I’ve been examining the effects of generative AI on my college writing students’ compositions over the last four years, and the best analogy I can come up with to get a handle on generative AI is to compare it to the way athletes use PEDs.
Athletes want an advantage, they want an edge, and they don’t want their opponents to have a better arsenal at their disposal, so they feel compelled to take PEDs. Same with college students who want the AI advantage. PEDs give athletes confidence that becomes a crutch. As AI does for students.
PEDs can give athletes a false sense of power, making them feel like superheroes. These PEDs give dope up their bodies until they don’t want to revert to the natural version of themselves. So does AI for busy students. Students with abysmal reading and writing skills can launder their writing through the AI machine and get a product that looks polished and articulate. This gives them a sense of cognitive doping. They become dependent on its sense of power.
Over time, PEDs make the body go flat because it acclimates to greater and greater doses. In this regard, AI makes the brain go flat after its users default to outsourcing their half-baked thoughts and letting AI generate full-blown, overwritten compositions. The disconnection between the writer and the output is soul-deadening.
Just as PEDs will never leave sports, AI will never leave writing or academia. Unless the data centers become too expensive to be sustained, the tool is here to stay.
The best thing I can do as a college writing instructor is craft assignments that defy AI use, such as field research, interviews, and personal reflections. I know full well that students will try to cheat the system and that I may have to have some blue book compositions to get a better handle on their writing, but we live in a high-performance world where often dangerous tools have to be harnessed. Otherwise, they will destroy us.
Cinemorphosis 
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