"In The New Yorker, literature professor Hua Hsu considers the demise of the term paper while shadowing an undergraduate who systematically forges his coursework. Writing for this publication, Troy Jollimore mourns the link between writing and thinking, as students use the technology to deprive themselves of the critical spirit philosophy has to offer. ChatGPT's style is spreading like an infection: symptoms include em dashes, three-point lists, the verb "delves," and sentences using "not only.""
"I am among the educators reverting to old-school methods in an effort to exclude robots from the room. This approach seems logical to me; I teach literature, so, surely, I need to ensure my students do their own reading and writing. In Quebec's junior college system, where I have four hours a week to play with, I've implemented more reading quizzes."
Educators are adopting old-school assessment methods—reading quizzes, in-class handwritten essays, and oral defenses—to limit AI-assisted fabrication of student work. Instructors add explicit pleas about developing individual voice and revise grading criteria to penalize hallucinated quotations. These measures aim to preserve close reading, original writing, and critical thinking but raise concerns about undermining trust, reducing opportunities for sustained long-form reflection, and restricting students' ability to revise at their own pace. At the same time, a cohort of pedagogy influencers promotes generative AI as transformative and technology companies freely distribute trials that encourage widespread student adoption.
Read at The Walrus
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