Practical thinking on AI, writing instruction, and what it means to teach in a world where the tools keep changing.
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. We can see the thinking directly.
Read the full post →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.
Coming soon →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.
Coming soon →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.
Coming soon →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.
Coming soon →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.
Coming soon →Every keystroke, every deletion, every revision — all timestamped and reviewable. Here’s how to make the writing process itself a gradeable artifact.
Coming soon →