Rethinking Writing Education in the Age of Generative AI

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.

• Part I: Voices from the Field 1. Chatbots, Frankenstein’s 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

"All in all, Rethinking Writing Education in the Age of Generative AI is a timely and intellectually ambitious volume that captures the complexity of teaching writing in an era shaped by rapid technological change."- Yu Kyoung Shin, School of Global Studies, Hallym University, Republic of Korea, review published in Journal of English for Academic Purposes"Overall, this volume is a timely and thought-provoking contribution to both writing studies and L2 writing research. It will be of interest to second language writing teachers, writing center staff, program administrators, and researchers who wish to move beyond detection-based responses to AI and toward approaches that foreground critical literacy, multilingual realities, and institutional responsibility. For graduate students and early-career scholars, it offers a rich map of current debates and a set of concrete cases through which to imagine alternative futures for writing education in the age of generative AI."- Ying Ding, School of International Studies, Zhejiang University, Hangzhou, China and Tsy Yih, School of Foreign Studies, Tongji University, Shanghai, China, review published in Journal of Second Language Writing