ABSTRACT
This chapter describes how large-scale writing assessment could be reimagined by using the technicity of software to make human communication more efficient rather than using software to thinly automatically assess student writing. It reviews the columns that explore to invite software to read literature in the classrooms. The chapter demonstrates that the purpose of public education must, fundamentally, be to strengthen democracy and demonstrate how reformer's reliance on software space position students and teachers as abstractions. In school districts and states, it is vital that one begins to think critically about the role of software-powered technologies. Software space, including information systems, is driven by a binary language of machine code. An inquiry into the hidden role of software in education should reach into the lines of poetry for final insights into the nature of technology and learning.
