Composition Studies 51.1 (Spring 2023)

The oldest independent periodical in the field, COMPOSITION STUDIES publishes original articles relevant to rhetoric and composition, including those that address teaching college writing; theorizing rhetoric and composing; administering writing programs; and, among other topics, preparing the field’s future teacher-scholars. All perspectives and topics of general interest to the profession are welcome. We also publish Course Designs, which contextualize, theorize, and reflect on the content and pedagogy of a course. Contributions to Composing With are invited by the editor, though queries are welcome.CONTENTS OF COMPOSITION STUDIES 51.1 (Spring 2023)): Editorial Introduction: Why Write? AT A GLANCE: Soundwriting Pedagogies: A Mixtape by Courtney S. Danforth, Kyle D. Stedman, and Michael J. Faris ARTICLES: Homing in on Etymology in the Writing Classroom by Melissa T. Yang Designing Digital Repositories: User Centered Design Thinking and Sustainable Professional Development by Hadi Riad Banat, Emily Palese, Hannah Morgan Gill, Shelley Staples, and Bradley Dilger Structuration and Genre: Revising Teaching Observations to Reflect Program Values by Adrienne Jankens and Joe Torok Archival Quest: Research Writing Pedagogies To Recover Historical Rhetorics that Centralize Latinx Voice & Inquiry by Loretta Ramirez COURSE DESIGN: Re-Orienting Rhetorical Theory in an Asian American Rhetorics Seminar by Jennifer Sano-Franchini Multilingual Academic Writing: Transfer from a Bridge Course by Omar Yacoub WHERE WE ARE: AI and Writing: Truth-Telling: Critical Inquiries on LLMs and the Corpus Texts That Train Them by Antonio Byrd Defining Moments, Definitive Programs, and the Continued Erasure of Missing People by Alfred L. Owusu-Ansah Lessons Learned from Machine Learning Researchers about the Terms ＂Artificial Intelligence＂ and ＂Machine Learning＂ by John R. Gallagher Meta-Writing: AI and Writing by Aimée Morrison Post-Process but Not Post-Writing: Large Language Models and a Future for Composition Pedagogy by S. Scott Graham Don’t Act Like You Forgot: Approaching Another Literacy ＂Crisis＂ by (Re)Considering What We Know about Teaching Writing with and through Technologies by Gavin P. Johnson Large Language Models Write Answers by Annette Vee A Dis-Facilitated Call for More Writing Studies in the New AI Landscape; or, Finding Our Place Among the Chatbots by Courtney Stanton BOOK REVIEWS: Dependent Variables, or, Can Graduate Education Be Saved? by Kelly Ritter: Re-Imagining Doctoral Writing, by Cecile Badenhorst, Brittany Amell, and James Burford and The New PhD: How to Build a Better Graduate Education, by Leonard Cassuto and Robert Weisbuch Writing Futures: Collaborative, Algorithmic, Autonomous, by Ann Hill Duin and Isabel Pedersen, Reviewed by Thomas Deans Wikipedia and the Representation of Reality, by Zachary J. McDowell and Matthew A. Vetter, Reviewed by Vanessa Osborne Failure Pedagogies: Learning and Unlearning What It Means to Fail, edited by Allison D. Carr and Laura R. Micciche, Reviewed by Chauntain Shields Rhetorics of Democracy in the Americas, edited by Adriana Angel, Michael L. Butterworth, and Nancy R. Gómez, Reviewed by Kelly L. Wheeler Radiant Figures: Visual Rhetorics in Everyday Administrative Context, edited by Rachel Gramer, Logan Bearden, and Derek Mueller, Reviewed by Shiva Mainaly Pedagogical Perspectives on Cognition and Writing, edited by J. Michael Rifenburg, Patricia Portanova, and Duane Roen, Reviewed by Anthony Lince CONTRIBUTORS