Rethinking Writing Education in the Age of Generative AI

Author: Chaoran Wang and Zhongfeng Tian

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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.

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Summary

Description

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.

About the Author

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 University–Newark, 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.