Voice, Authorship, and Generative AI

Abstract

This is a case study that explores the impact of generative AI on writing, authorship, and the future of literary studies. As literature programs close and professional writing faces existential risk, many attribute this contraction to the rise of AI tools that can produce text nearly indistinguishable from human writing. The case draws on research comparing AI-generated essays to undergraduate student writing, highlighting three key differences: AI’s limited use of first-person “I” voice, its tendency to emulate expert prose rather than novice styles, and its predictable, homogenized sentence patterns. These features not only complicate plagiarism detection but also raise deeper questions about the nature of authorial voice and originality. By the example of Dr. Migers, an instructor developing a curriculum to allow students to engage with AI critically in composition, the study emphasizes that technological change in writing is old news—but its scope and speed are unparalleled. It challenges instructors to include teaching in ethics, authorship, and rhetorical sensibility to prepare students for a world where AI is not just an enriching tool but a potential threat to human creativity. Lastly, the case calls for nuanced strategies that balance cautious optimism with critical literacy in order to equip students to understand and negotiate generative AI ethically in academic and professional writing.