critical analysis

Assistive Yet Authorial: Critical Use of GenAI in Personal Narrative Prewriting

Activities, critical thought and analysis, digital literacy, drafting and revising, genAI, identity, narrative and storytelling, prewriting and invention, primary source research, Process, research, writing technologies /

Daehyun Won Assignments & Activities Archive Activity Description Due to the accelerating adoption of Generative Artificial Intelligence (GenAI) across higher education, writing instructors face everyday challenges in developing academic writing skills while integrating GenAI to enhance digital literacy, critical AI literacy, and prompt engineering. Not to undermine students’ authorial agency, authentic voice, and ownership in […]

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Critical AI Literacy as a Tool for Building Writing Skills

Activities, critical thought and analysis, demystifying writing assignments, genAI, genre and discourse community, metacognition, rhetorical appeals and argument, writing across the curriculum, writing technologies /

Kerri Rinaldi Assignments & Activities Archive Activity Description This structured classroom activity offers an agency-centered approach to teaching critical AI literacy in the writing classroom through a feminist methodology lens. Rather than approaching AI literacy as training students how to use generative AI tools, the activity positions students as rhetorical judges and critical witnesses, aligning

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Documenting Campus Spaces: The Collaborative Accessibility Guide Assignment

Accessibility, Assignments, collaboration and group work, critical thought and analysis, genre and discourse community, professional writing, technical writing, visual/multimodal rhetorics /

Marie Pruitt Assignments & Activities Archive Assignment Description The Collaborative Accessibility Guide (CAG) assignment was originally designed for an upper-level writing course, Technical and Scientific Writing, taught at a Predominantly White Institution (PWI) and large public research university. However, this assignment can easily be adapted for any technical or professional writing course. Over the course

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Owning the Process: Co-Learning AI Through Critical Inquiry and Workflow Literacy

Activities, collaboration and group work, critical thought and analysis, digital literacy, genAI, information literacy, Process, professional writing, writing technologies /

Jennifer N. Mason Assignments & Activities Archive Activity Description This in-class activity invites students and instructors to co-investigate how generative AI and other writing technologies shape composing processes across academic and professional contexts. The activity is grounded in workflow literacy—defined here as the reflective practice of analyzing how tasks, tools, technologies, and collaborators interact across

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Teaching Critical AI Literacy through Popular Natural Science Articles

Assignments, critical thought and analysis, digital literacy, genAI, information literacy, Integrating sources, Process, research, rhetorical appeals and argument, rhetorical situation, writing across the curriculum, writing technologies /

Chad Lewis and Jackson W. Martin Assignments & Activities Archive Assignment Description The writing classroom is an opportune space to teach students how to critically think about generative AI (GenAI) outputs and their limitations. This assignment asks students to compare the rhetorical situations of scholarly research articles in the natural sciences with their popular science

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Can ChatGPT Make the Right Moves? A Comparative Rhetorical Analysis of Human-Authored and AI-Generated Texts

Assignments, critical thought and analysis, digital literacy, genAI, Process, rhetorical situation, writing technologies /

Michelle Cook, Gaby Meindl, and Angela Laflen Assignments & Activities Archive Assignment Description Helping students develop rhetorical knowledge acts as a bridge between understanding GenAI tools on a functional level and being a critical reader of texts generated by AI. Because we are preparing students to enter academic and professional spaces that have been, and

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Writing toward Racial Literacy

Anti-Racist Pedagogy, Racial Literacy /

Mara Lee Grayson Volume 4 Chapter Description Curricula that engage students in reading and writing about race and racism are increasingly common in composition classrooms, but writing about race, even when guided by an instructor well-versed in critical race theory and critical pedagogy, isn’t easy. Racial literacy requires that students develop a discursive toolbox with

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