Bring one AI-generated explanation to class. Students annotate using four categories, then rewrite only the sections that need it.
Mark the annotations, not the final paragraph. The thinking is in the identification and the revision, not the polished product.
Four marking points, one for each annotation move. This makes the intellectual work visible and assessable without requiring a lengthy final product.
Give students a too-perfect paragraph on a class topic. Ask them to find five claims that need evidence, verify using class resources, then rewrite only the sentence that needs improvement.
Provide an AI-generated explanation and ask students to annotate each section using the four categories. Then rewrite only the weak parts, mirroring expert disciplinary thinking rather than polishing the whole text.
What sources or class resources will you require for verification, so the task builds real information literacy rather than argument by confidence?
Use teacher-written dummy texts that mimic common errors rather than real student work. Keep identifiable content out of third-party tools. The dummy text protects privacy while still producing genuine error-hunting practice.
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