Students writing about an assigned novel like Gueule d'Ange now have easy access to AI tools that can produce summaries and analysis in seconds. Teachers must decide what is allowed, what is not, and how to communicate those rules. A vague policy leaves students guessing and puts teachers in the uncomfortable position of making accusations without clear standards.

A good policy begins with the learning goals of the assignment. If the essay is meant to develop a student's own interpretation, then generated analysis undermines the purpose even if the text is polished. Stating that purpose in the policy helps students understand why the rule exists rather than treating it as arbitrary.

The policy should also spell out specific permitted and prohibited uses. Brainstorming topics or checking grammar might be allowed, while generating paragraphs or the full essay is not. Concrete examples remove ambiguity and make it easier for students to comply honestly.

Write the policy in plain language

Policies written in legal language are rarely read. A short, plain statement with examples of acceptable and unacceptable use is far more effective. Posting it on the assignment sheet and discussing it in class ensures that every student has seen it.

• State the learning purpose of the essay in one sentence
• List specific uses that are allowed, such as brainstorming
• List specific uses that are not allowed, such as generated paragraphs
• Explain how students should disclose any permitted tool use
• Describe what will happen if the policy is not followed

Design assignments that reward original thinking

Policy alone is not enough. Assignments that require personal interpretation, specific scenes from class discussion, or in class drafting are harder to outsource. Including a short reflection on the writing process also gives you additional evidence of the student's own thinking.

Process based grading helps too. When students submit an outline, a draft, and a final version, it becomes clear how the work developed. This approach reduces the temptation to rely on generated text and gives you a fuller picture of each student's growth.

Handle concerns fairly

If you suspect inappropriate AI use, start with a conversation rather than an accusation. Ask the student to explain their argument, discuss the passages they cited, or revise a paragraph in class. These conversations often reveal quickly whether the work reflects the student's understanding.

Be cautious about relying on detection software alone, since such tools can produce errors and may disadvantage second language writers. A fair process combines professional judgment, student conversation, and clear policy. This protects both academic integrity and student trust.

Distinguish student AI use from teacher AI use

Teachers who use AI to support grading should be transparent about how it is used. Explaining that the tool applies a rubric while the teacher makes final decisions reassures students and parents. Transparency models the responsible behavior you expect from students.

Review your policy each year as tools and norms change. What seemed reasonable one year may need adjusting the next. A living policy stays relevant and credible.