Despite a student's claims of purely human authorial agency, posthumanist analysis of his AI-mediated revision shows meaning co-produced through human-AI entanglement¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A discrepancy exists between Zhimo's anthropocentric self-account of peripheral AI assistance and a posthumanist reading of his essay drafting, in which his authorial agency was entangled with AI technologies. → Zhaozhe Wang 2025

Evidence¶

Zhaozhe Wang 2025¶

Zhaozhe Wang, Chaoran Wang. (2025). A posthumanist approach to AI literacy. Computers and Composition 76 (2025) 102933. https://doi.org/10.1016/j.compcom.2025.102933

q2 · i? · qualitative · r2

Analysis of Zhimo's draft revision of a run-on sentence in his argumentative essay: ChatGPT split the sentence, improving readability, and the authors argue the clarified sentence conveyed a newly co-produced meaning only partially overlapping his original intent.

"While Zhimo claimed in his reflection that ChatGPT had mistakenly modified the intended use of the verb “explain,” there is no denying that the alleged AI modification is a manifestation of meaning negotiation that transcends what he claims to be his original creation."

Discussion¶

Related Claims¶

• AI systems are non-neutral socio-technical artifacts embedding cultural assumptions and power relations — the general claim this finding bears on, with the studies behind it
• Of 24 reviewed studies on AI and metacognition in STEM, 23 were human-centred and only one was explicitly posthumanist — related
• A case study of two multilingual undergraduates reveals a productive tension between students' experiments with posthumanist AI literacy and their entrenched humanistic assumptions — a broader claim this one bears on
• The two students' distinct AI literacy approaches may be shaped by differing rhetorical objectives, genres, and audiences of their writing tasks — related
• One focal student exhibited a critical-pragmatic humanistic AI literacy, conceptualizing AI as a manipulable tool and evaluating it by rhetorical efficiency — related
• A guided posthumanist writing experiment showed a student internalizing a posthumanist ontology, yet her evaluative criteria remained human-centric — related
• Learner agency in GenAI-mediated learning is enacted through prompting, questioning, verification, comparison, revision, and disciplinary judgment — related
• Existing AI literacy frameworks treat teacher agency narrowly as tool adoption, leaving human–AI co-agency undertheorized — related