Excellent suggestions. I made a huge mistake this semester in an introductory Humanities class that I have taught for decades. For quite a while I have had weekly online assignments that included posting a question to a discussion forum (and replying to another) and writing a brief essay in response to a prompt. ChatGPT put both of these undetectably within reach of AI, so I scrapped them. I had a few in-class versions of those assignments, but they were not comparable.

I realized two things. Few of my students were really familiar with AI or ChatGPT specifically; and second, I could easily have instituted a "voice check," a version of your third suggestion. If I wondered about anyone's essay, I could have let them know and given them five class days from the notice to come by my office and talk to me about their essay. I plan to do that next semester and to reinstate both weekly assignments.

I tend not to want to lean too much on personalization, for what it's worth. I don't particularly want my first-year college students to relate everything to themselves or their perspectives. I don't want them to articulate what "they think about Plato" as much as I want them to wrestle with Plato's thought, for example. But I agree that it's a way to create writing tasks that AI cannot yet do.