Essentially, algorithms trained to mimic human language, AI uses data from countless books and online materials to interpret prompts and references. Just like the pitfalls of the internet in general, don’t believe everything you read in a chatbot.

AI can’t discern the difference in quality sources like peer-reviewed journals and curated library guides. AI takes information from an internet search and reorganizes it for the user, which can result in a resequencing of information that isn’t a correct or logical response. Information literacy is more important now than ever. This technology can use probability to “write” an “answer” to most questions, prompts, or requests. We use quotations for “writer” and “answer” because no individual writer or expert is generating that answer.

To generate these responses, AI gets information from all over the web, and just like humans, can get it wrong, creating “hallucinations” (also called “fabrications”) or fake results. Hallucinations/fabrications occur when AI makes up sources, fabricates information, and misinterprets sources. In addition to subjectivity, emotion, and belief–hallmarks of one's unique voice as a writer–thoughtful engagement with sources, data, and other information is key for effective writing. This depth of reasoning is not possible if your AI-generated answer contains shallow analysis of its sources, real or hallucinated.

Nonetheless, we can now have a conversation with a computer—when we engage with tools like Microsoft Copilot, ChatGPT, Grammarly, or spell-check, we are using built-in AI. When talking with AI, be aware of the phenomenon known as “sycophancy," where AI is trained to be overly affirmative and encouraging, which has had dangerous results. 

The good news is you don’t have to be tech-savvy or up-to-date on the latest AI resources to utilize AI as a student.

Absolutely not! VCU policy states that using Microsoft Copilot or other similar tools, including Google Gemini, in your coursework is dependent upon your professor’s preference. Students should review the Generative AI & Teaching & Learning section of the Center for Teaching and Learning Excellence's (CTLE) website. Misuse of AI may violate the VCU Student Code of Conduct and be considered academic misconduct. Honor council charges can be brought against you, which can further result in failing the assignment or class, being put on academic probation, or even being expelled.

It is vital to always ask if your professor has a policy about using AI and always defer to your professor’s preference—some departments and professors at VCU ban AI use entirely. Students are always responsible for their own coursework and must remember AI is not a substitute for critical thinking or original scholarship.

Beyond ethics and honor code, an AI-generated essay can result in writing that is lacking in accuracy, depth, voice, and originality--all things you want your writing to contain.

Yes! (But only if your professor allows you to use AI, always defer to your professor’s guidelines.) AI technology has potential as a PROCESS tool in your personal writing process. You need to orient yourself away from thinking AI can write a product (essay) for you.

Instead, empower yourself to utilize AI as a tool in your writing process (how you go about writing that essay). Google Gemini can be a useful tool in the earlier stages of your writing process, particularly when you are building out the structure of a paper, or in a scenario where you are developing a research question. 

As always, the writing process should be emphasized, so reflect and question AI’s suggestions. You should always take control of your writing through careful interpretation of the AI’s ideas, relating them back to your specific interests and style. When you use AI, take time to question how it came up with each result it generates—this process will help you continue to develop your own critical thinking skills.

Very–one of the most remarkable aspects of AI is its adaptability. The better you understand your unique writing process, the more you’ll be able to maximize the use of AI, which creates a lot of potential for different learning styles. In fact, AI even opens up accessibility opportunities for English Language Learners (ELLs) and students with disabilities.

AI detectors are tools that assess if writing is partially or entirely generated by AI. There are now AI detection software such as TurnItIn, GPTZero, Writer.AI, and more.

As AI develops, professors will be forced to use more sophisticated and nuanced technology to make sure students are writing original work. The good news, if you never copy and paste from an LLM, always paraphrase (or cite, if necessary), and put work into your own words, then you shouldn’t have anything to worry about.

AI detectors are best at detecting fully AI-written or fully human-written material. This is why you have to be especially careful, because mixed use (a hybrid of AI and human writing) generally gets flagged as fully AI-generated. That means if you write a draft completely on your own, but then use AI to “improve the flow and maintain all original language,” it will still usually get flagged as AI-generated.

Use Google Docs so that you have a process history to show your writing process and always talk to your professors about their AI policies to guide how you use this technology.

Of course AI doesn’t replace writing resources such as the VCU Writing Center! AI can’t match the unique support and guidance a consultant provides you in developing your writing process. Think of AI as a supplementary resource to what writing centers already offer.

AI can actually be most helpful to you in a writing consultation, where you'll have a dedicated consultant to help you responsibly use AI technology in your writing process.

When it comes to your learning, you should always be in the driver's seat. When using the Writing Center and AI technology, remember that they are tools to help you—they don't replace you as a writer.