Teachers who assign essays on well-known texts like Mario and the Magician are increasingly aware that students can generate plausible analysis with AI writing tools. The resulting essays are often fluent but generic, with sweeping statements and few specific details from the text. Responding fairly requires a careful approach that protects both integrity and students.

The first principle is that suspicion is not proof. Detection tools are unreliable, and relying on them alone can lead to false accusations that damage trust. A better approach is to look for patterns in the essay itself, such as vague claims, errors in plot details, or a style that differs sharply from the student's earlier work.

Assignment design can reduce the problem more effectively than policing. Prompts that require specific scenes, in-class drafting, personal connections, or process evidence like outlines and drafts make it harder to outsource the work. These features also tend to produce better learning.

Have a conversation before drawing conclusions

If an essay raises concerns, ask the student to talk about it. A short conversation in which they explain their thesis, their choice of quotations, and their revision process often reveals whether they wrote the work. Approach the discussion with curiosity instead of accusation.

• Ask the student to explain a specific paragraph aloud
• Request earlier drafts, notes, or version history
• Compare the essay with their in-class writing
• Check quotations and plot details for accuracy
• Follow your school's published integrity procedures

Write a clear AI policy

Students are less likely to cross lines that are clearly drawn. Spell out what is allowed, such as brainstorming or grammar checking, and what is not, such as generating drafts. Explain the reasons, emphasizing that the goal is to develop their own thinking.

Revisit the policy at the start of each major assignment, since students may have different expectations in different classes.

Grade the process, not just the product

When drafts, outlines, and reflections are part of the grade, students have a reason to do the thinking themselves. These artifacts also give you evidence of authentic work. Process grading takes more effort, but it improves the learning and reduces the temptation to cut corners.

Short in-class writing samples, taken early in the term, provide a useful baseline for comparison.

Use grading tools responsibly

AI grading tools, used transparently to give feedback on student drafts, are a different matter from AI tools used to write essays. Teachers can use them to provide timely, consistent feedback while still requiring students to do the writing. Being open about this distinction models the responsible use of technology.

Clear policies, thoughtful assignment design, and fair procedures protect academic integrity while keeping the focus on learning.