INTRODUCTION & CONTEXT
In the not-so-distant past, writing was a slow, solitary act—a process that demanded time, introspection, and labor. But with the rise of generative AI tools like ChatGPT, Sudowrite, and GrammarlyGO, composition now has a button. Language can be mass-produced at scale, tuned to sound pleasant, neutral, polite—and eerily interchangeable. What once felt personal and arduous is now instantaneous and oddly soulless.
In “The Great Language Flattening,” Victoria Turk argues that A.I. is training us to speak and write in “saccharine, sterile, synthetic” prose. She warns that our desire to optimize communication has come at the expense of voice, friction, and even individuality. Similarly, Cal Newport’s “What Kind of Writer is ChatGPT?” insists that while A.I. tools may mimic surface-level structure, they lack the “struggle” that gives rise to genuine insight. Their words float, untethered by thought, context, or consequences.
But are these critiques overblown? In “ChatGPT Doesn’t Have to Ruin College,” Tyler Austin Harper suggests that the real danger isn’t A.I.—it’s a pedagogical failure. Writing assignments that can be done by A.I. were never meaningful to begin with. Harper argues that educators should double down on originality, reflection, and assignments that resist automation. Meanwhile, in “Will the Humanities Survive Artificial Intelligence?,” the author explores the institutional panic: as machine-generated writing becomes the norm, will critical thinking and close reading—the bedrock of the humanities—be considered obsolete?
Adding complexity to this discussion, Lila Shroff’s “The Gen Z Lifestyle Subsidy” examines how young people increasingly outsource tasks once seen as rites of passage—cooking, cleaning, dating, even thinking. Is using A.I. to write your essay any different from using DoorDash to eat, Bumble to flirt, or TikTok to learn? And in “Why Even Try If You Have A.I.?,” Joshua Rothman diagnoses a deeper ennui: if machines can do everything better, faster, and cheaper—why struggle at all? What, if anything, is the value of effort in an automated world?
This prompt asks you to grapple with a provocative and unavoidable question: What is the future of human writing in an age when machines can write for us?
ASSIGNMENT INSTRUCTIONS
Write a 1,700 word argumentative essay that answers the following question:
Should the rise of generative A.I. mark the end of traditional writing instruction—or should it inspire us to reinvent writing as a deeply human, irreplaceable act?
You must take a clear position on this question and argue it persuasively using at least four of the assigned readings. You are also encouraged to draw on personal experience, classroom observations, or examples from digital culture, but your essay must engage with the ideas and arguments presented in the texts.
STRUCTURE AND EXPECTATIONS
Your essay should include the following sections:
I. INTRODUCTION (Approx. 300 words)
- Hook your reader with a compelling anecdote, statistic, or image from your own experience with A.I. (e.g., using ChatGPT to brainstorm, cheating, rewriting, etc.).
- Briefly introduce the conversation surrounding A.I. and the act of writing. Frame the debate: Is writing becoming obsolete? Or is it being reborn?
- End with a sharply focused thesis that takes a clear, defensible position on the prompt.
Sample thesis:
While A.I. can generate fluent prose, it cannot replicate the messiness, insight, and moral weight of human writing—therefore, the role of writing instruction should not be reduced, but radically reinvented to prioritize voice, thought, and originality.
II. BACKGROUND AND DEFINITIONAL FRAMING (Approx. 250
- Define key terms like “generative A.I.,” “writing instruction,” and “voice.” Be precise.
- Briefly explain how generative A.I. systems (like ChatGPT) work and how they are currently being used in educational and workplace settings.
- Set up the stakes: Why does this conversation matter? What do we lose (or gain) if writing becomes largely machine-generated?
III. ARGUMENT #1 – A.I. Is Flattening Language (Approx. 300 words)
- Engage deeply with “The Great Language Flattening” by Victoria Turk.
- Analyze how A.I.-generated language may lead to a homogenization of voice, tone, and personality.
- Provide examples—either from your own experiments with A.I. or from the essay—that illustrate this flattening.
- Connect to Newport’s argument: If writing becomes too “safe,” does it also become meaningless?
IV. ARGUMENT #2 – The Need for Reinvention, Not Abandonment (Approx. 300 words)
- Use Harper’s “ChatGPT Doesn’t Have to Ruin College” and the humanities-focused essay to argue that A.I. doesn’t spell the death of writing—it exposes the weakness of uninspired assignments.
- Defend the idea that writing pedagogy should evolve by embracing personal narratives, critical analysis, and rhetorical complexity—tasks that A.I. can’t perform well (yet).
- Address the counterpoint that some students prefer to use A.I. out of necessity, not laziness (e.g., time constraints, language barriers).
V. ARGUMENT #3 – A Culture of Outsourcing (Approx. 300 words)
- Bring in Lila Shroff’s “The Gen Z Lifestyle Subsidy” to examine the cultural shift toward convenience, automation, and outsourcing.
- Ask the difficult question: If we already outsource our food, our shopping, our dates, and even our emotions (via TikTok), isn’t outsourcing our writing the logical next step?
- Argue whether this mindset is sustainable—or whether it erodes something essential to human development and self-expression.
VI. ARGUMENT #4 – Why Write at All? (Approx. 300 words)
- Engage with Joshua Rothman’s existential meditation on motivation in “Why Even Try If You Have A.I.?”
- Discuss the psychological toll of competing with A.I.—and whether effort still has value in an age of frictionless automation.
- Make the case for writing as not just a skill, but a process of becoming: intellectual, emotional, and ethical maturation.
VII. COUNTERARGUMENT AND REBUTTAL (Approx. 250 words)
- Consider the argument that A.I. tools democratize writing by making it easier for non-native speakers, neurodiverse students, and time-strapped workers.
- Acknowledge the appeal and utility of A.I. assistance.
- Then rebut: Can ease and access coexist with depth and authenticity? Where is the line between tool and crutch? What happens when we no longer need to wrestle with words?
VIII. CONCLUSION (Approx. 200 words)
- Revisit your thesis in a way that reflects the journey of your argument.
- Reflect on your own evolving relationship with writing and A.I.
- Offer a call to action for educators, institutions, or individuals: What kind of writers—and thinkers—do we want to become in the A.I. age?
REQUIREMENTS CHECKLIST
- Word Count: 1,700 words
- Minimum of four cited sources from the six assigned
- Direct quotes and/or paraphrases with MLA-style in-text citations
- Works Cited page using MLA format
- Clear argumentative thesis
- At least one counterargument with a rebuttal
- Original title that reflects your position
ESSAY EVALUATION RUBRIC (Simplified)
| CRITERIA | DESCRIPTION |
| Thesis & Argument | Strong, debatable thesis; clear stance maintained throughout |
| Use of Sources | Effective integration of at least four assigned texts; accurate and meaningful engagement with the ideas presented |
| Organization & Flow | Logical structure; strong transitions; each paragraph develops a single, coherent idea |
| Voice & Style | Clear, vivid prose with a balance of analytical and personal voice |
| Depth of Thought | Insightful analysis; complex thinking; engagement with nuance and counterpoints |
| Mechanics & MLA Formatting | Correct grammar, punctuation, and MLA citations; properly formatted Works Cited page |
| Word Count | Meets or exceeds minimum word requirement |
MLA Citations (Works Cited Format):
Turk, Victoria. “The Great Language Flattening.” Wired, Condé Nast, 21 Apr. 2023, www.wired.com/story/the-great-language-flattening/.
Harper, Tyler Austin. “ChatGPT Doesn’t Have to Ruin College.” The Atlantic, Atlantic Media Company, 27 Jan. 2023, www.theatlantic.com/technology/archive/2023/01/chatgpt-college-students-ai-writing/672879/.
Shroff, Lila. “The Gen Z Lifestyle Subsidy.” The Cut, New York Media, 25 Oct. 2023, www.thecut.com/article/gen-z-lifestyle-subsidy-tiktok.html.
Burnett, D. Graham. “Will the Humanities Survive Artificial Intelligence?” The New York Review of Books, 8 Feb. 2024, www.nybooks.com/articles/2024/02/08/will-the-humanities-survive-artificial-intelligence-burnett/.
Newport, Cal. “What Kind of Writer Is ChatGPT?” The New Yorker, Condé Nast, 16 Jan. 2023, www.newyorker.com/news/essay/what-kind-of-writer-is-chatgpt.
Rothman, Joshua. “Why Even Try If You Have A.I.?” The New Yorker, Condé Nast, 10 July 2023, www.newyorker.com/magazine/2023/07/10/why-even-try-if-you-have-ai.
OPTIONAL DISCUSSION STARTERS FOR CLASSROOM USE
To help students brainstorm and debate, consider using the following prompts in small groups or class discussions:
- Is it “cheating” to use A.I. if the result is better than what you could write on your own?
- Have you ever used A.I. to help write something? Were you satisfied—or unsettled?
- If everyone uses A.I. to write, will “good writing” become meaningless?
- Should English professors teach students how to use A.I. ethically, or ban it outright?
- What makes writing feel human?








