The author expresses a longstanding concern about the influence of generative AI on students' writing abilities, particularly in the context of recent educational shifts. Since the declaration of generative AI usage as a 'learner's right' in March 2023 and the challenges posed by rising plagiarism rates in 2024, the educational landscape has been forced to adapt to these technological changes. The article emphasizes the need to ensure that classrooms remain places where authentic writing and expression can thrive despite the distractions posed by AI tools.

In a broader context, the article highlights the contrasting narratives presented by leaders of big tech companies at platforms like the Davos Forum, who articulate a grand vision for a technologically utopian future. These executives are not only discussing technology but are also attempting to shape the future narrative of humanity, which raises concerns about who gets to define our collective future. As students increasingly rely on AI-generated content, they risk losing the ability to develop their own voice and critical thinking skills, which are essential for personal and communal progress.

The need for a vibrant discourse on writing practices in classrooms is underscored by a recent symposium at the Seoul National University of Science and Technology that drew over 900 participants. This overwhelming interest reflects the urgency of the situation and the struggles faced by educators grappling with the quality of students' writing. Despite technological advancements making essay writing more polished, the article warns that this smoothness may not equate to genuine academic engagement, urging both students and instructors to critically assess their relationship with writing in this new AI-influenced educational era.