从文本创作到思维创作：将AI写作支持 grounded 到写作中心教学法
From Crafting Text to Crafting Thought: Grounding AI Writing Support to Writing Center Pedagogy
AI总结：
本文提出Writor工具，旨在通过目标设定、平衡反馈和对话来支持写作，而非直接生成文本，以促进学生批判性思维和保留其声音。
摘要：
随着AI写作工具从修正表面错误发展到创作语言，新的能力引发了对学生作家的负面影响的担忧，例如取代他们的声音和削弱批判性思维技能。为了解决这些挑战，我们关注大学写作中心的平行转变，从专注于修正错误到保留学生声音。我们开发了设计指南，这些指南基于写作中心文献和与10名写作导师的访谈。我们通过原型AI工具Writor展示了这些指南。Writor通过设定目标、提供平衡反馈和进行对话而不生成文本来帮助作家修订文本。我们与30名写作讲师、导师和AI研究人员进行了专家审查，以评估Writor的教育合理性、与写作中心教学法的一致性以及整合情境。我们将我们的发现提炼成对未来AI写作反馈系统的设计启示，包括为对AI持怀疑态度的教育工作者设计信任。
英文摘要：
As AI writing tools evolve from fixing surface errors to creating language with writers, new capabilities raise concerns about negative impacts on student writers, such as replacing their voices and undermining critical thinking skills. To address these challenges, we look at a parallel transition in university writing centers from focusing on fixing errors to preserving student voices. We develop design guidelines informed by writing center literature and interviews with 10 writing tutors. We illustrate these guidelines in a prototype AI tool, Writor. Writor helps writers revise text by setting goals, providing balanced feedback, and engaging in conversations without generating text verbatim. We conducted an expert review with 30 writing instructors, tutors, and AI researchers on Writor to assess the pedagogical soundness, alignment with writing center pedagogy, and integration contexts. We distill our findings into design implications for future AI writing feedback systems, including designing for trust among AI-skeptical educators.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
