I’m dealing with a frustrating situation while grading assignments. Multiple students keep turning in work that’s clearly generated by artificial intelligence, and they’re not even trying to hide it or make it their own.
The pattern is always the same. The writing has identical structure, uses the same transitions between paragraphs, and follows the exact same format from start to finish. What really gives it away is when kids who can barely write a proper sentence in class suddenly start using fancy vocabulary like “articulate” and “synthesize” in their homework.
I understand that online tools and dictionaries exist, but when someone’s entire writing ability transforms overnight, it’s pretty obvious what’s happening. These students aren’t learning anything by copying what a computer generates.
For context, I usually prefer having written assignments completed during class time, but due to some administrative requirements at my school, I had to give makeup work over the break. I’m not against technology in education, but straight up copying AI output without understanding the content isn’t helping anyone learn.
ugh, totally feel your pain! had a student submit a report on history when i asked for current events. like… how hard is it to read the prompt? now i just do very detailed instructions that ai would probably mess up.
The Problem: The original question describes a frustrating situation where the user is struggling to identify and prevent students from submitting AI-generated assignments. The AI-generated work is easily identifiable due to consistent structure, vocabulary choices inconsistent with the students’ known abilities, and a lack of originality. The teacher is looking for strategies to deter this behavior and ensure students are completing original work.
Understanding the “Why” (The Root Cause): The ease with which students can generate and submit AI-written assignments highlights the limitations of traditional assignment formats in the age of readily available AI tools. Essays and reports, which were previously effective methods of assessing understanding, are now easily replicated by AI, diminishing their value as measures of genuine learning. Students might resort to using AI to avoid the effort of writing, or because they lack the skills to complete the assignment independently. The current system allows for easy cheating, as the effort and risk of detection are low compared to the potential reward of completing an assignment without significant work.
Step-by-Step Guide:
Reimagine Assignment Formats: Shift away from easily replicated assignment types like traditional essays and reports. Focus on assignments that are more difficult for AI to generate convincingly. This might involve:
Incorporating Personal Experiences: Require students to connect the assignment material to their own experiences, family stories, or observations from their daily lives. AI struggles with personalized content.
Utilizing Real-World Examples: Ask students to analyze specific local events, businesses, or people relevant to their community. This forces them to utilize their unique knowledge and access to real-world data.
Incorporating Class-Specific Elements: Design assignments that explicitly refer to discussions, activities, or jokes that occurred during class time. AI has no access to this context.
Emphasizing Creative and Critical Thinking: Replace rote memorization assignments with tasks demanding creative problem-solving or in-depth analysis. Ask “Why?” questions that require original thought, analysis of different viewpoints, and interpretation.
Introduce Multiple Submission Stages: Require students to submit drafts and revisions alongside their final work. This allows you to monitor their progress and assess the evolution of their ideas. Look for sudden shifts in writing style or vocabulary that might indicate AI use. Reviewing the editing history can reveal inconsistencies in the writing process.
Conduct Brief Verbal Check-Ins: During class, have quick discussions with students about their work. Ask them to explain key concepts or their reasoning behind specific choices. Authentic engagement will be evident in their clarity and fluency. A student struggling to explain their work is a potential red flag.
Implement Plagiarism Detection Tools: While not a foolproof method, utilize plagiarism detection software to cross-check students’ submissions. These tools can identify potential instances of AI-generated content by comparing the work to a database of known AI outputs. However, keep in mind that this method may not catch all cases of AI plagiarism.
Common Pitfalls & What to Check Next:
Over-Reliance on Technology: Don’t rely solely on plagiarism detection software or AI detection tools. Combine technical methods with active observation and personal interaction.
Unclear Assignment Instructions: Ensure your assignment instructions are detailed, unambiguous, and leave no room for interpretation. The clearer your instructions, the less likely students are to use AI to “fill in the blanks.”
Lack of Communication: Regularly communicate your expectations and assessment criteria to your students. Explain why you’re implementing these strategies and what you’re looking for in their work.
Ignoring Student Needs: If AI use is prevalent, it may signal underlying issues with student engagement or understanding of the material. Consider how you might adapt your teaching approach to address these issues.
Still running into issues? Share your (sanitized) assignment prompts, examples of suspicious student work, and any other relevant details. The community is here to help!
I require students to submit drafts and a revision history alongside their final papers. If they cannot quickly explain their word choices in a conference or outline how their ideas have evolved, it becomes evident that they have relied on AI-generated content. Although administration encourages take-home assignments, which complicates matters, requesting documentation of the writing process has proven effective in distinguishing genuine work from submissions that are merely copied. Some of my colleagues even ask students to define three challenging vocabulary words they used, which also yields positive results.
Understanding the “Why” (The Root Cause): The ease with which students can generate and submit AI-written assignments highlights the limitations of traditional assignment formats in the age of readily available AI tools. Essays and reports, which were previously effective methods of assessing understanding, are now easily replicated by AI, diminishing their value as measures of genuine learning. Students might resort to using AI to avoid the effort of writing, or because they lack the skills to complete the assignment independently. The current system allows for easy cheating, as the effort and risk of detection are low compared to the potential reward of completing an assignment without significant work.
Step-by-Step Guide:
Common Pitfalls & What to Check Next:
Still running into issues? Share your (sanitized) assignment prompts, examples of suspicious student work, and any other relevant details. The community is here to help!