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So, the better alternative to disclosure is to not tell the reader you're making them read machine-generated text, even if you didn't spend your time on it? I'm confused. You do imply that revelation is not always possible/necessary, and I fully agree with that. But the repeated hedging (yes, buts) in favor of AI shows bias.

I studied "second language writing" in grad school and have read extensively and written some on language politics; I disagree with your use of nonnative language users as a prop for advocating for more AI. All students deserve a stronger foundation in literacy skills, like we had the opportunity for. They deserve "both" AI-free reading, writing, and thinking skills AND AI-assisted ones. The bottom line is how capable they become as lifelong learners.

Two problems do not a solution make, but again and again, that is the rhetorical strategy you use for advocating for more AI use, in this post and in others. I am not against AI literacy, but I believe educators must start from a different set of premises than "debating" each other for and against AI. Future generations deserve to build on foundations of the past, not clean slates.

At the State University of New York system, we're taking the information literacy based approach to AI, as I describe in this post: https://shyamsharma.net/toward-an-ai-responsive-information-literacy-education/

I wanted to offer an honest critique of your post because I think taking sides isn't productive as an educational framework.

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