In the HAI project, we investigate how students in three Year 8 classes from different schools write in the subject Danish (L1) in collaboration with generative AI tools. The study is a qualitative text and classroom study, in which we collect data through 1) participant observations of writing practices where generative AI is used in different ways, 2) interviews with selected students about their texts and writing processes, and 3) screen recordings capturing how students work, including their chat logs and final texts. We are particularly interested in how students’ sense of agency and involvement in writing emerges through the use of GAI, and how students manage and navigate their own voices alongside AI-generated voices and text segments, as well as what this means for coherence in their texts. By focusing on students’ strategies, interactions, texts, and involvement in these new hybrid practices with generative AI, we aim to generate new empirical knowledge and contribute to rethinking learning in schools and how teachers can support students’ writing and literacy development.