About a year and a half ago, I wrote about my kid’s experience with an AI checker tool that was pre-installed on a school-issued Chromebook. The assignment had been to write an essay about Kurt Vonnegut’s Harrison Bergeron—a story about a dystopian society that enforces “equality” by handicapping anyone who excels—and the AI detection tool flagged the essay as “18% AI written.” The culprit? Using the word “devoid.” When the word was swapped out for “without,” the score magically dropped to 0%.
The irony of being forced to dumb down an essay about a story warning against the forced suppression of excellence was not lost on me. Or on my kid, who spent a frustrating afternoon removing words and testing sentences one at a time, trying to figure out what invisible tripwire the algorithm had set. The lesson the kid absorbed was clear: write less creatively, use simpler vocabulary, and don’t sound too good, because sounding good is now suspicious.
At the time, I worried this was going to become a much bigger problem. That the fear of AI “cheating” would create a culture that actively punished good writing and pushed students toward mediocrity. I was hoping I’d be wrong about that.
Turns out… I was not wrong.
Dadland Maye, a writing instructor who has taught at many universities, has published a piece in the Chronicle of Higher Education documenting exactly how this has played out across his classrooms—and it’s even worse than what I described. Because the AI detection regime hasn’t just pushed students to write worse. It has actively pushed students who never used AI to start using it.
This fall, a student told me she began using generative AI only after learning that stylistic features such as em dashes were rumored to trigger AI detectors. To protect herself from being flagged, she started running her writing through AI tools to see how it would register.