Vol. 17 No. 3 (2026)

Articles

• Empirical studies of writing and generative AI: Introduction to the special issue

  Chris Anson, Kirsti Cole

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• Can ChatGPT do the same? ChatGPT and professional editors compared

  Daniël Janssen, Henri Raven, Lisanne Van Weelden, Yohannes Den Hertog

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• Enhancing elementary students' writing habits with generative AI: A study of handwritten diary and AI companions

  Chang-Yen Liao

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• Prompting for scaffolding: A thematic analysis of K-12 students’ use of educational chatbots for writing support

  Jon Olav Sørhaug

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• Generative AI use in college writing classes: An analysis of student chat logs and writing projects

  Sarah Madsen Hardy, Pary Fassihi, Shuang Geng, Christopher McVey, Matt Parfitt

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• Augmenting AI scoring of essays with GPT-generated responses

  Mo Zhang, Akshay Badola, Matthew Johnson, Chen Li

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• Using AI to understand students’ self-assessments of their writing

  Madeleine Sorapure, Seth Erickson, Sarah Hirsch, Kenny Smith

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• “It’s giving AI”: Reading ambiguously-authored texts and the role of felt sense

  Elizabeth Velasquez, Christa Teston

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