This presentation will demonstrate how ChatGPT feedback, based on its distinct generative capabilities, can function as a component of the writing ecology, diverging from conventional AWE feedback. Through a pilot study, I explore how participants interact more extensively with ChatGPT feedback, particularly for higher-order composing concerns.
This presentation describes the challenges and successes of developing shared curricular materials for online writing courses catering to the needs of L2 and L1 students alike while making student diversity in online spaces more visible.
This paper reflects upon the adjustments made by a retired full-time professor from a large research one university in the process of becoming a part-time adjunct professor at a community college. While these adjustments were often difficult, they were opportunities for growth and for fostering a necessary sense of humility.
This presentation offers a reflective account of how a Writing Center Director engaged tutors and the wider campus community in conversations on linguistic justice. The aim was to enhance understanding of equitable multilingual and multilateral writing practices within our academic community.
This experimental study investigates the effectiveness of self-regulated strategy development (SRSD) revision instruction and peer interaction in developing L2 high school students’ self-regulation when revising their English persuasive essays.
This qualitative study explores the potential for translanguaging pedagogies to promote social justice in ESL writing classrooms. Findings offer a snapshot of the challenges, constraints, affordances, and potential for translanguaging pedagogies to foster inclusion, thus reframing our understanding of how and what social justice can be in the ESL writing classroom.
