College Students Note AI-Smoothed Writing Lacks Personal Voice

College students in Canada report that generative artificial intelligence (AI) tools create strong but impersonal writing. This observation comes as AI becomes a common part of academic life. A recent report from KPMG Canada indicates that 73% of students use generative AI for schoolwork. Nearly half of these students consider AI their first instinct for assignments.

Students express unease about using AI, fearing it might be perceived as cheating. This concern extends beyond academic integrity to questions of personal identity and legitimacy. Writing is a primary method for students to develop ideas and demonstrate competence. It also helps them position themselves as future professionals, particularly in Science, Technology, Engineering, and Mathematics (STEM) fields.

Doctoral research on STEM education in Ontario colleges explores how AI transforms student writing and self-perception. Students often feel that AI-generated drafts, while technically proficient, do not sound like them. This suggests that writing voice is a signal of legitimacy. AI can make a fluent, generic style readily available, which can lower barriers for some students but feel like self-erasure for others.

The use of AI tools can improve writing quality and efficiency. However, it may also lead to more uniform outputs, reducing variation in expression. Organizations like UNESCO warn that AI systems can shape knowledge production and expression, raising questions about human agency and originality. Canadian policy discussions highlight both the opportunities and risks of AI for student learning and authorship.

Canadian post-secondary institutions are still developing their AI policies. Many aim to balance flexibility with oversight, allowing limited AI use while requiring disclosure. They also address risks such as fabricated citations, bias, and privacy issues. Students must navigate these evolving policies, determining what is permissible and what truly reflects their own work.

Educators can adapt learning designs to address these challenges. Assessments should focus on the process of student thinking, not just the final product. Treating writing in one's own voice as a valuable skill is important. Instructors can ask students to explain their AI use or compare AI-generated text with their own writing. This helps students reflect on tone, clarity, and reasoning.