The world of higher education over the past few years has been immersed in intensive discourse about AI usage in the classroom.
While some professors have chosen to integrate AI into their classes, many others have steered away from it, especially in the humanities. Every semester, I receive syllabuses that stress the importance of originally generated writing and warn me that any writing done by AI will be swiftly caught.
As AI advances and develops, the assurance that AI writing will be undoubtedly rooted out begins to feel increasingly bold. Those who know how to use it well will provide it with the sources needed to create topical writing, run it through the machine multiple times to edit the tone accordingly, and perhaps, even integrate the AI developed writing into their own original writing seamlessly.
For professors who don’t intimately know the writing style of a given student, this can be near impossible to catch.
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