Large Language Models (LLMs) have ignited discourse within the Technical and Professional Communications (TPC) community in relation to authorship and accountability. This article employs a qualitative synthesis of current and theoretical scholarship regarding authorship theory and LLMs. This analysis argues that while LLMs provide assistance to improve human-generated text, LLMs are unable to participate in authorship, as they cannot be held accountable for their outputs, participate in reciprocity, or demonstrate rhetorical awareness regarding audience and context. The analysis urges professors and professionals to consider concrete guidelines surrounding LLM usage to create transparency in the classroom and workplace.