‘I write entirely to find out what I’m thinking, what I’m looking at, what I see and what it means. What I want and what I fear.’
– Joan Didion (1976)
In an age of instantaneous generative AI, where lesson plans, essays and feedback reports can be summoned with a few keystrokes, we might ask: what is the intrinsic value of writing?. While technology can assist in producing content, the value of writing for language teachers extends far beyond output. Writing is a cognitive tool, a means . . .
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