Pub Date : 2024-10-28DOI: 10.1016/j.compcom.2024.102890
Kristine L. Blair
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Pub Date : 2024-10-24DOI: 10.1016/j.compcom.2024.102889
Gavin P. Johnson , Charles Woods , Laura L. Allen , Amber Buck , Ashanka Kumari , James P. Purdy , Jennifer Sano-Franchini , Jason Tham
This article offers stories of generosity in computers and writing studies. Inspired by the 2024 Computers and Writing Conference Opening Town Hall, this article considers the foundational role generosity plays in the practices of the field. Specifically, we share our stories of Gail E. Hawisher, Halcyon Lawrence, Johndan Johnson-Eilola, and Bill Hart-Davidson to memorialize how they have contributed to our thinking about generosity in the work that we do and highlight some lessons for generosity that we hope we, as a field, might bear in mind moving forward. Together, we understand a call for generosity as a call for collaboration, inclusivity, curiosity, and giving. We conclude by offering these four tenets explicated from the scholarship, memories, and stories of the lives of Gail, Halcyon, Johndan, and Bill as a way to understand, negotiate, and practice generosity.
本文讲述了计算机与写作研究中的慷慨故事。受 2024 年计算机与写作大会开幕市政厅的启发，本文探讨了慷慨在该领域的实践中所发挥的基础性作用。具体而言，我们分享了盖尔-E-霍伊舍（Gail E. Hawisher）、哈尔西恩-劳伦斯（Halcyon Lawrence）、约翰丹-约翰逊-埃罗拉（Johndan Johnson-Eilola）和比尔-哈特-戴维森（Bill Hart-Davidson）的故事，以纪念他们如何在我们的工作中促进了我们对慷慨的思考，并强调了一些慷慨的教训，希望我们作为一个领域，在前进的道路上铭记这些教训。我们共同认为，对慷慨的呼唤就是对合作、包容、好奇心和奉献的呼唤。最后，我们将从盖尔、哈尔西恩、约翰丹和比尔的学术研究、回忆和生活故事中阐释这四个信条，作为理解、协商和实践慷慨的一种方式。
{"title":"Generosity in computers and writing: Doing what Gail, Halcyon, Johndan, and Bill Taught Us","authors":"Gavin P. Johnson , Charles Woods , Laura L. Allen , Amber Buck , Ashanka Kumari , James P. Purdy , Jennifer Sano-Franchini , Jason Tham","doi":"10.1016/j.compcom.2024.102889","DOIUrl":"10.1016/j.compcom.2024.102889","url":null,"abstract":"<div><div>This article offers stories of generosity in computers and writing studies. Inspired by the 2024 Computers and Writing Conference Opening Town Hall, this article considers the foundational role generosity plays in the practices of the field. Specifically, we share our stories of Gail E. Hawisher, Halcyon Lawrence, Johndan Johnson-Eilola, and Bill Hart-Davidson to memorialize how they have contributed to our thinking about generosity in the work that we do and highlight some lessons for generosity that we hope we, as a field, might bear in mind moving forward. Together, we understand a call for generosity as a call for collaboration, inclusivity, curiosity, and giving. We conclude by offering these four tenets explicated from the scholarship, memories, and stories of the lives of Gail, Halcyon, Johndan, and Bill as a way to understand, negotiate, and practice generosity.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102889"},"PeriodicalIF":0.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535191","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}
Pub Date : 2024-10-10DOI: 10.1016/j.compcom.2024.102882
Anuj Gupta, Ann Shivers-McNair
In this paper, we demonstrate how studying the rhetorics of ChatGPT prompt writing on social media can promote critical AI literacies. Prompt writing is the process of writing instructions for generative AI tools like ChatGPT to elicit desired outputs and there has been an upsurge of conversations about it on social media. To study this rhetorical activity, we build on four overlapping traditions of digital writing research in computers and composition that inform how we frame literacies, how we study social media rhetorics, how we engage iteratively and reflexively with methodologies and technologies, and how we blend computational methods with qualitative methods. Drawing on these four traditions, our paper shows our iterative research process through which we gathered and analyzed a dataset of 32,000 posts (formerly known as tweets) from X (formerly Twitter) about prompt writing posted between November 2022 to May 2023. We present five themes about these emerging AI literacy practices: (1) areas of communication impacted by prompt writing, (2) micro-literacy resources shared for prompt writing, (3) market rhetoric shaping prompt writing, (4) rhetorical characteristics of prompts, and (5) definitions of prompt writing. In discussing these themes and our methodologies, we highlight takeaways for digital writing teachers and researchers who are teaching and analyzing critical AI literacies.
{"title":"“Wayfinding” through the AI wilderness: Mapping rhetorics of ChatGPT prompt writing on X (formerly Twitter) to promote critical AI literacies","authors":"Anuj Gupta, Ann Shivers-McNair","doi":"10.1016/j.compcom.2024.102882","DOIUrl":"10.1016/j.compcom.2024.102882","url":null,"abstract":"<div><div>In this paper, we demonstrate how studying the rhetorics of ChatGPT prompt writing on social media can promote critical AI literacies. Prompt writing is the process of writing instructions for generative AI tools like ChatGPT to elicit desired outputs and there has been an upsurge of conversations about it on social media. To study this rhetorical activity, we build on four overlapping traditions of digital writing research in computers and composition that inform how we frame literacies, how we study social media rhetorics, how we engage iteratively and reflexively with methodologies and technologies, and how we blend computational methods with qualitative methods. Drawing on these four traditions, our paper shows our iterative research process through which we gathered and analyzed a dataset of 32,000 posts (formerly known as tweets) from X (formerly Twitter) about prompt writing posted between November 2022 to May 2023. We present five themes about these emerging AI literacy practices: (1) areas of communication impacted by prompt writing, (2) micro-literacy resources shared for prompt writing, (3) market rhetoric shaping prompt writing, (4) rhetorical characteristics of prompts, and (5) definitions of prompt writing. In discussing these themes and our methodologies, we highlight takeaways for digital writing teachers and researchers who are teaching and analyzing critical AI literacies.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102882"},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-10DOI: 10.1016/j.compcom.2024.102888
Kerry Pusey, Yuko Goto Butler
As part of a larger investigation into the ecology of language tests, this study explores how writing fluency and writing processes are impacted by (dis)allowing access to external writing resources. An analysis was conducted of three international graduate students’ writing practices as they completed two argumentative writing assessment tasks. On one task, participants could access external writing resources (e.g., the internet) and had additional time to complete the task; on the other, access to writing resources was not permitted and a more restricted time limit was enforced. Data were collected from digital screen capture recordings of participants’ compositional practices and analyzed both qualitatively and quantitatively. Results indicated that participants took more time and wrote at a slower pace when they had access to external resources; however, additional time did not necessarily lead to a greater volume of writing. Participants also tended to shuttle between writing processes more frequently and execute more micro-level writing actions when they had access to external resources. However, there was substantial individual variation for both fluency and writing processes, highlighting the mediating role of individual differences in L2 writing. Implications for how the construct of academic writing ability is defined in different assessment contexts are discussed.
{"title":"Exploring the interaction among writing fluency, writing processes, and external resource access in second language writing assessment","authors":"Kerry Pusey, Yuko Goto Butler","doi":"10.1016/j.compcom.2024.102888","DOIUrl":"10.1016/j.compcom.2024.102888","url":null,"abstract":"<div><div>As part of a larger investigation into the ecology of language tests, this study explores how writing fluency and writing processes are impacted by (dis)allowing access to external writing resources. An analysis was conducted of three international graduate students’ writing practices as they completed two argumentative writing assessment tasks. On one task, participants could access external writing resources (e.g., the internet) and had additional time to complete the task; on the other, access to writing resources was not permitted and a more restricted time limit was enforced. Data were collected from digital screen capture recordings of participants’ compositional practices and analyzed both qualitatively and quantitatively. Results indicated that participants took more time and wrote at a slower pace when they had access to external resources; however, additional time did not necessarily lead to a greater volume of writing. Participants also tended to shuttle between writing processes more frequently and execute more micro-level writing actions when they had access to external resources. However, there was substantial individual variation for both fluency and writing processes, highlighting the mediating role of individual differences in L2 writing. Implications for how the construct of academic writing ability is defined in different assessment contexts are discussed.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102888"},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421267","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}
Pub Date : 2024-10-10DOI: 10.1016/j.compcom.2024.102881
Josephine Lawson, Michael J. Faris
Despite increased calls for preparation for online writing instruction (OWI), practica for graduate instructors often assume face-to-face modalities for FYW and practicum courses. This article shares a student’s and teacher's experiences in a 2022 practicum for graduate students teaching writing online for the first time. We argue that an ecological framework for OWI and OWI preparation helps writing programs and teachers attend to how OWI is distributed, emergent, enacted, and embodied. We conclude with suggestions for OWI teacher preparation that emphasizes drawing on teacher preparation scholarship in rhetoric and composition more broadly, attending to novice OWI teachers’ conceptions of literacy, and disabling OWI programs and preparation.
{"title":"Ecologies, bodies, and OWI teacher preparation: reflecting on a practicum for graduate instructors teaching writing online","authors":"Josephine Lawson, Michael J. Faris","doi":"10.1016/j.compcom.2024.102881","DOIUrl":"10.1016/j.compcom.2024.102881","url":null,"abstract":"<div><div>Despite increased calls for preparation for online writing instruction (OWI), practica for graduate instructors often assume face-to-face modalities for FYW and practicum courses. This article shares a student’s and teacher's experiences in a 2022 practicum for graduate students teaching writing online for the first time. We argue that an ecological framework for OWI and OWI preparation helps writing programs and teachers attend to how OWI is distributed, emergent, enacted, and embodied. We conclude with suggestions for OWI teacher preparation that emphasizes drawing on teacher preparation scholarship in rhetoric and composition more broadly, attending to novice OWI teachers’ conceptions of literacy, and disabling OWI programs and preparation.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102881"},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421381","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}
Pub Date : 2024-10-09DOI: 10.1016/j.compcom.2024.102883
Jialei Jiang
This study explores the integration of generative artificial intelligence (GenAI) design technologies, including Adobe Firefly and DALL·E, into the teaching and learning of multimodal composition. Through focus group discussions and case studies, this paper demonstrates the potential of GenAI in reshaping the various stages of the composition process, including invention, designing, and revising. The findings reveal that GenAI technologies have the potential to enhance students’ multimodal composition practices and offer alternative solutions to the wicked problems encountered during the design process. Specifically, GenAI facilitates invention by offering design inspirations and enriches designing by expanding, removing, and editing the student-produced design contents. The students in this study also shared their critical stance on the revision process by modifying and iterating their designs after their uses of GenAI. Through showcasing both the opportunities and challenges of GenAI technologies, this paper contributes to the ongoing scholarly conversations on multimodal composition and pedagogy. Moreover, the paper offers implications for the future research and teaching of GenAI-assisted multimodal composition projects, with the aim of encouraging thoughtful integration of GenAI technologies to foster critical AI literacy among college composition students.
{"title":"When generative artificial intelligence meets multimodal composition: Rethinking the composition process through an AI-assisted design project","authors":"Jialei Jiang","doi":"10.1016/j.compcom.2024.102883","DOIUrl":"10.1016/j.compcom.2024.102883","url":null,"abstract":"<div><div>This study explores the integration of generative artificial intelligence (GenAI) design technologies, including Adobe Firefly and DALL·E, into the teaching and learning of multimodal composition. Through focus group discussions and case studies, this paper demonstrates the potential of GenAI in reshaping the various stages of the composition process, including invention, designing, and revising. The findings reveal that GenAI technologies have the potential to enhance students’ multimodal composition practices and offer alternative solutions to the wicked problems encountered during the design process. Specifically, GenAI facilitates invention by offering design inspirations and enriches designing by expanding, removing, and editing the student-produced design contents. The students in this study also shared their critical stance on the revision process by modifying and iterating their designs after their uses of GenAI. Through showcasing both the opportunities and challenges of GenAI technologies, this paper contributes to the ongoing scholarly conversations on multimodal composition and pedagogy. Moreover, the paper offers implications for the future research and teaching of GenAI-assisted multimodal composition projects, with the aim of encouraging thoughtful integration of GenAI technologies to foster critical AI literacy among college composition students.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102883"},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-07DOI: 10.1016/j.compcom.2024.102886
Alexandra Krasova , Oksana Moroz
Digital storytelling is a productive approach to engaging multilingual students in creative, expressive, and practical tasks to increase their English language development and meaningful thinking. Based on previous research, digital storytelling helps students stay motivated, expand their communication skills, and create narratives with multiple multimodal features (Robin, 2008; Reinders, 2011; Tecnam, 2012). This study expands on previous research by exploring voice in students’ digital storytelling to showcase their identities. A mixed-method study investigated whether the same author's voice could be differentiated among the raters. Therefore, 25 participants were recruited and asked to watch ten pairs of digital stories to evaluate linguistic and multimodal aspects of the stories and either attribute them or not to the same author. The study results indicated that the raters could distinguish between digital stories authored by the same multilingual ESL writer and those crafted by different writers, thus proving that multilingual ESL learners implement voice in their digital stories. The study also revealed that the raters relied on certain multimodal and linguistic features while making their decisions, therefore underlying the importance of developing those multimodal elements in multilingual classrooms. Finally, the study offers numerous activities that can be implemented in multilingual classrooms to develop ESL students’ voices and shape their identities.
{"title":"Multilingual English second language students’ voice in digital storytelling","authors":"Alexandra Krasova , Oksana Moroz","doi":"10.1016/j.compcom.2024.102886","DOIUrl":"10.1016/j.compcom.2024.102886","url":null,"abstract":"<div><div>Digital storytelling is a productive approach to engaging multilingual students in creative, expressive, and practical tasks to increase their English language development and meaningful thinking. Based on previous research, digital storytelling helps students stay motivated, expand their communication skills, and create narratives with multiple multimodal features (Robin, 2008; Reinders, 2011; Tecnam, 2012). This study expands on previous research by exploring voice in students’ digital storytelling to showcase their identities. A mixed-method study investigated whether the same author's voice could be differentiated among the raters. Therefore, 25 participants were recruited and asked to watch ten pairs of digital stories to evaluate linguistic and multimodal aspects of the stories and either attribute them or not to the same author. The study results indicated that the raters could distinguish between digital stories authored by the same multilingual ESL writer and those crafted by different writers, thus proving that multilingual ESL learners implement voice in their digital stories. The study also revealed that the raters relied on certain multimodal and linguistic features while making their decisions, therefore underlying the importance of developing those multimodal elements in multilingual classrooms. Finally, the study offers numerous activities that can be implemented in multilingual classrooms to develop ESL students’ voices and shape their identities.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102886"},"PeriodicalIF":0.0,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421263","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}
Pub Date : 2024-10-07DOI: 10.1016/j.compcom.2024.102884
Simone Sessolo, Marisol Fila, Erin Murray, Mark Mills, Rebecca L. Matz, Holly Derry, Caitlin Hayward
Transitioning from coursework to dissertation writing presents unique challenges for graduate students. To support students in this phase of their careers, we created the Dissertation ECoach, a digital tool that provides automated and personalized support and guidance to address individual challenges and promote effective writing habits. By engaging with the Dissertation ECoach, students receive weekly surveys and tailored messages that encourage their writing process. This article discusses the development history, functionality, and methods of the Dissertation ECoach, as well as the results of its implementation at the University of Michigan for the period 2020–2023. Data show that a high percentage of students find the Dissertation ECoach experience helpful, to the point that a subset of students decide to enroll in the experience repeatedly. The article concludes by highlighting the potential of the Dissertation ECoach to be adopted by other universities, offering automated, customized support for graduate students across disciplines. The article also introduces updates that have been implemented in 2023/2024.
{"title":"The Dissertation ECoach: Supporting graduate students as they transition to dissertation writing","authors":"Simone Sessolo, Marisol Fila, Erin Murray, Mark Mills, Rebecca L. Matz, Holly Derry, Caitlin Hayward","doi":"10.1016/j.compcom.2024.102884","DOIUrl":"10.1016/j.compcom.2024.102884","url":null,"abstract":"<div><div>Transitioning from coursework to dissertation writing presents unique challenges for graduate students. To support students in this phase of their careers, we created the Dissertation ECoach, a digital tool that provides automated and personalized support and guidance to address individual challenges and promote effective writing habits. By engaging with the Dissertation ECoach, students receive weekly surveys and tailored messages that encourage their writing process. This article discusses the development history, functionality, and methods of the Dissertation ECoach, as well as the results of its implementation at the University of Michigan for the period 2020–2023. Data show that a high percentage of students find the Dissertation ECoach experience helpful, to the point that a subset of students decide to enroll in the experience repeatedly. The article concludes by highlighting the potential of the Dissertation ECoach to be adopted by other universities, offering automated, customized support for graduate students across disciplines. The article also introduces updates that have been implemented in 2023/2024.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102884"},"PeriodicalIF":0.0,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421268","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}
Pub Date : 2024-10-05DOI: 10.1016/j.compcom.2024.102885
Salma Kalim
The paper traces the emergence of the #JusticeForNaqib digital counterpublic that arose in response to the tragic killing of a young man from an ethnically marginalized Pakistani community. Drawing upon a corpus of tweets spanning a year, I elucidate how the stickiness of the hashtag #JusticeForNaqib is shaped by the circulation of diverse emotions, affective encounters with other sticky hashtags, and contact with past histories of oppression and resistance within the Pashtun community. Through a rhetorical analysis of tweets containing the hashtag #JusticeForNaqib, I demonstrate how the affective counterpublic not only provided a collective space for grieving the loss of another young Pashtun man but also enabled activists to challenge prejudicial discourses portraying Pashtuns as terrorists and to mobilize support for offline protests by circulating calls to action and fostering a space to commemorate the social movement's achievements. The study advocates for a deeper understanding of the affective dimensions of the digital counterpublic, particularly in the context of marginalized communities.
{"title":"Unveiling the affective digital counterpublic: A rhetorical ecological analysis of the #JusticeForNaqib movement in Pakistan","authors":"Salma Kalim","doi":"10.1016/j.compcom.2024.102885","DOIUrl":"10.1016/j.compcom.2024.102885","url":null,"abstract":"<div><div>The paper traces the emergence of the #JusticeForNaqib digital counterpublic that arose in response to the tragic killing of a young man from an ethnically marginalized Pakistani community. Drawing upon a corpus of tweets spanning a year, I elucidate how the stickiness of the hashtag #JusticeForNaqib is shaped by the circulation of diverse emotions, affective encounters with other sticky hashtags, and contact with past histories of oppression and resistance within the Pashtun community. Through a rhetorical analysis of tweets containing the hashtag #JusticeForNaqib, I demonstrate how the affective counterpublic not only provided a collective space for grieving the loss of another young Pashtun man but also enabled activists to challenge prejudicial discourses portraying Pashtuns as terrorists and to mobilize support for offline protests by circulating calls to action and fostering a space to commemorate the social movement's achievements. The study advocates for a deeper understanding of the affective dimensions of the digital counterpublic, particularly in the context of marginalized communities.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"74 ","pages":"Article 102885"},"PeriodicalIF":0.0,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142421265","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}
Pub Date : 2024-09-01Epub Date: 2024-06-17DOI: 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.
{"title":"DETECTing the anomalies: Exploring implications of qualitative research in identifying AI-generated text for AI-assisted composition instruction","authors":"Ali Garib , Tina A. Coffelt","doi":"10.1016/j.compcom.2024.102869","DOIUrl":"https://doi.org/10.1016/j.compcom.2024.102869","url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"73 ","pages":"Article 102869"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141422946","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}
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