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Teaching writing is about the messy, recursive process of thinking — helping students wrestle with their own beliefs, gather evidence, organize their thoughts, and find a way to say what they mean. I watch for the moment when a student moves from just following instructions to asking real questions, to pushing back, to thinking for themselves. That’s the work. If they hand off the hardest parts to Claude, they miss the struggle that makes the learning real. My worry isn’t so much about cheating as it is about losing moments of revelation and growth. Without those, what is the point of a liberal-arts education?