Clarice M. Moran is associate professor of English Education and the Site Director of the Appalachian Mountains Writing Project at Appalachian State University.

• List of Tables and FiguresAcknowledgmentsIntroductionPart 1: The Power of AIChapter 1: An Essay: Seven Decades of Computational Literature and Cyborg Writing Practicesby Leonardo FloresChapter 2: “The AI Did My Job”: Using ChatGPT to Develop Lesson Plans by Clarice M. Moran and Megan CowardChapter 3: In Conversation About Generative AIby Carl A. Young, Laura Jacobs, Anthony Celaya, Benjamin Lathrop, Kathryn Hackett-Hill, Matthew Scialdone, Hannah Moehrke, Brittany Gaddis, Kayleh Settie, David Kuriny, and Nathaniel JamesPart 2: Strategies for Using AI in English EducationChapter 4: Teaching Writing in the Era of Generative AI: Strategies for Making Learning Meaningful by Robert Maloy, Torrey Trust, and Sharon EdwardsChapter 5: Prompting the ChatBot: Presenting a Teaching Case Using Generative AI Models in Secondary Education by Magdalena Pando and Rick MarlattChapter 6: Using the Task of Supporting Struggling Writers to Consider Broader Issues of Composition with Generative AI in English Language Arts Education by Lou Ellis Brassington, Amy Traylor, and Mary RiceChapter 7: Redefining Writing Again? Writing Instruction in the Age of AI by Melanie Hundley, Emily Pendergrass, Sarah K. Burriss, and Blaine E. SmithChapter 8: Co-learning with AI in the Secondary English Classroom by Ingrid Vredevoogd and Stefani BoutelierPart 3: Ethical Considerations of AIChapter 9: An AI Ethics Primer for Educators: Learning and Practicing AI Ethics with Students by Sarah K. BurrissChapter 10: AI-Generated “Omniprose:” Its Perils and Promises – An Ethical Framework for Educational Contexts by J. Patrick McGrail, Ewa McGrail, Daniel Rieger, and Alicja RiegerChapter 11: Ethics of AI in the Teaching of English by Amy PiotrowskiAbout the Editors and Contributors

Clarice M. Moran is associate professor of English Education and the Site Director of the Appalachian Mountains Writing Project at Appalachian State University.

• List of Tables and FiguresAcknowledgmentsIntroductionPart 1: The Power of AIChapter 1: An Essay: Seven Decades of Computational Literature and Cyborg Writing Practicesby Leonardo FloresChapter 2: “The AI Did My Job”: Using ChatGPT to Develop Lesson Plans by Clarice M. Moran and Megan CowardChapter 3: In Conversation About Generative AIby Carl A. Young, Laura Jacobs, Anthony Celaya, Benjamin Lathrop, Kathryn Hackett-Hill, Matthew Scialdone, Hannah Moehrke, Brittany Gaddis, Kayleh Settie, David Kuriny, and Nathaniel JamesPart 2: Strategies for Using AI in English EducationChapter 4: Teaching Writing in the Era of Generative AI: Strategies for Making Learning Meaningful by Robert Maloy, Torrey Trust, and Sharon EdwardsChapter 5: Prompting the ChatBot: Presenting a Teaching Case Using Generative AI Models in Secondary Education by Magdalena Pando and Rick MarlattChapter 6: Using the Task of Supporting Struggling Writers to Consider Broader Issues of Composition with Generative AI in English Language Arts Education by Lou Ellis Brassington, Amy Traylor, and Mary RiceChapter 7: Redefining Writing Again? Writing Instruction in the Age of AI by Melanie Hundley, Emily Pendergrass, Sarah K. Burriss, and Blaine E. SmithChapter 8: Co-learning with AI in the Secondary English Classroom by Ingrid Vredevoogd and Stefani BoutelierPart 3: Ethical Considerations of AIChapter 9: An AI Ethics Primer for Educators: Learning and Practicing AI Ethics with Students by Sarah K. BurrissChapter 10: AI-Generated “Omniprose:” Its Perils and Promises – An Ethical Framework for Educational Contexts by J. Patrick McGrail, Ewa McGrail, Daniel Rieger, and Alicja RiegerChapter 11: Ethics of AI in the Teaching of English by Amy PiotrowskiAbout the Editors and Contributors

Clarice M. Moran is associate professor of English Education and the Site Director of the Appalachian Mountains Writing Project at Appalachian State University.

• List of Tables and FiguresAcknowledgmentsIntroductionPart 1: The Power of AIChapter 1: An Essay: Seven Decades of Computational Literature and Cyborg Writing Practicesby Leonardo FloresChapter 2: “The AI Did My Job”: Using ChatGPT to Develop Lesson Plans by Clarice M. Moran and Megan CowardChapter 3: In Conversation About Generative AIby Carl A. Young, Laura Jacobs, Anthony Celaya, Benjamin Lathrop, Kathryn Hackett-Hill, Matthew Scialdone, Hannah Moehrke, Brittany Gaddis, Kayleh Settie, David Kuriny, and Nathaniel JamesPart 2: Strategies for Using AI in English EducationChapter 4: Teaching Writing in the Era of Generative AI: Strategies for Making Learning Meaningful by Robert Maloy, Torrey Trust, and Sharon EdwardsChapter 5: Prompting the ChatBot: Presenting a Teaching Case Using Generative AI Models in Secondary Education by Magdalena Pando and Rick MarlattChapter 6: Using the Task of Supporting Struggling Writers to Consider Broader Issues of Composition with Generative AI in English Language Arts Education by Lou Ellis Brassington, Amy Traylor, and Mary RiceChapter 7: Redefining Writing Again? Writing Instruction in the Age of AI by Melanie Hundley, Emily Pendergrass, Sarah K. Burriss, and Blaine E. SmithChapter 8: Co-learning with AI in the Secondary English Classroom by Ingrid Vredevoogd and Stefani BoutelierPart 3: Ethical Considerations of AIChapter 9: An AI Ethics Primer for Educators: Learning and Practicing AI Ethics with Students by Sarah K. BurrissChapter 10: AI-Generated “Omniprose:” Its Perils and Promises – An Ethical Framework for Educational Contexts by J. Patrick McGrail, Ewa McGrail, Daniel Rieger, and Alicja RiegerChapter 11: Ethics of AI in the Teaching of English by Amy PiotrowskiAbout the Editors and Contributors