Generative AI in College Writing: Critical Literacies, Student Perspectives, and Strategies for Authorial Balance
Keywords:
Artificial Intelligence, Writing, Technological LiteraciesAbstract
Drawing from interviews with undergraduates, this article offers a critical analysis of the problems with generative artificial intelligence (GenAI) and student-centered recommendations for approaching college writing and GenAI. Data presented include examples of how students work with GenAI, showing critical engagement with writing processes, the challenges created by non-AI use policies, and considerations of overreliance, examining how students negotiate writing with GenAI. Recommendations include the benefits of an invitational, trust-centered pedagogy, the importance of fostering critical literacies about GenAI, the need to articulate what overreliance looks like for specific assignments, and strategies for helping students find authorial balance.
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