As large language models become classroom tools, some writing and English faculty are adapting pedagogy to reduce anxiety and preserve learning outcomes. Instructors are experimenting with in-class exams, oral defenses and redesigned assignments while others seek to integrate AI as an assistive technology under clear rules. A companion argument from a faculty member urges campuses to deploy reliable AI-use detection to protect analytical writing as an assessment format. The proposal calls for technology and frameworks that distinguish student-authored work from LLM-generated content so instructors can make principled decisions about permitting or banning AI. For registrars, assessment designers and academic integrity officers, these developments mean rapid rewrites of course policies, new proctoring or detection options, and likely faculty training—plus renewed debate over whether technology should be treated as a tool or academic shortcut.