Roundtable 1

Abstract

The study of written composition focuses increasingly on the study of the process, instead of the product. Yet, the translation of process-based knowledge into pedagogical practice remains fragmented and uneven across instructional contexts (D’Souza, 2021). Bringing three complementary perspectives, this roundtable seeks to examine what a process-aware pedagogy of writing might entail, as well as the trade-offs of using digital technologies to provide students and pupils with feedback suited to their individual needs. Insights around the development of the writing-assistant for primary and secondary education Ecrivor will help identify which traces of the writing process are pedagogically meaningful and how teachers interpret—or misinterpret—these indicators. Moving to academic writing, we will examine the methodological and cognitive limits of AI systems that generate feedback from keystroke logs (Zafar, 2025). Finally, the creative writing perspective will show how dimensions such as originality, narrative strategy, and emotion expose the gaps in current models of writing process and the requirements for AI to support creativity and authorial development in a sensitive and reliable way (Quaranta, 2025). This roundtable is an invitation for participants and audience to debate around key questions: What parts of the process should become feedback, and what risks emerge when process data is misinterpreted by both humans and AI systems? Can cognitive models of writing be operationalized in the classroom without becoming reductive? How can AI tools support, rather than constrain, learners’ composing processes? Drawing on three areas of interest, the discussion will converge on the central question of how research insights and classroom needs can inform one another, and what a genuinely dynamic relationship between research and practice might look like in a future where process data becomes increasingly accessible.D'Souza, Richard. (2021). What characterises creativity in narrative writing, and how do we assess it? Research findings from a systematic literature search’, Thinking Skills and Creativity, Volume 42, 100949, https://doi.org/10.1016/j.tsc.2021.100949.Quaranta, J-M. (2025). « Intelligence artificielle et création littéraire : expériences et perspectives », Interfaces numériques, 14, https://doi.org/10.25965/interfaces-numeriques.5440. Zafar, S. et al. (2025). ‘I Wrote, I Paused, I Rewrote’ Teaching LLMs to Read Between the Lines of Student Writing., arXiv preprint, arXiv:2506.08221.