The Process

AI detection tools are failing educators — not because the technology is bad, but because detection was never the right goal. When we design assignments that make student thinking visible, we don’t need to ask whether AI was involved.

Most AI policies are either too vague to enforce or too rigid to survive contact with a real classroom. Here’s what clarity actually looks like — and a template you can paste into your syllabus today.

Asking students to explain what they changed between drafts — and why — turns revision from a chore into a cognitive act. AI can edit. It can’t explain your own thinking back to you.

Non-native English speakers are flagged at dramatically higher rates. False positives are endemic. The arms race is unwinnable. A plain-language breakdown of the research — and what to do instead.

Your course policy sets the values. Each assignment can sit anywhere from full prohibition to transparent collaborative use. Here’s how to build a semester-long progression that meets students where they are and moves them forward.

Four questions at the end of a writing project can do more for student growth than a semester of feedback. The debrief builds the metacognitive habit that makes writers better — with or without AI.

Not every colleague is ready to rethink their approach to AI. Here’s how to bring the framework into a department conversation without triggering defensiveness.

Typing simulators can now reproduce authentic-looking revision history automatically. So what signals actually hold up? The answer requires rethinking how we verify student thinking entirely.