Hyper-Scrutinization of BIPOC Student Writers’ Texts in an AI-Mediated World

This chapter examines the rhetorical impact of instructors’ hyper-scrutinization of BIPOC students’ texts for AI involvement on their authorial agency and voice in US writing classrooms, problematizing how AI-surveilling pedagogical practices intersect with raciolinguistic ideologies, epistemic injustice, institutional distrust, instructor bias, and historical deficit-based views of BIPOC students’ multilingual composition.