Hey fellow teachers! I’m curious about your experiences with students using AI for writing assignments. I recently showed my class how to use Google Docs version history and warned them not to use AI tools for their stories. I told them it would be obvious if a blank page suddenly turned into a full story.
Guess what happened? Some kids still tried it! When I called them out, they were so surprised. It’s like they thought I wouldn’t notice.
I know some people might say, “Oh, they’ll just copy it word by word.” But I know my students’ writing styles. It’s pretty clear when something doesn’t match their usual work. Plus, the really good writers probably wouldn’t need to use AI anyway.
I’m mainly concerned about helping the struggling writers and less motivated students. They need to learn that putting in effort is important. What do you think? How do you handle this in your classroom?
As a high school English teacher, I’ve definitely encountered this issue. Last semester, I had a student submit a paper that was clearly beyond their usual capabilities. The vocabulary and sentence structure were far too advanced, and when I confronted them, they admitted to using an AI tool.
Since then, I’ve implemented several strategies. I now require students to submit outlines and rough drafts along with their final papers, which helps me trace their thought processes and observe their writing progression. I’ve also increased in-class writing exercises to ensure I see their authentic skills firsthand.
One unexpected benefit of these changes is that they’ve sparked discussions about responsible tech use and the importance of developing one’s unique writing voice. While adapting to these new challenges isn’t always easy, it’s essential for nurturing genuine learning and creativity.
I’ve found that incorporating more real-time writing exercises in class has been effective in combating AI-generated content. By observing students as they write, it’s easier to gauge their authentic abilities and writing styles. Additionally, I’ve implemented a policy of requiring students to explain their thought process behind key elements of their stories. This not only discourages AI use but also encourages deeper engagement with their work. Another strategy I’ve employed is assigning topics that require personal anecdotes or reflections. These are much harder to replicate with AI and force students to draw from their own experiences. While it’s an ongoing challenge, these methods have significantly reduced instances of AI-generated submissions in my classroom.
yeah, i’ve seen this too. it’s crazy how some kids think they can get away with it! i’ve started doing more in-class writing assignments and checking drafts. it’s not perfect, but it helps catch most of the AI stuff. plus, i talk to them about why developing their own writing skills matters. some get it, some don’t, but we keep trying!