Across Canada, generative AI tools are increasingly used by college students, including STEM majors, to revise and “smooth” writing. Drawing on reporting and interviews conducted over more than two years with a cohort of STEM college students, researchers find that many students describe a trade-off: AI-enhanced drafts can sound polished and strong, but they often feel less personal and less like the students’ own voice. Students report that the process can change how their ideas are expressed, making the writing seem more authoritative while reducing the sense that the text reflects their original thinking or style. While some institutions focus mainly on academic misconduct and detection measures, both accounts emphasize a broader shift in how students experience authorship and identity in writing. Rather than framing the issue solely as cheating or detection, the sources highlight concerns about the effects of AI assistance on students’ sense of ownership and individuality in academic work. Overall, the reporting presents students’ experiences of altered writing style and the perceived loss of personal expression when AI is used for improvement.