Analysis of AI research project in first year English Composition
Article Sidebar
Main Article Content
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.
Downloads
Article Details
- Authors retain copyright and grant the Journal of Teaching and Learning with Technology (JoTLT) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in JoTLT.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in JoTLT.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoTLT publications, JoTLT encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoTLT, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in JoTLT.