Vi må snakke sammen: om akademisk skriveveiledning og tekstgeneratorer
DOI:
https://doi.org/10.15845/noril.v14i1.4328Keywords:
Skriftkyndighet, prosessorientert skriveopplæring, skjønnsmessige vurderinger, skriveveiledning, språkmodeller, kunstig intelligens, KI-verktøy, artificial intelligence (AI), academic writing guidance, literacy, process-oriented writing instruction, language models, AI tools, discretionary judgmentAbstract
In the face of a more demanding academic reality where text-generating AI is becoming part of the infrastructure of our society, writing tutors are also forced to consider to what extent they should adapt their teaching to the new situation. In this article, I argue that Norwegian, dialogue-based writing pedagogy is rooted in considerations that make it well-positioned, at least in the short term, to meet the new situation we find ourselves in. I justify this by showing that these considerations coincide with the points of reference that Hannah Arendt identified as crucial for discretionary assessments, and thus for thoughtful actions. In the longer term, the situation is more unclear and more dependent on structural conditions that writing tutors alone do not have control over.
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