"... that process by which an individual idiosyncratic mind works out a problem, granting readers access to the inner life of another actual person, that constitutes the lifeblood of writing and storytelling.our institutions embrace a totally unproven technology. University administrators routinely announce new partnerships with A.I. startups, and well-meaning instructors — perhaps imagining an ideal student in an ideal world, or just wanting to feel like they’re on the cutting edge — incorporate these tools in their classrooms.... I will continue to teach students that, whether they go on to write a best-selling memoir or simply scribble in their journals occasionally, we can try to do the work as honestly and earnestly as possible, bringing our full obsessive selves to the page. The act of writing itself can be an act of self-preservation, even one of defiance...."
Writes Tom McAllister, in
"I Teach Memoir Writing. Don’t Outsource Your Life Story to A.I." (NYT).
Good luck enforcing student authenticity. They're writing for you, but what you want is for them to do what's for their own good. So you must structure things so that when they do what's for their own good you will reward them. I'm tempted to... I mean, here I am, going straight to A.I. with: "A creative writing teacher wants students not to use A.I. How can that rule be enforced?" Grok gave me 7 ways to detect the use of A.I., then suggested "flipping the script: allow AI as a brainstorming tool but require students to document how they transformed its suggestions."
I've never taken a creative writing class, but I have thought of writing a memoir. If I did, at this point, I would definitely use Grok, not because I want help composing sentences and paragraphs, but to get encouragement to see the value of the material.