Co-written with Blake Steinnecker, Christina LaVecchia, Chenxing Xie, and Madeleine Gaiser, this scoping review maps the breadth of research on generative AI's role in writing studies. More specifically, we are interested in seeing how generative AI is permitted or resisted in first-year composition classrooms by instructors and students. At its conclusion, we hope to offer practices and language that instructors can utilize if they wish to allow or limit AI in their courses. This study is currently in its screening phase with over 800 studies.

Co-written with Laura Micciche, this chapter describes trying and posing as values that can encourage both students and teachers to adopt a growth mindset about writing. This mindset invests in assistive props, repeated tries, attention to the “felt sense” of writing (Perl, 1980), and subtle rather than titanic change as a measure of progress. This chapter is for the forthcoming edited collection Being Well while Writing: Reimagining Values for Graduate Student Support, edited by Katharine Brown and Christopher Basiger.