Abstract

Abstract This article examines the integration of large language models (LLMs) into first-year writing instruction through a creative personal narrative assignment. Drawing on student reflection data, the study explores how LLMs can support iterative revision processes, genre awareness, and voice development when introduced with limited scope and attention to process-oriented pedagogy.

Journal
Pedagogy
Published
2026-04-01
DOI
10.1215/15314200-12278142
CompPile
Open Access
Closed
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