Call for Contributions: Empirical Studies of Writing and Generative AI
We invite submissions of abstracts for an upcoming special issue of the Journal of Writing Research focusing on the intersection of writing and generative AI, both as embedded and standalone tools. This issue seeks empirical, data-driven studies that contribute to our understanding of how generative AI tools are influencing writing processes, pedagogy, assessment, and broader academic or professional writing practices.
Scope and Focus:
We seek rigorous empirical studies that employ clear research methods with significant sample sizes and verifiable data sources. Qualitative, quantitative, or mixed-methods approaches are welcome, provided they offer detailed methodological transparency. We encourage studies that
· investigate measurable outcomes in educational and professional settings and the evolving role of writers and writing instructors;
· are grounded in writing research, cognition, literacy, composition theory, or related fields;
· focus on the interaction between human writing processes and generative AI tools; and
· assess AI’s impact on writing pedagogy, feedback mechanisms, professional writing, or rhetorical practice.
We particularly encourage studies that involve diverse populations and contexts, including different writing genres, languages, and educational levels.
We do not encourage:
· surveys or descriptive studies that analyze self-reported student use of generative AI;
· studies with limited or non-replicable methods or sample sizes;
· theoretical essays without data-driven findings or those that focus on instructional methods.
Some possible research questions include (but are not limited to) the following:
· How does the use of generative AI affect the cognitive processes involved in writing, such as planning, drafting, and revising?
· What measurable impacts do generative AI tools have on the quality, structure, or content of writing in academic or professional settings?
· What are the effects on student writing development and learning outcomes when instructors integrate generative AI tools into writing pedagogy?
· What measurable strategies are shown to foster critical literacy of AI tools for teachers and for students?
· How do writers engage with generative AI tools based on demographic factors (age, linguistic background, writing proficiency, etc.)?
· How do human audiences judge the readability, credibility, persuasive strength, and other characteristics of AI-generated texts compared with human-written texts?
· How is generative AI used to assist collaborative writing practices, especially in professional or academic team settings, and with what implications?
Submission Guidelines: Abstracts should be no more than 400 words and include a brief overview of the research questions, methodology, and expected contribution to the field. Before submitting an abstract for consideration, please read JoWR’s Journal Description, Aims and Scope, and Submission Guidelines, all available at drop-down links at https://www.jowr.org/pkp/ojs/index.php/jowr/index
Abstracts will be reviewed by the special issue editors. Authors of accepted abstracts will be invited to submit full papers for peer review.
Abstract submission: Deadline Oct. 31, 2024 (submit to Prof. Chris Anson canson)
Abstract decision: Dec. 15, 2024
Paper submission: Mar. 1, 2025 through JoWR’s submission portal
Editorial decision: April 30, 2025
Submission of revised versions: June 30, 2025
Final decision: September 20, 2025
Publication: February 15, 2026
Please submit your abstract as an attachment in MS Word to Chris Anson at canson
Chris Anson, Associate Editor, JoWR
Kirsti Cole, Guest Special Issue Editor