Artificial Intelligence (AI) is no longer just a futuristic concept—it’s part of daily student life. From ChatGPT summarising science chapters to Grammarly correcting sentence structure, AI tools have found their place in classrooms worldwide.
CNA’s latest Talking Point documentary, “How Students Are Using AI for Homework: But How Good Is AI At School?”, shines a spotlight on how Singaporean students are incorporating AI into their studies – sometimes productively, other times overly dependently.
At WRITERS AT WORK, a leading English enrichment centre in Singapore, we’re asking: how should students use AI in a way that strengthens, not shortcuts, their learning? Especially in a high-stakes education system where Composition Writing is still manually assessed in PSLE and O-Levels, what role should AI play?
1. Composition Writing Still Requires Independent Thinking
AI Can Support (but Not Replace) the Writing Process
The students featured in the documentary often rely on AI to enhance their compositions. They mention that AI-generated content feels “more in-depth” than what they can write on their own. But here lies the problem: if a student doesn’t know how to write a strong composition to begin with, how would they know whether the AI’s version is actually good?
We believe students must first learn to write independently. Composition Writing is a complex skill that demands mastery of vocabulary, structure, tone, and creativity. Without this foundation, students won’t be able to judge or improve AI-generated drafts effectively.
Students need to experience the full writing journey— from brainstorming and planning, to drafting, revising, and polishing. Once they’ve reached a certain level of language proficiency, AI becomes a helpful companion, not a crutch. Only then can students use AI to produce content that reflects their own intent and voice.
2. Using AI as a Writing Companion, Not a Writer
There are ways AI can enhance language learning and Composition Writing when used correctly:
Generating creative composition prompts
1. Suggesting vivid vocabulary to replace flat or repetitive phrasing
2.Rewriting awkward sentences flagged by teachers
3.Offering quick examples of various writing styles or tones
Yet many students don’t realise these are even possibilities. This is where educators come in. At WRITERS AT WORK, we integrate AI meaningfully into the learning process—during brainstorming games, idea generation, and vocabulary enhancement. But one thing remains non-negotiable: our students still write their compositions themselves, every single week.
This builds what we call writing stamina—the ability to organise thoughts, produce ideas on demand, and express them confidently, skills that are vital not just for exams but for the real world.
3. To Use AI Well, You Need Even Stronger Language Skills
There’s a myth that AI makes good writing skills less important. We’d argue the opposite.
To Use Ai Effectively, Students Need a Sharper Ability to:
1. Ask clear, thoughtful, and specific prompts
2. Assess the accuracy, bias, or tone in AI-generated text
3. Compare AI outputs to their own ideas or sources
4. Decide when to accept, reject, or revise what AI provides
Think of AI as an extremely knowledgeable but naive assistant—it can provide you with a good start, but only if you know how to instruct it well. This level of prompting requires critical thinking, vocabulary range, content awareness, and clarity of purpose.
Our students are taught to write for themselves first. When a Primary 6 student working at AL5 level is given an AL1 model composition, they don’t magically “level up.” They need practice, feedback, and guided improvement. The same applies with AI: if students haven’t already internalised how to build an introduction, develop a plot, and apply vocabulary effectively, they won’t know how to adapt or revise the AI’s work meaningfully.
4. Ethics & Evaluation in the Age of AI
The rise of AI also introduces ethical challenges. With tools that can humanise generated content and evade plagiarism checkers, the line between originality and outsourcing is increasingly blurred. Even more concerning is the risk of misinformation. AI doesn’t distinguish between credible sources and dubious ones. If students accept everything AI generates at face value, they risk perpetuating errors or shallow generalisations. That’s why critical evaluation must be a core part of AI literacy.
When Students Encounter AI-Generated Content, they Need to Ask:
1. Is this from a reliable source?
2. Does it show any bias or logical fallacies?
3. Is this how I would frame the argument, or am I just copying?
These questions require more than digital skills. They require analytical judgment, which comes from years of training in comprehension, reasoning, and yes, traditional composition writing.
5. A Nation-Level Discussion on Ethical AI Use in Schools
The CNA documentary revealed that while schools are aware of AI usage, policies remain unclear or inconsistent. Students are unsure where the boundaries lie, and teachers differ in their opinions.
As a nation that prides itself on forward-looking education, Singapore needs a centralised policy that teaches students how to use AI responsibly and effectively. Ethical AI literacy must be embedded into the curriculum, not as a reactive response, but as a future-ready skill.
Conclusion: Is AI a Tool or a Threat?
The answer lies not in the tool itself, but in how we teach students to use it.
At WRITERS AT WORK, we embrace innovation while staying rooted in what matters most—clear thinking, creative expression, and composition mastery. AI is not going away, and neither should rigorous, thoughtful writing instruction. The future of learning is not about replacing effort with shortcuts—it’s about combining the best of both worlds.
In the end, the question isn’t “Can AI write for our students?”
It’s: Will our students still know how to write for themselves?
Frequently Asked Questions (FAQ)
1. Is Using AI for Composition Writing Considered Cheating in Singapore Schools?
Currently, Singapore schools differ in their stance on AI use. While AI tools can assist in brainstorming or editing, submitting AI-generated content as one’s own may be viewed as plagiarism. Since PSLE and O-Level compositions are still manually assessed, students must practise writing without assistance.
2. Can AI Tools Help Improve My Child’s English Composition Skills?
Yes, but only if they first understand the fundamentals of writing to use these tools effectively. As seen in the video, the student who performed better than her two peers on the history test seemed to understand how to train the AI to suit her needs best.
3. What Are the Long-Term Risks Of Students Depending on AI for Writing?
Overdependence on AI can stunt a child’s ability to generate ideas, express thoughts clearly, and solve problems creatively. These are critical skills not just for exams, but for life. Encouraging independent writing, followed by reflective use of AI, strikes the right balance for long-term growth.
