In a recent article for The Conversation, University of Northern British Columbia Assistant Professor Taylor Morphett argues that large language models (LLMs) expose long-standing tensions in how writing is understood and taught in postsecondary settings. Treating AI output as “writing,” she argues, reflects a misunderstanding of a cognitive process that helps people develop their own ideas. “The truth is, if university instructors are only interested in a ‘correct’ piece of writing, it sort of makes sense for a computer to do it,” she writes. In conclusion, Morphett calls for writing to be embraced as a process of inquiry and invention, and for postsecondary institutions to include writing experts involved in shaping AI policy.
