Dana Goldstein of The New York Times reached out to students and teachers in schools and colleges to find out how they teach writing in the age of AI.

What she learned was that many teachers are expecting students to write in class, not at home, to ensure that they are not turning in essays written by AI.

She wrote:

For today’s high school and college students, the all-night writing session, hunched over a laptop at home or in a library carrel, is on the way out.

In the era of artificial intelligence, take-home writing assignments have become so difficult to police for integrity that many educators have simply stopped assigning them.

Instead, in a rapid shift, teachers are requiring students to write inside the classroom, where they can be observed. Assignments have changed too, with some educators prompting students to reflect on their personal reactions to what they’ve learned and read — the type of writing that A.I. struggles to credibly produce.

This transformation is happening across the educational landscape, from suburban districts and urban charter schools to community colleges and the Ivy League.

The New York Times heard from nearly 400 college and high school educators who responded to a callout about how generative A.I. is changing writing instruction. Almost all described a deep rethinking of how to teach writing — and whether it still matters, since A.I. has become a better writer than most students (and adults), they said. 

Teachers are responding to a widespread challenge. Over the past year, A.I. use has become ubiquitous among American students. Between May and December of 2025, the share of American middle school, high school and college students who reported regularly using A.I. for homework increased from 48 to 62 percent, according to polling from RAND — even as two-thirds of students said the technology harmed critical-thinking skills. A third of the students reported using A.I. to draft or revise writing.

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