Writing as Curation: Empowering Authorial Agency in AI-Assisted Composition Through Style Prompting and Quotation Glosses

Authors

Daniel Plate, Lindenwood UniversityFollow

Abstract

As artificial intelligence writing tools become increasingly prevalent in educational settings, students often report feeling alienated from AI-generated content, describing it as lacking their "authentic voice." This article presents a pedagogical approach that addresses this challenge by repositioning students as curators of their authorial identities rather than passive consumers of AI-generated text. Through a dual curation methodology combining quotation glosses with style prompting, students develop multiple authorial voices for different rhetorical situations while maintaining agency over their writing process. The approach builds on classical rhetorical traditions while leveraging contemporary AI capabilities, creating a framework where students collaborate with AI tools as thought partners rather than replacement authors. Implementation in composition courses demonstrates that when students curate both content (through analytical quotation glosses) and style (through persona-based prompting), they develop stronger metacognitive awareness of their writing processes and increased confidence in AI collaboration. This method transforms potential threats to authorship into meaningful partnerships that enhance rather than diminish student agency in academic writing.

A link to a video of Dr. Plate's presentation can be found below in the Additional Files section.

Recommended Citation

Plate, Daniel (2025) "Writing as Curation: Empowering Authorial Agency in AI-Assisted Composition Through Style Prompting and Quotation Glosses," International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM: Vol. 3: Iss. 1, Article 3.
DOI: https://doi.org/10.62608/2831-3550.1033
Available at: https://digitalcommons.lindenwood.edu/ijedie/vol3/iss1/3