Computers and Composition最新文献

This study introduces online advertising platforms as digital composing tools where persuasive rhetoric encourages users to follow links and take action on landing pages. It frames these platforms as digital spaces where human actors work alongside non-human AI agents (Duin & Pedersen, 2021 & 2023) and where rhetorical agency emerges through the activity of machine learning and artificial intelligence. It theorizes a (human) user-centered approach to composing digital ads in digital advertising platforms built around Walton, Moore & Jones’ (2019) framework of positionality, position, and power. It provides guidance for technical and professional writers in placing human users at the center of an abstracted, algorithm-driven partnership where generative AI appears poised to wrest power from both composers and users.

Compositionists can train students to rhetorically approach AI as a writing assistant—a metaphor that can help students maintain authority in dialogue with AI. Such an approach allows students to control the input and output from generative AI. Compositionists can teach students how to input ethical information and recognize harmful output. The students are then encouraged to converse with the AI in dialogue, sending messages back and forth until the AI generates writing that is acceptable in ethics and content. This article provides a social justice heuristic for compositions to follow in their training of students.

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.

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.