Artificial intelligence has transformed writing. Yet in many schools, the conversation still stops at one shallow question: “Did you use AI?” That question misses the point. Using AI responsibly is not cheating. Using it secretly or deceptively is.
Innovative educators know that AI detectors are biased and ineffective. Still, some believe they have a simple way to detect AI use by checking the revision history. That reveals a misunderstanding of how writing works in the age of AI. Much of today’s writing, thinking, and idea development happens outside the document entirely. Revision history does not capture the brainstorming, the questioning, the refining, or the learning via the use of AI, humans, or other tools.
It is important to call out when this work might start. Elementary school is the time to help students discover their own voice. Once that foundation has been built by secondary school when students are old enough to use many AI tools (with parental consent), they can begin applying these supports to their writing. An educator’s job is to help them do that effectively, responsibly, and reflectively.
Some students have the privilege of having tutors or family members to support them with their learning. Interestingly, that is usually not questioned or considered cheating. If we think of AI as similar support, we realize we now have the ability to give every student a powerful thought partner in real-time. That partnership is not visible in revision history. It becomes clear only when students are empowered to explain their process and reflect on how AI helped them grow.
To support this, I developed Writing Partner Checklists for Students and Staff. The student checklist offers a simple way for students to document and communicate what responsible writing looks like. The staff checklist provides a way for educators to evaluate student learning.
Innovative educators recognize that when AI is used effectively, learning can be elevated. Students can be empowered to think more deeply, revise more often, and gain confidence as communicators. They build the skills needed for the world in which they live.
It is also important to note that AI does not necessarily make writing faster. When the writer stays in charge, AI has the ability to improve outcomes and support clearer thinking, richer revision, and stronger communication.
Students Need To Be Taught Effective Use of AI
Students need to be taught what it means to work with AI for writing. This does not come intuitively. None of this should happen without first teaching students AI literacy and ensuring they have a solid understanding of the risks, rewards, and responsibilities associated with using AI. This includes helping them learn how to communicate with and prompt AI effectively so they can get useful, ethical, and relevant support.
Teachers should consider providing a mini-lesson for each step of the writing process, showing examples of how AI might be used responsibly. Afterward, students can discuss which areas they find most helpful or not helpful for their own writing support. This type of guided practice helps students think critically about when and how to use AI effectively.
Everyone has their own writing process. The example that follows shows my process and how I write today in the age of AI.
My AI-Supported Writing Process
- Idea Exploration and Brainstorming – I work with AI to develop my ideas and goals.
- Identifying Key Elements – I determine what should be included for my audience and purpose.
- Structuring with AI Assistance – AI helps organize the draft, but I decide what stays or changes.
- Human Editing and Decision-Making – I revise in Docs and ensure the tone and clarity reflect my thinking.
- Iterative Refinement – I give feedback to AI, add details, ask for missing angles, and revise again.
- Style and Voice Alignment – I ensure that the writing continues to sound like me and meets my intended purpose.
- Connecting to My Work – I might ask AI to help identify places to include links or relevant background knowledge from other writing I’ve done.
- Final Polish – I review the final draft to ensure quality and flow.
Reflecting on and sharing your own process with students is an important component of supporting responsible AI use. Discuss your writing process with students as well as theirs. Consider what you can learn from one another. Discuss ways to use AI as a thought partner, editor, and brainstorming support.
Instead of policing whether AI was used, innovative educators focus on how it is used to help students learn and produce quality work.
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