Popular texts like Henry V are especially vulnerable to AI-generated essays because online summaries and analyses are abundant. A student can paste a prompt into a chatbot and receive five smooth paragraphs about Henry's leadership in seconds. Teachers cannot rely on detection software, which produces false positives and misses many cases. A more sustainable approach combines clear policies with assignments that are hard to outsource.

Start by writing a policy that says specifically what is allowed. Some teachers permit AI for brainstorming or grammar checking but not for drafting, while others ban it entirely for certain assignments. Ambiguity creates problems, because students may sincerely believe that asking a chatbot for an outline is acceptable. A short policy with concrete examples, shared at the start of the unit, removes guesswork and makes enforcement fairer.

Then redesign the assignment to make generic AI output less useful. Prompts that require students to analyze a specific passage discussed in class, reference a classroom debate, or use a particular edition with line numbers are harder for a chatbot to answer well. Generic essays about Henry as a strong leader will stand out against essays that engage with the details of your unit.

Build the Writing Process Into the Grade

When a grade depends only on the final product, the process is invisible. Requiring an annotated passage, a thesis proposal, an outline, and a draft with tracked changes gives you a record of how the essay developed. Students who wrote the paper can explain their choices, and a sudden jump in sophistication between an early draft and the final version becomes a natural point for conversation.

• Publish a clear policy that lists allowed and disallowed uses of AI
• Require process artifacts such as annotations, outlines, and drafts
• Use prompts that depend on class discussion or specific passages
• Include short in-class writing samples to establish each student's voice
• Meet briefly with students to discuss their arguments when concerns arise

Handle Suspicions Fairly

If you suspect a student used AI improperly, avoid accusing them based on a detector score. Instead, have a conversation about the essay. Ask them to explain their thesis, describe how they chose their evidence, or discuss a specific paragraph. A student who wrote the essay can usually do this easily, while one who did not often struggles. The conversation is more reliable than any software and treats the student with respect.

Document what you observe and follow your school's academic integrity procedures. Keep the tone professional and focused on learning, especially for first offenses. Many students misuse AI because they feel overwhelmed or unprepared, and a supportive response that addresses the underlying issue can prevent repeat problems.

Teach Responsible Use Where Appropriate

Not every use of AI is cheating, and students will encounter these tools throughout their lives. Consider designing assignments that invite responsible use, such as asking students to critique an AI-generated paragraph about Henry V and identify its weaknesses. This teaches critical thinking, exposes the limits of generic output, and helps students understand what makes strong analysis.

You can also discuss the ethics and practical risks of AI use openly. Students should understand that AI can invent quotations, misattribute lines, and produce bland arguments that earn mediocre grades. Framing the conversation around quality and learning, instead of only around punishment, encourages students to make thoughtful choices.

Support Teachers With Sustainable Workflows

Checking process artifacts and holding conferences adds to a teacher's workload, so it helps to build efficient systems. Use short checkpoints that are graded for completion, and reserve detailed feedback for the most important stages. Tools that provide rubric-based feedback on drafts can help teachers focus their time on the students who need it most while still maintaining visibility into the writing process.

Ultimately, integrity is easier to maintain when students feel that the work is meaningful and that they are capable of doing it. Clear expectations, supportive feedback, and thoughtfully designed assignments create an environment where students are more likely to do their own thinking, and where the value of that thinking is visible to everyone.