Qualitative researchers increasingly encounter interaction corpora whose scale exceeds what manual coding alone can address, and large language models (LLMs) are frequently proposed as analytic assistants. The open questions are not whether LLMs can participate in qualitative analysis but to what extent, in what phases, and under what safeguards. This article provides a detailed procedural account of a multi-phase human-LLM collaborative pipeline that adapted open, axial, and selective coding to develop a hierarchical codebook from 45,000 messages exchanged between K-12 educators and a generative AI platform. Across three phases, LLMs generated candidate labels and structured annotations at scale, while human researchers retained conceptual authority over category definitions, merging decisions, and interpretive frameworks. The resulting instrument was then tested through systematic human coding, in which three trained coders with educational domain expertise applied the codebook to an independent sample of 2,560 messages, established reliability through iterative calibration using set-valued agreement measures appropriate for multi-label annotation, and extended the instrument with five codes that the LLM-assisted phases had not surfaced. The final codebook comprises 72 items within 19 categories and six domains. We reflect on the methodological decisions the pipeline required, including the choice of a conversational unit of analysis, the treatment of the LLM as a labeling instrument rather than an interpretive agent, the measurement of intercoder agreement under multi-label coding, and the conditions under which human domain expertise remained decisive. The account is offered as an auditable template for qualitative researchers considering LLM assistance in codebook development while preserving human interpretive authority.
Despite the growing use of large language models (LLMs) for writing tasks, users may hesitate to rely on LLMs when personal style is important. Post-editing LLM-generated drafts or translations is a common collaborative writing strategy, but it remains unclear whether users can effectively reshape LLM-generated text to reflect their personal style. We conduct a pre-registered online study ($n=81$) in which participants post-edit LLM-generated drafts for writing tasks where personal style matters to them. Using embedding-based style similarity metrics, we find that post-editing increases stylistic similarity to participants' unassisted writing and reduces similarity to fully LLM-generated output. However, post-edited text still remains stylistically closer in style to LLM text than to participants' unassisted control text, and it exhibits reduced stylistic diversity compared to unassisted human text. We find a gap between perceived stylistic authenticity and model-measured stylistic similarity, with post-edited text often perceived as representative of participants' personal style despite remaining detectable LLM stylistic traces.