- what if we just kept writing samples and compared them randomly using AI over time to see if the style were consistent? Maybe train with collegiate writing over a four year course of study so it could understand change over time?
- adopt a tutorial method with 1-2x per term the student reads their essay aloud and answers questions with the instructor
- stop grading. If there is no good-grade pressure than there is no advantage to plagiarizing. If it is true that what you get out depends on your effort, then why care about grades?
Marc, this is fabulous. Such a concise and clear description of the different options on the table and some concrete advice for educators to explore this fall. Thanks for your thoughtful engagement in this space.
I'm thinking about keeping the policy wide open, and just have conversations about how AI is or is not working in their writing process.
My experience has been that students find and see the limitations themselves and start to see the value of their own writing in a new context.
Such a great article! Got my mind churning.
- what if we just kept writing samples and compared them randomly using AI over time to see if the style were consistent? Maybe train with collegiate writing over a four year course of study so it could understand change over time?
- adopt a tutorial method with 1-2x per term the student reads their essay aloud and answers questions with the instructor
- stop grading. If there is no good-grade pressure than there is no advantage to plagiarizing. If it is true that what you get out depends on your effort, then why care about grades?
Marc, this is fabulous. Such a concise and clear description of the different options on the table and some concrete advice for educators to explore this fall. Thanks for your thoughtful engagement in this space.