Discourse and Writing/Rédactologie

Le présent et le(s) futur(s) de la rédaction à l’ère de l’Intelligence Artificielle

Avant-propos - Foreword

Sara Vecchiato, Valérie Delavigne

57-68
- PDF (English)
Introduction: The Present and Future(s) of Writing in the Age of Artificial Intelligence/Le Présent et le(s) Futur(s) de la Rédaction à l’ère de l’Intelligence Artificielle

Cara Violini , Erin Vearncombe

69-77
- PDF (English)
Simulated Social Action Assessing Generative AI’s attempts at the Rhetoric of Literary Criticism

Sarah Banting

78-100
- PDF (English)
Where We’re At, What We Must Know, and Where We Can Go: A Systematic Review of Research about Writing and Artificial Intelligence

Christopher Eaton, Isabella Belmonte, Talla Enaya, Sarah Flood, Zainab Khalil, Anthony Makwanda, Mian Muhammad Ahmed Shah, Alexia Toma, Tiffany Wang, Connor Yu

101-125
- PDF (English)
Doctoral students’ use of Generative Artificial Intelligence (GenAI) in academic writing: Their engagement with AI-powered writing tools

Vickie W.K. Li, Linda H.F. Lin

126-155
- PDF (English)
Avoid, Adopt, Adapt: Positions on GenAI in Canadian Writing Centres

Gillian Lisa Saunders, Natalie Boldt

156-184
- PDF (English)
Generative AI + Socio-Rhetorical Views of Writing

Katja Thieme, Brittany Amell

185-210
- PDF (English)
Always Watched, Always Watching The Role of Surveillance in Writing Educator Experiences with Generative Artificial Intelligence

Mercedes Veselka, Kathryn Hibbert, Lorelei Lingard, Ott Mary

211-234
- PDF (English)
Ce que l’IA fait à l’écriture scientifique Ethnographie participative d’un hackathon interdisciplinaire

Nathan Ferret, Patrice Abry, Rémy Cazabet, Philippe Gabriel, Lucie Gournay, Jean-Philippe Magué, Emmanuel Quemener, Julien Thiburce

235-259
- PDF

Discourse and Writing/Rédactologie

Numéro courant

Major Article

What We Talk about What We Talk about Gender-Inclusive Language: Teaching and Learning the Singular “They” in the First-Year Writing Classroom

Reviews

Writing Together: Building Social Writing Opportunities for Graduate Students: A Book Review

Book Review Caplan, N. A., & Johns, A. (2019). Changing Practices for the L2 Writing Classroom: Moving Beyond the Five-Paragraph Essay. (Eds.). University of Michigan Press ELT.

Lucia Thesen (2024). Knowledge-making From a Postgraduate Writers’ Circle: A Southern Reflectory. Multilingual Matters.

Review of Angela Laflen’s Critical Data Storytelling in the Composition Classroom

International Organization for Standardization (ISO). (2023). Plain language - Part 1 : Governing principles and guidelines. Norme ISO 24495-1:2023 Aperçu de la nouvelle norme en langue claire et simple

Writing in Practice

Ctrl+AI+Learn Contextualizing GenAI Policies for First-Year University Students

Le présent et le(s) futur(s) de la rédaction à l’ère de l’Intelligence Artificielle

Avant-propos - Foreword

Introduction: The Present and Future(s) of Writing in the Age of Artificial Intelligence/Le Présent et le(s) Futur(s) de la Rédaction à l’ère de l’Intelligence Artificielle

Simulated Social Action Assessing Generative AI’s attempts at the Rhetoric of Literary Criticism

Where We’re At, What We Must Know, and Where We Can Go: A Systematic Review of Research about Writing and Artificial Intelligence

Doctoral students’ use of Generative Artificial Intelligence (GenAI) in academic writing: Their engagement with AI-powered writing tools

Avoid, Adopt, Adapt: Positions on GenAI in Canadian Writing Centres

Generative AI + Socio-Rhetorical Views of Writing

Always Watched, Always Watching The Role of Surveillance in Writing Educator Experiences with Generative Artificial Intelligence

Ce que l’IA fait à l’écriture scientifique Ethnographie participative d’un hackathon interdisciplinaire

Langue

Renseignements