Carly Schnitzler’s article, “Amplifying “Language in Action”: A Process-Oriented Approach to Teaching Writing with LLMs in Personal Narrative,” was just published in Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture.  This study was supported by CTEI’s Teaching as Research Fellowship.

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, Schnitzler explores how LLMs can support iterative revision processes, genre awareness, and voice development when introduced with limited scope and attention to process‐oriented pedagogy.