# AI in the Writing Process: How Purposeful AI Support Fosters Student Writing

arXiv: https://arxiv.org/abs/2506.20595 · HTML: https://mlsanity.com/paper/2506.20595/

## Key facts

- Cited by 1 papers in the map (data through 14 Oct 2026).
- Builds on 10 of its 39 references that are in the map.
- First posted on arXiv 25 Jun 2025.

## Builds on (most cited first, 10 of 10)

- [Ethical and social risks of harm from Language Models](https://mlsanity.com/paper/2112.04359/) (2021)
- [Co-Writing Screenplays and Theatre Scripts with Language Models: An Evaluation by Industry Professionals](https://mlsanity.com/paper/2209.14958/) (2022)
- [Homogenization Effects of Large Language Models on Human Creative Ideation](https://mlsanity.com/paper/2402.01536/) (2024)
- [Sparks: Inspiration for Science Writing using Language Models](https://mlsanity.com/paper/2110.07640/) (2021)
- [A Design Space for Intelligent and Interactive Writing Assistants](https://mlsanity.com/paper/2403.14117/) (2024)
- [AI and the Problem of Knowledge Collapse](https://mlsanity.com/paper/2404.03502/) (2024)
- [The HaLLMark Effect: Supporting Provenance and Transparent Use of Large Language Models in Writing with Interactive Visualization](https://mlsanity.com/paper/2311.13057/) (2023)
- [The Impact of Large Language Models in Academia: from Writing to Speaking](https://mlsanity.com/paper/2409.13686/) (2024)
- [Script&Shift: A Layered Interface Paradigm for Integrating Content Development and Rhetorical Strategy with LLM Writing Assistants](https://mlsanity.com/paper/2502.10638/) (2025)
- [Protecting Human Cognition in the Age of AI](https://mlsanity.com/paper/2502.12447/) (2025)

## Built on by (most cited first, 1 of 1)

- [AI for Auto-Research: Roadmap & User Guide](https://mlsanity.com/paper/2605.18661/) (2026)

## Abstract (arXiv)

The ubiquity of technologies like ChatGPT has raised concerns about their impact on student writing, particularly regarding reduced learner agency and superficial engagement with content. While standalone chat-based LLMs often produce suboptimal writing outcomes, evidence suggests that purposefully designed AI writing support tools can enhance the writing process. This paper investigates how different AI support approaches affect writers' sense of agency and depth of knowledge transformation. Through a randomized control trial with 90 undergraduate students, we compare three conditions: (1) a chat-based LLM writing assistant, (2) an integrated AI writing tool to support diverse subprocesses, and (3) a standard writing interface (control). Our findings demonstrate that, among AI-supported conditions, students using the integrated AI writing tool exhibited greater agency over their writing process and engaged in deeper knowledge transformation overall. These results suggest that thoughtfully designed AI writing support targeting specific aspects of the writing process can help students maintain ownership of their work while facilitating improved engagement with content.