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As an English composition instructor, I’m prone to doomscrolling articles (written primarily by other English composition instructors) about the uses, advantages and dangers of large language models in college classrooms. I think my colleagues, focused on concerns about plagiarism, policing and the tenability of our own employment (all pressing issues in their own rights), may be ignoring the greater threat that text-generation technology poses to our democratic institutions, the judgment of our electorate and the competence of our workforce.

In one of the articles I found myself scrolling, John Villasenor, writing for the Brookings Institution , suggested that LLMs would lead to “the democratization of good writing.” I was surprised to see that descr

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