To be editors in what is now the Age of Artificial Intelligence is not without a feeling of jamais vu.Our practices are predicated upon the existence of the author, which has been called into question by large language models.Although artificial intelligence is not an author because it cannot produce an original text, its texts are, or soon will be, indistinguishable from those produced by an author.In other words, if the original text and the unoriginal text are identical, then any author is simultaneously a nonauthor.We see this paradox, in its mix of the strange and the familiar, as part of an epistemic transformation of our relationship to the text.This paradox is sustained by a cultural resistance to our changing understanding of authorship.Despite the prominence of such essays as Barthes' (1977) "The Death of the Author" and Foucault's ( 1978) "What is an Author?", which dispute historical assumptions about the author as the origin of the text, these theories have never made "the pedagogical turn" (Graff, 1995) into a praxis for relocating the text's origin.Writing is still widely taught as a response to prompts, which locate the origin of the text inside the student.This method of instruction directs attention to the text as it tacitly perpetuates a belief that writing well is a "gift" innate to the individual.Michael Palmquist and Richard Young (1992) observed that this belief does indeed reappear in the writing classroom and pointed out that students who consider themselves ungifted may not pursue opportunities for learning, given the futility of trying to improve an ability they do not possess.There is a symbolic violence to this process by which students embody a belief that they cannot write but are nevertheless confronted with prompts to revise their writing.Consequently, they may avoid revision because they see it not as practice for improvement but as "punishment" (Downs, 2015, p. 67) for being wrong.This symbolic violence can, however, be converted into critical thinking if the text's origin is relocated.Consider an instruction to produce a piece of writing not by responding to the prompt but by replacing its interrogative pronoun (what, which, who, whom, whose) with its antecedent.The student thereby locates the origin of the text outside themself in a preexisting first draft they make present in writing.The instructor, in turn, decides what part of the text is still missing and adds to the draft the interrogative pronoun or proadverb (why, where, when, how) in a prompt for revision.The student, in turn, replaces the interrogative with its antecedent to produce a second draft.And as an interrogative can be addressed to any draft, revision, as a reversal of proformation, is the disclosure of a text that ever exceeds it.Through revision students gradually embody improvement as "a feel for the game" (Bourdieu, 1998, p. 25), a practical sense of which words go where, and through prompts they reflect on how their manipulation of these words enacts meaningful

Globalization, most sociologists agree, is not a new phenomenon.Its phase in the late 20 th century and early 21 st century, however, is recognized now as one of the more transformative periods in human history-what Anthony Giddens (2011) has characterized as a "runaway world."In the last few decades, there has scarcely been a domain of human activity untouched by these forces-economic systems, mass media and communication, cultural flows, the movement of people.A global site as intensive as any has of course been our universities; indeed, it is these "runaway" forces that have been responsible for so many of the changes witnessed on our campuses in recent decades.They are evident, for example, in the considerably more diverse student cohorts who now participate in university education, along with the rich variety of languages and cultures they bring to their studies.Dramatic changes have also been seen in what is taught on programs, including the push within many disciplines to systematically "internationalize curricula."Along with new content are radically new ways of delivering programs, as digital communications become more and more sophisticated at replicating-and also reconfiguring-the learning experiences of the traditional classroom.Finally, these forces have also brought about new types of collegial relationships as institutions and academics reach out across borders to connect and collaborate on a great variety of educational and research enterprises.Versions of these changes have been experienced in many parts of the world.In my home country, Australia, for example, such has been the scale of these developments that international education has emerged in recent times as one the nation's largest export industries.But while global forces have reshaped university education in all sorts of interesting and dynamic ways, it is not to say that there are not issues and challenges associated with these developments.Frederic Jameson (2000) has suggested that globalization is in many respects a euphemism for "anglocization."The dominance of the anglosphere, according to this view, has meant that global capital-whether this be of an economic, cultural or educational kind-is unavoidably spread in highly uneven ways.Within higher education, this raises issues of power, privilege and potential inequity in the ways that different cultural groups engage with their studies, and in the rewards and successes they get to enjoy.Arguably, nowhere is this more evident than on the less-thanlevel playing field where first and second language students must compete in the assessment and evaluation of their academic abilities.So, while global forces have provided students with unprecedented access to what were once largely exclusive and culturally homogenous institutions, the view of many is that considerable work still needs to be done to address these "asymmetries" and to truly value the diversity that is now such a part of our institutions (Rizvi, 2000).A related critique is the view that globalization, in tandem with its ideological bedfellow neo-liberalism, has led sadly to an increasing commodification of higher education, so that students, especially our

Globalization, most sociologists agree, is not a new phenomenon.Its phase in the late 20 th century and early 21 st century, however, is recognized now as one of the more transformative periods in human history-what Anthony Giddens (2011) has characterized as a "runaway world."In the last few decades, there has scarcely been a domain of human activity untouched by these forces-economic systems, mass media and communication, cultural flows, the movement of people.A global site as intensive as any has of course been our universities; indeed, it is these "runaway" forces that have been responsible for so many of the changes witnessed on our campuses in recent decades.They are evident, for example, in the considerably more diverse student cohorts who now participate in university education, along with the rich variety of languages and cultures they bring to their studies.Dramatic changes have also been seen in what is taught on programs, including the push within many disciplines to systematically "internationalize curricula."Along with new content are radically new ways of delivering programs, as digital communications become more and more sophisticated at replicating-and also reconfiguring-the learning experiences of the traditional classroom.Finally, these forces have also brought about new types of collegial relationships as institutions and academics reach out across borders to connect and collaborate on a great variety of educational and research enterprises.Versions of these changes have been experienced in many parts of the world.In my home country, Australia, for example, such has been the scale of these developments that international education has emerged in recent times as one the nation's largest export industries.But while global forces have reshaped university education in all sorts of interesting and dynamic ways, it is not to say that there are not issues and challenges associated with these developments.Frederic Jameson (2000) has suggested that globalization is in many respects a euphemism for "anglocization."The dominance of the anglosphere, according to this view, has meant that global capital-whether this be of an economic, cultural or educational kind-is unavoidably spread in highly uneven ways.Within higher education, this raises issues of power, privilege and potential inequity in the ways that different cultural groups engage with their studies, and in the rewards and successes they get to enjoy.Arguably, nowhere is this more evident than on the less-thanlevel playing field where first and second language students must compete in the assessment and evaluation of their academic abilities.So, while global forces have provided students with unprecedented access to what were once largely exclusive and culturally homogenous institutions, the view of many is that considerable work still needs to be done to address these "asymmetries" and to truly value the diversity that is now such a part of our institutions (Rizvi, 2000).A related critique is the view that globalization, in tandem with its ideological bedfellow neo-liberalism, has led sadly to an increasing commodification of higher education, so that students, especially our

Globalization, most sociologists agree, is not a new phenomenon.Its phase in the late 20 th century and early 21 st century, however, is recognized now as one of the more transformative periods in human history-what Anthony Giddens (2011) has characterized as a "runaway world."In the last few decades, there has scarcely been a domain of human activity untouched by these forces-economic systems, mass media and communication, cultural flows, the movement of people.A global site as intensive as any has of course been our universities; indeed, it is these "runaway" forces that have been responsible for so many of the changes witnessed on our campuses in recent decades.They are evident, for example, in the considerably more diverse student cohorts who now participate in university education, along with the rich variety of languages and cultures they bring to their studies.Dramatic changes have also been seen in what is taught on programs, including the push within many disciplines to systematically "internationalize curricula."Along with new content are radically new ways of delivering programs, as digital communications become more and more sophisticated at replicating-and also reconfiguring-the learning experiences of the traditional classroom.Finally, these forces have also brought about new types of collegial relationships as institutions and academics reach out across borders to connect and collaborate on a great variety of educational and research enterprises.Versions of these changes have been experienced in many parts of the world.In my home country, Australia, for example, such has been the scale of these developments that international education has emerged in recent times as one the nation's largest export industries.But while global forces have reshaped university education in all sorts of interesting and dynamic ways, it is not to say that there are not issues and challenges associated with these developments.Frederic Jameson (2000) has suggested that globalization is in many respects a euphemism for "anglocization."The dominance of the anglosphere, according to this view, has meant that global capital-whether this be of an economic, cultural or educational kind-is unavoidably spread in highly uneven ways.Within higher education, this raises issues of power, privilege and potential inequity in the ways that different cultural groups engage with their studies, and in the rewards and successes they get to enjoy.Arguably, nowhere is this more evident than on the less-thanlevel playing field where first and second language students must compete in the assessment and evaluation of their academic abilities.So, while global forces have provided students with unprecedented access to what were once largely exclusive and culturally homogenous institutions, the view of many is that considerable work still needs to be done to address these "asymmetries" and to truly value the diversity that is now such a part of our institutions (Rizvi, 2000).A related critique is the view that globalization, in tandem with its ideological bedfellow neo-liberalism, has led sadly to an increasing commodification of higher education, so that students, especially our

Globalization, most sociologists agree, is not a new phenomenon.Its phase in the late 20 th century and early 21 st century, however, is recognized now as one of the more transformative periods in human history-what Anthony Giddens (2011) has characterized as a "runaway world."In the last few decades, there has scarcely been a domain of human activity untouched by these forces-economic systems, mass media and communication, cultural flows, the movement of people.A global site as intensive as any has of course been our universities; indeed, it is these "runaway" forces that have been responsible for so many of the changes witnessed on our campuses in recent decades.They are evident, for example, in the considerably more diverse student cohorts who now participate in university education, along with the rich variety of languages and cultures they bring to their studies.Dramatic changes have also been seen in what is taught on programs, including the push within many disciplines to systematically "internationalize curricula."Along with new content are radically new ways of delivering programs, as digital communications become more and more sophisticated at replicating-and also reconfiguring-the learning experiences of the traditional classroom.Finally, these forces have also brought about new types of collegial relationships as institutions and academics reach out across borders to connect and collaborate on a great variety of educational and research enterprises.Versions of these changes have been experienced in many parts of the world.In my home country, Australia, for example, such has been the scale of these developments that international education has emerged in recent times as one the nation's largest export industries.But while global forces have reshaped university education in all sorts of interesting and dynamic ways, it is not to say that there are not issues and challenges associated with these developments.Frederic Jameson (2000) has suggested that globalization is in many respects a euphemism for "anglocization."The dominance of the anglosphere, according to this view, has meant that global capital-whether this be of an economic, cultural or educational kind-is unavoidably spread in highly uneven ways.Within higher education, this raises issues of power, privilege and potential inequity in the ways that different cultural groups engage with their studies, and in the rewards and successes they get to enjoy.Arguably, nowhere is this more evident than on the less-thanlevel playing field where first and second language students must compete in the assessment and evaluation of their academic abilities.So, while global forces have provided students with unprecedented access to what were once largely exclusive and culturally homogenous institutions, the view of many is that considerable work still needs to be done to address these "asymmetries" and to truly value the diversity that is now such a part of our institutions (Rizvi, 2000).A related critique is the view that globalization, in tandem with its ideological bedfellow neo-liberalism, has led sadly to an increasing commodification of higher education, so that students, especially our

Globalization, most sociologists agree, is not a new phenomenon.Its phase in the late 20 th century and early 21 st century, however, is recognized now as one of the more transformative periods in human history-what Anthony Giddens (2011) has characterized as a "runaway world."In the last few decades, there has scarcely been a domain of human activity untouched by these forces-economic systems, mass media and communication, cultural flows, the movement of people.A global site as intensive as any has of course been our universities; indeed, it is these "runaway" forces that have been responsible for so many of the changes witnessed on our campuses in recent decades.They are evident, for example, in the considerably more diverse student cohorts who now participate in university education, along with the rich variety of languages and cultures they bring to their studies.Dramatic changes have also been seen in what is taught on programs, including the push within many disciplines to systematically "internationalize curricula."Along with new content are radically new ways of delivering programs, as digital communications become more and more sophisticated at replicating-and also reconfiguring-the learning experiences of the traditional classroom.Finally, these forces have also brought about new types of collegial relationships as institutions and academics reach out across borders to connect and collaborate on a great variety of educational and research enterprises.Versions of these changes have been experienced in many parts of the world.In my home country, Australia, for example, such has been the scale of these developments that international education has emerged in recent times as one the nation's largest export industries.But while global forces have reshaped university education in all sorts of interesting and dynamic ways, it is not to say that there are not issues and challenges associated with these developments.Frederic Jameson (2000) has suggested that globalization is in many respects a euphemism for "anglocization."The dominance of the anglosphere, according to this view, has meant that global capital-whether this be of an economic, cultural or educational kind-is unavoidably spread in highly uneven ways.Within higher education, this raises issues of power, privilege and potential inequity in the ways that different cultural groups engage with their studies, and in the rewards and successes they get to enjoy.Arguably, nowhere is this more evident than on the less-thanlevel playing field where first and second language students must compete in the assessment and evaluation of their academic abilities.So, while global forces have provided students with unprecedented access to what were once largely exclusive and culturally homogenous institutions, the view of many is that considerable work still needs to be done to address these "asymmetries" and to truly value the diversity that is now such a part of our institutions (Rizvi, 2000).A related critique is the view that globalization, in tandem with its ideological bedfellow neo-liberalism, has led sadly to an increasing commodification of higher education, so that students, especially our

Globalization, most sociologists agree, is not a new phenomenon.Its phase in the late 20 th century and early 21 st century, however, is recognized now as one of the more transformative periods in human history-what Anthony Giddens (2011) has characterized as a "runaway world."In the last few decades, there has scarcely been a domain of human activity untouched by these forces-economic systems, mass media and communication, cultural flows, the movement of people.A global site as intensive as any has of course been our universities; indeed, it is these "runaway" forces that have been responsible for so many of the changes witnessed on our campuses in recent decades.They are evident, for example, in the considerably more diverse student cohorts who now participate in university education, along with the rich variety of languages and cultures they bring to their studies.Dramatic changes have also been seen in what is taught on programs, including the push within many disciplines to systematically "internationalize curricula."Along with new content are radically new ways of delivering programs, as digital communications become more and more sophisticated at replicating-and also reconfiguring-the learning experiences of the traditional classroom.Finally, these forces have also brought about new types of collegial relationships as institutions and academics reach out across borders to connect and collaborate on a great variety of educational and research enterprises.Versions of these changes have been experienced in many parts of the world.In my home country, Australia, for example, such has been the scale of these developments that international education has emerged in recent times as one the nation's largest export industries.But while global forces have reshaped university education in all sorts of interesting and dynamic ways, it is not to say that there are not issues and challenges associated with these developments.Frederic Jameson (2000) has suggested that globalization is in many respects a euphemism for "anglocization."The dominance of the anglosphere, according to this view, has meant that global capital-whether this be of an economic, cultural or educational kind-is unavoidably spread in highly uneven ways.Within higher education, this raises issues of power, privilege and potential inequity in the ways that different cultural groups engage with their studies, and in the rewards and successes they get to enjoy.Arguably, nowhere is this more evident than on the less-thanlevel playing field where first and second language students must compete in the assessment and evaluation of their academic abilities.So, while global forces have provided students with unprecedented access to what were once largely exclusive and culturally homogenous institutions, the view of many is that considerable work still needs to be done to address these "asymmetries" and to truly value the diversity that is now such a part of our institutions (Rizvi, 2000).A related critique is the view that globalization, in tandem with its ideological bedfellow neo-liberalism, has led sadly to an increasing commodification of higher education, so that students, especially our

Over the last seven years, I have spent time across three continents talking to scientists and mathematicians about their beliefs and attitudes and experiences related to writing in their respective disciplines.I have been impressed by the passion and insight with which most have talked about writing and its relationship to critical thinking, and I have often been surprised by how they engage in these practices.For example, rather than working from an a priori hypothesis, many researchers in the STEM disciplines compose backwards, from the results to the introduction.And when reading, many seem to move from the middle of a paper outwards, beginning with the results and method, using an extremely critical eye, and then perhaps scanning out to the introduction and the discussion, or dispensing with these sections altogether.Over and over again, I heard this same story from different scientists, as if it were a secret each alone had stumbled upon.In addition, collaboration, conversation and peer review are very much part of the language of composition that takes place in the sciences (co-authorship, the hierarchies of disciplinary or interdisciplinary teams, the drafting process and the use of technology), but we who work in WID (writing in the disciplines) and WAC (writing across the curriculum) programs are constantly challenged: "How do we teach process in ways that are disciplinarily appropriate?"Historically, we haven't done this well.As Burton and Morgan observed on the training of mathematicians as writers,