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I would listen and take note of the writer's concerns and try to address those specifically. In general, I would mention that AI detection is not foolproof and sometimes makes mistakes. It's also normal to occasionally have a small percentage of "plagiarism" or AI usage detected in one's paper, because you will most likely have words or phrases that correspond with other papers on the internet. Then, I would recommend they try out an AI detection program to see if they have a high AI percentage, and talk to their professor about it, being as open and authentic with the process as possible.

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After listening to the writers concern’s about being falsely accused of AI use, I would show them Zero GPT as tool they can use sort of use to pre-check their work before submitting. But I would be sure to explain that just like AI generators, AI detection tools are still new and not perfect. And that having a zero AI use detected score is unlikely it could flag any quotes or text references as AI because it doesn’t recognize citations and is just checking for similarities. Additionally, I would show them how to turn on track changes on MS Word and encourage them to save any drafts or outlines as those can be used as evidence to defend oneself against AI accusations.

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I'd want to hear out their concerns so that I can address things specifically, especially if they may have had past experiences. One of the things I might offer as a possible plan of attack would be to go over their citations a paraphrases to make sure that everything is noted. During this, I would let them know that AI-detecting software often falsely detects a little bit of plagiarism just because of the inclusion of quotes and other information that may be properly cited, and this isn't an immediate cause for concern. I might also recommend that they try using an AI-detection software if they were interested in seeing how much it detects, but that, again, it's not always accurate.

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I would listen to why the student has concerns about their writing being detected as AI. I would be curious to know if they had a bad experience in the past with this or they knew someone who did that brought on this fear. I would then talk about ways that writers can easily prove that their work is their own if they ever were accused of AI use. If the writer is working in docs, they can easily access time stamped versions of their draft. In word, they can turn on track changes so they have a similar tool. I would also explain that almost every AI detection resource will detect some AI use in people's papers, but that most professors really only begin to take note of it when it's over 50% or more.

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I would take note of each of their concerns, review the instructor's policy, and show a site like ZeroGPT to try out their writing sample. After seeing how the site analyses their piece, we can go forward looking at things like style to try to make the writer's human voice shine through. I'll also encourage them to save every draft of their piece so that they can present their creative process to their instructor if the final draft does still get flagged for genAI use.

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First, I would make sure that the writers concerns felt heard and I would reassure them that if the didn't use AI to write their assignment they shouldn't have too much to worry about. I would point the writer in the direction of ZeroGBT so they could see how their paper would appear in their instructors AI detection tools. I would warn the writer that due to paraphrasing and the addition of quotes, ZeroGBT may not be too accurate. Lastly, I would advise to writer to be specific in the content of their assignment as AI typically provides quite broad concepts.

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I would hear out the writer's concerns, and make them feel understood in that worry. I would then let them know that, since they did not use any AI in the paper, it is unlikely that their paper would be flagged at an amount that would cause concern for the instructor. I would also mention that they could use AI detection tools, though they are often inaccurate and will flag things as AI even when they are properly cited. Finally, I would offer to review the writer's citations, to ensure that if the paper does get flagged to the instructor, the instructor can see that everything is actually properly cited.

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I would give the writer space to talk about their concerns openly and with support. I would reassure the writer that their anxieties are valid, especially if they have experiences similar issues with AI in the past. Then, I would show the writer an AI detection software like ZeroGPT that they could use to flag any parts of their paper that could be misconstrued as AI-generated material. I would suggest to them to save any documents containing their writing process such as an outline or previous drafts in case their paper is flagged. If they are still feeling uneasy, I would redirect our focus to other aspects of the paper that could help them create a unique voice, like varied sentence structure and word choice.

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Above all I would listen to their concerns with understanding and relate to them. It's understandable to be paranoid about this, as AI harms even the people who don't use it. I would ask if they had any sections in particular they were worried about and address those first. If not, I would read through paying attention to their actual analysis. Generated writing usually has chronically empty repetition with usually no quotes and no analysis. I'd then want to focus on quote integration and quality/amount of analysis. This would hopefully ease their anxieties and ensure it doesn't get flagged.

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In response to a writer concerned about being flagged for using AI, I would actively and authentically listen to the writer's concerns and perhaps prod further to see if they have had any previous experiences that have led them to this anxiety. Together, the writer and I could go through the paper and look at any specific sections or paragraphs the writer is concerned about and question why these areas may be causing stress. Do they take on the repetitive sentence structure or empty analyses that generative AI often exhibits? By addressing specific concerns more directly, or by moving to another aspect of the paper that needs work, I can begin to do my part in helping revise the paper globally or uplifting the student in the face of a complex, multifaceted stressor.

I could also share my own experiences with this fear after being falsely flagged at my undergraduate institution. It may be helpful to remind the student that AI detection is imperfect and affects even those who've preserved their creative and/or academic integrity by using their own voice. If the student is still concerned, I can encourage them to gather their outlines and drafts to show their professor the physical representation of their cognitive process in writing the paper, or I can show them how to enter their paper into ZeroGPT.

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First, I would make sure the writer knows that I am hearing their concerns and that they are not alone in their worries. Then I would make sure to encourage them that if they did not use generative AI to write their paper then they should be fine, and that AI checkers are rarely accurate. I would also encourage them to speak with their professor about their concern. Lastly, I would give them additional support by going over their citations to make sure they've cited all their sources accurately in case of any flag.

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As an instructor and a former Teaching Assistant, I have been exposed to many pieces of writing that have used AI, and I think that AI writing has a very specific pattern that is actually pretty easy to notice. What I would do, then, is to talk with the writer about the very obvious AI patterns, maybe pull up some examples, or maybe even use ChatGPT to give an example, and show how AI writing does feel like a hodgepodge of different things, which may look complex and flowery due to AI's excessive use of adjectives, while not having much substance in the actual writing. By showing this, I would hope to give the writer the confidence to write without worrying about AI.

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At the start of the appointment, I would hear out the writer's concerns and allow them to voice what is on their mind. From there, I would attempt to alleviate any stress that they have. One area I would point out is that if they turn in the paper there is almost always going to be some percentage that Turnitin notes in D2L due to the citations and approaches there. I would also ask them to show me their citations and reference page to confirm that everything they have done so far is within their specific citation style. Beyond this, I also would show them zeroGPT or another AI detection software to run their writing through and see if that can help alleviate any stresses.

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First, I'd tell them that one way to deal with this issue is to work with their teacher and let them know you have concerns regarding AI tools checking your work. If the writer feels anxious about working with their teacher, I'd suggest writing drafts in separate documents as to record your progress. Another acceptable way to keep track of your work is to write in Google Docs as they have a function that lets you view all actions taken on a document. I am not sure if Word has this function, but I'd research if they did and how to access it. I'd also make sure to emphasize the fact that AI can be wrong and that as long as you keep track of your work history in some form or another, you can argue against the AI checker's decision.

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I would want to communicate with the writer on what specifically about their work they are concerned about being flagged for AI. In doing this, it opens up opportunities to provide resources to the writer about workarounds for places that AI feels easier to use, such as summarisations, quotes, and creating an argument. I would also ask the writer what specifically about the assignment they are worried about potentially being flagged for, and whether that is something we could work through together in an appointment to help them feel stronger on.

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In this scenario, I would take the first few moments to hear their concerns so that there may be an opening to work through their reasoning(s). I would recommend to them that, for our appointment and moving on, it would help to track any notes, drafting, or changes they make to their draft to show for their progress and writing. Another strategy would be to show them or advise them to seek out reliable AI detection programs. This is to run their essay through it if wanted and also to show them the disclaimers on the programs that state no AI detection program is 100% reliable or accurate. For our appointment, we can work through vague and broad ideas so we can focus on specific terms and sources from their course to demonstrate their attention to the prompt.

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I think that talking through concerns and worries would be a really constructive strategy. I have found lately that if there is a concern that a writer brings up (that isn't related to the writing itself), it is usually a worry that is stemming from nervousness that can be easily worked through with a conversation that is logical and open. I think that it is difficult to talk to professors about this sometimes, therefore being able to be heard by someone at the WC is all they need. However, I think that there are also other strategies if this doesn't seem to be the way to go. I think another thing that would be beneficial is going to ChatGPT or Generative AI and showing them how the writing actually is. I have never used AI, but I could tell the first time I got a paper that was written using AI. After that point, I knew what it looked like and I wasn't nervous about it. Sometimes the writer is worried because they aren't aware of what something is, but once we work through it together and show the difference, it is clear. I also think a software that helps detect AI, and shows the percentage that your professor would see, would be a useful tool as well, to alleviate any other stress.

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I would start by listening to the writer's concerns and do my best to make them feel seen and heard. I would then talk to them about ZeroGPT as an AI Detection service and recommend it as a way for them to see if anything in their writing was picked up on by the detection service. I would mention that quotes and cited sources are picked up on in AI Detection Services since they're from another source. If any other portion of their writing was picked up on, I would recommend having a conversation with their instructor about it, as well as saving any drafts or outlines that they have to help them prove they did not use AI if they needed to.

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I would reassure them that writing is a very subjective thing, and that most professors do acknowledge that AI detection tools can be unreliable (in my experience). Then, I would ask them, "What details of your paper do you think might be flagged?" And then we could go over those as part of the agenda. I would also take the advice of the video and recommend that they document their outlines and drafts, and communicate with the professor.

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I would assure the writer there is nothing to worry about. Many AI detection tools tools are innacurate sometimes since using common phrases might flag the system as being stolen. Using ZeroGPT is an option to help disprove the use of AI in a paper. If they have any notes or proof of brainstorming, that could also be helpful. Programs such as Google Docs also have a version history tools that could help prove that the writer wrote everything themselves. Overall, if they feeling nervous, explaining the situation to the teacher could also be a great option!

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I would listen to the writer's concern about why they are nervous about their work being AI-generated. Then I would advise the writer to collect any notes, outlines, and drafts of their paper. To ease their anxieties, I would suggest putting their work through a site, such as ZeroGPT, to check for AI detection. If anything comes up, we could work through why it was flagged for AI and would suggest speaking to their instructor about the matter. Additionally, if they wanted, we could work through their paper if it has any flags for AI.

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First, I would ask the writer why they have this concern, and let them express themselves openly. Next, I would help them look through any points where they quote or paraphrase information and make sure they do a good job with citations. Here, I would inform them that AI checking technology often falsely identifies plagiarism in these areas, but that their Professor will likely know that. Next, I would inform them about ZeroGPT and other detection services and see if they wanted to run their paper through them. I would also advise that they talk to their professor about their concerns to make them feel more secure and get more specific information about that Professor's process and expectations.

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I would note their concerns and inform them that AI detection tools aren't perfect (comparing it to TurnItIn, if they have experience with that). I'd reassure them that even if their paper gets flagged, there are plenty of steps we can take to prove that it was a false result from the software. For example, I might encourage them to hold onto drafts, notes, and outlines. Even their Writing Center appointment letter can be evidence of revision! If they're working in Google Docs, I'd recommend downloading the Draftback extension, an extension that shows letter-by-letter revisions to docs, which can disprove accusations of copying and pasting. We could even try using an AI detection software to see what the results are. Then, I'd focus on other points of the appointment. Why do they think their writing might get flagged as AI-generated? Are they worried about sentence structure and repetitiveness, are they worried about a both sides argument, are they struggling to cite information? I'd focus on those issues to foster their confidence in the revision process and solicit their voice in their writing.

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I would begin by listening to the writer's concerns, reassuring them once they share their thoughts. Because AI-detectors are not 100% accurate, I would inform the student to not rely on them, similar to plagiarism detectors. This explanation would include how some AI-detectors will consider something to be AI-generated when it sounds similar to some generated, which does not mean it was. Not every phrase we write is going to be original, which is normal and acceptable. After sharing this information, I would encourage the student to input their paper into an AI-detector. Depending on the results, I would either insist the student has nothing to be concerned with, or I would reiterate how unreliable the detector may be. To ensure the student is not accused of using AI, I would recommend they save each draft of their paper and enable the change tracking feature. An additional step may be to reach out to their professor with their concerns. For fun, I may even ask the student to input their prompt into an AI-generator. Then, I would point out the generated paper's lack of proper evidence, monotone voice, redundancy, and how there is occasionally more information than what has already been taught in the student's course.

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First, I’d ask them to explain exactly what they’re afraid will get flagged. If it’s a fear about citations, I’d share some resources on how to properly cite all their citations. If it’s a fear about their word choices, I’d offer going through the paper together, asking them to point out any sentences they feel come off as AI-like. If it’s just a general fear of the document being flagged as AI written, then I’d suggest emailing their professor about these fears. I’d also suggest recording all of the tools used to write their paper. The notes, the sources, and the previous drafts of the assignment. It’d also be beneficial to let the professor know that they have all the tools on record, so that if something does get flagged both the professor and student can go over the evidence together. It could be that a source uses AI, and the writer is just simply unaware. Another suggestion to help assuage some fear within the writer is to state that after the session, if they desire, the use of AI detection cites, like ZeroGpt are available for free use. Finally, during the appointment I’d read over the draft with the writer, let them explain their thought process for writing the document, and simply state my thoughts, if they desire me to, on if I personally thought it was AI or not.

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I would encourage them to save any draft of their writing or any other documents/outlines relating to their writing process so that they can "prove" that they wrote their assignment if needed. They could also turn on a feature like track changes. I would also let them know that AI detection tools are not fool proof, and that even if their work is detected as AI, they can still show that they wrote it.

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If I were in this appointment, I would reassure the writer by letting them know that there are ways that they could prove to their professor that they actually wrote the essay. For instance, I would show them the platform "ZeroGPT", an AI detector to prove that there was no AI used with the paper at hand. I would also recommend the writer to save their prewriting documents/outlines to prove that their written work was their own. If all else comes to fail, I would also show them that Google Docs has a "revision history" feature, which could also show the actual progression of the paper as it was typed. By showing the writer these tools, they can then feel more at ease if they were falsely accused of using AI for their paper.

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I would encourage the writer to put into play some of the practices Katie mentioned in her video. Saving your notes, outlines, drafts and anything else that could help refute any possible claims of AI use. I would also reassure them that these AI detection technologies are not always 100% accurate so to not worry so much if their work does get flagged. I would communicate to them that as long as they know they have the proof to back up the integrity of their work they have nothing to worry about. I would not try to spend too much time on this, but instead try to shift the focus back to the writer's other goals for their draft

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I would be a listening ear during this appointment and take care to thoroughly understand the writer's concern. I would ask the writer about their writing process and if they had any outlines or drafts, so that if they came across a situation in which they were being accused of using AI, that they could use their drafts or outlines as evidence that they did not use AI. I would also plug the free resource of Zero AI, so that they would have assurance and comfort before turning it in!

I would also give them general writing feedback and perhaps discuss some of the main indicators of AI generated writing, just so that they are aware, and perhaps knowing that information would lessen the writer's anxiety.

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First, I would hear out and validate the writer's concerns. I too have worried my writing might be flagged as AI-generated too, which is nerve-wracking if you spent a lot of time and energy on something. I would use ZeroGPT to show the writer what might come up when a piece of writing is sent through a detector. I would assure them that they are not always accurate, and often flag things as being AI-generated when they are really not. I'd encourage them to keep documents of their writing process just in case. Then, I'd shift into focusing on other agenda items.

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After watching the video, I think the main tip I would give the writer is to save their work throughout the writing process to show how their ideas formulated a draft, which then became the final product handed into the professor. Since the professor has a strict AI policy, I would then encourage the writer to put their work through an AI detection website just to see if anything major is flagged. If something is flagged, then I would ask if the writer would be comfortable talking to their professor to create a mutual understanding before the paper is turned in that the work is not AI-generated. By saving the drafts throughout, the writer could send that to their professor as some kind of proof.

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I would first listen to the specific things that the writer is worried about with AI. I would then try to ease their worries by assuring them that there are multiple options they have in order to prove that their work in their own. First, I would ask them if they have any outlines, notes, or drafts that they’ve made when working on their essay. If they do have any of these, I would advise them to save everything they have in the drafting process to show evidence that they have been generating ideas by themselves. Further, I would also show them Zero GPT to further ease their worries about whether or not their work will be flagged as AI. If the writer’s work is flagged as AI, I would then advise them to go to their professor with their concerns.

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I would encourage the writer to save all notes, drafts, and outlines as they continue their revision process as this will ensure they have evidence of their authentic writing process if they need to refute AI use allegations. I would then try and shift the focus of the appointment to other goals they have for their draft and I would try and help them foster a unique voice for their piece of writing. If they ended up still being worried about being accused of AI, I would suggest they use a source like ZeroGPT so they can see if any AI use it detected in their writing.

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I would reassure the writer that their concerns are valid and offer them suggestions to make them feel more at ease. The first approach I'd take would be to show them the Zero GPT tool and test their writing so they can see for themselves if their writing gets flagged. Whether or not it gets flagged (but especially if it does), and the writer expresses that they have continued anxiety about their piece of writing, I would advise that the best thing they can do is be as transparent as possible with the instructor. Maybe visiting office hours to discuss their concerns or emailing the professor would be a good course of action. But, if anything, encouraging the writing to keep tabs on their earlier drafts or notes and writing process is the key,and passing this along to the instructor would be best.

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First, I would start with listening to the writer express their concerns and reassure them that it is completely understandable to have these doubts. I think it would also be important to let them know and emphasize to them that while there are definitely ways in which this can be measured so their professor does not think they used AI, it is also very possible that there will still be some AI detection because there typically always seems to be. These identifiers are not always accurate with their detection methods. Further, I would advise them to take some of the advice Katie shared in the video. For example, saving all of their drafts would be a good idea, this way they have all the different stages their essay was once in and if needed to show to the professor, they will have them available and ready for them to look over their drafts.

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I will listen to the writer's anxietities, and reassure that this is a completely valid concern. I would recommend that they keep any outlines, notes, or drafts they took while crafting the writing piece. If someone were to accuse them of AI use, these notes can help prove you worked on the paper yourself. Also, I would recommend ZeroGPT so the writer can see if AI would detect anything in their writing. If AI does detect anything, they could consider going to the professor with this information, and bring their notes with them, to let the professor know that this is their own writing. Transparency with the professor seems like the safest option if this is a concern.

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First I would hear out their concerns, then I would explain to them that a way to document the fact that it's their writing would be to keep all of their notes, drafts, outlines, and any other materials used for the construction of their essay. I would explain to them that this would help to show their professor that they weren't using AI since they can show their exact process. Next, I would reassure them that AI detection softwares are not always accurate, but just to give them confidence, I would tell them to run their paper through an AI detection software themselves, and to have a conversation with their professor if anything is flagged. After this, I would try to move past this topic to focus on how I can actually help them with their paper.

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For me, I would start with asking the writer what about their writing is making them concerned about being flagged for Generative AI so that I can hear where their worries are coming from. I would then ask them if they have any research notes or outlines that they could hold onto in case they get flagged for AI. For other resources, I may suggest they use zeroGPT if they want to see if that flags their paper for AI.

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After listening to the student's concerns and reviewing their course policy regarding Generative AI, I would suggest running the student's draft through ZeroGPT. After introducing them to this tool, I would review the feedback and address the moments in the text that it catches, if any. If there are instances that seem AI generated, then we would review those and try and decipher what exactly makes them fall prey to that diagnosis. If there are none, then we will turn our attention to questions of style, voice, and repetition, emphasizing that these are all variables writers might consider to avoid the mark of being AI generated.

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I would tell my writer that concerns abut AI detection is normal, and I would enter their work into an AI detection software to see how high the percentage of AI generated content is, while explaining to them that it is a not foolproof software. If their percentage was low, I would hope that would ease some of their anxieties. If the software did detect AI, I would suggest the writer speak to their professor about it and provide proof that they wrote this paper organically, whether that be outlines, sources, or their Writing Center appointment letter.

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I feel like this is an easier situation to handle than it may seem at first! I would first simply acknowledge all of the fears the writer has with this new forefront of critique that comes with writing, but remind them that 90% of the time, if a professor is using an AI-checker it will not mark anything AI that is not AI. But, to help quell the fears of that 10%, I would look over the work of the writer and then we could put it into an AI checker ourselves to see if it comes up with anything, and if it looks at all concerning, I can help them focus on how to add more personal voice to their writing to make it seem more human!

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I would want to listen to these concerns and ensure we look over what they have written and make sure everything is properly cited. I would also let them know that AI software will often flag a certain amount of written work even if its properly cited, so they shouldn't be alarmed if that happens and their professor should understand. I would also provide them with a link to an AI detection software so that they can see the results for themselves.

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In this instance, I would advise the writer to document their process in potential defense of claims they used AI. I'd also advise them they could use an AI detector like ZeroGPT to feel better about the fact they haven't used AI. Then, I'd redirect the appointment to focus on another aspect they'd like to improve about their writing to further cement that their progress is their own.

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I would show the writer online tools like Zero GPT, the Draftback extension for Google Docs, and Track Changes for Microsoft Word so they have the ability to check whether their work sounds AI-generated and provide evidence of their efforts in the writing process. However, I'd also assure them that it takes conscious effort to sound like generative AI, and that as long as they are using their own thoughts, opinions, and conclusions in their analysis, their ideas will be somewhat unique to that of other work on the internet. Lastly, I would recommend they speak with their professor beforehand to convey their concerns and demonstrate an investment in producing unique work for the assignment

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I'd first listen to their concerns and empathize—I've had a similar fear in classes where professors use AI detection software and talked through it with them. Most professors who use this software are aware that it is capable of making mistakes, which soothed my fears a good bit. I'd try to talk through what's spurring this anxiety and see if there's anything to address in their writing, as well as suggest that they keep track of their notes and drafts in case they do get accused of AI usage. I'd also offer the option of running it through ZeroGPT so they can know ahead of time if anything gets flagged, which they could potentially speak to their professor about. My most general suggestion is to communicate with your professors!

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If a first-year student came to me for help with a rhetorical analysis essay and was worried about being flagged for using AI, even though they hadn’t, I’d first try to ease their anxiety. I know how intimidating it can be when instructors bring up AI detection. I’d reassure them that their concerns are valid, but also remind them that they’ve done the work and that their unique voice will come through.

From there, I'd guide them to focus on their writing style. I'd ask them "Does this sound like how you'd explain this idea to someone in a conversation?". We could review sections that might feel too robotic, not because they’re AI-generated, but just to make sure the writer feels their work is true to them. If they're still nervous, I would suggest them to have a transparent and honest conversation with the professor. This would go a long way by showing their professor that the student is genuinely committed to being authentic to their own work.

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Firstly, I would build some rapport, listen to the writer's concerns. Then check in to see what they have saved of drafts, and notes and encourage them to be diligent about keeping track of their writing process. I think it would be a good opportunity to chat with the writer about what they might know about AI and share what patterns I have noticed in AI generated works. Once the writer and I are on the same page would could make sure to emphasize personal voice in the agenda. For my next steps, I could recommend they try using ZeroGPT to test their own work. If they have concerns at that point I would direct them to chat with their professor.

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I’d first be sure to listen to all of their concerns, where they stem from and which are their most stressed about - and then do my best to reassure them that AI detection is not foolproof and professors know this. I would also read through their draft with them - asking them more specifically if certain areas or citations worry them. I’d recommend that they gather drafts or outlines - even brainstorming papers they may have on hand - to show a documented writing process. Some documents have a sort of “history” they could also utilize.  I’d also suggest putting their writing through an AI detection tool such as Zero GPT, and reassure them that small “detection” are common and don’t actually indicate that AI has been used by professors.

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Mainly, I would encourage the writer to keep track of their writing process. This way, if the professor were to accuse them, they would have 'proof' that the work is their own. At the very least, this will help them feel better that they have this proof. I would also let them know that zeogbt will let them be able to preview their work with a tool.

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I would first validate their concerns and commend them for seeking out advice. Then, I would encourage them to use a AI detection tool like ZeroGPT to see how much AI detection programs would even assume their work was written with AI. Maybe they don't have much to worry about that it being a problem. Additionally, I would encourage them to save their drafts and their outline process as evidence of their writing process. If their writing is flagged for AI useage, I would also collaborate with them to figure out how to make their writing more personalized in those suggestions. I think adding in rhetorical devices could be a great help with that. If they still not sastified with the work we've done it, I would encourage them to address their concerns with their professors.

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I would definitely allow them to vocalize their concerns and get to the bottom of why they feel that way. Doing so would allow us to discuss those aspects of their paper and potentially address them, whether its repetition, structure, or something else they feel apprehensive about. I would also encourage them to express their concerns to a professor, as I think that type of transparency would be welcome and encouraged. Finally, we could try putting their paper in a AI checker together which might lead us to change a more specific aspect of the writing- and more importantly how to think about repetition or citation for future papers. I think that documenting the writing process could help make the writer feel more comfortable (based on the professors AI policy) but it may be difficult to do in practice, and I wouldn't want to make a writer feel like they need to always be nervous of AI when they are trying to grow.

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I would start by discussing their concerns and noting that plagiarism tools in general will always pick up some sort of match due to direct quotes. I would then go over citations with the student and discuss where they got each idea from, making sure it was properly cited and relevant to the class.

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After hearing the writer's concerns, I would first start by telling them that AI detection tools are not always 100% accurate, but I do understand the concern because you do not want to be flagged for using AI when you put in the time to actually craft your essay. I would then ask them if they have any drafts or notes saved somewhere that could act as "proof" in case their paper does falsely get flagged as being AI generated. If they don't have any notes or drafts, I would suggest that we read through the entirety of their paper and focus on ensuring that their voice is clear by digging deeper than any surface level analysis to allow for their voice to come across as clear as possible. By strengthening their writing this can help increase the chances that their paper does not get flagged by AI detection tools, and the notes from our appointment could also be used as evidence against any AI accusations that they may run into.

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I would first try to understand what the writer is concerned about. An important part of addressing their concerns would include finding ways to reassure them about their writing. I would encourage the writer to document their writing process- this is often times already automatically recorded when using software like Word or Google Docs, since they both have change logs. I would also suggest they save all their notes, outlines, and/or drafts. These would serve as evidence of their writing process if they need it. Hopefully, after addressing these concerns, we can then focus on more substantial goals for their writing.

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I would probably make organization and argument the two agenda items of a Written Feedback for this student. I think the overly generic language and repetitive nature is not allowing the student to fully flesh out their claim. I also think it would encourage them to think more critically which would in turn lift the word count because it is not meeting the requirement as of this draft. I also think that this essay should probably be in a more traditional format with more sources to continue to puff up the piece and bolden their thesis and not suggest the use of AI (even though I would not mention this to the student). I would encourage the student to perhaps use the points as a jumping off point for a full paper, and then apply their own knowledge/research/sources to round out the assignment.

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I would explain and give resources to what exactly AI is and that as long as they are using their own knowledge and resources, there is no worry! I might try and get a deeper understanding as to why this student has such concern and look through their paper for regular feedback to give them peace of mind.

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I would first show sympathy with their anxiety and assure them that we will try our best to help them with this concern. Next, I would share with them my experience and knowledge on AI detector tools; that is, they are not perfect and may make mistakes quite frequently. I then suggest they run their work through ZeroGPT and see together the tool's result on their writing. For every part that is marked as AI-generated, I would offer the writer to work on those parts until it's no longer marked by ZeroGPT, if they wish to. In either case, I would all advise them to document carefully their drafting process, including their brainstorming draft, outline, and all draft versions. By keeping all of them, the writer can have proof to show to their instructor that they did the writing on their own.

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To help ease the writer's anxieties about AI, I would recommend that they try running their work through ZeroGPT to see if it can detect any AI-generated writing. I will make sure to note that these tools are not 100% effective, and that they shouldn't worry too much if it states that there's a small percentage of their writing that may be incorrectly flagged as being AI-generated. Additionally, I would recommend the writer to keep their drafts and outlines, or have an outline preserved in their document history to enable them to refute any claims that their writing is AI-generated.

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My first thought would be to address what specific parts of their draft they feel could be suspected of AI usage. Collaboratively, we could look over such parts together and determine how the writer could make their voice more apparent. Another strategy would be to inform the writer about my personal experiences with AI, be checked for AI usage, and do my best to ease their concerns. Similarly, I could show the writer a resource that can check whether the writer uses AI in their draft. I would make sure to remind them that AI detection tools are not foolproof, so they may or may not detect AI usage, regardless of whether the writer used it or not. Lastly, I would make sure to advise the writer to keep a record of every draft, outline, and resource they used in their writing, should they need it for evidence.

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I would suggest to the student that, as they move forward with their work, they keep track of any notes or outlines that they use. These will be helpful pieces of 'evidence' that they did their own work/did not use generative AI at any step. Another option would be for them to enable Track Changes in their outlines and drafts, so that the professor would be able to see any writing and revising that took place—this is a good tool because, unless the student is taking the time to write out what the AI has generated for them, they often will simply copy-paste in bulk. I would also strongly encourage the student to take their concerns to their professor directly, asking what would be a helpful way for the student to 'prove' that they did not use AI.

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First, I would reassure the writer about their writing (because I also worry that my writing is going to get flagged every time my sentence structure is repetitive) and that AI detection is not always accurate. I would then check in with the writer about why they are concerned about their work being flagged, because this might provide some tactics that we can use to make their writing feel more personal—agenda items like varied sentence structure, organization, and citations (because these are areas that generative AI struggles in) could mitigate their concerns and develop their writing for future drafts. I would also refer them to ZeroGPT, so they could see how their writing reflects in AI detection software, and encourage them to work in one document to retain editing history.

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I would reassure the student by telling them that AI detectors are not always correct, and can sometimes be inaccurate. I would point them in the direction of a resource like ZeroGPT in order to test their level before turning it in. If they had specific sections or places they were concerned about, I would go through each one with them and discuss ways to make them sound less AI generated, and possibly suggest that they reach out to their professor with concerns.

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I would first hear out their concerns fully, asking if there was anything specifically about their draft they were worried would get flagged. That way, we can address specific aspects of their writing, such as including citations to prove the student’s engagement. I would encourage them to keep record of any notes, outlines, or drafts as they continue writing the essay as documentation should an issue arise. Still, I would remind them that AI detection software is not perfect and some small things may be flagged, but encourage them to discuss their worries with their professor if it’s something of great concern to them.

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First I would have a conversation with the writer regarding their concerns, provide them with more information regarding AI detection tools such as ZeroGPT, and ask them if they have saved any outlines or previous drafts from their writing process. Then, I would read their paper out loud and focus on aspects of their writing that make their draft sound natural and true to them such as flow, tone, and accessible language. Finally, I would encourage them to follow up with their professor about any remaining concerns.

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I would encourage them to save all their work from notes to final draft to show that they've written the texts themselves. I would also encourage them to track all sources, physical and digital, that they used during their writing. In the writing itself, I would help them not be repetitive or generic, as Gen AI would be.

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First off, I would probably tell the writer a little bit about what I know about AI - in particular, the fact that LLM's like ChatGPT often do not take into account the type of prose, tone, and personality that human writing does. In that vein, I would probably suggest taking a look at their sentence variety and provide suggestions on how to diversify their language and tone. Then, I would tell them that even if their professor is using AI detection tools, most of the currently developed tools are not accurate. I might suggest using one of the tools themselves, and, if it flags anything the writer KNOWS isn't AI, going to talk to their professor about their concerns.

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During this appointment, I would assure the writer that they are taking the necessary steps to ensure the policy will not be a problem for them. Because they are following the guidelines, they can make sure to document their writing process and speak in their own organic voice. Carefully citing their sources, including using quotations, will help lower the plagiarism score and help decrease the risk of AI detecting software becoming an issue for them. Although many of these software cites are not yet fully credible, they can run it through free platforms to see what they might flag as potential AI to identify patterns.

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I would directly address the concern by telling the writer that AI detection tools are a bit unpredictable, but that we could focus the appointment on making sure the writer's unique voice comes through in the writing, which would greatly minimize the AI detection tool from interpreting their work as AI. If, after revisions, they are still worried about AI detection, I would suggest that they reach out to their professor to see ways they could document their writing and revision process, thus proving they did not use AI.

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In this scenario, I would first hear out the writer's concerns. Depending on how the paper itself is looking, I would ask if we could designate some time specifically with the goal of finding ways to give the writer peace of mind. For example, trying to locate the document's history, or earlier drafts as proof of work. We could also try using AI checkers (with a grain of salt). During this time, I would be sure to communicate that I am of course not the arbiter of AI detection (#transperancy) and that we are in it together. If they still feel worried, I could also ask if they feel comfortable reaching out to their professor.

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I would acknowledge that that feeling they have is valid and can feel very strong. I too get nervous about being accused os using AI. I would tell them AI detection tools are not fool proof and that there are steps you can take to prove you wrote something. You can go back into docs or word and see your saved writing progress. This can be used as proof with a professor if needed.