Can We Solve the Plagiarism Problem?
First, a quick overview of this plagiarism problem:
In March 2024 Copyleaks announced new data showing changing student habits regarding AI usage and plagiarism in schools. The study—conducted from January 2023 to January 2024—revealed a 76% surge in AI-generated material over the year.
Recent studies underscore the rapid adoption of AI tools among students. A survey by BestColleges revealed that 56% of college students have used AI for assignments or exams. Similarly, research from Nerdynav found that 43% of students admitted to using tools like ChatGPT, with 89% leveraging them for homework, 53% for essays, and 48% for at-home tests.
Educators are increasingly alarmed by the ease with which students can use AI to sidestep academic standards. A Wiley survey indicated that 96% of instructors believe at least some students have cheated in the past year, with AI tools frequently cited as contributing to this trend.
I know you might be saying: Ok, we got it AJ, kids are cheating or plagiarizing at rapid rates.
Or maybe, like me, you’ve asked the question: Did students plagiarize before November 2022 when ChatGPT hit the scene?
Quick answer for all of us out there: Yes.
But, here we are, and if you are anything like me, it feels like this is very big problem for a few reasons.
#1. Writing shows thinking. If students aren’t writing on their own, how can see their thinking.
#2. Writing can demonstrate understanding. If students aren’t writing on their own how do we know what they know and to what level of understanding they have based on text, arguments, and analysis they did not craft.
#3. Writing is creating. If we take away this very human process, what do we have left of the human learning experience?
Finally, it is a big problem because if students are not citing, or co-writing in a way acceptable to the teacher and institution, then it is cheating, and therefore ethical dilemma that has wide-ranging implications and impacts on the organization and student’s future.
What Can We Do About It?
As an author, former English teacher, and instructor at Penn Literacy Network—this is a serious issue.
Using language effectively is a skill that is necessary in today’s world and the future. It may be a bit complicated with the advent of generative artificial intelligence, but that should not stop us from teaching writing, and leaning on the practice as a valuable learning strategy and assessment structure.
In my work I get to spend time leading sessions with thousands of teachers each year from all over the country (and world). I get to see various grade levels, perspectives, subjects, and have conversations with so many educators.
I’m also able to share my own struggles with this issue as an instructor, and see what is working around the country.
It seems most teachers (me included) have tried three of the following ways to prevent plagiarism:
In Class Writing Only
This is simple and effective. It is great to do activities like the 11-minute essay, or keep it paper and pencil. I’ve found students enjoy the process, but often lack skills if they spent all their previous writing time on a device. This can be frustrating and cause even more issues. It has many other drawbacks, including the problem of editing/revising, sharing for feedback, collaboration, and so many other advantages of writing on a computer or device. However, it is tried and true and works.
Brisk, Draftback, Locked down browsers
This has worked well “enough” for many teachers. Using Google Docs or Microsoft Word in a locked down web browser, or adding Chrome extensions such as Brisk or Draftback that record the student’s writing process. While it can feel a bit draconian at first, it is actually a great process for students and teachers to see the entire writing process from start to finish. I tend to have students do this in a “chunk and check” method that is turned in during every progression during the writing process.
Plagiarism Detectors
I’ve tried to use most of them. And, they don’t really work. Or, at least, I don’t know if they actually work. Sure it can lead to a good discussion with a student, but with all the lawsuits and colleges that are getting rid of AI Plagiarism detectors…it seems like a lost cause to me. Might be the “easy way out”, but there is way too much baggage with this “gotcha” approach.
Another Way —> Write Like a Human
I’ve said it a thousand times: The best plagiarism detector is a teacher who knows their student’s writing.
This is, of course, easier said than done.
It takes a while to know your student’s writing. Most kids don’t have a portfolio of their writing, so now it takes time to read their writing, but also for the assignments to come rolling in to get that chance.
Writing is one way of many that student’s can show their thinking, and demonstrate their understanding, and learning process.
Of course there are going to be times when they can use AI to assist in their writing. But, using it all of the time, leads us to question what students think, what they know, and if they are able to defend their learning at all.
The goal is teaching kids to write like a human.
So, how do we teach kids to write like a human in a world of exponential technology?
Instead of saying “this is plagiarized” let’s use the technology as a teaching tool.
Imagine a “Write Like A Human” AI checker that worked like this.
You or the learner: Enter a students writing sample, portfolio, or in class writing prompt in the moment.
Then add the piece of writing you are checking. The “Write Like a Human” tool will see if it seems like a human wrote it, or AI.
Student and teacher both get to see the tool’s feedback. It shares areas that seem AI generated and reasons why. It shares some suggestions and areas to make it more human.
This leads to a discussion, editing, revising, and conferencing. Allow multiple submissions.
Teacher can include a rubric or focus correction areas. Many options.
There is NO “gotcha” in this process. It is a conversation. It is how writing like a human has been and should be in an era of technology.
From Idea to Reality
I’ve had this idea for the last few years, but only recently started making it a reality. I took Nat Eliason’s course, “Build Your Own Apps with AI”, and created a Writing Workshop Pomodoro Timer first, and then launched into “Write Like A Human”.
I created all of this with Cursor, and a few other AI programming tools.
It’s not ready, yet, but a few people are using it and seeing how it works for their situation.
Which leads me to a question. Which would you be more interested in?
Releasing this tool on the web for teachers, professors, and instructors to use.
Teaching you how to make your own AI tool like this locally on your own device.
In the next few weeks I’ll be sharing more about this project and the deep learning hole I’ve gone down to make it. It’s been a fun and rewarding process, because learning is fun and rewarding.
