As another school year returns, large language models (LLMs) present difficult questions around learning, thinking, plagiarism and authorship for educators.
New approaches to assignments and assessment are required. Student papers that use LLM technology require additional labour on many fronts. Professors have expressed frustration, worry and anxiety.
As an assistant professor of English whose research has focused on the histories of writing and how it’s taught, I have been involved in many discussions at institutions of higher learning about this topic.
