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The widespread adoption of GenAI tools in 2022 posed new challenges to writing education at the secondary level, particularly regarding the preservation of students' agency, authorship, and engagement with the writing process. This phenomenological, exploratory, mixed-methods study aims to understand how students in grades 7 to 12 perceive the use of Large Language Models (LLMs) in composing, and to analyse how these tools can be meaningfully integrated into the development of writing skills. To this end, a scoping review of the existing literature was conducted alongside an empirical intervention involving eight students aged 13 to 18. Data were collected through two surveys, students' prompts and notes on their experience with AI, and analysed both quantitatively and qualitatively. The findings indicate an overall positive perception of LLM use in a creative context, and suggest that the workshop opened new perspectives for more strategic uses of AI. Notably, even at a young age, students demonstrated a critical and reflective stance, expressing concerns about cognitive overreliance and authorship.