Teachers: How to Spot if an Essay is AI Written

Artificial intelligence (AI) techniques have been increasingly popular in the realm of education in recent years. Essay writing is one area where these strategies are most common. As a result, it has become increasingly difficult for teachers to tell whether an essay was produced by the student or by an AI tool or a mixture of both.

You should look for strange linguistic patterns as the first hint for detecting AI-generated writings. AI systems are frequently built to write complex phrases with correct grammar, which may seem artificial or robotic to human readers. As a result, odd linguistic patterns in a student’s essay might indicate that an AI tool was utilised.

Second, it’s critical to check for plagiarism. Tools such as Copyleaks, which I have tested for AI written work, can assist teachers in identifying AI-generated essays. If a student’s essay contains big portions of text that resembles other sources or previously submitted essays, this might indicate the usage of an AI technology. Teachers can verify that pupils are not just copying and pasting material from AI technologies by screening for plagiarism.

Third, teachers might examine the structure of the essay to see if an AI tool was employed. AI-generated writings often adhere to a regular pattern with distinct introduction, body, and conclusion sections. If the pupil’s essay follows this format too closely, it might indicate the application of an AI tool.

I spoke to Ms. Carpenter, a teacher at Carre’s Grammar School in Sleaford and she said that it was “Scary [because] students can use them to write essays like some have done before” she voices her worriers about the future integrity of the education system as pupils are easily able to have their essays written for them and this could be damaging.

Finally, teachers might search for an essay that lacks personalisation. Artificial intelligence-generated essays frequently lack the human flair that comes with actual student effort. As a result, if an article lacks personal tales or experiences, or if it appears overly rigid, it may have been written using an AI tool.

It is vital to highlight that not all AI-generated writings are meant to be deceptive. Students may use these tools to assist them to produce ideas or organise their thoughts in some circumstances. Teachers must, however, verify that pupils are not abusing these tools and that they are improving their writing abilities.

Teachers can detect occasions when students employed AI technologies to accomplish their projects by following these suggestions. Teachers can guarantee that pupils are not cheating and are developing their writing abilities in a legitimate manner by remaining alert. With the increased usage of AI tools, it is critical for educators to stay educated and adapt to these new problems.

We would love to hear what you think on this subject matter.

By Ieuan, Yr8

Carre’s Grammar School, Sleaford

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