You Can’t Always Tell: What AI Means for Essay Writing and What We Should Do About It
A few years ago, I did a video for College Match Point, shared on YouTube (watch here), where I walked through how ChatGPT could take a student-generated outline—crafted in their voice and with their personal anecdotes—and turn it into a full essay that sounds convincingly human. Not robotic. Not generic. Just... like a student.
And that’s the point.
Not to advocate for students to use AI to write their personal statements. I’m not suggesting that.
But as a consultant, founder, and educator, I believe we need to confront something head-on:
➡️ You cannot always tell when a student has used AI.
➡️ And trying to “police” it post-facto isn’t an effective strategy.
Instead, we need to shift how we approach writing support from the inside out.
The Problem with Policing AI Use
Many consultants, understandably, want to discourage their students from using generative AI tools like ChatGPT to write essays. But here's the reality:
With enough prompt engineering, a student can generate an essay that passes tone checks, includes personal anecdotes, and feels authentic.
Consultants may unknowingly encourage this by giving vague brainstorming activities that leave students stuck and frustrated.
Detection tools? Inconsistent at best, and often unreliable.
If your approach to discouraging AI is simply saying “Don’t do it,” without changing how you teach writing, you’re missing the bigger opportunity.
Curriculum is the First Line of Defense
If you don’t want your students to use AI for their essays, the solution is not more fear—it’s better support.
Here’s what that can look like:
Replace generic brainstorming prompts with ones that pull out layered, reflective stories from students' real lives.
Emphasize the process of writing, not just the product. When students understand the why behind their story, they’re less likely to shortcut it.
Give students ownership of their outline. In the video, I show how starting with a student-crafted outline ensures the essay still reflects them, even if tools are used downstream.
Build trust—so students feel comfortable being imperfect, vulnerable, and real in their writing journey.
Let’s be clear: some students will use AI. But if they do, and they start from their own outline, voice, and vision—there’s a different level of authorship at play. And if we’ve done our job well, they won’t need AI to begin with.
Consultants Can Use AI—Responsibly and Powerfully
Now here’s the flip side. While we’re often (rightly) cautious about student AI use, many of us aren’t using it ourselves. And we should be.
Generative AI can be a powerful asset for consultants:
Drafting parent emails
Creating blog posts and resources
Brainstorming program ideas
Refining service descriptions or FAQs
Clarifying your own business messaging
In the video, I show how prompt engineering can be used to create personalized, student-like writing. That same skill can be used to improve your own writing—from LinkedIn content to your next webinar outline.
AI is not about replacing your expertise. It’s about making room for more of it.
So Where Do We Go From Here?
Here’s the challenge I want to offer the IEC community:
✅ Shift your writing curriculum to eliminate the desire or need for AI
✅ Be transparent about AI’s capabilities so students don’t feel shamed—just supported
✅ Start using AI yourself to improve your workflows, content, and communication
Because the truth is, AI isn't going away. The question is: How will we evolve our practices to meet this moment with integrity, clarity, and strategy?
🎥 Watch the video breakdown here: How AI Can Sound Like a Student (But What We Should Do About It)
And if you’re interested in learning how to use AI ethically and effectively in your consulting business, my coaching services can help you make it part of your strategy. Learn more here.
