the scarlet letter 3 paragraph essay

The Scarlet Letter

By nathaniel hawthorne, the scarlet letter essay questions.

Is Hester truly penitent for her crime?

Answer: Though Hester regrets the effect her crime has had on her child and on her position in society, she sees Chillingworth's betrayal of Dimmesdale as an even greater crime. Ultimately, Hester learns to forgive herself for her sins while Dimmesdale does not.

Why does Dimmesdale intervene on Pearl's behalf when Governor Bellingham orders her removed from Hester's care?

Answer: There are two possibilities: either he fears Hester revealing his name or he truly believes that Hester deserves to care for her daughter, since he is emotionally connected to Pearl as her father and wants Hester to raise her. Ultimately, we believe that it is guilt which motivates him most, since he comes to Hester's defense only after she looks at him with imploring eyes.

What is the difference between how adultery is viewed now and how it was viewed by Puritan society? In other words, where does the blame lie?

Answer: In modern society, adultery is seen as a breach of contract between two people and therefore a private matter. In Puritan society, adultery was seen as a breach of contract between two people and the community in which they lived.

How is the Scarlet Letter embodied by Pearl?

Answer: Pearl, in her wild, unrepressed passion, represents the adulterous passion of her parents, as does the scarlet letter. In her society, she is completely out of place, a child of illicit passion and a constant reminder, like the scarlet letter, of that passion.

Why does Dimmesdale keep putting his hand over his heart?

Answer: Pearl asks this question repeatedly of her mother, but Hester will not answer her. Over time, we understand that Dimmesdale has literally and figuratively inscribed his own scarlet letter into the flesh above his heart so that he can commune with Hester's guilt, shame, and public excommunication.

Do people in the community believe Hester's punishment for adultery is too light or too strict?

Answer: For the most part, they believe it is too lenient, and some advocate branding her with a hot iron or death, the sentence associated with the crime of adultery both in the New England statutes of the time and in the Bible. As time progresses, however, they loosen slightly in their attitudes, though not as much as Hester would expect. Those who acknowledge their own sinfulness are somewhat less quick to judge Hester and can see the case for a less strict punishment by the community.

What are the purposes of the opening Custom-House essay?

Answer: The Custom-House introduction does more than increase the length of the novel, which Hawthorne thought was too short. It also adds a frame story and a romantic sense of truth or non-fiction to the tale. It introduces themes and imagery that will appear later in the novel. And it adds weight to the story by suggesting that the actual fabric of the scarlet letter continues to hold power.

Who is more racked by guilt, Hester or Dimmesdale?

Answer: Dimmesdale has sinned according to his own system of beliefs, since as the town minister he has violated the values he has preached against for decades. He takes his guilt to heart and suffers mightily. Hester, meanwhile, has come to terms with her sin over time.

What do Dimmesdale and Chillingworth share, other than Hester herself?

Answer: Both Dimmesdale and Chillingworth conceal their relationships to the adulterous act, leaving Hester as the only person to take public responsibility for the affair. They continue to maintain prominent roles in society. Both men are ultimately destroyed by this secrecy as they become entangled in a parasitic relationship.

Does Chillingworth ever forgive Hester?

Answer: Chillingworth seems forgiving of Hester at the outset, and he seems to transfer his rage onto Dimmesdale, whom he pursues relentlessly. Indeed, he seems to understand that he shouldn't have married a woman who would never love him, but Dimmesdale must be punished for allowing Hester to indulge her passion. His sinister acts toward the end of the novel are ameliorated somewhat by his choice to leave his estate to Pearl.

The Scarlet Letter Questions and Answers

The Question and Answer section for The Scarlet Letter is a great resource to ask questions, find answers, and discuss the novel.

Why does Dimmesdale decide to flee with Hester?

Dimmesdale looks beyong his place in the community and embraces his role as a father. He wants his family, so he decides to leave.

who is the elder clergyman who speaks to hester

The elder minister is John Wilson.

Who seems especially interested in the punishment that is about to take place?

That would be Roger Chillingworth.

Study Guide for The Scarlet Letter

The Scarlet Letter study guide contains a biography of Nathaniel Hawthorne, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.

• About The Scarlet Letter
• The Scarlet Letter Summary
• The Scarlet Letter Video
• Character List

Essays for The Scarlet Letter

The Scarlet Letter essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of The Scarlet Letter by Nathaniel Hawthorne.

• The Little Human A Incarnate
• Perception Blanketed by Passion
• Original Sin
• Hawthorne's "Witch-Baby" in The Scarlet Letter
• Hester's Role as Both the Sinner and Saint

Lesson Plan for The Scarlet Letter

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to The Scarlet Letter
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• The Scarlet Letter Bibliography

E-Text of The Scarlet Letter

The Scarlet Letter e-text contains the full text of The Scarlet Letter by Nathaniel Hawthorne.

• INTRODUCTORY. THE CUSTOM-HOUSE
• CHAPTER I. THE PRISON-DOOR
• CHAPTER II. THE MARKET-PLACE
• CHAPTER III. THE RECOGNITION
• CHAPTER IV. THE INTERVIEW

Wikipedia Entries for The Scarlet Letter

• Introduction
• Major theme
• Publication history
• Critical response

The Scarlet Letter Essay

The Scarlet Letter Introduction The Scarlet Letter is a classic tale of sin, punishment, and revenge. It was written in 1850 by the famous American author Nathaniel Hawthorne. It documents the lives of three tragic characters, each of whom suffer greatly because of his or her sins. Shot Plot The story begins with Hester Prynne , a resident of a small Puritan community, being led from the town jailhouse to a public scaffold where she must stand for three hours as punishment for adultery. She must also wear a scarlet A on her dress for the rest of her life as part of her punishment. As she is led to the scaffold, many of the women in the crowd complain that …show more content…

When Chillingworth asks Hester the identity of her lover, she refuses to answer. Because of this, Chillingworth makes her promise never to reveal that he is her husband. After Hester is released from prison, she goes to live in a small cottage at the edge of town. After a few years, people begin to notice that her daughter, Pearl, behaves very strangely, and they threaten to take her away from Hester. Hester takes Pearl to Governor Bellingham's mansion planning to plead for the right to keep her daughter. At the mansion she is met by the governor and his three guests, Reverend Wilson, Reverend Dimmesdale, and Roger Chillingworth. Reverend Dimmesdale convinces the governor to allow Hester to keep Pearl. Chillingworth, who has been living with Reverend Dimmesdale since his arrival in town, begins to suspect that Reverend Dimmesdale is the father of Pearl. One evening while Dimmesdale is sleeping, Chillingworth examines Dimmesdale's chest and finds something which confirms his suspicion. From this moment on, Chillingworth devotes himself to seeking revenge. One night, Dimmesdale is so tormented by his conscience that he goes and stands on the scaffold that Hester had stood on seven years earlier. As he is standing there, he sees Hester and Pearl walk by and he calls them onto the scaffold with him. After he acknowledges his guilt to them, a giant red A

Analytical Essay on the Scarlet Letter

In his book, The Scarlet Letter, Nathaniel Hawthorne tells of a story where a young woman has had an adulterous relationship with a respected priest in a Puritan community. Typical of Hawthorne's writings is the use of imagery and symbolism. In Chapter 12, The Minister's Vigil, there are several uses of imagery when Dimmesdale, the priest, is battling with confessing his sin, which has plagued him for seven years. Three evident techniques used to personify symbolism in this chapter are the use of darkness versus light, the use of inner guilt versus confession, and lastly the use of colors (black versus white).

Scarlet Letter Day Essay

In the "Scarlet Letter" Hester Prynne is forced to wear a scarlet letter "A" on her chest at all times as punishment for committing adultery. People see her much differently now that she has this mark upon her chest and start to treat her with disrespect and shun her. Throughout the novel the letter "A" changes from a symbol of her sin to one of that of perseverance and hope. The scarlet letter reminds Hester to raise her daughter Pearl so that she wouldn't make the same mistakes as her. Just as Hester, we had to wear our own versions of the scarlet letter upon Hester's chest for an entire day.

Essay about Hypocrisy Of The Scarlet Letter

In The Scarlet Letter Hypocrisy is evident everywhere. The characters of Hester, Dimmesdale, Chillingworth, and the very society that the characters lived in, were steeped in hypocrisy. Hawthorne was not subtle in his portrayal of the terrible sin of hypocrisy; he made sure it was easy to see the sin at work , at the same time however, parallels can be drawn between the characters of The Scarlet Letter and of today’s society.

The Scarlet Letter Dialectical Journal Essay

Hester Prynne is kind of a role model, almost. I admire her ability to admit to sin and be willing to take the consequences. Surely she was not the only one during Puritan times who had an affair, or even sinned. Everyone sins every day, and so technically everyone should have a scarlet letter of some sort. In my opinion, this makes Hester above everyone else.

The Scarlett Letter: Reflection In The Scarlet Letter

In the scarlet letter by nathaniel hawthorne hester preyne who as committed adultry which was major sin during the 17th century in puritan society. Hester who have now have a child and live with her in an abandoned house far away from the social people. in chapter 7 and 8 hester who live by doing sewing. in chpater 7 hester have to go to the govener Bellinghem house to give him a pair of gloves. Also to know if hester will be able to know if she could keep pearl. Will hester be allowed to keep her child reagardless of what others think?

The Scarlet Letter And Modern Relevance

Society has unintentionally been guided by the same themes since the beginning of time. The recurring themes that are present in Nathaniel Hawthorne’s classic The Scarlet Letter are still relevant in today’s society. When high school students and teachers claim that Hawthorne’s novel is archaic and should be removed from the curriculum, they are absolutely wrong. Hester Prynne, the main character of the novel, commits adultery and as punishment, has to wear a scarlet letter “A” on her chest for everyone to see. Throughout the novel, Hester is faced with obstacles such as the struggle between self and society and the burden of publicly suffering for her sins. Despite a substantial amount of time having passed since Puritan times, the themes that Hester Prynne had to experience are still pertinent. Roger Chillingworth, Hester’s husband, is driven mad by his incessant need for revenge and in society today there are many occasions where people are plagued with the desire to seek vengeance. There are some instances in life where human nature takes over without people even realizing and revenge is one of them. Also, people are right when they say “history repeats itself” because some of these themes never go away. The Scarlet Letter takes place in the strict religious time of the 1600’s and although the book seems outdated and obsolete, the ideas inside are still relevant and therefore high school students should continue to read this work

Scarlet Letter Essay

A common theme throughout literature is religion and how the author feels about his or her faith. Nathaniel Hawthorne uses rhetorical devices to draw comparisons between characters and events in The Scarlet Letter and Biblical figures and accounts. A few of the devices found in this novel that connect it to the Bible are symbolism, paradox, allusions, and characterization. It is important to first look at the characters and how they are described through characterization.

The Novel ' The Scarlet Letter '

In the novel The Scarlet Letter written by Nathaniel Hawthorne, all of the characters possess specific traits of the seven deadly sins which are lust, gluttony, greed, pride, wrath, envy and sloth. My character Roger Chillingworth possesses the sins, greed, wrath and pride. I will attempt to make a connection between the sins committed by Chillingworth and his motivation behind those sins and sins committed by people in our world today. For example, one could compare wrath to the destructive and horrible feats of today’s murders that feel they have been treated unjustly, therefore, take the lives of those they feel have wronged them. Another comparison is the effects that pride can have on today’s role models such as professional athletes and the result of greed on some of today’s entertainers who need more and more stuff, such as cars, homes, jewels and the list goes on and on.

The Scarlet Letter By Nathaniel Hawthorne

The Scarlet Letter by Nathaniel Hawthorne is often renowned as his best work. The novel tells about the rigid ideas of 19th century Puritan New England through the story of Hester Prynne, Minister Dimmesdale, and Pearl. Hawthorne points out that the Puritans are often more ready to judge, punish, and damn someone than to forgive them. He is very critical of this idea, and goes against it by ending the novel with Hester Prynne becoming a respected individual that other women often look to for advice, and by changing the perception many people have of the Scarlet Letter from, “Adultery” to “Able”. Throughout the novel Hawthorne refutes the harsh ideals of the Puritans through the

The Scarlet Letter by Nathaniel Hawthorne was written in 1849. This novel won him much fame and a good reputation as a writer. In writing The Scarlet Letter, Hawethorne was creating a form of fiction he called the psychological romance. A psychological romance is a story that contains all of the conventional trappings of a typical romance, but deeply portrays humans in conflict with themselves. The Scarlet Letter won Hawthorne great critical acclaim, and even today the book remains on the best seller list. The Scarlet Letter is so popular maybe because generations of readers can interpret it and see subtle meanings that somewhat reflect their own lives. Each of us, has

The Double Life Exposed in The Scarlet Letter Essay

• 4 Works Cited

Over that course of time, seven years to be exact, we observed the mental and

The Scarlet Letter Research Paper

        In reality, the Scarlet Letter is many things. It has all the characteristics of a modern-day soap opera, but it is way more than some television show cast on ABC. It could be a sermon being shouted from a church attendee, but no; the Puritans are surely not the heroes in this novel. It could be a story of failure, for there are many failures cast upon the main characters, or it could be a story of revenge from an angry husband. And, maybe it could even be a story of creativity-- the attempt of one to see their artistic side in a community who disapproves a mind of imagination. The novel could mean a multitude of things, only noticed

Essay about The Scarlet Letter: Change and Transformation

The setting of Nathaniel Hawthorne’s “The Scarlet letter” is crucial to the understanding of the event that takes place in the story. The setting of the story is in Salem, Massachusetts during the Puritan era. During the Puritan era, adultery was taken as a very serious sin, and this is what Hester and Dimmesdale committ with each other. Because of the sin, their lives change, Hester has to walk around in public with a Scarlet Letter “A” which stands for adultery, and she is constantly being tortured and is thought of as less than a person. Dimmesdale walks around with his sin kept as secret, because he never admits his sin, his mental state is changing, and the sin degrades his well-being. Chillingworth

The Scarlet Letter By Nathaniel Hawthorne Essay

In The Scarlet Letter by Nathaniel Hawthorne, the main characters have different kinds of burdens to carry depending on their level of ownership over their actions and identity. Dimmesdale has the worst burden to bear because he did not own up to his actions until the very end, Hester has to adjust to the punishment that the Puritans gave her, and Pearl has no burden because she is honest. Throughout the novel, they face different obstacles that contribute to their everyday lives that makes it hard to process everything at once. It’s also to show how the characters were able to face the problems and deal with them

Scarlet Letter Analysis Essay

“Women belong in the kitchen.” “All women should be barefoot and pregnant.” “Women are strictly homemakers.” These are a few of the commonly used phrases regarding the female role in society that date back to the mid-seventeenth century. However, ardent supporters of gender equality have surfaced in almost every culture where this ideology is practiced. Nathaniel Hawthorne explores this inveterate societal conflict through his story The Scarlet Letter. The main character, Hester Prynne, is punished for committing adultery by being forced to wear a scarlet letter upon her bosom; Hawthorne created a story sympathetic to the female cause and demonstrated, through Hester, qualities of early feminism that later establish themselves during his

Related Topics

• Nathaniel Hawthorne
• The Scarlet Letter
• Hester Prynne
• John Winthrop

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The Scarlet Letter. New Critical Essays

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Table Of Contents

• About the author(s)/editor(s)
• About the book
• This eBook can be cited
• The children of Pearl: The Scarlet Letter in the criticism and fiction of Henry James (Joseph Kuhn)
• Resettlement, mobility and modernity in The Scarlet Letter (Marek Paryż)
• From the Spanish Main to the Book of Revelation; or, Another View of Hester (Janusz Semrau)
• “The Custom-House” as a Biedermeier text (Paweł Stachura)
• The artist as adulterer in The Scarlet Letter (Jørgen Veisland)
• Notes on contributors
• Series index

The letter is alive and well. (Coale 2011: 19)

Anecdotally, The Scarlet Letter (1850) saw the light of day almost immediately upon completion only because its existence in the author’s private escritoire at 14 Mall Street in Salem was first intuited and then insistently assumed by a keen junior partner of a Boston publisher. However wary Hawthorne may have been to relinquish the original manuscript, soon after it appeared in print he would spare but a single leaf from the flames, the title page with the table of contents on the reverse. Alluding to the cumbersome logistics of an unplanned and in the end rushed publication – specifically to the distance between Salem and Boston – the writer quipped that his tightly contained narrative became gracelessly at least fourteen miles long in the process. Uncertain whether his ripeness and fullness of time as a novelist had already come, he could not be sure whether The Scarlet Letter was any good at all to begin with: “I don’t make any such calculation”, he wrote unenthusiastically to a friend (Nathaniel Hawthorne quoted in James [1879: 38]). Indeed, contrary to the later persistent and still current historiographic legend, the book did not become exactly a proverbial overnight success. It was much rather a succès d’estime . It established the author as a full-fledged professional man of letters, but it sold in his lifetime according to various sources just around ten thousand copies, with total royalties amounting to no more than just over a thousand dollars. 1

Given the benefit of hindsight, what is especially striking about the novel’s stretch and range today is not only its array and elasticity of polysemic meanings – and these extend from the historiographic to the theoretical to the philosophical as well as from the allegorical to the ambivalent to the aporetic – but also its ongoing poignant topicality, i.e., its (a)temporal reach, the idealized Poundian condition of news that stays news. The Scarlet Letter is a rare case of a text that has remained in print, cultural circulation, and public awareness for over a century and a half now. It ranks among the top best remembered, most widely discussed, most closely studied, and most profoundly influential American works of fiction ever written. By common consent, it is one of a few select tales that continually ← 7 | 8 → help define as well as refine not only American literature but also American culture at large. In the words of two contemporary commentators of rather different ideological persuasions, Hawthorne’s work is appreciable as “[A] foundation epic of American literacy” (Crain 2000: 209) and “[A] national master text” (Buell 2014: 90). As Paul Auster (quoted in Coale 2011: 16) has pithily identified the standing of The Scarlet Letter : “This is where American literature begins”. As far as structural properties and aesthetic qualities go, the novel in its clarity of conception, exquisiteness of execution and lightness of expression satisfies the definition of a literary tour de force as an inimitable sort of work that both cannot and need not be written again. It is perfectly safe to assume that for all kinds of, more or less, nuanced reasons The Scarlet Letter will continue to be viewed, and actually read, as an indispensable and irreplaceable American classic.

In accordance, as it were, with the well-known Romantic dictum that notwithstanding classics each age must need write its own books, The Scarlet Letter. New Critical Essays finds itself emulating in scope and length Michael Colacurcio’s anthology of 1985 New Essays on the Scarlet Letter , as well as supplementing and opening up a dialogue with that book. In its own right, the present publication may be seen as (un)intentional or serendipitous testimony to Oscar Wilde’s claim that the essence of true art is the capacity to make one pause, look at and ponder over a thing “a second time” (Wilde 2007 : 41). Also, the essays collected here validate Nina Baym’s recognition of The Scarlet Letter as a unique kind of tale and a unique kind of narrative that we are not only likely to approach and enter in our own individual way but we are very likely to approach and enter “in different ways at different points in our lives” (Baym 1986: xxix). This kind of second time and these kinds of different ways are demonstrated here by Joseph Kuhn (Poznań), Marek Paryż (Warsaw), Janusz Semrau (Warsaw), Paweł Stachura (Poznań), and Jørgen Veisland (Gdańsk).

In “The children of Pearl: The Scarlet Letter in the criticism and fiction of Henry James”, Joseph Kuhn focuses at first on the study Hawthorne of 1879 to show how the author was keen to present himself as the American inheritor of the French realists. Although this made James portray Hawthorne as a Salem provincial and a somewhat vague romancer The Scarlet Letter had quite clearly a formative influence on some of his own later fiction, especially through the character of Pearl. Kuhn argues that James elaborates on the Hawthornian figure of the child as a paradoxical transmitter of sin and a new-born anima. According to Kuhn, James takes his discourse ultimately in the direction of the modern Blanchotian themes of the death of the infans and the nekyia or return to the dead. While Hawthorne finds a conservative principle redux for the New World in the child, with James it ← 8 | 9 → turns into an intimation of disaster in the British imperial fabric of late Victorian culture.

In “Resettlement, mobility and modernity in The Scarlet Letter ”, Marek Paryż pays special attention to how the novel sketches the difficult and awkward emergence of modernizing impulses in Puritan New England. First of all, he points out that the story gets under way with a double movement and a double resettlement, semi-independently that of Roger Chillingworth and that of Hester Prynne. Paryż argues that the two central characters embody two tendencies and challenges Hawthorne’s 19 th -century readers could relate to, namely, the professionalization of social life and the emancipation of women. Even if Roger and Hester appear to respect the rules of the social system in which they find themselves embedded, they develop personal systems of values at odds with the official one. In contradistinction, the third central character, Arthur Dimmesdale, comes across as a figure of immobility and indecision, which is a subplot that ends up perpetuating the mid-17 th -century Puritan status quo.

In “From the Spanish Main to the Book of Revelation; or, Another View of Hester”, Janusz Semrau approaches Hawthorne’s text as a kind of post-Reformation morality play. The essay takes its initial cue from the hitherto critically neglected brief performative appearance of Spanish sailors, comparable in their general plot function to that of the troupe of travelling actors in Hamlet . Fundamentally, Semrau recognizes Hawthorne as an unchurched Calvinist and promotes a quasi-Calvinist reading into the Book of Revelation as a re-interpretive tool to The Scarlet Letter . The idea is to map out and explore Hester Prynne’s allegorical capacity as a Babylonian meretrix Augusta and throw thereby a new light on the immediate story as well as on the much-discussed ending of the book, where there can be detected a graphic apocalyptic eschaton rather than a proud or sentimental escutcheon.

In “The Custom-House as a Biedermeier text”, Paweł Stachura reviews some of the most representative readings of Hawthorne’s introductory sketch and proposes a radically new one. He structures his interpretation as an original comparative analysis of “The Custom-House” (along with The Scarlet Letter as a whole) and Adalbert Stifter’s programmatic introduction to his Bunte Steine [Colorful Stones] of 1853. Adalbert Stifter was an Austrian novelist and a short story writer who was one of the most energetic and dedicated advocates of the 19 th -century Biedermeier aesthetics. This middle-class cultural phenomenon in German-speaking countries is best remembered for its use of plenitude, tropes of collection, moralizing stance, and its generally conservative ideology. The ultimate objective of Stachura’s ← 9 | 10 → reading of Hawthorne is to show the applicability of the Biedermeier aesthetics to the study of American literature at large.

In “The artist as adulterer”, Jørgen Veisland highlights at first the letter on Hester Prynne’s dress. He sees the letter A as writing and knowledge, repressed in the author’s mind and manifesting itself as a renewal of the imaginative and creative potential as such. According to Veisland, it becomes evident that Hester herself serves as a mediator for the elusive heterogeneous object of the author’s desire, one that contains both artistic and erotic impulses. With Pearl as embodiment of the work of Art, Hawthorne’s project becomes a quest for the excavation of knowledge, the liberation of womanhood, and the transformation of the letter into an episteme that ends up signifying the integration of nature, being, and artwork. In contradistinction, Veisland argues that Roger Chillingworth represents the futility of the “chill” intellect, while Arthur Dimmesdale personifies the obfuscations of the “dim” soul.

This book is dedicated to the continued memory of Andrzej Kopcewicz (1934–2007), the first professor ordinarius of American literature in the history of English studies in Poland, on the tenth anniversary of his death.

Janusz Semrau

October 9, 2017

Biographical notes

Janusz Semrau (Volume editor)

Janusz Semrau is Associate Professor of American literature at the University of Social Sciences (SAN) in Warsaw. He has authored several books and numerous papers on 19th- and 20th-century American literature.

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Is a robot writing your kids’ essays? We asked educators to weigh in on the growing role of AI in classrooms.

R emember writing essays in high school? Chances are you had to look up stuff in an encyclopedia — an actual one, not Wikipedia — or else connect to AOL via a modem bigger than your parents’ Taurus station wagon.

Now, of course, there’s artificial intelligence. According to new research from Pew, about 1 in 5 US teens who’ve heard of ChatGPT have used it for schoolwork. Kids in upper grades are more apt to have used the chatbot: About a quarter of 11th- and 12th-graders who know about ChatGPT have tried it.

For the uninitiated, ChatGPT arrived on the scene in late 2022, and educators continue to grapple with the ethics surrounding its growing popularity. Essentially, it generates free, human-like responses based on commands. (I’m sure this sentence will look antiquated in about six months, like when people described the internet as the “information superhighway.”)

I used ChatGPT to plug in this prompt: “Write an essay on ‘The Scarlet Letter.’” Within moments, ChatGPT created an essay as thorough as anything I’d labored over in AP English.

Is this cheating? Is it just part of our strange new world? I talked to several educators about what they’re seeing in classrooms and how they’re monitoring it. Before you berate your child over how you wrote essays with a No. 2 pencil, here are some things to consider.

Adapting to new technology isn’t immoral. “We have to recalibrate our sense of what’s acceptable. There was a time when every teacher said: ‘Oh, it’s cheating to use Wikipedia.’ And guess what? We got used to it, we decided it’s reputable enough, and we cite Wikipedia all the time,” says Noah Giansiracusa, an associate math professor at Bentley University who hosts the podcast “ AI in Academia: Navigating the Future .”

“There’s a calibration period where a technology is new and untested. It’s good to be cautious and to treat it with trepidation. Then, over time, the norms kind of adapt,” he says — just like new-fangled graphing calculators or the internet in days of yore.

“I think the current conversation around AI should not be centered on an issue with plagiarism. It should be centered on how AI will alter methods for learning and expressing oneself. ‘Catching’ students who use fully AI-generated products ... implies a ‘gotcha’ atmosphere,” says Jim Nagle, a history teacher at Bedford High School. “Since AI is already a huge part of our day-to-day lives, it’s no surprise our students are making it a part of their academic tool kit. Teachers and students should be at the forefront of discussions about responsible and ethical use.”

Teachers and parents could use AI to think about education at a higher level. Really, learning is about more than regurgitating information — or it should be, anyway. But regurgitation is what AI does best.

“If our system is just for students to write a bunch of essays and then grade the results? Something’s missing. We need to really talk about their purpose and what they’re getting out of this, and maybe think about different forms of assignments and grading,” Giansiracusa says.

After all, while AI aggregates and organizes ideas, the quality of its responses depends on the users’ prompts. Instead of recoiling from it, use it as a conversation-starter.

“What parents and teachers can do is to start the conversation with kids: ‘What are we trying to learn here? Is it even something that ChatGPT could answer? Why did your assignment not convince you that you need to do this thinking on your own when a tool can do it for you?’” says Houman Harouni , a lecturer on education at the Harvard Graduate School of Education.

Harouni urges parents to read an essay written by ChatGPT alongside their student. Was it good? What could be done better? Did it feel like a short cut?

“What they’re going to remember is that you had that conversation with them; that someone thought, at some point in their lives, that taking a shortcut is not the best way ... especially if you do it with the tool right in front of you, because you have something real to talk about,” he says.

Harouni hopes teachers think about its implications, too. Consider math: So much grunt work has been eliminated by calculators and computers. Yet kids are still tested as in days of old, when perhaps they could expand their learning to be assessed in ways that are more personal and human-centric, leaving the rote stuff to AI.

“We could take this moment of confusion and loss of certainty seriously, at least in some small pockets, and start thinking about what a different kind of school would look like. Five years from now, we might have the beginnings of some very interesting exploration. Five years from now, you and I might be talking about schools wherein teaching and learning is happening in a very self-directed way, in a way that’s more based on … igniting the kid’s interest and seeing where they go and supporting them to go deeper and to go wider,” Harouni says.

Teachers have the chance to offer assignments with more intentionality.

“Really think about the purpose of the assignments. Don’t just think of the outcome and the deliverable: ‘I need a student to produce a document.’ Why are we getting students to write? Why are we doing all these things in the first place? If teachers are more mindful, and maybe parents can also be more mindful, I think it pushes us away from this dangerous trap of thinking about in terms of ‘cheating,’ which, to me, is a really slippery path,” Giansiracusa says.

AI can boost confidence and reduce procrastination. Sometimes, a robot can do something better than a human, such as writing a dreaded resume and cover letter. And that’s OK; it’s useful, even.

“Often, students avoid applying to internships because they’re just overwhelmed at the thought of writing a cover letter, or they’re afraid their resume isn’t good enough. I think that tools like this can help them feel more confident. They may be more likely to do it sooner and have more organized and better applications,” says Kristin Casasanto, director of post-graduate planning at Olin College of Engineering.

Casasanto says that AI is also useful for de-stressing during interview prep.

“Students can use generative AI to plug in a job description and say, ‘Come up with a list of interview questions based on the job description,’ which will give them an idea of what may be asked, and they can even then say, ‘Here’s my resume. Give me answers to these questions based on my skills and experience.’ They’re going to really build their confidence around that,” Casasanto says.

Plus, when students use AI for basics, it frees up more time to meet with career counselors about substantive issues.

“It will help us as far as scalability. … Career services staff can then utilize our personal time in much more meaningful ways with students,” Casasanto says.

We need to remember: These kids grew up during a pandemic. We can’t expect kids to resist technology when they’ve been forced to learn in new ways since COVID hit.

“Now we’re seeing pandemic-era high school students come into college. They’ve been channeled through Google Classroom their whole career,” says Katherine Jewell, a history professor at Fitchburg State University.

“They need to have technology management and information literacy built into the curriculum,” Jewell says.

Jewell recently graded a paper on the history of college sports. It was obvious which papers were written by AI: They didn’t address the question. In her syllabus, Jewell defines plagiarism as “any attempt by a student to represent the work of another, including computers, as their own.”

This means that AI qualifies, but she also has an open mind, given students’ circumstances.

“My students want to do the right thing, for the most part. They don’t want to get away with stuff. I understand why they turned to these tools; I really do. I try to reassure them that I’m here to help them learn systems. I’m focusing much more on the learning process. I incentivize them to improve, and I acknowledge: ‘You don’t know how to do this the first time out of the gate,’” Jewell says. “I try to incentivize them so that they’re improving their confidence in their abilities, so they don’t feel the need to turn to these tools.”

Understand the forces that make kids resort to AI in the first place . Clubs, sports, homework: Kids are busy and under pressure. Why not do what’s easy?

“Kids are so overscheduled in their day-to-day lives. I think there’s so much enormous pressure on these kids, whether it’s self-inflicted, parent-inflicted, or school-culture inflicted. It’s on them to maximize their schedule. They’ve learned that AI can be a way to take an assignment that would take five hours and cut it down to one,” says a teacher at a competitive high school outside Boston who asked to remain anonymous.

Recently, this teacher says, “I got papers back that were just so robotic and so cold. I had to tell [students]: ‘I understand that you tried to use a tool to help you. I’m not going to penalize you, but what I am going to penalize you for is that you didn’t actually answer the prompt.”

Afterward, more students felt safe to come forward to say they’d used AI. This teacher hopes that age restrictions become implemented for these programs, similar to apps such as Snapchat. Educationally and developmentally, they say, high-schoolers are still finding their voice — a voice that could be easily thwarted by a robot.

“Part of high school writing is to figure out who you are, and what is your voice as a writer. And I think, developmentally, that takes all of high school to figure out,” they say.

And AI can’t replicate voice and personality — for now, at least.

Is a robot writing your kids’ essays? We asked educators to weigh in on the growing role of AI in classrooms.

Educators weigh in on the growing role of ai and chatgpt in classrooms..

Remember writing essays in high school? Chances are you had to look up stuff in an encyclopedia — an actual one, not Wikipedia — or else connect to AOL via a modem bigger than your parents’ Taurus station wagon.

Now, of course, there’s artificial intelligence. According to new research from Pew, about 1 in 5 US teens who’ve heard of ChatGPT have used it for schoolwork. Kids in upper grades are more apt to have used the chatbot: About a quarter of 11th- and 12th-graders who know about ChatGPT have tried it.

For the uninitiated, ChatGPT arrived on the scene in late 2022, and educators continue to grapple with the ethics surrounding its growing popularity. Essentially, it generates free, human-like responses based on commands. (I’m sure this sentence will look antiquated in about six months, like when people described the internet as the “information superhighway.”)

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I used ChatGPT to plug in this prompt: “Write an essay on ‘The Scarlet Letter.’” Within moments, ChatGPT created an essay as thorough as anything I’d labored over in AP English.

Is this cheating? Is it just part of our strange new world? I talked to several educators about what they’re seeing in classrooms and how they’re monitoring it. Before you berate your child over how you wrote essays with a No. 2 pencil, here are some things to consider.

Adapting to new technology isn’t immoral. “We have to recalibrate our sense of what’s acceptable. There was a time when every teacher said: ‘Oh, it’s cheating to use Wikipedia.’ And guess what? We got used to it, we decided it’s reputable enough, and we cite Wikipedia all the time,” says Noah Giansiracusa, an associate math professor at Bentley University who hosts the podcast “ AI in Academia: Navigating the Future .”

“There’s a calibration period where a technology is new and untested. It’s good to be cautious and to treat it with trepidation. Then, over time, the norms kind of adapt,” he says — just like new-fangled graphing calculators or the internet in days of yore.

“I think the current conversation around AI should not be centered on an issue with plagiarism. It should be centered on how AI will alter methods for learning and expressing oneself. ‘Catching’ students who use fully AI-generated products ... implies a ‘gotcha’ atmosphere,” says Jim Nagle, a history teacher at Bedford High School. “Since AI is already a huge part of our day-to-day lives, it’s no surprise our students are making it a part of their academic tool kit. Teachers and students should be at the forefront of discussions about responsible and ethical use.”

Teachers and parents could use AI to think about education at a higher level. Really, learning is about more than regurgitating information — or it should be, anyway. But regurgitation is what AI does best.

“If our system is just for students to write a bunch of essays and then grade the results? Something’s missing. We need to really talk about their purpose and what they’re getting out of this, and maybe think about different forms of assignments and grading,” Giansiracusa says.

After all, while AI aggregates and organizes ideas, the quality of its responses depends on the users’ prompts. Instead of recoiling from it, use it as a conversation-starter.

“What parents and teachers can do is to start the conversation with kids: ‘What are we trying to learn here? Is it even something that ChatGPT could answer? Why did your assignment not convince you that you need to do this thinking on your own when a tool can do it for you?’” says Houman Harouni , a lecturer on education at the Harvard Graduate School of Education.

Harouni urges parents to read an essay written by ChatGPT alongside their student. Was it good? What could be done better? Did it feel like a short cut?

“What they’re going to remember is that you had that conversation with them; that someone thought, at some point in their lives, that taking a shortcut is not the best way ... especially if you do it with the tool right in front of you, because you have something real to talk about,” he says.

Harouni hopes teachers think about its implications, too. Consider math: So much grunt work has been eliminated by calculators and computers. Yet kids are still tested as in days of old, when perhaps they could expand their learning to be assessed in ways that are more personal and human-centric, leaving the rote stuff to AI.

“We could take this moment of confusion and loss of certainty seriously, at least in some small pockets, and start thinking about what a different kind of school would look like. Five years from now, we might have the beginnings of some very interesting exploration. Five years from now, you and I might be talking about schools wherein teaching and learning is happening in a very self-directed way, in a way that’s more based on … igniting the kid’s interest and seeing where they go and supporting them to go deeper and to go wider,” Harouni says.

Teachers have the chance to offer assignments with more intentionality.

“Really think about the purpose of the assignments. Don’t just think of the outcome and the deliverable: ‘I need a student to produce a document.’ Why are we getting students to write? Why are we doing all these things in the first place? If teachers are more mindful, and maybe parents can also be more mindful, I think it pushes us away from this dangerous trap of thinking about in terms of ‘cheating,’ which, to me, is a really slippery path,” Giansiracusa says.

AI can boost confidence and reduce procrastination. Sometimes, a robot can do something better than a human, such as writing a dreaded resume and cover letter. And that’s OK; it’s useful, even.

“Often, students avoid applying to internships because they’re just overwhelmed at the thought of writing a cover letter, or they’re afraid their resume isn’t good enough. I think that tools like this can help them feel more confident. They may be more likely to do it sooner and have more organized and better applications,” says Kristin Casasanto, director of post-graduate planning at Olin College of Engineering.

Casasanto says that AI is also useful for de-stressing during interview prep.

“Students can use generative AI to plug in a job description and say, ‘Come up with a list of interview questions based on the job description,’ which will give them an idea of what may be asked, and they can even then say, ‘Here’s my resume. Give me answers to these questions based on my skills and experience.’ They’re going to really build their confidence around that,” Casasanto says.

Plus, when students use AI for basics, it frees up more time to meet with career counselors about substantive issues.

“It will help us as far as scalability. … Career services staff can then utilize our personal time in much more meaningful ways with students,” Casasanto says.

We need to remember: These kids grew up during a pandemic. We can’t expect kids to resist technology when they’ve been forced to learn in new ways since COVID hit.

“Now we’re seeing pandemic-era high school students come into college. They’ve been channeled through Google Classroom their whole career,” says Katherine Jewell, a history professor at Fitchburg State University.

“They need to have technology management and information literacy built into the curriculum,” Jewell says.

Jewell recently graded a paper on the history of college sports. It was obvious which papers were written by AI: They didn’t address the question. In her syllabus, Jewell defines plagiarism as “any attempt by a student to represent the work of another, including computers, as their own.”

This means that AI qualifies, but she also has an open mind, given students’ circumstances.

“My students want to do the right thing, for the most part. They don’t want to get away with stuff. I understand why they turned to these tools; I really do. I try to reassure them that I’m here to help them learn systems. I’m focusing much more on the learning process. I incentivize them to improve, and I acknowledge: ‘You don’t know how to do this the first time out of the gate,’” Jewell says. “I try to incentivize them so that they’re improving their confidence in their abilities, so they don’t feel the need to turn to these tools.”

Understand the forces that make kids resort to AI in the first place . Clubs, sports, homework: Kids are busy and under pressure. Why not do what’s easy?

“Kids are so overscheduled in their day-to-day lives. I think there’s so much enormous pressure on these kids, whether it’s self-inflicted, parent-inflicted, or school-culture inflicted. It’s on them to maximize their schedule. They’ve learned that AI can be a way to take an assignment that would take five hours and cut it down to one,” says a teacher at a competitive high school outside Boston who asked to remain anonymous.

Recently, this teacher says, “I got papers back that were just so robotic and so cold. I had to tell [students]: ‘I understand that you tried to use a tool to help you. I’m not going to penalize you, but what I am going to penalize you for is that you didn’t actually answer the prompt.”

Afterward, more students felt safe to come forward to say they’d used AI. This teacher hopes that age restrictions become implemented for these programs, similar to apps such as Snapchat. Educationally and developmentally, they say, high-schoolers are still finding their voice — a voice that could be easily thwarted by a robot.

“Part of high school writing is to figure out who you are, and what is your voice as a writer. And I think, developmentally, that takes all of high school to figure out,” they say.

And AI can’t replicate voice and personality — for now, at least.

Kara Baskin can be reached at [email protected] . Follow her @kcbaskin .