Analysis of student essays demonstrates first-year students’ authority in responding to LLM writing, highlighting their embodied experiences.
Drawing on Rice's concept of para-expertise, this article asks, How can we position first-year students as experts who can speak back to Large Language Models (LLM) with authority? The authors analyze essays to demonstrate how seventy-two students drew on their felt sense of a city to respond to LLM writing.
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Campbell et al. (2026) studied this question.
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