Abstract This article presents a tripartite framework — Remix, Reboot, Reframe — for supporting faculty in adapting writing pedagogy to generative AI. Grounded in reflection, choice, and play, the framework fosters critical AI literacy and invites faculty to make intentional pedagogical decisions about AI that are both responsive and innovative.

Abstract This essay argues for the value of Confederate women's Civil War diaries to rhetorical history. As women faced the dangers and deprivations of war, they turned to their diaries to respond, using personal writing to rehearse and construct an effective ethos. By practicing "self-rhetorics," diarists prepared themselves to speak and act effectively in the contexts of war. One woman's diary, that of Priscilla "Mittie" Bond, serves as a case study.