ARTIFICIAL INTELLIGENCE AND LITERARY CREATIVITY
NOAM CHOMSKY 2023 CRITIQUES CHATGPT AS BASICALLY A HIGH TECH PLAGIARISM AND A WAY OF AVOIDING LEARNING DISAGREEING WITH CHOMSKY SARAH EATON 2023 BELIEVES THAT WE ARE ENTERING A POSTPLAGIARISM ERA IN WHICH WE HAVE TO TRANSCEND THE HISTORICAL NOTION OF PLAGIARISM AS HYBRID HUMAN AI WRITING WILL BECOME NORMAL P 3 THESE CONTRASTING VIEWS ARE JUST ONE OF THE MANY DIFFERING PERSPECTIVES AT THIS CRITICAL MOMENT IN WRITING EDU CATION WHERE AI CHALLENGES OUR LONG HELD NOTIONS OF AUTHORSHIP AND INTELLECTUAL INTEGRITY AS WELL AS OUR RELATIONSHIPS WITH TECHNOLOGY AS WRITERS AND EDUCATORS ARE WE TRULY IN OPPOSI TION TO AI OR COULD THESE TECHNOLOGIES BECOME ALLIES THAT ENHANCE STUDENTS WRITERLY VOICE AND RHETORICAL AGENCY WHAT ELEMENTS OF WRITING ARE IRREPLACEABLE BY MACHINES AND ALGO RITHMS AT ALL REGARDLESS OF THE ADVANCEMENT OF THESE TECHNOLOGIES WHAT IS MISSING IN OUR CURRENT PEDAGOGY THAT RESULTS IN MISUNDERSTANDINGS OF WRITING AS REPLICABLE PRODUCTS HOW MIGHT WE INCORPORATE AI ETHICALLY TO FOSTER JOY AUTHENTIC EXPRESSION DEEP LEARNING CRITICAL ITY CREATIVITY AND JUSTICE THIS VOLUME IS AN INITIAL ATTEMPT TO EXPLORE THESE QUESTIONS AND TO RETHINK WRITING EDUCATION IN THE AGE OF GENERATIVE AI THROUGH THREE MAIN APPROACHES FIRST IT IS ESSENTIAL TO SITUATE THE CHALLENGES WE FACE TODAY WITHIN THE HISTORICAL EVOLUTION OF WRITING EDUCATION AMIR KALAN CHAPTER 1 PARTICULARLY CRITIQUES AND EXAMINES THE HISTORICAL GROUNDINGS OF WRITING PEDAGOGY THAT PROMOTED MACHINE LIKE DECONTEXTUALIZED WRITING THAT IS HIGHLY COMPATIBLE WITH AI KALAN S TRACING OF WESTERN RHETORICS AND WRITING PEDAGOGIES PROVIDED A COMPELLING PERSPECTIVE OF HOW STUDENTS HAVE LONG BEEN ENCOURAGED TO PRODUCE TEXTUAL HALLUCINATION THAT RESEMBLES AI S INNERWORKINGS ALSO FROM A HISTORICAL LENS BUT TAK ING A DIFFERENT ROUTE BRENTA BLEVINS CHAPTER 3 REVISITS THE MAJOR WRITING PEDAGOGIES ESTAB LISHED IN THE FIELD DISCUSSING HOW THEIR CORE PRINCIPLES ARE STILL VALUABLE YET CAN BE ADAPTED DIFFERENTLY IN LIGHT OF THE CHALLENGES OF AI IT IS IN A SIMILAR SPIRIT THAT KIMBERLY VINALL AND EMILY HELLMICH CHAPTER 4 AND MARC WATKINS CHAPTER 8 DRAW ON THEIR EXTENSIVE WORK WITH MACHINE TRANSLATION AND AI POWERED READING TOOLS TO REEXAMINE CONCEPTS OF AUTHORSHIP ORIGINALITY ACCESSIBILITY AND ETHICS TOGETHER THESE PERSPECTIVES PROVIDE A WAY TO SEE AI S AFFORDANCES AND CHALLENGES NOT AS NEWLY INVENTED BUT AS A CONTINUITY IN OUR HISTORICAL AND EVOLVING RELATIONSHIP WITH AI TECHNOLOGIES AND OUR WRITING PEDAGOGIES SECOND RESONATING WITH JOHNSON 2023 WE BELIEVE THAT TECHNOLOGIES MUST BE TAUGHT P 171 IT IS NOT OUT OF PRAGMATISM THAT WE MAKE THIS CLAIM E G BECAUSE STUDENTS WILL ENTER A PROFESSIONAL WORLD OF AI SO WE HAVE TO MAKE THEM READY AND COMPETENT RATHER IT IS THE INHERENTLY SOCIAL AND POLITICAL NATURE OF BOTH WRITING AND TECHNOLOGY THAT COMPELS US AS WRITING EDUCATORS TO ENGAGE STUDENTS WITH THE REALITY OF AN INCREASINGLY AI MEDIATED WORLD WHERE THEIR WORDS ART TEXT SOCIAL MEDIA INTERACTIONS AND THE NATURAL RESOURCES AND ENVIRONMENTS THEY INHABIT ARE EXPLOITED AS THE VERY BLOOD OF AI ANDERSON 2023 THEY AND ALL OF US HAVE ALREADY BEEN IMPLICATED WITHOUT BEING GIVEN A CHOICE IN THE FIRST PLACE AS ARGUED BY WHITNEY GEGG HARRISON AND SHAWNA SHAPIRO CHAPTER 2 BOTH TEACHERS AND STUDENTS ARE EXPERIENCING A LACK OF AGENCY REGARDING THESE EMERGENT TECHNOLOGIES IN FACT WHAT CAN BE EVEN MORE HARMFUL IS A SIMPLISTIC BANNING OR POLICING APPROACH THAT ROBS OUR STUDENTS OF THE CRITICAL OPPORTUNITIES TO PARTICIPATE IN AND INVESTIGATE ISSUES OF ACCESS JUSTICE AND POWER IN RELATION TO AI AND WRITING THUS ADDING TO JOHNSON S CALL TECHNOLOGIES MUST BE TAUGHT NOT ONLY TO STUDENTS BUT ALSO AS PART OF WRITING INSTRUCTORS EVOLVING PEDAGOGICAL REPERTOIRE SO THEY CAN BETTER EMPOWER BOTH THEIR STUDENTS AND THEMSELVES THIS UNDERSCORES THE IMPORTANCE OF WRITING TEACHER PROFESSIONAL DEVELOPMENT GIVEN THE RANGE OF TEACHERS READINESS FAMILIARITY POSITIONALITY AND EXPERIENCE WITH EFFECTIVE PEDAGOGIES AROUND AI AS SHOWN IN WEI XU AND XIAO TAN S NATIONWIDE SURVEY OF SECOND LANGUAGE WRITING INSTRUCTORS IN AMERICAN HIGHER EDUCATION CHAPTER THIRD WE RECOGNIZE THAT IT IS IMPORTANT TO CONTEXTUALIZE AI WRITING PEDAGOGIES AND REFLECT ON THE PRACTICES WITHIN OUR INSTITUTIONAL SETTINGS AND SPECIFIC WRITING PROGRAMS WITH THIS IN MIND WE BRING TOGETHER DIVERSE APPROACHES TO PRAXIS IN VARIOUS CONTEXTS SUCH AS WRITING PROGRAM ADMINISTRATION AND FACULTY DEVELOPMENT IN A WRITING ACROSS THE CURRICULUM SETTING CHAPTER CHRISTOPHER BASGIER WRITING CENTRE PRACTICES AND TUTORS PROFESSIONAL DEVELOPMENT CHAPTER GHADA GHERWASH AND JOSHUA PAIZ FIRST YEAR WRITING CHAPTER 8 MARC WATKINS AND MULTILIN GUAL ACADEMIC WRITING CHAPTER 9 ALLESSANDRA ELISABETH DOS SANTOS PAULO BOA SORTE AND LUCIANA DE OLIVEIRA THESE PRAXES NOT ONLY SHOWCASE HOW THEORIES INFORM PEDAGOGICAL PRACTICES BUT ALSO OFFER REFLECTIVE STANCES TOWARD THEORIES IN LIGHT OF EVOLVING AI TECHNOLOGIES PROVIDING PRACTICAL IMPLICATIONS FOR WRITING INSTRUCTORS ADMINISTRATORS AND EDUCATION PRACTITIONERS THE VOLUME IS ORGANIZED INTO TWO PARTS VOICES FROM THE FIELD CHAPTERS 1 5 AND PRAXIS IN CONTEXT CHAPTERS 6 9 GROUNDED IN THE NORTH AMERICAN HIGHER EDUCATION CONTEXT FROM CONCEPTUAL AND EMPIRICAL WORK THAT REEXAMINES OUR HISTORICAL RELATIONSHIP WITH WRITING PEDAGOGY AND TECHNOLOGY TO THEORY GUIDED PRAXIS WE HOPE THAT THIS VOLUME AT LEAST OFFERS SOME RESOURCES FOR FURTHER DISCUSSIONS AND PRACTICES IN A WIDER RANGE OF EDUCATIONAL AND CUL TURAL CONTEXTS BELOW WE BRIEFLY INTRODUCE EACH CHAPTER IN CHAPTER 1 AMIR KALAN CRITIQUES WRITING EDUCATION S LONG STANDING FOCUS ON FORMALIST APPROACHES AND ITS NEGLECT OF WRITING FOR AUTHENTIC EXPRESSION SOCIAL ACTION AND IDENTITY KALAN ARGUES THAT THE ANXIETY AND FEAR OF CHATBOTS IN EDUCATIONAL SETTINGS STEM FROM THESE TRADITIONAL PEDAGOGIES WHICH PROMOTE DECONTEXTUALIZED WRITING THAT CAN BE EASILY MIMICKED BY AI CHATBOTS IN THIS SENSE AI RESEMBLES FRANKENSTEIN S MONSTER WHICH REVEALS THE UNCOM FORTABLE TRUTHS ABOUT THE PROBLEMATIC ASPECTS OF TRADITIONAL WRITING EDUCATION THAT UNDERVALUE WRITING S SOCIAL FUNCTIONS AND STUDENTS AUTHENTIC EXPRESSIONS KALAN S ANALYSIS REVEALS THE LIMI TATIONS OF A PEDAGOGY THAT PRIORITIZES CORRECT FORM OVER COMMUNICATIVE INTENT CRITICAL THINKING AND IDENTITY EXPRESSION THE CHAPTER ENCOURAGES EDUCATORS TO ADOPT USE THEORIES OF LANGUAGE WHICH FOCUSES ON WHAT WRITING CAN ACHIEVE AND PRIORITIZES THE COMMUNICATIVE IMPACT OF WRITING ADVOCATING FOR WRITING AS A SPACE FOR PERSONAL EXPRESSION IDENTITY NEGOTIA TION CIVIC DIALOGUE AND SOCIAL IMPACT IN CHAPTER 2 WHITNEY GEGG HARRISON AND SHAWNA SHAPIRO ARGUE THAT FEAR DRIVEN RESTRIC TIVE RESPONSES TO GENERATIVE AI SUCH AS INSTITUTIONAL BANS AND THE DEVELOPMENT OF AI DETECTION TOOLS TO MONITOR ACADEMIC INTEGRITY AND POLICING THE USE OF AI GENERATED TEXT ARE NOT ONLY INEFFECTIVE BUT ALSO HARMFUL THEY CONTEND THAT SUCH MEASURES UNDERMINE BOTH STUDENT AND TEACHER AGENCY AND MAY LEAD TO A COUNTERPRODUCTIVE DEHUMANIZING RHETORIC AROUND AI USE IN EDUCATIONAL SETTINGS DRAWING FROM CRITICAL LANGUAGE AWARENESS CLA AND CRITICAL AI LITERACY CAIL GEGG HARRISON AND SHAPIRO ADVOCATE FOR A SHIFT FROM PUNI TIVE TOWARDS EMPOWERING PRACTICES THE INTERSECTION OF CLA AND CAIL OPENS NEW AVENUES FOR WRITERLY AGENCY FOSTERING CRITICAL ENGAGEMENT WITH AI TECHNOLOGIES THE AUTHORS PROPOSE A SERIES OF PRINCIPLES AND STRATEGIES FOR WRITING INSTRUCTORS TO OFFER STUDENTS LEARNING OPPORTU NITIES THAT ARE INCLUSIVE CRITICAL AND SOCIALLY AWARE IN CHAPTER 3 BRENTA BLEVINS REVIEWS ESTABLISHED COMPOSITION PEDAGOGIES AND DISCUSSES HOW EACH OFFERS VALUABLE INSIGHTS INTO NAVIGATING THE COMPLEX CHANGES AI BRINGS TO WRITING CLASSROOMS PARTICULARLY THOSE THAT VIEW WRITING AND TECHNOLOGY AS INTERLINKED BLEVINS POINTS OUT THAT WHILE GAI TECHNOLOGY RAISES QUESTIONS ABOUT CURRENT WRITING INSTRUCTION EDUCATORS NEED NOT ABANDON ESTABLISHED PRINCIPLES INSTEAD THEY CAN ADAPT THEM TO HELP STUDENTS USE AI EFFECTIVELY AND RESPONSIBLY RATHER THAN OVERHAULING WRITING EDUCATION SHE ARGUES THAT PRO CESS AND POST PROCESS PEDAGOGIES COLLABORATIVE WRITING GENRE AWARENESS SECOND LANGUAGE AND MULTILINGUAL WRITING PEDAGOGY AND DISABILITY STUDIES PEDAGOGY AMONG OTHERS OFFER INSIGHTS FOR GUIDING STUDENTS TO USE AI THOUGHTFULLY BLEVINS ALSO HIGHLIGHTS THE ETHICAL DIMEN SIONS OF USING AI EMPHASIZING THAT TEACHERS SHOULD FOSTER DISCUSSIONS ON WHEN AND HOW AI MIGHT BE SUITABLE FOR WRITING TASKS IN THE END SHE SUGGESTS THAT WHILE GAI TOOLS WILL RESHAPE WRITING EDUCATORS CAN GUIDE STUDENTS TO DEVELOP THE SKILLS NEEDED TO NAVIGATE THIS EVOLVING LANDSCAPE THOUGHTFULLY AND ETHICALLY IN CHAPTER 4 KIMBERLY VINALL AND EMILY HELLMICH REEXAMINE THE CONCEPT OF AUTHORSHIP IN THE AGE OF AI DRAWING UPON THEIR RESEARCH WITH LANGUAGE INSTRUCTORS AND STUDENTS THEY EXPLORE WHETHER TRANSLATED TEXTS CAN BE OWNED BY STUDENTS AND HOW AUTHORSHIP IS CHAL LENGED BY THE USE OF MACHINE TRANSLATION MT IN LANGUAGE LEARNING BUILDING ON PENNYCOOK S EXPLORATION OF WESTERN VIEWS ON AUTHORSHIP THEY CONTRAST THE MODERNIST EMPHASIS ON ORIGI NALITY AND INDIVIDUAL AUTHORSHIP WITH A POSTMODERN VIEW OF LANGUAGE AS INHERENTLY INTERTEX TUAL DRAWING FROM MULTIPLE CULTURAL AND LINGUISTIC SOURCES USING EXAMPLES FROM THEIR OWN RESEARCH THEY REVEAL THREE MAJOR FAULTLINES IN LANGUAGE LEARNING WHERE MEANING RESIDES THE ORIGINALITY OF TEXT AND OWNERSHIP OF WORDS THE AUTHORS CONCLUDE THAT RETHINKING AUTHOR SHIP IN LIGHT OF AI AND MT SHOULD MOVE BEYOND A SIMPLISTIC FOCUS ON OWNERSHIP OF WORDS FOSTERING A MORE NUANCED AND REFLECTIVE LEARNING PROCESS THAT UTILIZES AI AS A RESOURCE FOR IN CHAPTER 5 WEI XU AND XIAO TAN EXAMINE L2 WRITING TEACHERS INITIAL RESPONSES TO CHATGPT THE LEADING GENERATIVE AI TOOL AT THE TIME OF THE STUDY WITHIN THEIR INSTRUCTIONAL PRACTICES BY SURVEYING 122 TEACHERS AND INTERVIEWING 13 THE RESEARCH REVEALS THE TEACHERS VARIED LEVELS OF FAMILIARITY AND USE EXPERIENCES WITH CHATGPT HIGHLIGHTING PERCEIVED BENEFITS SUCH AS ENHANCED LINGUISTIC INPUT SUPPORT FOR BRAINSTORMING AND REDUCED STUDENT ANXIETY THE STUDY ALSO ADDRESSES ETHICAL COMPLEXITIES PARTICULARLY AROUND USING CHATGPT FOR FEED BACK AND GRADING UNDERSCORING THE NEED FOR PROFESSIONAL DEVELOPMENT AND CLEAR GUIDELINES XU AND TAN ADVOCATE FOR AI S TRANSPARENT SUPPORTIVE ROLE IN CLASSROOMS TO RESPONSIBLY ENRICH LEARNING AND CONCLUDE WITH PEDAGOGICAL RECOMMENDATIONS AND A CALL FOR FURTHER EMPIRICAL RESEARCH TO REFINE AI GUIDELINES IN WRITING EDUCATION IN CHAPTER 6 CHRISTOPHER BASGIER DISCUSSES HIS APPROACH TO USING THE LITERACY CRISIS PROMPTED BY GENERATIVE AI AS AN OPPORTUNITY TO ADVANCE EVIDENCE BASED WRITING PEDAGOGIES IN A WRITING ACROSS THE CURRICULUM WAC PROGRAM BASGIER DRAWS UPON SANDRA TARABOCHIA S 2017 RELATIONAL ETHIC AS A FRAMEWORK TO ENGAGE FACULTY IN CONSTRUCTIVE DISCUSSIONS ABOUT AI IN DISCIPLINARY WRITING EDUCATION IN ADDRESSING FACULTY ANXIETIES AROUND AI BASGIER DISCUSSED SPECIFIC PEDAGOGICAL PRACTICES SUCH AS GENERATIVE AI PLAYGROUND AND WORKSHOPS THAT DEMYSTIFY AI S CAPABILITIES AND LIMITATIONS ENCOURAGING FACULTY TO EXAMINE AI WITHIN THEIR DISCIPLINARY CONTEXTS BASGIER ALSO EXTENDS TARABOCHIA S RELATIONAL ETHIC BY HIGHLIGHTING THE IMPORTANCE OF ACKNOWLEDGING DIFFERENT VALUES CENTERING INTELLECTUAL COMMITMENTS AND REC OGNIZING DIFFERENT COMFORT LEVELS HE ADVOCATES FOR OPEN DIALOGUE ABOUT THESE ELEMENTS WHICH FOSTERS EMPATHY AND FACILITATES CURRICULAR ADAPTATIONS ACROSS DISCIPLINES IN RESPONSE TO AI S EDUCATIONAL IMPACTS THROUGH THIS NUANCED APPROACH BASGIER PROVIDES A MEANS TO GUIDE WRITING INSTRUCTORS TOWARDS A PROACTIVE ETHICALLY GROUNDED ENGAGEMENT WITH GENERATIVE AI RATHER THAN SUCCUMBING TO THE CRISIS NARRATIVE IN CHAPTER 7 GHADA GHERWASH AND JOSHUA PAIZ EXPLORE THE INTEGRATION OF GENERATIVE AI IN WRITING CENTRES FOCUSING ON ITS IMPLICATIONS FOR TUTOR DEVELOPMENT AND STUDENT SUPPORT THEY DISCUSS HOW AI DEMANDS A RECALIBRATION OF ESSENTIAL TUTORING SKILLS AND ARGUE THAT WRITING CEN TRES SHOULD ADAPT TO AI S ROLE IN RESHAPING EDUCATIONAL PRACTICES POSITIONING THEMSELVES AS PROACTIVE ENVIRONMENTS THAT INFLUENCE BROADER ACADEMIC CONVERSATIONS AROUND AI AND STUDENTS ETHICAL USE IN WRITING AND COMMUNICATION BY ETHICALLY EMBEDDING AI WRITING CENTRES CAN HELP TUTORS CRITICALLY ENGAGE WITH AI TOOLS AND GUIDE STUDENT DISCUSSIONS ON AI USE IN WRITING ADOPTING A SOCIO ECOLOGICAL PERSPECTIVE TO UNDERSTAND AI S ROLE IN WRITING GHERWASH AND PAIZ SHOW HOW AI OPENS NEW PATHS FOR PEER TUTOR PROFESSIONALIZATION THEY CONCLUDE WITH PRACTICAL DIALOGIC TRAINING SCENARIOS THAT WRITING CENTER ADMINISTRATORS WCAS CAN IMPLE MENT TO HELP TUTORS ENGAGE WITH GENERATIVE AI TOOLS IN WAYS THAT SUPPORT THEIR ONGOING PRO IN CHAPTER 8 MARC WATKINS EXPLORES THE USE OF AI POWERED READING ASSISTANTS TO SUPPORT STUDENTS READING IN A FIRST YEAR WRITING CLASS PARTICULARLY FOR THOSE FACING CHALLENGES SUCH AS DISABILITIES LANGUAGE BARRIERS OR ACADEMIC UNDERPREPAREDNESS THROUGH A PILOT STUDY WATKINS EXAMINES HOW THESE TOOLS ENHANCE ACCESSIBILITY FOR DIVERSE LEARNERS BY SIMPLIFYING COMPLEX TEXTS PROVIDING VOCABULARY SUPPORT AND OFFERING MULTILINGUAL ASSISTANCE ALIGNING WITH UNIVERSAL DESIGN FOR LEARNING PRINCIPLES USING THE DEER DEFINE EVALUATE EXPLORE REFLECT PRAXIS CUMMINGS ET AL 2024 TO GUIDE STUDENTS IN THE ETHICAL AND EFFECTIVE USE OF AI WATKINS DISCUSSES HOW AI POWERED READING ASSISTANTS PROMOTE STUDENT METACOGNITION AND RESPONSIBLE USAGE WATKINS HIGHLIGHTS THE POTENTIAL OF AI TOOLS TO REDUCE ANXIETY IMPROVE FOCUS AND INCREASE INFORMATION RETENTION HOWEVER HE ALSO RAISES CONCERNS ABOUT OVERRELI ANCE WHICH COULD UNDERMINE CLOSE READING SKILLS ESSENTIAL FOR LEARNING AND RAISE IMPORTANT QUESTIONS ABOUT ARTISTIC INTENT AND COPYRIGHT IMPLICATIONS IN CHAPTER 9 ALLESSANDRA ELISABETH DOS SANTOS PAULO BOA SORTE AND LUCIANA DE OLIVEIRA EXAMINE INTEGRATING CHATGPT INTO WRITING INSTRUCTION FOR MULTILINGUAL LEARNERS IN HIGHER EDUCATION WITH A FOCUS ON FOSTERING CRITICAL QUESTIONING SKILLS ALIGNING THEIR APPROACH WITH FREIRIAN CRITICAL PEDAGOGY AND THE MULTILITERACIES FRAMEWORK DOS SANTOS ET AL USE CHATGPT AS A SCAFFOLDING STRATEGY TO DEVELOP STUDENTS CRITICAL THINKING THROUGH ACTIVE ENGAGEMENT QUESTIONING AND REFLECTION THE CHAPTER DETAILS AN INQUIRY PROCESS TO INCORPORATE CHATGPT INTO COURSE DESIGN LESSON PLANNING AND STUDENT LEARNING DOS SANTOS ET AL INTRODUCE A PROMPT CREATION REFERENCE CHART FOR EFFECTIVE PROMPTING HIGHLIGHTING ESSENTIAL ELEMENTS LIKE AUTHOR REQUEST AND PURPOSE BY EXEMPLIFYING HOW TO GUIDE STUDENTS IN WRITING REVIEW ARTICLES THE AUTHORS DEMONSTRATE CHATGPT S POTENTIAL AS A COLLABORATIVE TOOL AND ARGUE THAT EFFECTIVE INTERACTION WITH AI CULTIVATES STUDENTS ABILITY TO ASK MEANINGFUL QUESTIONS AND CRITI CALLY ANALYZE AI GENERATED RESPONSES CONCLUDING WITH THE ETHICAL IMPLICATIONS AND PRACTICAL VALUE OF INTEGRATING GENERATIVE AI INTO EDUCATIONAL CONTEXTS DOS SANTOS ET AL SUGGEST THAT IT IS ESSENTIAL TO CULTIVATE ADAPTIVE AND REFLECTIVE WRITERS WHO ARE EQUIPPED TO ENGAGE WITH EVOLV ING DIGITAL TECHNOLOGIES IN HIGHER EDUCATION ANDERSON S S 2023 PLACES TO STAND MULTIPLE METAPHORS FOR FRAMING CHATGPT S CORPUS COMPUTERS AND COMPOSITION 68 102778 HTTPS DOI ORG 10 1016 J COMPCOM 2023 CUMMINGS R MONROE S WATKINS M 2024 GENERATIVE AI IN FIRST YEAR WRITING AN EARLY ANALYSIS OF AFFORDANCES LIMITATIONS AND A FRAMEWORK FOR THE FUTURE COMPUTERS AND COMPOSITION HTTPS EATON S E 2023 POSTPLAGIARISM TRANSDISCIPLINARY ETHICS AND INTEGRITY IN THE AGE OF ARTIFICIAL INTEL LIGENCE AND NEUROTECHNOLOGY INTERNATIONAL JOURNAL FOR EDUCATIONAL INTEGRITY 19 HTTPS DOI