This article examines how large language models enhance writing skills in first-year students, indicating potential for improved learning outcomes.
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.
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Carly Schnitzler (2026) studied this question.
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