Re-scripting Responses to Plagiarism After AI
by Emma King
Things have changed.
AI-generated work haunts classrooms, a force intricately or clumsily woven into essays and assignments. As an educator, I’ve been grappling with the novel necessity of learning to identify the subtle fingerprints of artificial intelligence, a skill that demands attention to the idiosyncrasies of language and style. Plagiarism, once a more-or-less straightforward act, has become more elusive, camouflaged by the intricate algorithms of machine-generated prose.