The Engagement Meter Hits 10 with my AI Writing Assignment

Every semester, I pull out my Engagement Meter and see what topics make my students’ neurons fire. This term, in freshman composition (C1000), the essays on “bro influencers manipulating young men” and “fast fashion manipulating young women” barely twitched the needle—a flat 3 on the Engagement Scale. Things improved when we compared Frederick Douglass’s memoir with the “Sunken Place” in Get Out, which jumped to a 7.

In my critical thinking class (C1001), we hit an 8 when students explored how GLP-1 weight-loss drugs prove that self-control is no longer a moral virtue but a technical setting. They saw that biology and convenience have replaced grit and willpower.

But the assignment that detonated the Engagement Meter—a clean, seismic 10—was the essay on AI. Students wrote about how AI tools make life easier while quietly siphoning their agency, originality, and voice. They confessed that “helpful” algorithms were making them sound polished but hollow, frictionless but forgettable.

I call these scaffolded assignments “building blocks.” After seven years of teaching them, I’ve never seen such intensity. The AI essays weren’t just reflections; they were confessions—students realizing that technology isn’t merely reshaping their writing but their sense of self.

The irony? The more they wrote about AI replacing them, the more human they sounded.