I believe that writing is a process, and that people can learn to write by practicing writing - on their own, with peers, and with the ethical use of digital tools, which is why I embrace large language models like ChatGPT and GoogleBard as a writing technology when used with intentionality. In Rhetoric & Writing Studies, we practice these skills when we ask students to purposefully integrate multimodality and multiliteracies into their work and develop information literacy skills. Writing curricula function best when they are influenced by the canons of both modern and ancient rhetoricians, which ultimately all teach in some capacity the importance of writing as a tool for thinking. Contemporary teaching of multimodality and information literacy must now include artificial intelligence, including how and when to use these technologies appropriately, how to provide appropriate attribution to the technology, the limitations of the technology, and assessing the legitimacy and correctness of the technology’s output. Not only does this empower students in a growingly digital world, but it also normalizes the use of adaptive technology for those of us who are disabled and as such may need to use technological devices in class for accessibility reasons.