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ABSTRACT
In this article, the authors report on findings from a survey of writing instructors who teach the multimajor professional writing course (MMPW) across diverse institutional contexts. The authors marshal these findings to advance a series of arguments about the situation of the MMPW course in U.S. higher education.
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Acknowledgments
We would like to thank Jessica Bishop-Royse at the Social Science Research Center at DePaul University for her support with survey methods and our summer research assistant, Theresa Bailey, for her work with recruitment and transcription. Additionally, we would like to thank Amy Hornat-Kaval, Rosemary Golini, and Joseph Szpila for helping us user test the survey. Finally, we would like to thank all of the survey respondents for their generosity with their time and willingness to share and we would like to thank the anonymous TCQ reviewers for helping to strengthen our manuscript.