Is Your Student Writing or Just “Prompting”? How to Spot AI Without the Fancy Tools

General

We’ve all been there, sitting at our desks long after the school day ends, correcting essays and suddenly we hit a paragraph that just feels… off.  It’s not that the grammar is wrong—it’s just that it doesn’t sound like your student. And it’s not about a single “suspicious” word. There’s nothing  wrong with using a word like “profound” or “leverage” once in a while—the words themselves are perfectly fine. What truly gives the bot away is the combination of these terms and the overall context in which they are packed together. Think of it like a recipe: one pinch of salt is fine, but if the whole dish is nothing but salt, you’ve got a problem.

INTRODUCTION

Detectors and experienced teachers look for a high concentration of these specific terms paired with repetitive structural patterns. We’re looking at things like – sorry about the fancy terms, but I am trying to be a bit technical here- perplexity (how statistically predictable the word choices are) and burstiness (the total lack of variation in sentence length and rhythm). In the end, it’s not just one word that gives it away. It’s how all these “too-perfect” patterns and words are grouped together in the same text. When you see all that predictable stuff piled up, it makes the whole thing instantly look like it was written by AI.

But let’s be practical and let’s take a look at the specific things, words, and phrases that give away that a text has been written by AI. You don’t always need a software tool to find them-btw, totally unreliable with non-native speaker’s writings- you can learn to visually recognize these patterns yourself. If you continue reading, of course!

The “Tyranny of Triplets” (The Dead Giveaway)

If there is one thing AI loves more than anything else, it’s the number three. I call it the Tyranny of Triplets. Have a look at how the bot lists things. It rarely gives you two examples or a list of five. It almost always serves them in a neat little trio.

AI Example: “This tool helps students with creativity, ethics, and control.“

Humans don’t naturally speak in perfect triplets all the time. We get distracted. We expand on one point and ignore the others. If you see a text constantly grouping concepts, adjectives, or consequences in threes, your “AI alarm” should be ringing.

Dramatic Vocabulary & The “Profound” Problem

AI is a bit of a drama queen. It loves to use bombastic, theatrical words where a simple one would do. It’s trying so hard to sound “academic” that it ends up sounding like a Victorian narrator.

Keep an eye out for:

  • “Profound”: AI’s favorite word. Everything is a “profound transformation” or has a “profound impact.”
  • “Represents”: It uses this word to sound fancy when it could just say “is.”
  • The “Fast-Paced World” Cliché: If I see one more essay starting with “In today’s fast-paced world…” I might scream. It’s a massive cliché that AI overuses because it’s statistically common in its training data.
  • Vague Timeframes: It loves saying “In the past decade” because it’s safe. A human would likely say “Since 2015″ or “Since the pandemic.”

Spotting the “Robot Rhythm”

This is what experts call Low Burstiness.(again, the fancy word, sorry!)

  • Repetitive Structure: AI often produces sentences of similar lengths and structures, resulting in a monotonous flow.
  • Predictability: The writing lacks the “bursts” of creativity—long, complex sentences followed by short, punchy ones—that humans naturally produce.

The Visual Layout: Check the blocks. AI typically defaults to a very rigid structure: 4 to 6 paragraphs, each roughly 150 to 250 words. It’s visually monotonous. Human writing is messy—we have one-sentence punchlines followed by long, rambling explanations.

The “-ing” Trap: AI loves to stretch sentences using present participle clauses without a clear subject.

“The technology evolved, reshaping industries, transforming everything, and forcing humanity to adapt.”

It sounds poetic at first, but when every third sentence does this, it’s a sign the machine is just trying to fill space.

The Tell-Tale Phrases and Vocabulary

There are some phrases that are basically the “Made in China” sticker for AI. According to GPTZero, some phrases appear up to 100 times more frequently in AI-generated text than in human writing:

  • “Play a significant role in shaping” (182x more likely!)

  • “Aims to explore”

  • “Notable works include”

  • “In today’s fast-paced world” (or variations like “In today’s digital age”).

  • “Delve” or “Delve into” – This is widely considered the single most recognizable “AI word”.

  • “Tapestry” – Often used metaphorically, such as a “tapestry of ideas” or “rich tapestry”.

Overused Verbs and Action Words

AI models frequently choose “heavier” or more formal versions of simple verbs:

  • Utilize (instead of “use”).

  • Leverage – Used excessively in business or technical contexts.

  • Foster (e.g., “fostering a sense of community”).

  • Aligns – Used roughly 16 times more by AI than by humans to suggest agreement or business strategy.

  • Showcasing, Underscores, Surpassing and Facilitate

Dramatic and bombastic Vocabulary

AI often adds unnecessary theatrical flair to sound more authoritative or “profound”:

  • Profound or Profound impact.

  • Pivotal – Used as a fancy synonym for “important”.

  • Transformative – A favorite for describing changes in industry or technology.

  • Tragically – Interestingly used about 11 times more by AI, likely due to dramatic stories in training data.

  • Notable works include… – Often used over 120 times more than by human writers when listing examples.

 Vague “Corporate” Buzzwords

These terms are common in SEO-focused and marketing training data, leading AI to repeat them as filler:

  • Cutting-edge / Groundbreaking / Revolutionize.

  • Seamless or Seamlessly integrated.

  • Robust – Used to describe everything from software to arguments.

  • Synergy and Holistic.

  • Key takeaways.

Transition and Conclusion Markers

AI models are highly predictable in how they structure their logic:

  • “In conclusion,” or “In summary,” – AI almost always uses these to start a final paragraph.

  • “Furthermore,” “Moreover,” and “Additionally” – While grammatically correct, their repetitive use creates a stiff, “robotic” rhythm.

  • “It is important to note that…”.

  • “That being said…”.

How to “Humanize” the Work (should write this? My students might be reading it. Oh well!!

  1. Kill the Drama: Replace “profound” with something real.

  2. Break the Triplets: If the bot gives you three points, delete one or expand one into its own paragraph.

  3. Add “Burstiness”: Throw in a short, sharp sentence. Or a long, conversational one.

  4. Be Specific: Swap “today’s world” for “this Tuesday in Avilés.”

So, keep an eye on these patterns when you’re looking over your students’ work. You don’t need an unreliable software tool; once you learn to recognize these “bot-isms” yourself, you’ll be able to spot that artificial hum from a mile away

Vocabulary Revision: A Collaborative Retrieval Vocabulary Race on the Board

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This vocabulary activation game is quick, lively, and takes barely 2 minutes to set up. It’s one of those low-prep routines that instantly wakes up students’ brains before any speaking or writing task. You just need to think of around 10–12 key words you want to revise, and that’s it! Learning+ engagement: no AI this time!

Here is how it works:

1.  I divide the class into two groups and place them on opposite sides of the room, each one with their own board. This small detail is gold. Why? Because they can’t peek at the other team’s answers, so everyone has to really think and retrieve the vocabulary from memory.

Plan B:  if you don’t have two boards on opposite walls, you can simply divide the main board into two sections and assign one side to each team. In that case, I just ask students to turn slightly away from the other group while they write, so they stay focused on their own answers.

2.  I tell them we’re going to revise 10–12 key words related to our topic (in this case, ” City Life”), and someone in their group must write the numbers from 1 to 12 on their board. That’s Step 1 and should be done before the activity begins.

3. Then, each team stands in a line at a reasonable distance from their board.  The first student in line walks to the board, I say a word in Spanish, for example, Number 1.  “las afueras,” and the student writes the English translation. Once they finish, they go to the back of the line. Next word: Number 2  “semáforo.” The following student writes, next to number 2, the words “traffic lights.”

IMPORTANT: First, the student in turn  walks to the board and then you say the word to be translated. This is key and will prevent other members of the team whispering the right translation

4. What happens when a student goes to the board and suddenly doesn’t remember the word? Total panic, right? Well, not in this game. If a student doesn’t know their word, they have a strategic choice.

  • They can either write the word they are given  to translate
  • Fill in any missing previous translations
  • Carefully look at their team’s board and correct a spelling or translation mistake that someone else has already written.

But — and this is the key rule — they can only choose one option.

Meanwhile, the students waiting in line are far from passive. They can quietly discuss possible mistakes or check the vocabulary already on the board. However, they are not allowed to communicate with the student who is at the board, which keeps the retrieval process individual while still encouraging collaborative thinking within the group.

5. Once the game has finished, I tell groups they have the possibility to go to their board and correct two mistakes. More discussion. More learning.

6. At the end, I quickly go over both boards, correct the answers, and award one point for each correct word. It’s fast, energising, slightly competitive, and pedagogically powerful.

GOLDEN RULES: Recap

  1. Before the activity starts, one member of each group writes the numbers from 1 to 10–12 on the board. This should be ready in advance so everything runs smoothly.

  2. Don’t reveal the word to be translated until the student whose turn it is has stepped away from their group and is standing next to the board. This helps prevent teammates from whispering the answer.

  3. If a student doesn’t know their word, they need to make a strategic choice. They can choose one of these options:

    • Write the word they were given to translate.

    • Fill in any missing translations from earlier turns.

    • Check their team’s board carefully and correct a spelling or translation mistake already written.

I hope you give it a try and see how it works with your students.

“If the City Could Talk…” 3 Beautiful Ideas to Talk about City Life

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So here come three super practical ideas to get students talking about city life in a way that feels real, relevant, and totally adaptable to wherever your learners are. In my case, that city is Avilés — the place most of my students actually move through every single day.

ACTIVITY 1. If the City Could Talk

Wait… what if the city could talk? That’s exactly where this activity begins.

Students talk using a speed-chatting format where everyday city objects suddenly have a voice. A  fountain. A Monument. One by one, these objects “speak” and ask students questions about city life. Students have to really understand the questions before they can respond.

(Note: if you are wondering. Yes. AI Generated. And it is so much fun!)

ACTIVITY 2. The “Buzz & Swap” Gallery Walk

 Prep time. You can print my posters here, but let me tell you they personalised for my own context.

  1. Stick 6–8 sheets of paper around the classroom walls. On each one, write a debate-style question connected to city life.(And yes — I use Avilés because it’s their city, but you can swap this for any local context in seconds.) For example:
  • Should the city center be 100% pedestrian?
  • Are holiday rentals becoming a real problem for locals and students?
  • Is the presence of large factories like ArcelorMittal a blessing for the economy or a curse for the city’s future environment?
  • Would Avilés benefit from becoming a completely car-free city? What are the pros and cons?
  • If you were the Mayor of Avilés, what would be the very first thing you would change to improve quality of life?
  • Is the city center becoming too focused on tourists (gentrification) rather than on the needs of local residents?
  •  Has The Niemeyer Center been a failure in terms of bringing real wealth to the average citizen?

2. How it works
Put students in groups of three. Each group stands in front of a poster containing a question. They’ve got 3-4 minutes to discuss the question on the poster.

3. The Upgrade: Here’s where we level it up: at each rotation, they must use a different  connector: on the other hand, therefore, additonally, …etc which you will write on the board after each rotation and before they start talking.

ACTIVITY 3. The “Human Spectrum”. Two lines. (Agree ↔ Disagree)

 Prep time
Put a sign that says “Strongly Agree” on one side of the room and “Strongly Disagree” on the other.

 How it works
Throw out a bold, slightly controversial statement about Avilés. these are some of the statements I am going to use.

  • The pollution from the local industry is a small price to pay for the jobs it provides
  • Avilés is a “retirement home” city; there is literally nothing exciting for people under 30.
  • The city council should ban all cars from the city center, regardless of the impact on local shops.
  • The Niemeyer Center has been a failure in terms of bringing real wealth to the average citizen.
  • Avilésians are too resistant to change, which is why the city isn’t growing as fast as Gijón.
  • Traditional festivals like El Bollo are outdated and should be completely modernized to attract international crowds.
  • The “modernization” of Sabugo has made it a place only for the wealthy, destroying its working-class soul.
  • It is better to stop industrial activity entirely for the sake of the environment, even if the local economy collapses.
  1. Students have to physically position themselves somewhere along the imaginary line between the two signs, depending on how strongly they feel.
  2. Now, pair up students sharing the same opinion and ask them to talk about reasons that support their opinion.
  3. Pick two students from opposite ends. They each have about 1 minute to defend their position.
  4. Ring a bell. If someone has heard a convincing argument from the other side, they can move and change sides after the bell rings.

Although, on this occasion, the questions are heavily personalised, I hope you can get some inspiration.

Guided Opinion Writing: From Individual Ideas to Collaborative Essays

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Let’s be honest for a second. Writing. That skill we know our students desperately need… and the one that somehow never quite fits into a lesson. Sound familiar? You look at the clock, look at the syllabus, and think: “I should do some writing today…” And then—boom! Time’s gone.

And when we do try to squeeze writing into class, it feels… weird. Students are working individually, heads down, writing quietly. Necessary? Absolutely. But also a bit lonely. A bit silent. And if you’re anything like me, there’s that feeling that you’re “not really teaching” because you’re not actively doing something every second. Asking them to write at home? Yeah… no. We all know how that story ends.

So here’s the challenge: how do we give them real writing practice, keep it guided, make it engaging, and still protect the process? Tricky? Yes. Impossible? Not at all. I’ve used the small whiteboards on my classroom walls (but big sheets of paper do the job too) and the results were much better than I expected. Let me show you how it works.

Step 1: Setting the model (with a little help from AI)

First things first. I used AI to help me build the presentation that introduces the writing task. Nothing fancy, no complex prompt engineering. I literally typed: “How to write an opinion essay with examples.” That’s it.

What matters here is the transparency of the process. I want students to see that AI can act as a support tool, not a shortcut. From one simple prompt, the tool generated a clear structure, key language, and examples that we could then analyse, discuss, and question together. Below, you’ll see exactly what that prompt produced.

Should you need this same presentation with AI voiceover, click here.

Note: Click on the three dots to view the presentation full screen.

Teaching how to write a strong introduction

Before students can write anything, they need something to react to. A topic. A bit of controversy. Something that makes them think, “Hmm… do I agree with that?” So we start with a clear statement and, just as important, the freedom to choose a side,

STARS AND FOOTBALLERS ARE PAID TOO MUCH MONEY

When writing an opinion essay, you can completely agree, completely disagree, partially agree or partially disagree. The important thing is that your position is clearly stated and that the points you make in the topic sentences of the main part fully support the position you have taken.

Once they have decided whether they agree or disagree, we zoom in on one specific skill: the introduction. Not a full essay. Not paragraphs and paragraphs. Just the opening. To make it manageable, I introduce the  3-Sentence Formula. Simple, structured, and very student-friendly.

A good introduction only needs three things:

  1. The Hook – a short question or a striking fact (big numbers work wonders here).
  2. The Connection – a sentence that shows this is something people talk about.
  3. The Opinion – a clear statement of what you think.

To practise this, students don’t write from scratch straight away. Instead, they build an introduction by choosing one option from each column: a hook, a connection, and an opinion

At this stage, the goal isn’t originality—it’s control of structure. Once they understand how a solid introduction is built, we can slowly remove the scaffolding and let them write with more freedom.

Brainstorming 3 ideas that support their position

Now that they’ve clearly decided their position, it’s time to brainstorm ideas. I give them one simple task: write three ideas that support your opinion about the statement. These ideas will later become the body paragraphs. We won’t necessarily use all three, but thinking of an extra one gives them options and makes them feel more secure.

  • Idea 1 (footballers earn more than essential workers/they generate huge income and entertainment)
  • Idea 2 ____
  • Idea 3____

Grouping students

By now, students have written their own individual introductions. That step matters—everyone has a clear opinion. Now I put them into pairs or groups of three, but not randomly. I group them by opinion: agree with agree, disagree with disagree. Otherwise, it doesn’t work. Once grouped, they move to the whiteboards, and we’re ready to build the body paragraphs.

The body of the essay

And again, we go step by step. No full essay at once. No panic.

I remind them of one key rule: One main idea per paragraph. You explain it, you add an example, and you move on. New idea? New paragraph.

To keep things guided, I don’t show everything at once. I first present the structure of the first body paragraph. Students choose the connectors they want to use, discuss which one fits best, and complete the paragraph on their whiteboard. Only when that first paragraph is finished do I reveal the second box with the next idea.

Body Paragraph 1: The Main Argument

Goal: Introduce the first reason why you hold your opinion and provide a specific example.

Body Paragraph 2: Adding Detail

Goal: Provide a second reason and look at the “human” side of the issue (the effort or the impact on society).

Time for the conclusion: closing the essay properly

Now it’s time to wrap things up—the conclusion. Before they write, I quickly remind them what a good conclusion does. No new ideas here.

A strong conclusion is simple and clear:

  • Restate your opinion using different words

  • Briefly summarise your main ideas

  • End with a final thought that sounds confident

Then I display the last box. By this point, they already know the routine, so they get straight to work.

The Conclusion: The Final Word

Goal: Summarize the main points and leave the reader with a final thought.

Final step: revising, polishing, and thinking again

Before I step in, students re-read what they’ve written. This is their moment to spot mistakes, improve wording, and polish ideas. Only after this do I give teacher feedback.

The last part is one of my favourites. Students are assigned an essay that defends the opposite opinion to their own. Agree reads disagree. Disagree reads agree. The goal isn’t to correct—it’s to understand. To see how the same topic can be argued differently. And yes… sometimes someone changes their mind.

If you’d like to try this sequence yourself, you can download the PDF with all the steps and adapt it to your classroom.

Hope it is helpful! Let me know in the comments below!

The Sneaky Grammar of “Recommend” and some Exercises

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Ohhh yes… that sentence. That sentence.
The teacher recommended me to study more.
Hands up if your inner grammar siren starts screaming!  Yep. Same here!

Here’s the thing: “recommend” does NOT work like the verbs “tell” or “ask.”
So… “recommend + person + to + verb” = nope.

This little verb is a classic troublemaker for learners, especially because it looks friendly but hides some sneaky grammar rules underneath. And you know that correcting it once, twice, or even ten times doesn’t always do the trick, right? So the question is: how do we fix it so it sticks?

In this post, we’re going to try to fix this common mistake using traditional, tried-and-true methods combined with a tad of AI-powered magic.

Lead-in: The “Expert” Warm-up and Inferring Grammar

Write the verb ‘recommend’ on the board. Tell the class you have a problem and need their advice. Explain that you will listen to their recommendations ( using the verb “recommend”, of course!) ; however, unless the sentence is grammatically correct, you will remain silent or say ‘not quite right.’ you will respond with ‘Thank you very much’ ,only when the verb is used properly.

On the board, write only the sentences with the correct grammar and then, let students infer the grammar.

Some problems you might have

  • I feel completely overwhelmed with my workload this week.
  • I have a very important job interview tomorrow, but I am extremely nervous.
  • I need to book a holiday for my family, but we are on a very tight budget
  • I keep forgetting where I put my car keys every morning.

The Grammar: Display or photocopy the infographic

Apart from being beautiful, this infographic is simple and helps students see the grammar more clearly. Ask students to write or give their own examples using the different structures.

 

Controlled Practice: Digital Sorter (AI Generated)

Display this interactive activity and have the students tell you whether the sentences are correct or incorrect. This is a good opportunity to reinforce grammar.

Individual work: Students at their own pace.

The traditional photocopy. Just because we have AI now doesn’t mean you have get rid of things that work. And doing exercises to reflect and consolidate the grammar works; so here it is. Created with AI? Yes! Why not!

Download the PDF here

Flying Solo: Let’s move

Cards PDF

Oh yes!!! After so much sitting, students are begging me to give them an activity where they move and mingle with other students. So, let’s wrap up this lesson with a nice inetractive activity.

Divide the class into two groups:

  • Recommendation Seekers (students with a problem or dilemma)
  • Recommendation Givers  ( students who offer recommendations)

The Recommendation Seekers receive: A card with a problem or dilemma
(They can also invent their own — creativity welcome!) and a small piece of paper with the words “THANK YOU” written on it (This will be used later!)

Arrange the classroom so both groups sit facing each other in two lines and using a speed chatting format:

  • Each pair talks for 2 minutes
  • The Recommendation Giver must offer a recommendation  using the verb recommend and paying close attention to correct grammar.
  • When the bell rings, Recommendation Givers move one seat to the right

Students repeat the process until each Recommendation Seeker has spoken to 5 different people.

After all conversations, each Recommendation Seeker chooses the best recommendation they received and give their “THANK YOU” card to that student. The student with more Thank You cards is named “The Recommendation Guru” and receives a big round of applause.

Now, students change roles.