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My thoughts on changes of footing as signs of possible disagreement are brought to you by my recent reading of this article. 8/
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www.tandfonline.com/doi/abs/10.1...
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As language and communication instructors, we have an abundance of experience about what writing does and can do, both inside and outside our classrooms. As researchers, we work from empirical insights on the situated purposes, processes, and possibilities for writing and its practice. In direct and indirect ways, agentive tools increasingly impact “how we write, what we write, and the networks and assemblages in which we write” (Bedington et al., 2024, p. 1). Growing access to artificial intelligence (AI) applications changes the affordances with which students and instructors plan projects, generate ideas, and structure their documents. As these changes are underway, instructors encounter “much under-informed punditry” making assertions about writing pedagogy, with neither formal study nor experienced teaching to support or guide those assertions (Majdik & Graham, 2024, p. 224). A core challenge we face as scholars and teachers of writing is not that there is too little extant research and understanding about what writing is or does. Rather, the issue is that this research is not prominent enough. So, what does our collective writing studies knowledge suggest in relation to this newly animated topic of writing about, with, or against generative AI tools? This paper asks: which of our core disciplinary insights are most relevant at this moment and how do they help us frame the teaching of research and writing in relation to generative AI tools? Given both authors’ research and teaching backgrounds, this analysis focuses on conceptual structures and empirical insights provided by rhetorical genre theory and genre-based pedagogy.
Here is how we put it in the introduction of our recent paper. 3/
philarchive.org/rec/THIGAA
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So many editors‘ time and energy is being wasted.
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"We suggest that the scientific community needs to think carefully about where we find worth in what we do. LLMs are eroding that space."
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Going to use this in my research writing class next week. Where we have been doing genre move analysis, so students are very ready.
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Update!
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bsky.app/profile/joes...
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Notes on the student essay from a classic, Womack, "What Are Essays For?," 1993:
The essay is "a culturally specific form of communication which has not always existed, and which depends for its existence now on some quite definite institutional contexts" /1
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Current AI models work with snapshots of what was on the internet circa 2022. These sources in turn foreground older, already heavily cited sources. A feedback cycle that drives model collapse.
#citation #writingstudies #cdnwrds #teamrhetoric
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Like, I can tell you that across Canadian universities the productivity expectations for writing studies instructors have increased—e.g., in the form of student numbers—and they are not reasonable.
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So I think it can be too corrosive to teach students to read and write that way. A misapplied hermeneutics of suspicion, perhaps, which should be better directed, used in more productive ways.
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bsky.app/profile/natk...
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Sandstead & Kibler, "Voice in L2 Writing in the Age of AI" build on Matsuda and think about how chatbot and human voice can be conceptualized in distinction from each other. With pedagogical implications added on.
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linkinghub.elsevier.com/retrieve/pii...
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For those who missed it. Eric Kaufmann—widely known for propagating the concepts of "great replacement" and "great awokening" as well as for supporting various race science networks—recently spoke as a witness at this Canadian House of Commons committee.
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bsky.app/profile/katj...
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Interesting story. About one hoax. And then another.
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„You can trick AI chatbots like ChatGPT or Gemini into teaching you how to make a bomb or hack an ATM if you make the question complicated, full of academic jargon, and cite sources that do not exist. That’s the conclusion of a new paper.“
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PS: Part of my motivation for spending serious amounts of time figuring out how to teach in deep alignment with research in rhetorical genre theory, pragmatics, applied language was that I used to overhear senior teachers say that doing so is too intellectually challenging for students. 8/
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I mention it because I see the paper getting downloaded quite frequently. But otherwise, we've not seen traction. Not sure why. So, if you have reason to read it and if it fits into your work, we'd be quite excited about seeing it cited. :)
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If you've ever found yourself in a position of inventing some sort of story that might explain uneven student evaluation scores—your own or someone else's—then this blog post is for you.
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Spicy.
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From Birhane & McGann, "Large Models of What?" in *Language Sciences.* A linguistically driven discussion of why LLM outputs are not like human languaging at all.
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www.sciencedirect.com/science/arti...
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Yes.
bsky.app/profile/futu...
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#writingstudies #cdnwrds #disciplinarity #genai+writing
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