The ascendance of large language models like ChatGPT has all but wrought a collective existential crisis among writing instructors. Among them is Johns Hopkins University Writing Program lecturer Carly Schnitzler, who co-edited TextGenEd: Teaching with Text Generation Technologies, an open-access, peer-reviewed collection of generative AI-assisted writing assignments. Schnitzler describes these assignments as "[offering] up text generation technologies as objects of study in a writing and rhetoric context … to be critically integrated into the writing process instead of taking over the writing process." The three of us editors—myself, Annette Vee, and Tim Laquintano—are researchers in writing and rhetoric who are interested in automated writing technologies. I want to acknowledge the real harms that some implementations of large language models have caused, notably in terms of labor.
