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Large language model AI-guided creative writing co-creation in secondary schools.

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Title: Large language model AI-guided creative writing co-creation in secondary schools.
Authors: Spitsberg, Tim, Kettler, Todd, McKamie, Jessica
Source: Theory Into Practice. Fall2025, Vol. 64 Issue 4, p374-389. 16p.
Subjects: Artificial intelligence in education, Creative writing education in secondary schools, Plagiarism prevention, Student cheating, Educational equalization
Abstract: Most recent literature on AI/LLM in schools around writing focuses on avoiding plagiarism and academic dishonesty, as opposed to considering how such technologies might be a real classroom resource for both teachers and student writers, a claim supported by recent research. Our proposed adapted model of creative writing intervention highlights the concept of co-creation in the writing domain, which is especially beneficial for middle- and high-school students in the areas of inspiration, creativity, and engagement, countering the unfortunately common belief that the use of AI tends to reduce student creativity. The practices described allow teachers an implementable, defensible, and logistically manageable site for first forays into student/AI co-creation in a space generally not part of high-stakes testing or other high-profile curricular mandates while providing students with a ready and attractive partner in overcoming the blinking cursor, empty page, and sense of themselves as non-creative and/or uninspired. [ABSTRACT FROM AUTHOR]
Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Large language model AI-guided creative writing co-creation in secondary schools.
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  Data: <searchLink fieldCode="JN" term="%22Theory+Into+Practice%22">Theory Into Practice</searchLink>. Fall2025, Vol. 64 Issue 4, p374-389. 16p.
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  Data: Most recent literature on AI/LLM in schools around writing focuses on avoiding plagiarism and academic dishonesty, as opposed to considering how such technologies might be a real classroom resource for both teachers and student writers, a claim supported by recent research. Our proposed adapted model of creative writing intervention highlights the concept of co-creation in the writing domain, which is especially beneficial for middle- and high-school students in the areas of inspiration, creativity, and engagement, countering the unfortunately common belief that the use of AI tends to reduce student creativity. The practices described allow teachers an implementable, defensible, and logistically manageable site for first forays into student/AI co-creation in a space generally not part of high-stakes testing or other high-profile curricular mandates while providing students with a ready and attractive partner in overcoming the blinking cursor, empty page, and sense of themselves as non-creative and/or uninspired. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00405841.2025.2528551
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        Text: English
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        Type: general
      – SubjectFull: Creative writing education in secondary schools
        Type: general
      – SubjectFull: Plagiarism prevention
        Type: general
      – SubjectFull: Student cheating
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      – SubjectFull: Educational equalization
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              Text: Fall2025
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