Post-secondary writing studies have rapidly developed over the last twenty years in Latin America (Navarro et al., 2016). The expansion of higher education in Latin American institutions has enabled a critical mass of professors and researchers—mainly from the fields of Psychology, Education, and Linguistics—to channel their interest in discourse, reading comprehension, initial literacy, and the teaching and learning of L1 and L2 into post-secondary literacy in Spanish and Portuguese. A recent study on citations (Navarro et al., forthcoming) showed that the 15 most influential authors in the region are P. Carlino (Carlino, 2005), G. Parodi (Parodi, 2008), E. Arnoux (Narvaja de Arnoux, 2006), F. Navarro (Navarro, 2017), A. Machado (Machado & Cristovão, 2006), R. Venegas (Venegas et al., 2013), E. Moyano (Moyano, 2010), C. Pereira (Pereira, 2006), A. Vázquez (Vázquez et al., 2009), A. Kleiman (Kleiman, 2007), D. Motta-Roth (Motta-Roth, 2008), L. Natale (Natale & Stagnaro, 2014), V. Molina (Molina-Natera, 2014), V. Zavala (Zavala, 2011) and J. Kalman (Kalman, 2003). Most influential authors are female (84.4%), which contrasts with tendencies elsewhere; for example, a study showed that in US composition studies, only 44% of the most influential authors are female (Mueller, 2012). Geographically speaking, Argentina, Brazil, Chile and Colombia offer the most influential scholarship, both in terms of authors, venues and associations (Navarro et al., forthcoming). The predominant lines of research currently seek the characterization of student genres’ features, the design and impact assessment of teaching initiatives, and the study of student-writers’ beliefs and literacy practices (Navarro & Colombi, 2022). Frameworks tend to be hybrid as they combine theories and traditions developed separately in other regions and languages (Navarro et al., 2016). Perspectives often make room for different epistemologies from the humanities and the social sciences, because the field has been interdisciplinary since its recent origin while in the margins of hegemonic global scientific production (Navarro et al., 2021). In addition, writing studies in Latin America often holds a critical view on reading, writing and literacy teaching as research in the region has been mainly carried out in contexts of inequity and segregation (Chiroleu & Marquina, 2017). Finally, Latin American writing studies usually promotes open-access, not-for-profit, State-funded, and multilingual research; this Latin American model implies that readers can easily and freely access recent and high-quality scientific products that contribute to social development.