Many predictions and concerns tumbled into the slipstream trailing ChatGPT’s dazzling, turbulent entrance onto the technology scene in late 2022. Few of these initial warnings felt more immediate than those of imminent disruptions to higher education.
“Could the chatbot, which provides coherent, quirky, and conversational responses to simple language inquires, inspire more students to cheat?”, asked an NBC News article, published only a week after ChatGPT’s initial launch. Several months later, a professor in the Texas A&M system took this warning to heart and failed his entire class after convincing himself that every one of his students had used AI to write their final assignments. (It turns out that his method of detection—asking ChatGPT itself whether it produced the submissions—was unreliable. He later changed the grades.)
“AI seems almost built for cheating,” explains Ethan Mollick, in his recent bestseller, Co-Intelligence. He predicted, in particular, that paper writing as a pedagogical tool might be on the way out, forcing institutions to adapt to other methods to teach composition: “In-school assignments on non-internet-enabled computers, combined with written exams, will ensure students learn basic writing skills.”
It’s hard to believe that it’s been almost two years since we first started hearing these concerns about ChatGPT providing students the perfect cheating machine. As a professor and writer myself, these issues interest me, especially when it comes to academic compositions. So in my most recent article for The New Yorker, published earlier this month, and titled “What Kind of Writer is ChatGPT?,” I set out to understand how these tools are currently being put to work by students tackling writing assignments.