First-Year Composition – Composing in the Age of GenAI

Composing in the Age of GenAI

Teaching First-Year Composition in the GenAI Age

Even if we recognize the potential value and benefit of GenAI as a composing tool, we must reckon with how this technology might shortchange otherwise productive learning opportunities. The existence of GenAI forces First-Year Composition (FYC) instructors to (1) clarify and articulate what about writing is valuable and necessary for students to learn and experience and (2) determine how to create opportunities for students to take on the cognitive challenge of learning to write, with or without GenAI.

Without demonizing and running from technological innovation, compositionists can recognize and grapple with the reality that GenAI simply does take some of the struggle out of learning. There are lots of reasons to appreciate a tool that lightens the cognitive load for students who face a variety of material challenges to learning; but I think we would all agree that real learning requires at least some struggle.

At present, this site offer experiments, resources, and evolving thoughts about crafting an FYC pedagogy for the Age of GenAI that:

Encourages students reflect on the role of writing in their own life as people and as students
Teaches students about GenAI as a force in our world: its capabilities, limitations as its implications for our social, political, economic, and ethical lives
Invites students to participate in conversations about WHAT writing is and should be in light of GenAI
Involves students in developing ethical best practices for GenAI in writing for a variety of contexts
Provides students with meaningful, exciting, rich opportunities to practice writing
Motivates students to voluntarily and enthusiastically take on tough learning challenges despite availability of tools that might make the task easier

Unless otherwise indicated, the resources on this page represent the evolving work of Dr. Meagan E. Malone. Many of the ideas here come from the work of and conversations with Amy Cates, Dr. Lilian Mina, and Dr. Danny Siegel. The resources and ideas do not necessarily represent the views of the University of Birmingham at Alabama.