Since 1985, the field of professional communication has grown in size and reputation while maintaining a space within its primary disciplinary home of the English department. This article relies on historical evidence to examine how a field that was once evenly divided between business communication and technical communication is now technical communication-centric, almost to the exclusion of business communication. The authors pose questions about the field of professional communication and how faculty who consider business communication to be their primary discipline (regardless of their disciplinary home) might play a role in future discussions related to disciplinarity and domains of knowledge.

This paper argues that instructors should prioritize the teaching of peer review. The authors have encouraged collaborative peer review by making it the most important work of their first-year writing course.

Instructors recount the challenges and successes that accompanied a collaborative peer review project between first-year college students at two institutions.