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this post was submitted on 01 Aug 2026
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Technology
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I agree with all your points, but want to add one: cheating with AI should be redirected to effective use of AI as a tool. I would approach a writing class topic like this:
Welcome... as our first assignment you are going to switch off all technological assistance and write a paper for me on XYZ, just using what you know off the top of your head here during class. Turn this in and keep a copy.
In classroom, tech limited to non-AI research - read and cite original sources, improve your paper with the research, check all of your assumptions, correct them when appropriate, cite backup when you find it. Does your conclusion change? Again, freeze a copy of this iteration.
Homework "use AI" (with no instructor direction as to how). Write the paper using all available technological resources (including AI) now, provide helpful starter links to AI resources that "can help," then compare that to your previous versions.
Instructor / teaching assistants now grade papers 1, 2 and 3 with maybe 10% total weight in the final grade for each.
In classroom guidance on how to use AI well, with copious embarassing examples of AI used poorly (names withheld, but students might recognize their work...)
Homework: for any students who turned in "less than ideal" papers in 3), try again. Fail again. Fail better this time.
In classroom pop-quiz: just like the first assignment, switch off all technological assistance and write the paper on XYZ just using what you know during class.
Grade 5 and 6 for points, 30 points for 5, and 40 points for 6.
In mandatory attendance schools, some will do more poorly on 6) than 1), that's just the nature of the setting. Those who want to learn should be able to improve along the way, rather dramatically.