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Few of us in professional and technical writing or rhetoric and composition have avoided the turf wars that often accompany the development or revision of curricula within English departments. At institutions across the country, faculty in these areas have attempted to carve a niche for themselves, often in the midst of heated resistance. When we, along with several of our tenured and untenured colleagues in the areas of rhetoric, linguistics, and professional writing, proposed a curriculum for an undergraduate concentration in “Rhetorical Studies and Professional Writing” (RSPW) as one option for English majors at East Carolina University (a regional state university with approximately four thousand graduate and sixteen thousand undergraduate students), we certainly felt some heat. At the time we developed our proposal, the department offered two degree options: 1) a BA in English, and 2) a BA in English with a Concentration in Writing. The former option provided students with detailed knowledge of literary periods and genres, while the latter combined course options in creative writing, technical and professional writing, and rhetoric and composition. As we describe below, faculty specialists in technical and professional writing and rhetoric and composition, frustrated by curricular limitations within the Concentration in Writing, developed a new curriculum that would provide students with an opportunity for focused study of writing in a variety of professional and civic contexts. While the Concentration in Writing had made sense when it was developed—a time in which creative writing courses constituted the majority of writing courses in the department—the growth 4 Disciplinary Identities: Professional Writing, Rhetorical Studies, and Rethinking “English”

Disciplinary Identities: Professional Writing, Rhetorical Studies, and Rethinking "English"