Book

Description

Grading AI Writing for Student Voice and Thought began with a problem I encountered as both a student and educator: How do we grade student thinking when artificial intelligence is part of the writing process? This 15-week undergraduate curriculum asks future educators to move beyond AI-detection thresholds and look instead for evidence of learning. Students examine voice, cognition, bias, ethics, disability accommodation, academic integrity, and the difference between AI replacing human thought and AI functioning as cognitive scaffolding. The lessons combine scholarly literature with dialogue, case studies, visual artifacts, reflective writing, comparative assessment, policy analysis, and the documented use of AI itself. Students learn to identify what a writer observed, interpreted, questioned, corrected, rejected, revised, and ultimately understood. The course moves from individual reflection into collaborative scholarship, culminating in a student white paper prepared for public scholarly dissemination. AI use is not hidden from the assessment process. It becomes part of the evidence. The question running through the book is deceptively simple: Who is doing the thinking? The answer requires educators to learn how to see the student who is still very much present in the work.