Document Type
Chapter
Abstract
This essay describes ways the specter of Al altered interactions with students in a first-year composition course and how the response speaks to the broader impact of generative Al on underserved populations-especially in the sense that large language models and writing instruction can both affirm center/dominant discourses, values, and practices. The essay argues that the emergence of Al should shift writing instruction for "at-risk" and other marginalized student populations into post-product space. In such space, course work emphasizes students' negotiations with the expectations of higher education's hidden curriculum alongside the finished products that Al can now always already provide.
Journal/Book Title/Conference
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
Publisher
Utah State University
Publication Date
2024
First Page
201
Last Page
216
Recommended Citation
Tassoni, John Paul, "20. Fit to Resist in Post-Product Space: Underserved Student Populations and Generative AI's Writing Norms" (2024). Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions. Paper 23.
https://digitalcommons.usu.edu/teachingai/23