Lu Xun is widely studied, which means that summaries, study guides, and sample essays about Call to Arms are easy to find online. Students facing a deadline may be tempted to borrow their ideas, whether from a website or from an AI tool. Teachers can reduce this risk without turning the classroom into a surveillance operation by designing better prompts and assessments.

Generic prompts such as "Discuss the themes of Medicine" almost invite copied responses because thousands of existing answers fit them. The more a prompt resembles a standard study question, the easier it is to answer with ready-made material. Prompts that ask for a personal interpretation tied to specific evidence are harder to outsource.

It also helps to explain why originality matters. Students are more likely to do their own work when they understand that the assignment is practice for a skill they will use later. Honest conversations about expectations and about what counts as acceptable help are more effective than warnings alone.

Write prompts that require specific engagement

Ask students to build their argument around a single passage chosen from a short list, or to connect the story to a particular class discussion. For example, a prompt might ask how the paragraph describing the crowd at the execution in "Medicine" changes the way we read the ending. A response must address that exact passage and cannot rely on a generic summary.

• Require analysis of a specific passage selected from a short list
• Reference an idea raised in class discussion that is not in published guides
• Ask for a connection between two stories with a clear, narrow focus
• Include a short reflection on how the student's thinking changed during drafting
• Combine the written paper with a brief oral explanation of the main argument

Make the process visible

Collect process artifacts such as outlines, annotated passages, and early drafts, and grade them as part of the assignment. When students must show how their idea developed, it is much harder to submit a finished product they did not create. These checkpoints also give you opportunities to offer feedback before the final submission.

In-class writing samples are another useful tool. A short paragraph written during class gives you a baseline for each student's voice and level. If a final essay differs sharply in style or sophistication, you have a reason for a supportive conversation.

Set clear rules for AI use

Many students are unsure what kinds of AI assistance are allowed. State clearly whether tools may be used for brainstorming, grammar checking, or not at all, and explain how students should disclose any use. Clarity reduces accidental violations and gives you a fair basis for addressing problems.

Avoid relying solely on detection software, which can produce false positives and damage trust. Combine process evidence, knowledge of your students' writing, and open conversations to evaluate concerns. A balanced approach protects honest students while still discouraging misconduct.

Emphasize learning over policing

Students are more likely to engage honestly when they feel the assignment is meaningful and manageable. Break large essays into smaller steps, offer feedback along the way, and allow revisions. These practices reduce the pressure that drives many students to cut corners.

Celebrate original insights in class, even when they are imperfect. When students see that creative interpretations are valued, they are more willing to take intellectual risks. A classroom culture that rewards thinking is the strongest long-term safeguard against copied work.