。在这项研究中，我们邀请写作教师根据他们感知到的声音优势对五篇学生制作的照片文章进行排名，并使用肯德尔系数一致性分析排名。统计分析显示，评分者之间的一致性较弱（W = 0.27），表明声音的感知相当多样化。对6位焦点评分者的后续采访显示，他们都同意在写作中拥有独特的想法和角度、保持写作的连贯和重点、使用适当的引文以及结合图像来增强故事叙述的重要性。然而，在使用一手文本和第二手文本、采用学术话语特征以及包括人工智能生成的图像方面，意见分歧。该研究增加了写作研究中声音的学术讨论，并建议利用声音感知的分歧来推动关于写作教学中声音的讨论。

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引用次数: 0

From “Text-heavy slides” to “That image did a lot of the work”: Five faculty transition from text to visuals in online video instruction 从“文字密集的幻灯片”到“那张图片做了很多工作”：五名教师在在线视频教学中从文字转向视觉

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-02-03 DOI: 10.1016/j.compcom.2025.102917

Ann N. Amicucci, McKenna Argo

Instructional videos offer learning value to students in online college writing courses, but faculty lack training in composing effective videos, and research on video education has not addressed videos within text-heavy disciplines such as writing studies. This qualitative study examines how 5 writing faculty move from composing text-heavy videos to composing videos that use visuals in place of text, in keeping with practices demonstrated as effective in video education research. Study participants completed training grounded in Universal Design for Learning and Cognitive Theory of Multimedia Learning. Study results demonstrated that this training enabled faculty to produce videos better suited to supporting student learning while developing understandings of how students learn through video.

教学视频为在线大学写作课程的学生提供了学习价值，但教师缺乏编写有效视频的培训，并且视频教育的研究还没有在文本繁重的学科（如写作研究）中解决视频问题。这项定性研究考察了写作教师如何从编写文本繁重的视频转向使用视觉代替文本的视频，以保持在视频教育研究中证明有效的实践。研究参与者完成了基于学习通用设计和多媒体学习认知理论的培训。研究结果表明，这种培训使教师能够制作更适合支持学生学习的视频，同时培养对学生如何通过视频学习的理解。

引用次数: 0

Theorizing fanfiction: The importance of remixed social genres composed on the internet 同人小说的理论化：在互联网上创作的混合社会类型的重要性

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-01-30 DOI: 10.1016/j.compcom.2025.102916

Alecia Marie Magnifico , Karis Jones

Due to their rapid evolution, scholars sometimes categorize digital and computer-mediated genres as fully distinct from more traditional offline genres. In this theoretical exploration, we complicate binaries of online/offline to understand networked genres in their own right and situate fanfiction and its associated practices. We examine how social genres intertwine with reader response and transliteracies in the complex, ongoing fandom conversations that surround original texts and fan works. We consider the computer-mediated and networked nature of fandom practices and communities, and how these networks allow fans to interact with source content in ways that are distinct from more official interpretive communities such as publishers and literary critics, media producers and reviewers, or writing instructors. Finally, we explore how literature and publishing have been disrupted by contexts like fandoms where texts are often constructed online in bottom-up ways— and the consequences of this disruption for learning about composition.

由于它们的快速发展，学者们有时将数字和计算机媒介类型与更传统的离线类型完全区分开来。在这一理论探索中，我们将在线/离线的二元概念复杂化，以理解网络类型本身的权利，并将同人小说及其相关实践置于其位置。我们研究了在围绕原著和粉丝作品的复杂、持续的粉丝对话中，社会类型如何与读者反应和音译交织在一起。我们考虑了粉丝实践和社区的计算机媒介和网络性质，以及这些网络如何允许粉丝以不同于出版商和文学评论家、媒体制作人和评论家或写作导师等更官方的解释社区的方式与源内容互动。最后，我们探讨了文学和出版是如何被像fandom这样的环境所破坏的，在这种环境中，文本通常是以自下而上的方式在网上构建的——以及这种破坏对学习写作的后果。

引用次数: 0

Playing the digital dialectic game: Writing pedagogy with generative AI 玩数字辩证法游戏：用生成式人工智能书写教育学

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-01-24 DOI: 10.1016/j.compcom.2025.102915

Rebekah Shultz Colby

This article explores teaching writing with generative AI as critical play where students and teachers engage in an ethically dialectical and aleatory game with generative AI. I qualitatively surveyed 24 writing teachers about how they teach writing with generative AI as well as its advantages and disadvantages. I discovered that teachers used generative AI to teach about the ethics of generative AI's design and rhetorical use to avoid plagiarism. Teachers also critically played with generative AI to teach the writing process of invention, drafting, revision, and editing. Specifically, the critical, dialectical interplay of human and machine invents in aleatory and emergent ways, creating moments of epiphany for students and teachers within the writing process for invention, drafting, revision, and editing while the real time pace of generative AI democratizes education, making writing and teaching more accessible for them.

本文探讨了将生成式人工智能作为批判性游戏的写作教学，学生和教师与生成式人工智能进行伦理辩证和随意的游戏。我对24位写作教师进行了定性调查，了解他们如何使用生成式人工智能教授写作，以及它的优缺点。我发现老师们用生成式人工智能来教授生成式人工智能的设计伦理和修辞使用，以避免抄袭。教师们还批判性地使用生成式人工智能来教授发明、起草、修改和编辑的写作过程。具体来说，人类和机器以偶然和紧急的方式进行发明，为学生和教师在发明、起草、修订和编辑的写作过程中创造了顿悟的时刻，而生成式人工智能的实时步伐使教育民主化，使他们更容易进行写作和教学。

引用次数: 0

Cultivating networked literacy: Second language writers and the development of online source evaluation strategies 培养网络素养：第二语言作家与网络资源评价策略的发展

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-01-21 DOI: 10.1016/j.compcom.2025.102914

Matthew Overstreet

The internet contains a wealth of informational resources. To use online information sources effectively, though, writers must know how to evaluate their credibility. This article reports on an effort to enhance source evaluation skill among a group of second language writers. Researchers used interviews, authentic writing tasks and screen-recording to chart the source use and evaluation practices of participants before and after their first year of university. In the interim, participants were introduced to online research skills including lateral reading, a popular source evaluation technique. We found that when asked to engage in research writing, these writers consistently turned to non-academic sources, especially online news sites and for-profit companies. They deployed seven types of source evaluation strategy and over the course of the study, as a group, traded weaker strategies for stronger ones. These findings provide a glimpse of the current online information ecosystem, as well as a framework to help teachers and researchers better understand how novice writers make choices in networked space. They suggest that the pedagogy offered was a limited success and provide guidance as to how it might be improved.

互联网包含了丰富的信息资源。然而，为了有效地利用网络信息源，作者必须知道如何评估自己的可信度。本文报道了一群第二语言作家在提高源性评价技能方面所做的努力。研究人员通过访谈、真实的写作任务和屏幕录音来绘制参与者在大学一年级前后对资源的使用和评估实践。在此期间，参与者被介绍了在线研究技能，包括横向阅读，一种流行的资源评估技术。我们发现，当被要求从事研究写作时，这些作者总是转向非学术来源，尤其是在线新闻网站和营利性公司。他们采用了七种类型的资源评估策略，并在研究过程中，作为一个群体，将较弱的策略换成了较强的策略。这些发现提供了当前在线信息生态系统的一瞥，以及帮助教师和研究人员更好地理解新手作家如何在网络空间中做出选择的框架。他们认为所提供的教学法取得了有限的成功，并就如何加以改进提供了指导。

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引用次数: 0

Utilizing ChatGPT to integrate world English and diverse knowledge: A transnational perspective in critical artificial intelligence (AI) literacy 利用ChatGPT整合世界英语和多元知识：关键人工智能（AI）素养的跨国视角

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-01-10 DOI: 10.1016/j.compcom.2024.102913

Asmita Ghimire

This article proposes the implementation of a transnational post-digital pedagogy and Critical AI literacy incorporating ChatGPT in the classroom. It draws upon Scott Graham's suggestion for a multidimensional recursive writing process, emphasizing fact-checking and revision while utilizing ChatGPT. Additionally, it incorporates Suresh Canagarajah's (2019) theorization of transnational habits of writing among most international, multilingual, and marginalized students, which, according to him, are characterized by rhetorical sensitivity, depth of awareness, and linguistic knowledge. Based on these empirical and theoretical perspectives, this article proposes pausing, pondering, posing, and prioritizing as critical praxis that can be built into metacognitive activities. To explain this praxis, it showcases two kinds of metacognitive activities for fostering transnational habits among students through fact-checking processes. Similarly, it suggests designing the revision phase of writing assignments to allow students to incorporate their English language skills into the classroom. This paper identifies engaging in critical dialogue with ChatGPT and encouraging self-reflection on fact-checking and revision as effective ways to cultivate a transnational habitus among students. It concludes that adopting a transnational post-digital critical pedagogy and critical AI literacy in the writing process benefits both national and international students by promoting diverse linguistic norms and perspectives.

本文建议在课堂上实施跨国后数字教学法和结合ChatGPT的批判性人工智能素养。它借鉴了Scott Graham关于多维递归写作过程的建议，在使用ChatGPT的同时强调事实检查和修改。此外，它还结合了Suresh Canagarajah（2019）对大多数国际、多语种和边缘化学生的跨国写作习惯的理论，他认为这些学生的特点是修辞敏感性、意识深度和语言知识。基于这些经验和理论观点，本文提出暂停、思考、摆姿势和优先排序作为可以构建到元认知活动中的关键实践。为了解释这一实践，它展示了两种元认知活动，通过事实核查过程培养学生的跨国习惯。同样，它建议设计写作作业的复习阶段，让学生将他们的英语语言技能融入课堂。本文认为，与ChatGPT进行批判性对话，鼓励对事实核查和修订进行自我反思，是培养学生跨国习惯的有效途径。该研究的结论是，在写作过程中采用跨国后数字批判教学法和批判性人工智能素养，通过促进多样化的语言规范和视角，对国内和国际学生都有好处。

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Computers and Composition

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Computers and Composition

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