Composition studies often permits the capacious use of terminology, wherein projects (or people) are defined in terms of a receptacle into which all multilingual, translingual, transnational, international, global, cultural/diversity/difference specialties are thrown and often conflated. Because terminological fuzziness can be confusing and is perceived to lack rigor--and because imprecise descriptors have real consequences for hiring, funding, the use of specialists, and so forth--conversations become focused on proposing, redefining, or delimiting terminology rather than pushing teaching and research toward shared goals and pressing questions. In this brief article, the author considers how composition might orient its projects toward the real problems pressing in on writing and the teaching of writing.