TECHStyle 2024-2025 Special Call for Paper
“Machine Learning & Artificial Intelligence” by mikemacmarketing is licensed under CC BY 2.0. To view a copy of this license, visit https://creativecommons.org/licenses/by/2.0/?ref=openverse.
1. Short reflections on AI (Artificial Intelligence) in the classroom
Writing studies scholars have approached discussions of AI with varying degrees of reluctance, from wild enthusiasm to heavy resistance. The last three years of development have made it impossible for instructors at any place on that spectrum to ignore these conversations. Locally, as language models near levels of sophistication that dull the distinction between human and computer writing, faculty in the Writing and Communication Program (WCP) have labored to build lesson plans, assignments, and policies into our courses that encourage students to approach these recent technologies with critical insight. TECHStyle (TS) editors invite brief reflections from WCP faculty about the successes, failures, and ambiguities of your AI-based activities or assignments. What does the responsible use of AI technologies look like in your classroom? What assignments or strategies worked in your classroom? What failed? What do you think could be improved upon? Should it be the WCP’s responsibility to teach students how to use AI tools responsibly?
To submit a short 500–800-word piece about AI in the classroom, please email, our Leader Editor, Rachel M. Hartnett (rhartnett@gatech.edu), with your idea or submission. You can also review our Submission Guidelines here.
2. Expanding Discussions of AI in Rhet/Comm Pedagogy
As AI tools and Large Language Models have become commonplace in classrooms and workplaces, rhetoric and communication instructors have responded by incorporating discussions about AI in their classrooms. However, this pedagogical move reveals a broader concern related to writing pedagogy; namely, how do we adequately acknowledge the role technologies (beyond the use of pen and paper or a word processor) play in contemporary communication? TS editors want to hear how you have confronted the use of machines in the modern writing classroom. Essays can answer questions like: How have you addressed the appropriate use of AI tools in your classroom? What technologies beyond AI, such as augmented reality or virtual reality tools, have you built into your courses? How might the inclusion of technologies into one’s pedagogy reinforce conversations about rhetoric and/or communication? How do you encourage students to use these tools to facilitate the writing process? What opportunities do these tools present that are not possible with more “traditional” forms of communication? How do you emphasize the presence of these tools in contemporary discourse? How do you use technology in a speculative sense so students can best respond to, or even effect, technological change in future workplaces or academic discourse?
If you would like to submit a 1000–2000-word article on this or a related topic, please email our Leader Editor, Rachel M. Hartnett (rhartnett@gatech.edu), with your idea or submission. You can also review our Submission Guidelines here.
3. General Call
TS accepts submissions of both short (500-800-word) and long (1,000-2,000-word) articles or article series on any topic related to teaching, research, technology, or community. If you have an idea you would like to discuss with us, please e-mail our Lead Editor (rhartnett@gatech.edu). You can also review our Submission Guidelines here.
TS Editors: Rachel M. Hartnett, Spencer Chalifour, Christie Debelius, Arpit Kumar, Jessica Rose, Benjamin Rutherfurd, Kaitlyn Smith, and Shane Snyder