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2018
Volume 77, Issue 1
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

From an unsettled, ambivalent middle between discourses of generative AI integration and refusal, we offer a critical-ethical stance for AI-engaged writing assignments. We apply a critical thinking framework to these assignments, assert critical AI literacy as a kind of critical thinking, and discuss how critical thinking and critical AI literacy can facilitate ethical discernment about generative AI use. This unsettled, critical-ethical stance positions scholars in our field to support context-sensitive pedagogical responses to generative AI across first-year writing, Writing Across the Curriculum, writing centers, and beyond.

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/content/journals/10.58680/ccc202577162
2025-09-01
2026-06-18
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