This paper explores the complexities of co-authorship involving generative AI in academic contexts, focusing on an honors English class where students engaged with AI tools like ChatGPT. It critiques the boundaries of authorship as defined by COPE, which argues AI cannot be an author due to its lack of accountability. The study explores the practical implications of AI-assisted writing in the classroom, highlighting the experiences of students working with AI and evaluating AI's role in the writing process. It highlights the need for writing classrooms to adapt, allowing students to explore and understand the evolving role of AI in writing.