Tutors and editors at the University of St. Thomas Center for Writing and Summit Avenue Review say conversations about artificial intelligence with students are changing.
Center for Writing tutor senior Zuri Bethel says AI has started appearing during tutoring sessions in unexpected ways.
“Sometimes AI interrupts our work within consultation,” Bethel said. “We sometimes see students pulling up ChatGPT to confirm what we’re saying or asking it questions during the session.”
The Center for Writing offers peer-to-peer tutoring and review where students can receive feedback on essays, brainstorm ideas and improve organization. As AI writing tools become more widely used, tutors are learning how to address them during sessions.
Bethel said tutors try to approach the topic without judgement.
“Sometimes we notice writing that seems to be AI, and then we usually approach that subject with the writer,” Bethel said. “We just stay curious and open and talk about their writing process and what they’re looking for help on.”
While some students worry about being reported for using AI, Bethel said that is not the role of the Center for Writing.
“We don’t really see it as our place to report them,” Bethel said. “We can ask if the professor is open to AI or recommended different writing strategies, but it’s up to the student.”
In some cases, AI is even part of the assignment. Bethel said some professors require students to interact with AI tools and reflect on their experiences using them. Because of this, tutors must adapt their approach depending on the course or department.
However, Bethel said the increasing reliance on AI can impact how students develop writing and critical thinking skills.
“Part of the writing process is brainstorming, gathering ideas and close reading,” Bethel said. “Sometimes that process is altered now.”
She added that when students rely too heavily on AI to complete assignments quickly, they may miss opportunities to strengthen those skills.
“When students are rushing and just want to get something done, you’re missing some of those elements that help you grow as a writer and develop those critical thinking skills,” Bethel said.
AI is also becoming a topic of discussion among student editors reviewing creative work. Senior Riley Weidenfeller, an editor for the Summit Avenue Review, the University of St. Thomas’ student-run literary magazine that publishes student poetry, fiction and creative work, said AI was not a major factor when reviewing submissions for the literary magazine this year.
“Typically, if a student had gone through the steps of submission to be considered for the magazine, it felt safe to assume what we were viewing was original works crafted with a passion and pride,” Weidenfeller said.
While the publication does not currently have formal policies surrounding AI-generated writing, Weidenfeller said they are still navigating how to address AI. The universities policies around AI often depend on individual professors and departments. Submitting AI-generated work as original writing without permission violates academic integrity expectations and can result in failing the course, suspension or expulsion.
“The university as a whole is kind of in a tricky, uncertain position regarding AI,” Weidenfeller said. “Policies across the board are constantly being reevaluated.”
Despite the uncertainty, Weidenfeller believes AI can pose challenges for creativity in student writing.
“People may lean on it simply for inspiration, but what are you teaching yourself about independent, creative thinking?” Weidenfeller said
Weidenfeller said authentic writing often stands out because of the human choices integrated into it.
“AI is repetitive. It’s either overly enthused or excessively basic.” Weidenfeller said. “The biggest tell in genuine writing is how vividly you can feel the element of human choice throughout, even if it’s not perfect.”
Unlike editors reviewing completed submissions, Bethel said tutoring sessions focus on helping students develop their writing to get to the finished product.
The peer-to-peer structure of the center helps students feel more comfortable discussing the struggles with writing or academic expectations.
“It reduces anxiety and makes it easier for students to talk about struggling with writing or needing help,” Bethel said.
Bethel said tutoring sessions focus on helping students develop their own writing strategies, whether that means organizing ideas and experimenting with different brainstorming methods such as speaking them out loud or writing them down.
“Education is about improving yourself,” Bethel said. “It’s about growing in whatever way you can.”
As AI continues to rapidly evolve, Bethel believes the role of writing tutors will remain important in helping students develop their own voices.
“I think the pendulum swings back and forth. Right now we’re seeing a surge of AI usage and AI writing, and I think it will come down,” Bethel said. “But writing is personal, and people are realizing it doesn’t have to be perfect.”
Bella Jacobs can be reached at jaco3737@stthomas.edu.
