As AI becomes more popular in classrooms, tools like ChatGPT, Grammarly, and Quillbot are becoming increasingly accessible for students, changing the way they approach writing. These technologies offer real-time grammar checks, style suggestions, and even content generation, making writing more efficient. But as students turn to these tools more often, it raises questions about how they’re affecting writing skills, creativity, and academic integrity.
Whether it’s for grammar correction, idea generation, or clarity, students are figuring out how to integrate these tools into their work. Many are testing different platforms to see which ones work best for them, adjusting their process along the way. While they’re becoming more proficient with these tools, it’s still unclear how exactly this will affect their writing habits and skills in the long run.
“I know of platforms like ChatGPT and Grammarly, and while I don’t use them for my writing, it’s good to know they’re out there, especially if AI becomes a more prominent tool in the future,” junior Corinna Irvin said.
Some English teachers still prioritize teaching traditional writing skills like structure, critical thinking, and creativity. English teacher Matt Greaney believes that maintaining these traditional methods is essential. Greaney prefers to focus on developing students’ core writing abilities but acknowledges that AI tools can be useful when used as fittingly.
“AI is just another tool that can create a barrier, but when used appropriately, when designed into the instructional model, there are ways in which it can accelerate learning or close gaps for learning,” Greaney said.
Creativity is considered one of the most important aspects of student writing, as it allows students to express their unique ideas and perspectives. Including originality and personal voices are central to many writing assignments. DGN’s English Department chairperson Katie Wood expresses the value of creative thinking in developing strong writing skills.
“AI, at its core, is simply a matter of statistical likelihood—not original insight. When students rely too heavily on AI in their writing, it actually devalues their own unique ideas. For that reason, I see it as a hindrance. Rather than helping us cultivate an original voice, AI pushes us toward thinking and writing in statistically likely ways. This, to me, is quite the opposite of creativity,” Wood said.
A concern with AI in student writing is the potential for cheating and dishonesty. As these tools become more advanced, some students might rely on them for entire assignments. D99 superintendent Dr. Henry Thiele acknowledges the challenges this presents, noting that while AI can be helpful, its misuse makes it harder to determine whether students are truly completing assignments themselves.
“I think there are legitimate concerns about a student turning in a full paper that was whole cloth written from AI. Now, you’ve got to reach a point where the teacher knows you don’t know it and you’re creating more work for the teacher because now they’re trying to teach you the new stuff and catch you up on the old stuff,” Thiele said.
To address any concerns of cheating, the English department has created guidelines to prevent cheating and ensure academic integrity. The guidelines encourage students to use AI tools as supplements, not substitutes, and stress the importance of original thought in assignments. While AI can help with grammar and structure, it’s meant to support, not replace, the student’s own work.
“Our district already has a policy in place that prohibits students from “using a writing service and/or generative artificial intelligence technology in place of original work unless specifically authorized by staff,” Wood said. “I am continuing to collaborate with English teachers, students, and administrators to gather their input about what further guidance may be needed.”