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In an effort to foster critical reflection on the usage of generative AI (genAI) during computer science writing assignments, this three-part assignment challenges students to predict whether their peers can detect which essays are generated using AI. Implemented as part of a third-year professional responsibility and technical writing course for N=200 students during Spring 2024, students individually generated two short persuasive essays, one using genAI and the other without. They then combined the two essays into a single document and submitted it for peer-review. Additionally, they formulated a guess on whether their peers would be able to detect which essay was generated as well as a rationale for their guess. Following the peer-review process, students reflected on their own experience trying to detect which essays were generated as well as the outcome of their guess about their peers abilities as well …