Jason Tham

Peer and AI Feedback as Ongoing Conversation.pptx Intros – all 1 Peer and AI Feedback as Ongoing Conversation: Using PAIRR to Shape Students’ Revision Processes and Critical Engagement with Generative AI Hogan Hayes, Sacramento State Anna Mills, Coll...

If you're curious what the Peer & AI Review + Reflection @pairrfeedback.bsky.social approach consists of, how we got started, what we've learned so far, and how you can view, try, and/or adapt our materials, check out the slides for our recent #4C26 session.
Slides: pairr.short.gy/4C26

Thank you, Donnie and team, for this call for #4c27 participation.

Update: Miller thinks his current dataset isn’t reliable, hence an update is not viable. The talk focuses on thinking about ways to collecting, cleaning, and validating the data before analysis is possible.

At my very last presentation session before leaving for the airport. Benjamin Miller shares an update to his analyses of dissertation research methods in rhetoric & composition studies, from 2015 to present. #4c26

A presenter talking next to her slideshow, which includes a heading that reads “Networks in Writing Studies” and 6 screen captured network graphs figures. Audiences are visible in the foreground.

Marie Pruitt shares examples of network analyses in writing studies “since the 1900s” that include social, organizational, and citational graphs. #4c26

Congratulations to you and the authors!

A speaker talking from behind a lectern. To his right is a slideshow with the visible heading that reads, “Guide to Collaborative Prompting: A Framework for Making Collaborative Thinking Visible”.

Joe Moses demonstrates “collaborative prompting” as a co-learning activity in writing pedagogy. Team promoting uses a role-based, task-specific method to building information density in shared projects. #4c26

A speaker talks behind a lectern. Next to her is a slideshow with a multi-colored design thinking diagram and a visible heading, “Design Thinking for Writing Teams”.

Meghalee Das introduces design thinking as a productive framework for teaching & facilitating teamwork in writing pedagogy. #4c26

#4c26 Most of the learning that happens at CCCC is confined to people who attended the sessions. A collection of knowledge work should help mobilize our collective wisdom beyond the physical conference. Can we do something like this companion publication again? publicationsncte.org/content/CCCC...

The first “table discussion” at the all-attendee session asks, “What professional purposes can the CCCC conference fulfill?” #4c26

“Far too many of us cannot listen because we have we have not learned how to be silent” — Prof Kofi Adisa on allyship, linguistic justice, etc #4C26

I like the in-person interactions and relational dynamics we may get at conferences, but let’s not overlook the needs of MANY members of our community who cannot afford to participate due to various factors—including funding, accessibility, citizenship/status, + other marginalizing forces. #4c26

Melissa Ianetta speaking behind a lectern giving the contexts for the session. On stage, she is joined by three other panelists (past CCCC program chairs) to her left and a sign language interpreter on her right. The ambience of the stage is cool with fading blue, purple, and white spotlight colors. The silhouette of the audience is in the foreground.

#4c26 program chair Melissa Ianetta opens the all-attendee session with past CCCC program chairs regarding their lessons learned and the collective goals of our future. Panels include Doug Hesse, Carolyn Calhoon-Dillahunt, & Gwendolyn Pough.

The flyer features knitting needs and yarn and a record and reads: "2nd Annual 4C26 Stitch & Spin. Fri, Mar. 6th 7:30-9:30 pm, The Loft, Atrium 4th Floor. Add a song to our collaborative playlist!"

Tonight! Stitch & Spin will be from 7:30-9:30 in The Loft, Atrium 4th floor. Part record nite, part craft slam. Refreshments provided! Contribute to the music playlist at bit.ly/4C26playlist.

Brought to you by: Handcrafted Rhetorics SIG, Sound Studies & Writing Collective, SJAC Committee, and LAC.

Anti-Racist Scholarly Reviewing Practices: A Heuristic for Editors, Reviewers, and Authors Anti-Racist Scholarly Reviewing Practices: A Heuristic for Editors, Reviewers, and Authors Contributors include: Lauren E. Cagle, Michelle F. Eble, Laura Gonzales, Meredith A. Johnson, Nathan R. John...

The antiracist reviewing heuristic is a great, widely adopted resource that many journals and presses are asking reviewers to use when making their contributions. #4c26 docs.google.com/document/d/1...

I echo this sentiment: Graduate students can start getting involved with the publishing/editorial process while still in their program. My editing experience started as a guest co-editor for a journal special issue during my 2nd year in PhD coursework.

I am skeeting from the Editing & Publishing roundtable now, and am loving the experience shared by the panel of editors here.

LOVE the energy, passion, talent, resources, and sense of community shared here at the CCCC Asian/Asian American Caucus. #4c26

Dori Coblentz believes that framing “authentic” (pure) writing as most desirable can perpetuate ableism that marginalizes or even harms students who need assistive technologies to compose. There’s friction between responsibility and disability. Transparency and documentation aren’t neutral. #4c26

What’s problematic about framing “the AI problem” as problems to be solved? Sean Dolan asks during the slow rhetoric panel and recounts the entanglements in writing-as-thinking and thinking about AI writing. #4c26

Moinak Choudhury observes a “systemic shock” brought about by the rapid introduction of AI to higher education and the largely distributed approach to policymaking (instructor-driven policies) about AI use in teaching & learning. #4c26

Luke Rodewald asks an important question—how can instructors value and encourage slowness that holds the potential to yield benefits in a labor-intensive teaching & learning condition? #4c26

Kathleen Dillon poses excellent respondent questions that challenge us to consider capitalist practices that we enforce in our pedagogy and what we might do differently to be more caring toward our students. In the face of fast tech & productivity demands, how might we slow down thoughtfully? #4c26

Olivia Rowland reminds us that race and racism can be manipulated as technologies of capitalism, and such manipulation finds its way into our pedagogies when we reproduce capitalist practices of mainstreaming languages and ranking and sorting student performance. #4c26

Márcia Rego compares capitalist mindsets and effects on value & transactions with the commodification of research (its speed, impact) in the name of productivity. Slow is not anti-fast or anti-new. Slow can be resistance. Ethnography, though not unproblematic, can be used to study slowness. #4c26

Angela Glotfelter draws from the Marxist tradition, combined with racial-cultural, feminist, and intersectional critiques/augmentations to create a heuristic for studying capitalist technologies and creating anticapitalist technology design. #4c26

A speaker talking next to a slideshow with a network graph diagram and a few lines of texts that read, “GenAI does not replace the rhetorical process; instead, it can redistribute it across assemblages of people, tools, interfaces, and institutions”.

Adam Phillips argues that generative AI “redistributes” agency across assemblages of people, tools, interfaces, and institutions. #4c26

A presenter speaking next to a slideshow with the heading “Preliminary Findings & Conclusions” and the main text that reads, “Practicing trauma informed pedagogical principles with online, statewide students in higher education fosters community and a sense of belonging that cultivates academic confidence”.

Cara Haderlie finds (preliminarily) that a trauma-informed approach to online pedagogy helps foster community and a sense of belonging, which cultivates academic confidence. #4c26

A presenter points to her slideshow with the heading, “Implementation of the Infographic Project”.

A presenting showing a slideshow on steps in deploying a synthesis assignment, with the headings on the slide reading “GenAI integrated infographic project”.

Ju-A Hwang shares the rationale and sample learning assignment for teaching students to synthesize information through AI prompting and revising AI output. #4c26

Queer sessions tomorrow! #4C26
1. Risky Click: The Rhetorical Closeting of Queer Desire at 1:45, Room 307 B
2. Queer Archival Approaches to Comp/Rhetoric Scholarship at 1:45, Room 205 A
3. What Do We Value (and Love)? Redesigning the Introduction to the English and Writing Major" at 2:30, Room 17