Analysis of AI Research Projects in 1st-Year English Composition
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| Title: | Analysis of AI Research Projects in 1st-Year English Composition |
|---|---|
| Language: | English |
| Authors: | Laura Dumin |
| Source: | Journal of Teaching and Learning with Technology. 2025 14:199-212. |
| Availability: | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/jotlt |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Research Projects, College Freshmen, Writing Instruction, Reflection, Student Projects, Technological Literacy, Skill Development, Freshman Composition, Metropolitan Areas, Rhetorical Criticism, Universities, Student Attitudes, Group Activities |
| ISSN: | 2165-2554 |
| Abstract: | This case study explores rhetorical analysis as a practical framework for developing artificial intelligence (AI) literacy in undergraduate writing instruction, combining scholarship of teaching and learning methodology with transformative learning theory. Through a comparative analysis of 28 students across two groups (separated by 6 months), the study examined if and how students developed critical evaluation skills when analyzing large language model (LLM) outputs. Working in small groups, students applied rhetorical analysis to different LLM outputs (ChatGPT, Claude, Gemini, Bing/Copilot) over 5 weeks, then completed individual reflections on their learning. Findings reveal shifts in student approaches. The study demonstrates that rhetorical analysis provides an accessible pedagogical bridge between theoretical AI literacy frameworks and practical classroom implementation, helping students navigate AI-integrated writing spaces while gaining critical thinking skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494934 |
| Database: | ERIC |
| Abstract: | This case study explores rhetorical analysis as a practical framework for developing artificial intelligence (AI) literacy in undergraduate writing instruction, combining scholarship of teaching and learning methodology with transformative learning theory. Through a comparative analysis of 28 students across two groups (separated by 6 months), the study examined if and how students developed critical evaluation skills when analyzing large language model (LLM) outputs. Working in small groups, students applied rhetorical analysis to different LLM outputs (ChatGPT, Claude, Gemini, Bing/Copilot) over 5 weeks, then completed individual reflections on their learning. Findings reveal shifts in student approaches. The study demonstrates that rhetorical analysis provides an accessible pedagogical bridge between theoretical AI literacy frameworks and practical classroom implementation, helping students navigate AI-integrated writing spaces while gaining critical thinking skills. |
|---|---|
| ISSN: | 2165-2554 |
