A mastery-based learning model has limited value in secondary English classrooms, particularly as it relates to writing instruction. Kelsey Hammond and Chelsey Barber argue against the focus on standardized benchmarks that are tied to mastery-based models in favor of an approach to writing that is explorative, personal, and imaginative. The rise of artificial intelligence writing tools like ChatGPT further challenge the traditional mastery paradigm by replicating formulaic writing tasks. The authors advocate for a shift toward fostering self-actualization, empathy, and creative expression in students, emphasizing writing as a means of personal growth and social discourse rather than a mere demonstration of skill.