“I feel that it is not always accurate. Additionally, I feel that there are some ethical implications in using it for writing assignments.”

“I am against using it to generate work that I present as my own, such as in writing assessments.”

“I think AI use gives other students an unfair advantage, especially when they spend 2 hours max on a paper and I spent 10 hours.”

“While I worry that I am losing my natural ability to write, I feel like using AI has improved my writing and made it more concise and I finish work much faster with it relieving a lot of stress.”

“I would say that AI use should be permissible, but the kinds of use should be strictly monitored. I believe it is incredibly dishonest to use AI to generate written work, or anything that is meant to come from the author’s agency.”

“I think it is a good idea to tailor assignments so they are less easily done fully by AI.”

“​​I would recommend that instructors adopt strong anti-AI policies in their classrooms.”

“Don’t allow its use for original content.”

“I don’t think it replaces writing, but in this world, professors are going to have to be flexible with AI use.”

“Let’s Not Know Together”: A Duke Portrait of Practice about Generative AI in Writing 201

• Dr. Jennifer Ahern-Dodson’s Generative AI policy states: “Writers are responsible for acknowledging the sources of their ideas, whether they are people, texts, or tools such as AI. Please acknowledge any use of AI in your work in the acknowledgments section of each of our projects… Explain how you used AI as part of your writing and composing process. This acknowledgment process will help you to consider AI’s role in your own critical thinking and decision-making as a writer, will help me to see how AI works for you as a writer, and gives you an opportunity to pause and consider how you are using others’ work fairly and responsibly.”
• Duke student recommendations: “Students need faculty guidance and information because of the potential for misuse and unknowing plagiarism. Students may hesitate to ask questions about using AI in fear that teachers will judge them as lacking academic integrity or as being dishonest. Therefore, faculty should address student concerns by providing direction on what role AI can or cannot take in their classroom. Rather than telling students to simply uphold community standards, teachers should establish a ‘rules of the road’ for using GenAI in particular that includes defining terms, setting parameters, and establishing possible functions in class. Providing these rules of the road on a syllabus will create a shared understanding necessary for a healthy student and teacher learning environment.”

Recommendations By & For Students

• “Much of the data generative AI is trained on adheres to Standard American English. While your writing styles and conventions may vary, AI prefers grammatical standards associated with Western-dominant forms of writing and knowledge. Because AI predicts words based on your input, your preferred use of grammar, spelling, or sentence structure may affect the responses you receive.”

Artificial intelligence and Assignment Design

• “While it is possible to use generative AI to correct an entire essay, students can be instructed to prompt AI to provide limited feedback on specific aspects of their writing. Prompts could be limited in scope. For example, students can ask AI to rate the clarity of an argument ‘How well did I explain X?’ Or, ‘Does this writing contain all of the standard sections of a case study?’”

Generative AI and Teaching at Duke: Guidance for Instructors

• “[LILE] does not endorse any software or programs that claim to determine if student’s writing was produced by AI. If instructors use detection software, it should not be considered a definitive measure of cheating, but rather the starting point of a conversation with the student about potential plagiarism.”