Long classic novels like The Betrothed create a particular temptation for students to turn to AI tools or online summaries rather than reading the book. The length, the historical complexity, and the translated prose all make shortcuts appealing. Teachers need a clear policy that explains what is allowed and what is not, so that students understand the boundaries and the reasons behind them. Ambiguity tends to produce both unintentional violations and unnecessary conflict.

A good policy starts with the learning goals. If the purpose of an essay is to show that a student can read closely and construct an argument about Manzoni's narrator, then generating a draft with AI undermines that purpose. On the other hand, using a tool to check grammar or brainstorm questions after reading may be consistent with the goals. Explaining the reasoning helps students see the policy as purposeful rather than arbitrary.

The policy should be specific. Instead of saying AI use is not allowed, it might say students may not use AI to generate any part of the essay text or to summarize the novel in place of reading it, but may use a spell checker and may ask a tool to explain a historical term in the glossary. Concrete examples reduce guesswork and make it easier for students to comply.

Designing Assignments That Reward Real Reading

Policies work better when assignments are designed to make shortcuts less effective. Prompts that require specific scenes, in-class writing components, or personal reflection on the reading process are harder to outsource. A prompt asking students to analyze how a particular passage in Chapter 8 shapes the reader's view of Don Abbondio demands close attention to the text. Generic summaries will not suffice.

• Require a short in-class writing sample to compare with take-home work
• Ask for a process log showing notes, outlines, and drafts
• Use prompts that require specific passages and personal interpretation
• Hold brief conferences where students explain their arguments aloud
• State clearly which uses of technology are permitted and which are not

Communicating the Policy

Share the policy in writing and discuss it in class before the assignment begins. Students should have a chance to ask questions and to see examples of acceptable and unacceptable use. Posting the policy on the course page and including it in the assignment sheet ensures that it is available when needed. Repetition matters, since students often forget or misunderstand details if they hear them only once.

It is also worth explaining the consequences of violations and the process for addressing concerns. Students should know that the teacher may ask them to explain their work, and that inconsistencies between in-class and take-home writing may lead to a conversation. A fair and transparent process reassures students that the goal is to support learning, not to catch them out.

Balancing Integrity With Appropriate Support

Not all uses of technology undermine learning. Some students benefit from tools that help them organize ideas, check grammar, or understand unfamiliar vocabulary. Teachers may decide to permit such uses while prohibiting text generation. The key is to distinguish between tools that support the student's own thinking and tools that replace it. A policy that reflects this distinction is easier to defend and more realistic.

Teachers also use AI themselves, for example to draft rubric-based feedback with a tool like GraideMind. Being open about this with students can model responsible use. Explaining that the teacher reviews and approves all feedback and makes the final grading decisions shows that technology can support human judgment without replacing it. This transparency strengthens trust and gives students a clear example of ethical practice.

Revisiting the Policy Over Time

AI tools evolve quickly, so policies should be reviewed regularly. After each unit, consider whether the policy was clear, whether students understood it, and whether any situations arose that it did not address. Gathering feedback from students and colleagues can reveal blind spots. A policy that adapts to new circumstances is more likely to remain effective and credible.

Departments can benefit from a shared policy that applies across courses, so that students receive consistent messages. Shared language reduces confusion and makes enforcement easier. It also gives teachers a common foundation for discussing difficult cases. With a thoughtful and flexible approach, schools can protect academic integrity while helping students learn to use technology wisely.