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This essay analyzes curricula and textbooks currently used in graduate programs in rhetoric and composition. Drawing on data from a web-based survey of 592 faculty in rhetoric and composition, we raise two main questions: How adequately are graduate students being prepared for their future professional lives, and should professionalization be a primary goal in graduate education?Rhetoric Review surveys of graduate programs in rhetoric and composition appeared in 1987, 1994, and 2000, each survey charting the growth of the field and, by 2000, its consolidation and maturity, acknowledging growth parallels in professional opportunities for graduate students. The emphasis on professionalization has been critiqued by a number of scholars (see, for example, Guillory; Bordieu; Hutcheon; Moneyhun; Sockett; Trimbur); the emphasis on forwarding graduate students' preparation for academic careers, however, remains on a fast track. Despite the attention to charting the growth and stability of the programs themselves and listing the various professional opportunities for students, little if any attention has been focused on rhetoric and composition graduate studies curricula. None of the Rhetoric Review surveys investigated the kinds of required writing for graduate coursework and the textbooks used. Is there a graduate core curriculum in rhetoric and composition studies, and if so, how might this add to the ongoing professionalization efforts in the field?In early fall 2004, we posted a Web survey aimed at determining whether our field has a core curriculum and some kind of a core list of textbooks. We requested participation from 592 faculty in rhetoric and composition graduate programs, asking primarily about what core courses they teach, the required reading for those courses, and information describing paper assignments. We eventually received 127 replies, a response rate of about 21 percent. Our analysis of these responses focuses on what they reveal about the state of professionalization in rhetoric and composition graduate programs. We find that core courses are not
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