Abstract
Comparing and reflecting on the structures and outcomes of research projects for both a required first-year writing course, Writing as Inquiry, and an elective advanced history seminar, Popular Culture and the Scientific Revolution, which the author taught simultaneously at NYU Shanghai during the Spring 2023 semester, yields several strategies that instructors can implement to help deter students from using ChatGPT, and other AI tools, to generate their research essays. These strategies include making essays one component of larger scaffolded assignments in which students are explicit about their research process, devoting class time to brainstorming and discussion at the beginning of, and key points throughout, a project, providing periodic feedback from the instructor and classmates, requiring students to utilize available university resources, such as libraries and academic resource centers, and intervening to create additional personalized scaffolding for students who are struggling. By doing so, students can continue to gain the information literacy, critical analysis, and organizational skills—as well as the ability to express themselves clearly—that writing college essays provides.
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