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Chatbots have recently entered the educational system, creating opportunities but also challenges. A particularly pressing issue is the lack of a fully reliable method to trace whether a text is written by a chatbot. This means, on the one hand, that students might use chatbots to write assignments undetected, and on the other hand, that students might be suspected of using chatbots even when they have not done so. In this study, we contribute to current research on the linguistic characteristics of chatbots by examining whether it is possible to distinguish linguistically between texts written by Danish students and ChatGPT. The results show that, generally – but not in every individual case – there are differences in the writing styles of the students and the chatbot. However at the same time, it is possible to obscure the chatbot's linguistic fingerprint using supplementary prompts. This highlights the difficulty of tracing texts written by artificial intelligence. In conlusion, we discuss the implications of this for Danish educational institutions., Chatbotterne har for alvor meldt deres ankomst i uddannelsessystemet og skaber lige nu muligheder men også udfordringer. Et særligt presserende problem er, at der ikke findes nogen fuldt pålidelig metode til at spore, om en tekst er skrevet af en chatbot. Det betyder på den ene side, at studerende kan bruge chatbotter til at skrive opgaver, uden at det kan opdages, og på den anden side, at studerende kan risikere at blive mistænkt for at have brugt chatbotter, selvom det ikke er tilfældet. I dette studie bidrager vi til den aktuelle forskning i chatbotters sproglige særtræk ved at undersøge, om det er muligt at skelne sprogligt mellem tekster skrevet af danskstuderende og ChatGPT. Resultaterne viser, at der generelt set er visse forskelle på de studerendes og chatbottens skrivestil, men samtidig, at det ved hjælp af supplerende prompts er muligt at sløre chatbottens sproglige fingeraftryk. Dette understreger vanskeligheden ved at spore tekster skrevet af kunstig intelligens. Afslutningsvis diskuterer vi betydningen af dette for de danske uddannelsesinstitutioner.