I work with students who often know their subject but get stuck between reading the assignment and writing the first draft. They may have several good sources and still be unsure what their thesis is. Or they may have a clear opinion but no plan for turning it into an argument.
That is where I think AI can be useful. An AI essay helper can review an outline, point out a gap in the reasoning, or show a student where a paragraph drifts away from the main claim. Those suggestions give the writer something concrete to examine. They do not tell the writer which claim is worth making or whether the evidence supports it.
I have found that the timing matters. If a student asks for a complete draft before deciding what they want to argue, the fluent prose can make a weak idea look finished. It is harder to notice that a paragraph has no real purpose when it already sounds polished. Starting with the assignment instructions, a working thesis, and a rough outline gives the student a basis for judging any AI feedback.
Revision is another good use case. Instead of asking a tool to “improve my essay,” a student could ask: Which paragraphs summarize sources without analyzing them? Where does my conclusion make a claim I have not established? Those questions produce feedback the student can check against the draft. The writer still has to return to the sources and decide what changes are justified.
Source checking is where I would be especially careful. A plausible citation is not proof that a source exists or says what the draft claims. Students need to find and read the source, verify the reference details, and follow their course’s rules on AI use. That is part of the research process, regardless of how helpful the tool was during planning or editing.
My view is that the strongest use of AI leaves the student better able to explain their own work. If they can defend the thesis, explain why they chose particular evidence, and describe the revisions they made, the feedback has supported learning. If they cannot, a smoother draft may be hiding the problem.
For those who teach, tutor, or write academic papers: at what stage have you found AI feedback most useful—planning, drafting, or revision? And what helps you tell the difference between useful feedback and a suggestion that only makes the writing sound more polished?