AI: The Chameleon in my Brit Lit Class

 Mentally, I was drafting an update on how I'm handling AI in my virtual Britlish Lit class when I received this email:

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Well, great. 

That blurred the lines, didn't it? 

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Over the last few weeks, I've met with over a dozen students to discuss their use of ChatGPT. Surprisingly, they've all been honest about their use of AI to "help" them write assignments in Brit Lit. 

Here is my process:

1. I sent all of my students a friendly "Don't be dumb with AI" message:

            Dear {{First name}}

So far this year, many new tools have become available using artificial intelligence (AI) to assist in various tasks. 

Depending on your age and with your learning coach's permission, you can no doubt find many helpful things out there. For instance, Quickdraw is a fun AI game, and Chefgpt.xyz generates recipes from ingredients you have on hand!

You can also use AI tools to help in the writing process. You can generate ideas or ask for feedback using tools such as Grammarly. 

However, just as you should not submit the work of another student as your own, you should not submit whole assignments that are generated by AI. This is an academic integrity violation. It also does not show me what you have learned so that I can help you continue your education. 

Gull Lake utilizes TurnItIn for academic integrity detection, and this tool also detects AI-generated writing. Assignments flagged by TurnItIn will result in a mandatory student/teacher meeting to discuss the assignment. 

If you have any questions, please reach out to me before submitting an assignment. 

2. Notice an answer that's just "too" perfect.

3. Use AI-detecting Chrome browser extension. If this is flagged, I continue on. If not, I will likely grade the assignment and move on.

4. If the extension flags it, I create a Google doc and upload that to Turnitin. When checking any AI detector, I want a certainty of 75% or better. 

5. Reach out to the student for a chat. I notify them they will have a 0 until I can have a conversation that shows me they understand the content. However, I try to avoid accusatory tones.

6. Hold student a meeting. Discuss content. Check for understanding. Clear up misunderstandings. 

7. Give tips for the ethical use of AI. Update grade. Thank them for helping me to understand how students are using AI.

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Things I don't do:

1. Make accusations.

2. Ask them to "redo" essays. Honestly, it's impossible to unsee what is there. If the occurrence is in an assignment that covers writing standards, I would give them an alternative that is harder to AI generate. (I would also change that assignment going forward. Fool me once, shame on me, etc). 

3. Pretend that I have all the answers. I've learned a ton of great tips from my students. I might even feel brave enough to play the stock market now. 

My plan going forward:

1. Require students to share Google Docs with editing rights, so I can see the revision history.

2. Instruct them on the format for citing AI text.

3. Encourage them to include audio explanations of text that is supported by AI. There is no denying the student's own voice. 

Rather than denying or decrying AI, I choose to encourage my students to embrace it, learn it, and master it. I'm preparing them for a future I can't quite see. 

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