Since the introduction of ChatGPT in 2022, the rapid evolution of generative artificial intelligence (GenAI) has forced university professors to question the risks of plagiarism in students’ written productions. Although plagiarism is the appropriation of someone else’s text or ideas which are then used without giving the original author the credit, the situation is quite different when a student uses GenAI to write part or all of an assignment. Machines are not currently recognized as authors, because AI tools cannot take authorial responsibility for generated text. In this paper, we explore how university instructors have reacted to artificial intelligence since the arrival of ChatGPT and if they have adapted their teaching and assessment tasks with plagiarism being redefined. We completed 29 interviews with instructors from Quebec universities regarding GenAI benefits and drawbacks for student learning and assessment. We present results that position instructors on a continuum of adjustment to new technologies and discuss changes to written assignment tasks to ensure the responsible use of GenAI by students.