With support from the MIT Human Insight Collaborative (MITHIC) 

Join us for a conversation with the scholars who created Refusing Generative AI in Writing Studies. The speakers will share how and why they decided to create Refusing GenAI in Writing Studies as well as its impact as a rhetorical intervention. In addition, they will address stock arguments in support of generative AI adoption in the classroom before offering some practical teaching strategies for negotiating some of the challenges that generative AI poses for education, particularly writing education. Teachers from all disciplines who assign writing, who are interested in learning about diverse perspectives on generative AI in higher education, and who are interested in resisting Big Tech’s incursion in higher education may benefit from attending this teaching talk.

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Jennifer Sano-Franchini (she, her) is the Gaziano Family Legacy Professor of Rhetoric and Writing Studies and an associate professor of English at West Virginia University where she teaches courses on professional writing theory, multimedia writing, and cultural rhetorics. She serves as Immediate Past Chair of the Conference on College Composition and Communication.

Megan McIntyre (she/her) is the Director of the Program in Rhetoric and Composition and an assistant professor at the University of Arkansas, where she teaches courses on writing pedagogy, research methods, and digital rhetorics. Her most recent work has appeared in Computers and Composition, Composition Forum, Peitho, and The Journal of Writing Assessment.

Maggie Fernandes (she/her) is an Assistant Professor of Rhetoric and Composition at the University of Arkansas. Her scholarly expertise is in digital/cultural rhetorics, writing assessment, institutional oppression, and user experience design. Her work is published and forthcoming in journals such as Computers and Composition, Composition Studies, Enculturation, Peitho, Kairos, among others.