All Assignments Are Equal, but Some Assignments Are More Equal Than Others: Exploring Student Responses to

AI

and Peer‐Generated Alternative Endings in Orwell's Animal Farm

This study examines how university literature students evaluate alternative endings for George Orwell's

Animal Farm

that were either created by their peers or generated by ChatGPT. Using a rubric‐based approach, students assessed these endings on elements such as conceptual relevance, literary devices, and overall narrative impact. By analyzing the feedback captured in these rubrics, this research highlights students' critical reflections on the different qualities and effects of AI‐ versus peer‐generated narratives. Findings provide insights into students' perceptions of authenticity, coherence, and creativity in AI‐assisted literary assignments, contributing to ongoing discussions about integrating AI in literature education.