This Special Issue, edited by Francisco Alonso-Almeida, brings interpersonal grammar in women's instructive writing into focus. Its aim is not to treat women’s instructive texts as quaint artefacts of domestic history, nor to reduce them to stylistic curiosities. Instead, the guiding claim is straightforward. If we want to understand how women participated in the making and circulation of specialised knowledge, we need to look at the interpersonal grammar through which instruction is made doable, acceptable, and persuasive. That means attention to grammatical choices that enact relations and stances, not simply to “tone” as a vague impression. It also means anchoring interpretation in corpus-based evidence, because the phenomena at stake are often incremental and patterned: small shifts in modal choices, recurring conditional framings, subtle clustering of stance adverbials, the steady background hum of address forms and engagement cues.