still kind of think the way to attack LLM use in graded writing is to make students submit two drafts and explain their changes. has the advantage that if they’re using LLMs it teaches them how to use LLMs

i do a rough draft/final draft process along with a written conversation about changes, and I’m not sure it’s the answer. the only thing i’ve found that works currently is 1-on-1 meetings to figure out how the students are using it, and that’s an arduous process requiring time and small classes

for which thing?

the revision plan

1-on-1s or 2-on-1s seem to me like the gold standard but they’re super resource intensive

almost none of us get paid anything close to appropriate for that much work at this point

which is actually my argument to them against AI at this point: it is personally disrespectful to me to ask me to grade work they didn’t write themselves. whether they want to learn to think is up to them, but wasting my time is offensive.

And does this argument work?

i think it does, yeah. it doesn’t eliminate it completely, but it does seem to drastically cut it back.

they don’t want to be disrespectful. they just don’t often see their choices in education as being related to real relationships with the people teaching them.