On the Question of Ethical Application of Large Language Models in the Writing Classroom

Abstract

This reflective essay describes a year-long inquiry into the ethical and pedagogical implications of large language models (LLM) in secondary English classrooms. Written from the perspective of a National Writing Project participant, it traces the author’s initial skepticism—rooted in concerns about plagiarism and the exploitation of creative labor—toward a more nuanced exploration of teacher-facing and student-facing applications. Practical examples include lesson planning, communication, and AI-assisted feedback, alongside cautions about authenticity, privacy, and overreliance. The article emphasizes the importance of preserving the drafting process as a space for reflection, discovery, and voice development, while considering AI’s potential role in brainstorming, revision, and professional workload reduction. Drawing from interviews with writers and creatives, it also situates classroom use of AI within broader cultural debates about originality, commodification, and the value of human imperfection in art. Ultimately, the inquiry reframes the guiding question—Can LLMs support writing instruction in ways that do not harm creativity or authenticity?—as an ongoing challenge requiring both ethical discernment and a commitment to student-centered practice.