t importantly, it does not necessarily downplay the value of chat bots in organizing information – especially regarding dominant interpretations or common knowledge.
Ultimately, such technology will likely allow students and instructors to create more complex assignments and courses overall. Rather than viewing ChatGPT as a floodgate for new issues, instructors should use technologies to their advantage to eliminate some of the more tedious aspects of assignments and course design.
As a concluding remark, it seems worth mentioning that the text I chose to sample, Wordsworth’s “The World is Too Much with Us,” is itself a meditation on how technology changes the human imagination. But a twenty-first-century interpretation of the poem might recognize that what Wordsworth laments is not unique to the Industrial Revolution, and that the persona is ultimately critiquing how humankind uses and responds to technology – not necessarily the technology itself.
 Ian Bogost, “ChatGPT is Dumber than You Think.” The Atlantic, 7 Dec. 2022, https://www.theatlantic.com/technology/archive/2022/12/chatgpt-openai-artificial-intelligence-writing-ethics/672386/. Bogost is a world-renowned digital humanist and rhetorical theorist.
 Kevin Roose, “The Brilliance and Weirdness of ChatGPT,” New York Times, 5 Dec. 2022, https://www.nytimes.com/2022/12/05/technology/chatgpt-ai-twitter.html. ChatGPT does not “crawl the web for current events,” and its knowledge is somewhat restricted.