I'm a history teacher that lives in constant fear that my students will use Chat GPT to write their essays and papers. There are some easy fixes... I've abandoned the conveniences of Google Classroom and reverted back to in-class essay writing since the beginning of the school year. However, for obvious reasons, I can't have them write their research papers in class. College Board has weighed in on the subject (pasted below), suggesting a series of checkpoints with students to assess the authenticity of their work. Susan Wise Bauer came to town recently and spoke about outlines, and the importance of outlines as a means of scaffolding writing. Not only do my students need to work with these, but they might make an excellent means of checking in with them to ensure writing authenticity. Is anyone else hearing about good ways to offset A.I. shenanigans? Any ideas on where I might find good outline strategies/resources? Thanks, Chris ps- If your interested, I've added College Board's language re: A.I. below: Students can use generative AI tools as optional aids for exploration of potential topics of inquiry, initial searches for sources of information, confirming their understanding of a complex text, or checking their writing for grammar and tone. However, students must read primary and secondary sources directly, perform their own analysis and synthesis of evidence, and make their own choices on how to communicate effectively both in their writing and presentations. It remains the student’s responsibility to engage deeply with credible, valid sources and integrate diverse perspectives when working on the performance tasks... To ensure students aren’t using generative AI to bypass work, we’ll require students to complete interim "checkpoints" with their teacher to demonstrate genuine engagement with the tasks. This builds on and formalizes existing practice for Seminar and Research students. • In AP Research, students are already required to complete “checkpoints” in the form of in-progress meetings and work in the Process and Reflection Portfolio (PREP). No further checkpoints will be required. • In AP Seminar, teachers will assess the authenticity of student work based on checkpoints that will take the form of short conversations with students during which students make their thinking and decision-making visible (similar to an oral defense). These checkpoints will occur during the sources and research phase (IRR and IWA), and argument outline phase (IWA only). A final validation checkpoint (IRR and IWA) will require teachers to confirm the student’s final submission is, to the best of their knowledge, authentic student work.