My classes are generally small enough that I have time to get to know each student’s writing. When a student who confuses “bias” and “biased” in a hand-written response later that day sends me an email later that day that uses “whom” and “betwixt,” I notice. I can’t prove a student is abusing AI, but I can certainly assess their ability to apply what they have learned through their writing process, and I weigh that process much more heavily than I did last year.  

“I am no stranger to students trying to cut corners by copying and pasting from Wikipedia, but the introduction of generative AI has enabled them to cheat in startling new ways.

[…]

“I just wanted to write the best essay I could.”

Those students in question, who at least tried to provide some of their own thoughts before mixing them with the generated result, had already written the best essay they could. And I guess that’s why I hate AI in the classroom as much as I do.

Students are afraid to fail, and AI presents itself as a saviour. But what we learn from history is that progress requires failure. It requires reflection. Students are not just undermining their ability to learn, but to someday lead.

[…]

History shows us that the right to literacy came at a heavy cost for many Americans, ranging from ostracism to death. Those in power recognised that oppression is best maintained by keeping the masses illiterate, and those oppressed recognised that literacy is liberation.

To my students and to anyone who might listen, I say: Don’t surrender to AI your ability to read, write and think when others once risked their lives and died for the freedom to do so. —HuffPost.com