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“What it is exactly that circulates”: Affective value, re/production, and rhetorical exchange "流通的究竟是什么":情感价值、再生产和修辞交换
Q1 Arts and Humanities Pub Date : 2024-06-22 DOI: 10.1016/j.compcom.2024.102865
Kelin Loe

Revising Marxist theories of circulation with affect theory, this article establishes a new model of rhetorical analysis that positions rhetorical exchange as a circulatory infrastructure of late capitalism. By measuring the value produced by rhetors and audiences in rhetorical exchange, we can see how the daily rhetorical activity of neoliberal subjects captures our behavior, positioning us a raw material for late capitalists. This new theory of rhetorical circulation is tested and revised by a qualitative study on the mundane communication of neoliberal subjects, in this case, the group chat of one fantasy football league. Fantasy football communication creates an ambient backdrop for its users, leading to quotidian rhetorical exchanges in clearly defined social networks. The study shows the contours of rhetorical exchange in one league's GroupMe chat. I found that, in exchange, subjects transform their investments into social and cultural capital (Bourdieu's capital forms). Ultimately, subjects can produce what I call affective capital, a uniquely neoliberal capital form. I find that the immense value of affective capital produced by league members in rhetorical exchange points to the reasons why neoliberal subjects repeatedly return to platforms that harvest our data.

本文以情感理论修正了马克思主义的流通理论,建立了一个新的修辞分析模型,将修辞交换定位为晚期资本主义的流通基础设施。通过衡量修辞者和受众在修辞交换中产生的价值,我们可以看到新自由主义主体的日常修辞活动是如何捕捉我们的行为,并将我们定位为后期资本家的原材料的。这项关于修辞流通的新理论通过一项关于新自由主义主体日常交流的定性研究得到了验证和修正,在本例中,研究对象是一个梦幻足球联赛的群聊。梦幻足球交流为其用户创造了一种环境背景,导致在明确界定的社交网络中进行日常修辞交流。本研究展示了一个联赛的 GroupMe 聊天中修辞交流的轮廓。我发现,在交流中,主体将其投资转化为社会和文化资本(布迪厄的资本形式)。最终,主体可以产生我所说的情感资本,一种独特的新自由主义资本形式。我发现,联盟成员在修辞交流中产生的情感资本价值巨大,这说明了新自由主义主体为何一再回到收集我们数据的平台。
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引用次数: 0
DETECTing the anomalies: Exploring implications of qualitative research in identifying AI-generated text for AI-assisted composition instruction 发现异常:探索定性研究对人工智能辅助作文教学中识别人工智能生成文本的影响
Q1 Arts and Humanities Pub Date : 2024-06-17 DOI: 10.1016/j.compcom.2024.102869
Ali Garib , Tina A. Coffelt

This study inspires new pedagogical practices with evolving technological innovations. One example of such innovation is the emergence of artificial intelligence (AI) in education. The potential impact of generative AI, such as ChatGPT, on composition education has caused concerns among educators due to its human-like writing capabilities. However, there is no escape from ChatGPT-generated text, which is influenced by prompt engineering. Such engineering can lead to underlying issues in content, prompting a pedagogical opportunity for understanding human-written and AI-generated texts. Since, to this date, there is no single reliable source for identifying AI-generated text, this study introduces a pedagogical approach, DETECT, with two major goals: (1) explore the nuances that differentiate human expression from the algorithmic patterns and tendencies of generative AI writing and (2) inspire ways to integrate generative AI in composition instruction in a post-plagiarism era. Using exploratory practice research, this article examines DETECT in composition instruction of 32 students during Fall 2023 and Spring 2024. The findings showed that using DETECT improved students’ confidence in analyzing human-written and AI-generated texts, which enhanced their recognition and appreciation of their own writing voice. The study concludes with pedagogical implications for the possibilities of generative AI in writing instruction.

这项研究通过不断发展的技术创新来激发新的教学实践。人工智能(AI)在教育领域的出现就是这种创新的一个例子。ChatGPT 等生成式人工智能对作文教育的潜在影响引起了教育工作者的关注,因为它具有类似人类的写作能力。然而,ChatGPT 生成的文本无法避免受到提示工程的影响。这种工程可能会导致内容中的潜在问题,从而引发理解人类写作和人工智能生成文本的教学契机。由于迄今为止还没有一个可靠的来源来识别人工智能生成的文本,本研究引入了一种教学方法 DETECT,其主要目标有两个:(1) 探索将人类表达与人工智能生成写作的算法模式和倾向区分开来的细微差别;(2) 启发在后抄袭时代将人工智能生成融入作文教学的方法。本文通过探索性实践研究,考察了 DETECT 在 2023 年秋季和 2024 年春季 32 名学生的作文教学中的应用。研究结果表明,使用 DETECT 提高了学生分析人类写作和人工智能生成文本的信心,增强了他们对自己写作声音的认识和欣赏。研究最后提出了生成式人工智能在写作教学中的教学意义。
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引用次数: 0
Algorithmic Attention Systems and Writing-as-Content 算法关注系统和写作即内容
Q1 Arts and Humanities Pub Date : 2024-06-17 DOI: 10.1016/j.compcom.2024.102862
Christine Masters-Wheeler

This article considers the influence of algorithmic attention systems on writing and human interaction within digital environments. Building on existing scholarship in writing studies on rhetorical strategies and critical literacies for algorithmic contexts, the author discusses how algorithmic attention systems and the conventions of writing-as-content reinforce a particular view of human attention. This approach to attention is especially problematic within forms of social media that involve interpersonal communication. The article discusses the possible future directions for writing teachers and researchers to continue conversations about the ethics of algorithmic attention systems and alternatives to thinking of writing as content.

本文探讨了算法注意力系统对数字环境中写作和人类互动的影响。作者以写作研究中关于修辞策略和批判性文学的现有学术成果为基础,讨论了算法注意力系统和写作即内容的惯例如何强化了人类注意力的特定观点。这种关注方式在涉及人际交流的社交媒体形式中尤其成问题。文章讨论了写作教师和研究人员未来可能的方向,以继续就算法注意力系统的伦理问题和将写作视为内容的替代方案展开对话。
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引用次数: 0
The impact of computer-mediated task complexity on writing fluency: A comparative study of L1 and L2 writers’ fluency performance 计算机辅助任务复杂性对写作流畅性的影响:第一语言和第二语言写作者流畅性表现的比较研究
Q1 Arts and Humanities Pub Date : 2024-06-14 DOI: 10.1016/j.compcom.2024.102863
Mahmoud Abdi Tabari , Muhammad M.M. Abdel Latif , Yu Tian

Though many studies have been conducted on written language task complexity, much remains to be explored about its relationship with writers’ fluency. In this study, we examined the potential impact of cognitive task complexity on L1 and L2 learners’ writing and spelling fluency, and the writing fluency and spelling differences between two L2 learner groups when performing tasks of varied complexity. Ninety university students– 30 native English speakers, and 30 Hispanic and 30 Chinese English learners–participated in the study. We recorded the process performance of the three learner groups using computer keystroke logging software– Inputlog 7.0– while they completed two argumentative tasks of varied cognitive complexity. The participants’ writing performance was analyzed using multiple fluency measures. The results generally showed that task complexity plays an influential role in differentiating the participants’ writing fluency, and that task complexity interacts with the three learner groups’ writing and spelling fluency performance. This offers invaluable insights that can be harnessed by technology developers to tailor their tools, furnishing learners with the means to adeptly navigate the intricate terrain of task-induced fluency challenges. Such nuanced understanding holds the potential to refine technological solutions, ultimately empowering proficient TBLT-driven L2 writers.

尽管已有许多关于书面语言任务复杂性的研究,但关于其与写作流畅性的关系,仍有许多问题有待探讨。在本研究中,我们考察了认知任务复杂性对第一语言和第二语言学习者写作和拼写流利性的潜在影响,以及两个第二语言学习者群体在完成不同复杂性任务时的写作流利性和拼写差异。参加研究的有 90 名大学生--30 名母语为英语的学生、30 名西班牙裔学生和 30 名华裔英语学习者。我们使用计算机按键记录软件 Inputlog 7.0 记录了三个学习小组在完成两个认知复杂度不同的论证任务时的过程表现。我们使用多种流畅度测量方法对学员的写作表现进行了分析。结果普遍表明,任务复杂性在区分参与者的写作流畅性方面起着影响作用,而且任务复杂性与三个学习小组的写作和拼写流畅性表现相互影响。这为技术开发人员提供了宝贵的启示,他们可以利用这些启示来定制自己的工具,为学习者提供方法,让他们能够在任务引发的流畅性挑战的复杂环境中游刃有余。这种细致入微的理解有可能完善技术解决方案,最终提高熟练的 TBLT 驱动的 L2 写作能力。
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引用次数: 0
Letter from the editor 编辑来信
Q1 Arts and Humanities Pub Date : 2024-05-27 DOI: 10.1016/j.compcom.2024.102855
Kristine L. Blair
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引用次数: 0
Digital Orientalism: Investigating evangelical adoption content on YouTube through a post-colonial lens 数字东方主义:从后殖民视角调查 YouTube 上的福音派收养内容
Q1 Arts and Humanities Pub Date : 2024-04-25 DOI: 10.1016/j.compcom.2024.102853
Payal Nagpal

This paper investigates the YouTube channel 2inaZoo, using it as a case study to explore the Orientalism embedded in digital media produced by members of the evangelical adoption movement. It builds on the theoretical framework of Digital Orientalism proposed by scholars in other disciplines, applying it to digital rhetoric to investigate how discursive elements unique to digital media, such as YouTube thumbnails and intro clips, can construct Orientalist meaning in texts. Through a landscape analysis of 2inaZoo’s YouTube homepage and inductive coding of their fifteen most popular videos, this paper uses the framework of Digital Orientalism to argue that 2inaZoo uses digital tools to perpetuate Orientalist discourse through objectification, essentialism, and commodification.

本文以 YouTube 频道 2inaZoo 为研究对象,将其作为一个案例,探讨福音领养运动成员制作的数字媒体中蕴含的东方主义。本文以其他学科的学者提出的数字东方主义理论框架为基础,将其应用于数字修辞,研究数字媒体特有的话语元素(如 YouTube 缩略图和介绍片段)如何在文本中构建东方主义意义。通过对 2inaZoo 的 YouTube 主页进行景观分析,并对其最受欢迎的 15 个视频进行归纳编码,本文利用数字东方主义框架论证了 2inaZoo 利用数字工具通过对象化、本质主义和商品化来延续东方主义话语。
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引用次数: 0
Incorporating direct quotations in videos for academic purposes: An exploratory study 将直接引语纳入学术视频:一项探索性研究
Q1 Arts and Humanities Pub Date : 2024-04-20 DOI: 10.1016/j.compcom.2024.102852
Xiao Tan , Wei Xu

This study explores how direct quotations are incorporated into video essays through multimodal resources, with the hope of contributing to the growing body of research that examines the rhetorical and discourse features unique to the emerging multimodal genres in academic communication. Fifty-two cases of multimodal quotations were collected from 15 video essays published in a peer-reviewed online journal. The inductive analysis yielded three types of incorporating direct quotations–(semi)isolated, transplanted, and integrated quotations–that vary in terms of how closely the quoted materials are connected to the co-texts through explicit use of linguistic cues. The findings also highlight the varied ways in which quoted authors are made visible,shedding light on the rhetorical intentions behind the use and configuration of multimodal quotations. This study generates valuable insights into how new conventions are being formed and practiced in a digital genre and provides pedagogical implications for approaching explicit intertextuality in teaching multimodal writing tasks.

本研究探讨了如何通过多模态资源将直接引语纳入视频论文,希望能为越来越多的研究做出贡献,这些研究探讨了学术交流中新兴多模态体裁所特有的修辞和话语特征。我们从同行评审在线期刊上发表的 15 篇视频论文中收集了 52 个多模态引文案例。归纳分析得出了三种类型的直接引语--(半)孤立引语、移植引语和整合引语--它们在通过明确使用语言线索将引用材料与共同语境紧密联系的程度上各不相同。研究结果还凸显了引文作者的不同表现形式,揭示了使用和配置多模态引文背后的修辞意图。这项研究为了解数字体裁中新的惯例是如何形成和实践的提供了有价值的见解,并为在多模态写作任务教学中处理明确的互文性提供了教学意义。
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引用次数: 0
Personalizing first-year writing course design and delivery: Navigating modality, shared curriculum, and contingent labor in a community of practice 一年级写作课程设计和授课的个性化:在实践社区中驾驭模式、共享课程和临时工
Q1 Arts and Humanities Pub Date : 2024-04-18 DOI: 10.1016/j.compcom.2024.102847
Mary K. Stewart, Andrew Kelly Stewart

This article describes five first-year writing instructors’ experiences with personalizing shared curriculum across three different course delivery formats (face-to-face, hybrid, online). The data is drawn from teaching journals that the co-authors, a non-tenure track, part-time Lecturer and a tenured Writing Program Administrator, and three Graduate Student Teaching Associates completed throughout Fall 2022. The findings illustrate both benefits and drawbacks related to shared curriculum: discussing and troubleshooting curriculum in a community of practice is highly valuable, but separating course delivery from course design is challenging. In our study, those challenges manifested as disconnects between course content and disciplinary identity, as well as personal feelings of failure. On the other hand, the need to personalize shared curriculum across multiple delivery formats proved productive, especially when instructors used asynchronous online materials as a starting point to develop hybrid and face-to-face lesson plans. Ultimately, we advocate for more conversations about how writing programs can support contingent faculty as they personalize shared curriculum through both course delivery and design, and we offer an example of a successful community of practice that revises shared curriculum in response to community members’ experiences with teaching in multiple modalities.

本文介绍了五位一年级写作指导教师在三种不同的课程授课形式(面授、混合式、在线)中对共享课程进行个性化设置的经验。数据来源于共同作者(一位非终身制兼职讲师、一位终身制写作课程管理员)和三位研究生教学助理在 2022 年秋季完成的教学日志。研究结果表明了共享课程的好处和弊端:在实践社区中讨论课程并解决课程问题非常有价值,但将课程交付与课程设计分开则具有挑战性。在我们的研究中,这些挑战表现为课程内容与学科身份之间的脱节,以及个人的失败感。另一方面,事实证明,在多种授课形式中个性化共享课程的需求是富有成效的,尤其是当教师将异步在线材料作为制定混合式和面授课程计划的起点时。最后,我们主张就写作项目如何支持特遣队教师通过课程交付和设计个性化共享课程展开更多对话,并提供了一个成功实践社区的例子,该社区根据社区成员在多种教学模式下的教学经验修订了共享课程。
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引用次数: 0
Navigating the emotional terrain of Wikipedia writing: A feminist affective analysis of student writers’ engagement with the “be bold” guideline 维基百科写作的情感导航:对学生写作者参与 "大胆 "指南的女性主义情感分析
Q1 Arts and Humanities Pub Date : 2024-04-17 DOI: 10.1016/j.compcom.2024.102850
Matthew A. Vetter , Jialei Jiang , Mahmoud Othman , Mercy Muguimi

Despite being subtitled “the online encyclopedia that anyone can edit,” Wikipedia's editors are not nearly as diverse as Wikimedia, its nonprofit parent organization, would hope. In fact, the English version's encyclopedic community has long suffered from gender inequality in both its editorial demographic and its coverage of content representing and of interest to women and non-binary audiences; this despite boasting nearly 7 million articles as of 2024. Educational initiatives have so far proven to be one of the most effective strategies for mitigating Wikipedia's gender gap, the common term for what has become the encyclopedia's most pervasive systemic bias. However, even within educational projects, engaging and onboarding minority editors is challenging. Working from a feminist affective framework, this article reports on a study of student-editors' experience with Wikipedia-based writing, using their reactions to a key editing guideline, “Be bold,” as an entry-point for examining their affective experience. The “Be bold” guideline, which encourages would-be editors to “just go for it,” is nearly as old as the English language version of Wikipedia itself yet has received little critical attention. Drawing on survey and focus group interviews from participants at the undergraduate and graduate level, this study's findings provide new understandings of novice editors’ affective experiences in Wikipedia while offering a critical analysis of the “Be bold” guideline.

尽管维基百科的副标题是 "任何人都可以编辑的在线百科全书",但其编辑人员并不像其非营利性母组织维基媒体所希望的那样多元化。事实上,长期以来,维基百科的英文版社区在编辑人员构成以及对代表女性和非二元受众的内容和她们感兴趣的内容的报道方面都存在性别不平等问题;尽管截至 2024 年,维基百科拥有近 700 万篇文章。迄今为止,教育活动已被证明是缓解维基百科性别差距的最有效策略之一,性别差距是维基百科最普遍的系统性偏见的俗称。然而,即使是在教育项目中,吸引和接纳少数族裔编辑者也是一项挑战。本文从女性主义情感框架出发,以学生编辑对 "要大胆 "这一关键编辑准则的反应为切入点,对学生编辑在维基百科上的写作体验进行了研究。大胆尝试 "这一准则鼓励有意编辑者 "大胆尝试",其历史几乎与维基百科英文版一样悠久,但却很少受到批评界的关注。本研究通过对本科生和研究生参与者的调查和焦点小组访谈,对新手编辑者在维基百科中的情感体验有了新的理解,同时对 "大胆尝试 "准则进行了批判性分析。
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引用次数: 0
For the record: Practicing critical software literacy in writing centers 记录在案:在写作中心实践关键软件素养
Q1 Arts and Humanities Pub Date : 2024-04-11 DOI: 10.1016/j.compcom.2024.102846
Matthew Bryan

While “big data” approaches to writing center research represent promising angles from which to understand the intellectual labor happening during tutorials, aggregation strips away the context in which writing center texts and data are originally constructed. In fact, new methods such as the large-scale corpus analysis of writing center session notes highlight the need for more critical analyses of the administrative software used to generate, archive, and distribute these texts. Drawing on Bogost's (2007) conception of procedural rhetoric and Manovich's (2013) understanding of softwarization, this article seeks to address this gap by recontextualizing writing center session notes within the layered arguments constructed by TutorTrac, a scheduling platform used by many centers. I argue this software advances a rhetoric of recordkeeping that, left unrecognized, risks shifting center practices away from stated commitments and values. In demonstrating how writing center practitioners can employ an understanding of procedural rhetoric to interrogate such applications, this study suggests more attention be dedicated to critical readings of software in writing centers.

虽然写作中心研究的 "大数据 "方法是了解辅导过程中智力劳动的一个很有前景的角度,但其聚合过程却剥离了写作中心文本和数据最初构建的背景。事实上,对写作中心课程笔记进行大规模语料库分析等新方法强调了对用于生成、归档和分发这些文本的管理软件进行更多批判性分析的必要性。本文借鉴Bogost(2007)的程序修辞概念和Manovich(2013)对软瓦化的理解,试图通过在TutorTrac(许多中心使用的课程安排平台)构建的分层论证中对写作中心课程笔记进行重新语境化,来弥补这一不足。我认为,该软件推进了一种记录的修辞,如果不加以认识,就有可能使中心的实践偏离既定的承诺和价值观。通过展示写作中心从业者如何运用对程序修辞的理解来审视此类应用程序,本研究建议对写作中心软件的批判性解读给予更多关注。
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引用次数: 0
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Computers and Composition
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