Publication Date

1-24-2025

Document Type

Article

Organizational Units

University Writing Program

Keywords

Generative AI, Critical play, Ethics, Emergence, Aleatory, Epiphany, Transfer, Critical incident

Abstract

This article explores teaching writing with generative AI as critical play where students and teachers engage in an ethically dialectical and aleatory game with generative AI. I qualitatively surveyed 24 writing teachers about how they teach writing with generative AI as well as its advantages and disadvantages. I discovered that teachers used generative AI to teach about the ethics of generative AI's design and rhetorical use to avoid plagiarism. Teachers also critically played with generative AI to teach the writing process of invention, drafting, revision, and editing. Specifically, the critical, dialectical interplay of human and machine invents in aleatory and emergent ways, creating moments of epiphany for students and teachers within the writing process for invention, drafting, revision, and editing while the real time pace of generative AI democratizes education, making writing and teaching more accessible for them.

Copyright Date

1-24-2025

Copyright Statement / License for Reuse

Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Rights Holder

Rebekah Shultz Colby

Provenance

Received from Elsevier

File Format

application/pdf

Language

English (eng)

Extent

12 pgs

File Size

679 KB

Publication Statement

Copyright is held by the Author. User is responsible for all copyright compliance. This article was originally published as

Shulz Colby, R. (2025). Playing the Digital Dialectic Game: Writing Pedagogy with Generative AI. Computers and Composition, 75. https://doi.org/10.1016/j.compcom.2025.102915

Publication Title

Computers and Composition

Volume

75

First Page

102915

ISSN

8755-4615

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