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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
