Areg Gevorgian

Maddie Roepe

Writing 2

6 December 2023

Cover Letter

Dear Maddie Roepe,

For Writing Project #2, I am submitting an essay titled "The Convergence of Literacy and

Technological Progress." This particular narrative essay integrates the critical discourses found

within scholarly sources. These include evaluations of artificial intelligence's influence on

literacy, as discussed by Leander and Burriss, examinations of a metacognitive approach to

writing, as explored by Abba, Zhang, and Joshi, as well as investigations into the digital divide in

educational technology brought forth by Bernhardt and Wright.

Grounded in our class conversations regarding this subject matter, my intention behind

crafting this essay was to create a tale reminiscent of recounting captivating experiences from

attending an academic conference with friends. Incorporating engaging language accessible even

to non-academic readers while having substance derived from complex ideas shared among

scholars ensures a deeply engaging experience that awaits those who read it. Thus, adhering to

the unconventional format recommended for this task enabled me to provide factual information

and immerse individuals within dynamic intellectual exchanges where understanding of how

literacy evolves given our technology-driven world can be grasped.

Throughout the narrative, composition lies interwoven threads comprising various

perspectives concerning how technology molds reading comprehension skills and written
expression while influencing core information processing methods. By delving further into these

technological tools' impact on reshaping education, their advantages and challenges are probed,

including inclusivity concerns linked inherently through fostering digital literacy competency

levels, which are touched upon meaningfully.

Thank you for the opportunity to explore these themes in depth and to contribute to the

ongoing conversation about literacy in the age of technology. I look forward to your feedback

and further discussion on this subject.

Warm regards,

Areg Gevorgian
 The Question of AI: Is it Good for the Writing Community?

Education and technology symposiums are often filled with passion for teaching; this is

no exception. Kevin M. Leander and Sarah K. Burriss are scholars and storytellers who vividly

describe a world where artificial intelligence mixes with children's minds, changing literacy in

unimaginable ways. They speak animatedly, and their faces show excitement as they explain

why critical literacy needs to change. On the other hand, it is a different story: a new epoch in

human development where learning becomes collaborative, and AI becomes as much a teacher

as any human being.

In this dynamic gathering, Katherine A. Abba, Shuai (Steven) Zhang, and R. Malatesha

Joshi tease apart the threads of metaknowledge, like scholars dissecting flowers or surgeons

doing their jobs. However, they have shown that it can be an art through their discussion on

writing, especially when considering resumes that encompass issues such as self-awareness and

purposefulness. They mention how your narrative can change things drastically, the meta behind

it all, and how it influences the road from school to work life. Their dialogue is infused with

laughter and understanding nods as they share anecdotes of epiphanies and realizations from

their time as students and teachers.

A conversation by Grace Bernhardt and Casey Wright reverberates in the room, testifying

to the importance of inclusivity in the digital world. They are campaigning for black teachers

whose know-how is often ignored due to a lack of technology accessibility. Their seriousness

contrasts with their optimism and vigor, which they call for actual change. By sharing personal

stories and statistical data, they bring humanity into their struggle for equality, inviting others to

join their course, thereby turning it into a collective story of resilience.

for job seekers in academia. Her stories are a collage of victories and tribulations that capture the

pulse of a generation caught between analog and digital worlds. She recalls how people who

have achieved professional success have leveraged digital techno. John C. Mellon, a historian of

poise and style, narrates the past to draw attention to present trends in educational change. These

chronicles remind us that the more they change, the more they stay the same when discussing

how writing mechanics have changed. In his eyes, we realize that change is cyclical; there is

always an old story in conversation with new stories, and education has remained steadfast

regardless of time.

This meeting takes you through a narrative in progress; you are writing and rewriting it

constantly. These educators’ faces are your face because their stories, problems, and successes

are familiar to you. You remember then that education happens together; hence, it is not just

individual futures but the future of society itself. Varied voices here represent different

perspectives on literacy in the digital age. Yet, there's a common thread that binds them all — the

belief that at the heart of technology, education, and literacy is the human experience. It's about

connecting with others, understanding different perspectives, and building bridges between the

world we know and the world we are yet to discover.

The global dialogue on education and technology is a microcosm where the discussion

may be seen, but its echoes go beyond academia. It mirrors the global classroom, with teachers

attempting to teach differently and students eager to learn and evolve. This is about communities

working together to ensure technology can benefit all. It is not just something you can talk about

in this room; it’s something you can feel. It is alive, breathing, and changing with every
conversation each story shared. The voices will die as the evening approaches, but their story is

everlasting – a story of learning, innovation, and enduring human quest for knowledge.

In this animated exchange, you can hear Ms. Thompson’s resolute voice – she is a

secondary school English teacher who has incorporated AI into her curriculum influenced by

Leander and Burriss. The day she came to talk about her students meeting their new “AI

assistant,” a tool that did not only correct grammar but also gave suggestions on improving

critical thinking for the better, was mentioned. Through AI, her students learned to question

the 'what' and the 'why' behind the information they consumed, leading to more prosperous,

more nuanced discussions. Meanwhile, Dr. Patel, a community college professor influenced by

Abba, Zhang, and Joshi, shares an anecdote about a workshop where students learned the

intricacies of writing their stories into resumes that could grab attention. Through AI and

technology, the research becomes unique so that individuals can stand out with a more stacked

resume. Zhang remembered when one of the students realized that her part-time job was not a

series of odd jobs but rather a story about her being a leader who is responsible and committed

to what she does.

In the other corner, Bernhardt and Wright talk about Professor Clarke as he launched an

initiative that offered hope for underrepresented educators. Clarke took the lead in developing a

program for giving out tablets and digital training to schools in underserved communities. This

leveled the playing field and provided educators with digital tools necessary for modern

teaching.

Alex’s story reflects Jackson’s influence—a new graduate who used design principles to

build an online portfolio. As it turned out, this display of skills and projects landed him his
dream job because it demonstrated how well-executed design could effectively impact

professional self-presentation.

Lastly, you reflect on Mellon's historical perspective through the story of Ms. Rivera, an

educator who once viewed technology with trepidation but now champions its use in her writing

classes. She introduced blogging to her curriculum because she realized it was a great way to

improve her students’ writing skills and enable them to have a voice online, which resonates with

Mellon’s statement about educational change being a matter of embracing change.

The conference on education, technology, and AI in the writing community is portrayed

through the dynamics narrative of transformation and adaptation. Through the voices of teachers

like Ms. Thompson, Dr. Patel, Bernhardt, Wright, Jackson and Mellon, the symposium is brought

to life as it marks the transition point from humanism to technicism in the education system. The

tales show that the eternal essence and meaning of learning is an enduring human quest for

knowledge, ingenuity, and collaborative learning.