Research and classroom trials are showing that how students use AI may change the nature of thinking they display—shifting effort from drafting to judgment, evaluation, and quality control. A study published in Computers & Composition reports that students in an “AI and Writing” course at Iowa State University collaborated with AI chatbots, refining prompts and reviewing outputs for errors. The reported finding is that students may spend less time converting ideas into sentences, but more time making higher-order decisions involving planning, evaluation, and attention to output quality. The course design required students to diagnose tool mistakes and revise accordingly. For higher education, the result points to a new assessment problem: maintaining rigor while adapting academic integrity rules for AI-assisted composition, including designing assignments that reward critical thinking over mere production.