An AI policy syllabus statement tells students which uses of generative AI are allowed in your course, which aren't, and how to disclose permitted use. The clearest statements pick one of a few models (no AI, limited AI, AI with disclosure, or open use), give concrete examples of each, and explain how you'll handle concerns. Below are five templates you can adapt, plus guidance on wording, disclosure, and fair use of detection tools.
Always align your statement with your institution's academic integrity policy and any department rules. The templates are starting points to edit, not legal language.
Why a course-level statement matters
Students now move between courses with very different expectations. One instructor encourages AI brainstorming, the next bans it entirely, and a third never mentions it. Without a clear statement, students guess, and guesses lead to accidental violations and difficult conversations.
A good statement does four things:
- States the default for the course.
- Gives examples of allowed and prohibited uses, because "AI" covers everything from spell check to full drafts.
- Explains disclosure: whether, how, and where students describe AI use.
- Describes the process if you have concerns about a submission.
It also helps to explain why. Students are more likely to follow a rule when they understand the skill an assignment is meant to build.
Choosing your model
| Model | Best for | Main risk |
|---|---|---|
| No AI | Courses building foundational writing, reasoning, or language skills | Hard to enforce on take-home work; needs in-class components |
| Limited AI | Courses where AI can support early stages but not final writing | Students need clear examples of the boundary |
| AI with disclosure | Most writing and research courses | Disclosures can be vague unless you specify what to include |
| Open AI use | Courses about AI, professional practice, or advanced projects | Students may lean on AI instead of learning core skills |
| Per-assignment | Courses with mixed assessments | Requires labeling every assignment |
Template 1: No AI use
Use of generative AI in this course
In this course you are building [skill, e.g., your ability to develop and support an argument in your own words]. For that reason, you may not use generative AI tools (such as chatbots, AI writing assistants, or AI rewriting features) to brainstorm, outline, draft, rewrite, translate, or summarize any work you submit, unless an assignment explicitly says otherwise.
Standard spell check and basic grammar correction that does not rewrite your sentences are permitted.
Submitting work produced with AI tools in violation of this policy will be treated under [institution]'s academic integrity policy. If you are unsure whether a tool or use is allowed, ask me before you submit.
Template 2: Limited AI use
Use of generative AI in this course
You may use generative AI tools for the following purposes only:
- brainstorming topics or questions to explore
- getting explanations of concepts you are studying
- receiving feedback on grammar and clarity after you have written a draft
You may not use AI tools to write, rewrite, or paraphrase any text you submit, to generate sources or citations, or to complete problem sets, quizzes, or exams.
If you use AI for a permitted purpose, include a brief note at the end of your submission naming the tool and describing what you used it for. Uses outside this list will be handled under [institution]'s academic integrity policy. When in doubt, ask.
Template 3: AI allowed with disclosure
Use of generative AI in this course
You may use generative AI tools to support your work in this course, provided that you disclose every use and remain responsible for everything you submit.
Your AI use statement must appear at the end of each assignment and include:
- the tool(s) used
- what you used them for (for example, outlining, feedback, drafting a section)
- what you changed, checked, or rejected
- which parts of the work are entirely your own
You are responsible for the accuracy of all content. AI tools can produce false information and invented references; every source you cite must be one you have located and read. Keep your prompts and drafts until grades are final, as I may ask to see them.
Undisclosed AI use, or use that misrepresents how the work was produced, will be treated under [institution]'s academic integrity policy.
Template 3 works best when students have a model to follow. Linking to sample statements, like those in our guide to disclosing AI use in an assignment, saves you from reading many vague one-liners.
Template 4: Open AI use
Use of generative AI in this course
You are encouraged to use generative AI tools throughout this course, as you might in professional practice. Learning to use them well, and to judge their output critically, is one of the course goals.
Expectations:
- You are fully responsible for the accuracy, originality, and quality of everything you submit.
- Verify facts, data, and citations independently. Do not submit AI-generated references without checking them.
- Briefly describe your AI workflow at the end of each major assignment, including one thing the tool got wrong or that you changed.
- Some in-class activities and assessments will be completed without AI. These will be clearly marked.
Presenting AI output as your own unexamined work, or submitting fabricated sources, is not acceptable under this policy.
Template 5: Per-assignment labels
Use of generative AI in this course
AI rules differ by assignment, because each one builds a different skill. Every assignment will carry one of these labels:
No AI: complete the work without generative AI tools.
AI for preparation: AI may be used for brainstorming, studying, and feedback, but not for writing or rewriting submitted text. Disclose any use.
AI with disclosure: AI may be used at any stage. Disclose how you used it and verify all content.
If an assignment has no label, assume "No AI" and ask me. Use that conflicts with an assignment's label will be handled under [institution]'s academic integrity policy.
Writing tips for any statement
- Name concrete examples. "Rewriting your paragraphs with an AI tool" is clearer than "inappropriate AI use."
- Address grammar tools directly. Many students don't think of grammar apps with rewrite features as AI. Say where they fall.
- Ban fabricated citations explicitly. It's a common problem and easy to state.
- Say how to ask. Office hours, a course forum, or email.
- Revisit each term. Tools change quickly, and your examples should keep up.
Designing assignments that fit your policy
Policy works better when assessment design supports it. Ideas that help regardless of your model:
- Stage the work. Proposals, outlines, and drafts make the process visible and give you feedback points.
- Tie prompts to your course. Ask students to connect ideas to specific readings, discussions, or local examples.
- Include reflection. A short note on what changed between drafts tells you a lot about a student's thinking.
- Use some in-class work. Short in-class writing gives you a baseline for each student's voice.
- Assess the conversation. Brief oral check-ins on major projects are fair and revealing.
If you're reviewing many drafts against a rubric, a structured first pass can save time. ZeroTell's homework checker compares a student answer with your brief and rubric and suggests feedback for you to edit. It doesn't judge whether work was AI-written; the final mark stays your decision.
Homework Checker for TeachersFeedback on student workHow to handle suspected misuse fairly
Put your process in the syllabus so students know what to expect:
If I have concerns about how a submission was produced, I will first ask to meet with you. I may ask you to explain your work, walk through your sources, or share drafts and version history. AI detection results, if used, are only one piece of information and are never the sole basis for a decision. Any formal step will follow [institution]'s academic integrity procedures.
That last sentence matters. AI detectors estimate likelihood, and they can flag human writing, particularly short, formulaic, or second-language text. Our overview of how accurate AI detectors are explains the limits. A score can tell you where to look; drafts, sources, and a conversation tell you what happened.
Helping students follow the policy
Students often want to do the right thing and just need clear guidance. Point them to resources on using AI without violating academic integrity, give them a sample disclosure, and remind them before major deadlines. Ten minutes of explanation in the first week can prevent a lot of difficult meetings later.
Key takeaways
- Choose a clear model: no AI, limited AI, AI with disclosure, open use, or per-assignment labels.
- Give concrete examples of allowed and prohibited uses, including grammar tools.
- Specify what a disclosure should include and where it goes.
- Describe your process for concerns, and never treat a detector score as the only evidence.
- Support the policy with staged, course-specific assignments and some in-class work.
