Libro

Descripción

Academic writing in higher education is increasingly shaped by the presence of artificial intelligence. While digital tools offer efficiency and technical support, they also raise fundamental questions about thinking, epistemic responsibility, and the educational value of writing itself. Writing can no longer be assumed to function automatically as evidence of reasoning. This book addresses that challenge by reexamining academic writing as a regulated epistemic practice in technologically mediated learning environments. Academic writing in higher education is increasingly shaped by the presence of artificial intelligence. While digital tools offer efficiency and technical support, they also raise fundamental questions about thinking, epistemic responsibility, and the educational value of writing itself. Writing can no longer be assumed to function automatically as evidence of reasoning. This book addresses that challenge by reexamining academic writing as a regulated epistemic practice in technologically mediated learning environments. This monograph introduces the TULIS Model, an instructional framework designed to support argumentative writing through the regulation of academic reasoning. Drawing on argumentation theory, metacognitive research, and educational design research, the model conceptualises writing as a sequence of epistemic decisions involving planning, monitoring, and evaluation. Rather than focusing on textual form alone, the TULIS Model foregrounds how writers manage claims, evidence, inference, and rebuttal across stages of writing. A distinctive contribution of the book lies in its dialogic framing of artificial intelligence. AI is positioned not as a procedural writing tool but as a dialogic partner that can stimulate reflection when integrated within metacognitive regulation. The book demonstrates how human agency and epistemic ownership can be preserved through instructional design that makes thinking visible and discussable. The chapters integrate theoretical discussion with classroom based illustration, showing how students’ argument quality and regulation of thinking evolve through sustained engagement with the model.