Teacher urges focus on student effort over reliance on AI-generated writing

In a recent reflection published by a Voices of Change fellow, the challenges and implications of artificial intelligence (AI) use in student writing were discussed through the lens of a ninth grade English classroom. The essay focused on students analyzing “A Raisin in the Sun” and writing about the American Dream and barriers faced by marginalized groups.

The teacher described an incident where a student submitted an essay introduction that was markedly different from his previous work, displaying perfect spelling and grammar as well as advanced language. When questioned, the student could not explain or summarize his own writing. Upon being asked if AI had been used, the student admitted to it.

“I did not feel angry but worried, and honestly, sad. I explained to him that I would rather his most fragmented, incoherent writing than this. I want his voice and his effort, regardless of what that looks like,” the teacher said.

The educator highlighted concerns over academic resilience — defined as students seeing challenges as opportunities for growth — noting its absence in this case. The teacher pointed out that digital tools can make it easier for students to avoid engaging with challenging material and miss opportunities to develop patience, determination, bravery, and listening skills.

“When students are given a myriad of digital ways to avoid opportunities to build their academic resilience, it becomes our responsibility to teach them the power and importance of their full abilities,” they stated.

Physical reading and writing were emphasized as means for developing both motor skills and cognitive abilities such as memory recall. The process of searching for textual evidence was cited as frustrating but essential for building frustration tolerance — a skill deemed important not only academically but also in everyday life situations like interpreting contracts or understanding legislation.

“With the expediency of AI, low frustration tolerance is enabled, as any task perceived as difficult has an easy out. This has severe implications as young people…are not given the critical thinking skills to thoughtfully analyze the world around them,” according to the article.

The teacher also reflected on technology’s broader history by referencing how advances like the printing press expanded access to literature centuries ago. They argued that engaging with physical texts remains an important technological tool for learning today.

“Reading physical books, holding a pencil and writing on paper is not an aberration from technology but an equally legitimate participation in it,” they wrote.

Ultimately, while acknowledging AI’s inevitability in education settings, the author advocated for teaching discernment: “Our brains are so useful to us…but they can only continue to be so if we engage with our thoughts by building discipline and discernment…instead of denying its presence…and enforcing consequences when students use it…I believe we should teach students the power of their innate skills…and why those skills are relevant.”