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 54.2 (Summer 2026): When Words Become Work: How Do We Collectively Turn Disciplinary Knowledge into Institutional Action? Guest Editors: Kirsti Cole and Holly Hassel | COVER: 'The Setting Earth' by NASA | EDITORS’ INTRODUCTION: From Position to Practice by Kirsti Cole and Holly Hassel, Sarah Felber, Swan Kim, Daniel Libertz, Courtney Adams Wooten, and Matt Pavesich | SECTION ONE: TRANSLATING DISCIPLINARY KNOWLEDGE INTO INSTITUTIONAL LANGUAGE: From Disciplinary Vision to Institutional Uptake: A Translation Framework for Writing Studies by Alex Arreguin, Stacy Wilson, Meredith Warner, Jennifer Fay, and Dana Frasca | From Analysis to Action: Aspirational Activity System Mapping for Change by Crystal N. Fodrey | Translating Writing Studies into Institutional Practice: Embedding Rhetorical Pedagogy in a Jesuit Core Curriculum by Thomas Pace | Grounding Our Work in Shifting Contexts: Maintaining Legibility through Cross-Disciplinary Key Terms by Katherine Bridgman, Scott Gage, and Samuel Garcia | Faculty Search Justifications: A Toolkit for Data-Informed, Administration-Oriented Argumentation by Christopher D. M. Andrews and Manuel Piña | SECTION TWO: VISUALIZING DATA TO SUPPORT CHANGE: Do-It-Yourself Data Collection for Writing Programs: Making Data-Informed Decisions in an Institutional Data Void by Joshua C. Jensen | Composing a Dual Enrollment Impact Report for a First-Year Composition Program | by Tyler Branson, Christopher D. Campagna, and Christopher Carter | Data-Informed Advocacy for Multilingual Writers by Youmie J. Kim and Matthew J. Hammill | Collecting Data Amid Resistance: Earning Faculty Trust while Revising Writing Program Assessment Practices by Carl Schlachte and Gregory Bruno SECTION THREE: LABOR EQUITY, PROFESSIONAL DEVELOPMENT, AND COLLECTIVE ACTION: Navigating Uncertain Terrain: Access Barriers on Rhetoric and Composition Graduate Education by Gabriella Wilson-Kopko | Generational Care, Generational Advocacy: Black Women’s Mentoring as Institutional Change by Codi Renee Blackmon, Ernestina Akorfa Akorli-Coffie, and Cecilia Shelton | The Sad Women Working on Placement: Intersectional Feminist Theory as Praxis in Writing Program Administration by Carrie Byars Kilfoil and Nicole Brewer | Building Professional Development for the Future of Online Educators by Angela Sparkman, Carmin Burrell, and Erin Lehman | Faculty Development as Coalition Building: A Framework for Facing Collective Challenges by Lesley Erin Bartlett, Amy Walton, and Brenna Dixon REVIEW ESSAY: Rhetoric and Composition’s Potential for Defending Academic Freedom: A Review Essay by AJ Siegel
