Bringing together leading scholars and practitioners, Rethinking Writing Education in the Age of Generative AI offers a timely exploration of pressing issues in writing pedagogies within an increasingly AI-mediated educational landscape.
From conceptual and empirical work to theory-guided praxis, the book situates the challenges we face today within the historical evolution of writing education and our evolving relationship with AI technologies. Covering a range of contexts such as L2/multilingual writing, first-year writing, writing centers, and writing program administration and faculty development, the book examines various AI-informed writing pedagogies and practices. Drawing on interdisciplinary perspectives from writing studies, education, and applied linguistics, the book bridges theory and practice to address critical questions of innovation, ethics, and equity in AI-supported teaching.
This book is essential for writing educators and researchers looking to leverage AIs to facilitate the teaching and learning of writing in critical and transformative ways.
Bringing together leading scholars and practitioners, Rethinking Writing Education in the Age of Generative AI offers a timely exploration of pressing issues in writing pedagogies within an increasingly AI-mediated educational landscape.
Part I: Voices from the Field
1. Chatbots, Frankensteins Monster of
Dominant Writing Education
2. From Policing to Empowerment: Promoting Student
Agency in the Context of AI Text-Generators and AI-Detection Tools
3. A
Generative AI (GAI) Writing Pedagogy: How Composition Pedagogy Can Inform the
GAI Turn
4. Whose Words Are They?: Authorship in the Age of Artificial
Intelligence
5. Blessing or Cursing: Second Language Writing Teachers'
Perceptions of Using ChatGPT in Classrooms Part II: Praxis in Context
6.
Never Let a Good [ Literacy] Crisis Go to Waste: Writing Across the
Curriculum Administration Amidst Artificial Intelligence Anxiety
7.
Generative AI and the Writing Center: A New Era of Peer-Tutor
Professionalization
8. AI-Powered Reading Assistants: A Tool for Equity in
First-Year Writing
9. Generative Artificial Intelligence in Writing: ChatGPT
and Critical Questioning for Multilingual Learners
Chaoran Wang is an Assistant Professor of Writing and a Multilingual Writing Specialist at Colby College, USA. Her research examines multilingual literacy and the role of technology through the intersecting perspectives of applied linguistics, writing studies, and educational technologies.
Zhongfeng Tian is an Assistant Professor of Bilingual Education at Rutgers UniversityNewark, USA. His research, grounded in translanguaging theory, focuses on collaborating with pre- and in-service teachers to foster equitable, inclusive, and socially just learning environments for bi/multilingual students in ESL and dual language bilingual education contexts.
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