Towards the Modelling of a Writing Process Integrating Generative AI to Develop the Argumentative Skills of Secondary School Writers

Abstract

This article revisits Hayes and Flower's model (1980) of the writing process by integrating Generative Artificial Intelligence at specific moments in the pedagogical scripting process based on argumentation, using a dialogic learner/conversational agent approach. Our pedagogical design based on the SAM model of pedagogical engineering explores the contributions of AGI as a catalyst for learning towards an agile and iterative modelling in favour of the development of the argumentative competence and critical thinking of the writing student.