In response to disruptions introduced to the job market by AI resume screeners, this article introduces a novel theoretical framework for the life cycle of artificial intelligence systems to help unblackbox resume screening AI systems. It then applies the AI life cycle framework to a digital case study of RChilli’s job-resume matching algorithm. The article introduces an eleven-step computational job-resume matching assignment that writing instructors can use in their classrooms to explore the pedagogical implications offered by the AI life cycle framework. The assignment helps students simulate important phases in AI production and development while highlighting biases and ethical concerns in AI screening of resumes. By exploring job-resume analytics, this study helps to teach critical AI and data literacy, make job-resume matching algorithms more explainable, and transform how professional writing can be taught in the age of automated hiring.

Over the past year, Antonio Byrd, Ira Allen, Sherry Rankins-Robertson, and John Gallagher developed researched recommendations for a Generative AI policy for CCC . From these recommendations, the CCC editorial team wrote an official policy, which is available on our website at https://cccc.ncte.org/cccc/ccc-generative-ai-policy/ . We, the editorial team, are grateful for the thoughtful, generous work of these scholars on this project, which is the foundation of the following symposium.

English as a Second Language (ESL) students’ silent expression in writing is often perceived as “indirect” or “inarticulate” in the views of Western rhetoric and academia. However, the meaning of silence and its rhetorical practice can differ from culture to culture, and this difference forms a cultural ethos that is unique and significant to the writer. In response to Anne Gere’s aesthetic, ethical, and political dimensions of silence, I explore cultural ethos as another dimension to recognize ESL students’ silent rhetoric and to expand the theoretical and pedagogical landscape of rhetoric and composition.

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This essay explores the implications ofThe Elements of Styleas a universally received narrative about literacy. I recontextualize the book as a product of 20th-century histories of literacy as normative middle class desires, and as a response to Cold War era ideologies of a white national language.

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