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AI Isn't Smarter Than Your Students: Teaching Critical Writing with Contrastive Peer-Based Activities
https://doi.org/10.34577/0002000382
https://doi.org/10.34577/0002000382f1ddd340-5697-44a8-b290-a22d86b88230
| 名前 / ファイル | ライセンス | アクション |
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AI Isn't Smarter Than Your Students: Teaching Critical Writing with Contrastive Peer-Based Activities (235 KB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2026-03-11 | |||||||
| タイトル | ||||||||
| タイトル | AI Isn't Smarter Than Your Students: Teaching Critical Writing with Contrastive Peer-Based Activities | |||||||
| 言語 | en | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| ID登録 | ||||||||
| ID登録 | 10.34577/0002000382 | |||||||
| ID登録タイプ | JaLC | |||||||
| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| 著者 |
Oke, Alexander
× Oke, Alexander
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| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | As generative AI tools like ChatGPT enter mainstream university settings, educators must make intentional choices about their use in academic writing instruction. In the English for Liberal Arts (ELA) Program at a small private liberal arts university, students in the Academic Reading and Writing (ARW) course develop source-based argumentative essays through structured peer collaboration and revision. Rather than replacing this process, AI can be used as a contrastive tool to reinforce the value of student thinking, creativity, and dialogue. This paper introduces five peer-based classroom activities that integrate AI not to generate content, but to help students critically evaluate the difference between human and machine-produced academic writing. Each activity begins with student-generated work and incorporates AI as a secondary reference for reflection and refinement. Drawing on recent scholarship in rhetoric and composition, second language writing, and AI ethics (and trialed in ARW classrooms by the author) this paper argues for an AI contrast approach that positions generative AI not as a shortcut but as a tool for reflective comparison. The goal is to ensure students remain the intellectual agents of their essays, while becoming more aware of their strengths regarding reasoning, style, and engagement. | |||||||
| 言語 | en | |||||||
| 書誌情報 |
en : Language Research Bulletin ja : 語学研究 巻 40, p. 37-46, 発行日 2026-04-01 |
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| 出版者 | ||||||||
| 出版者 | 国際基督教大学 | |||||||
| 言語 | ja | |||||||
| ISSN (Print) | ||||||||
| 収録物識別子タイプ | PISSN | |||||||
| 収録物識別子 | 0913-3615 | |||||||
