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This study steps into a long running discussion of the place of imaginative literature in First Year Composition (FYC) courses. Chapter one surveys the scholarship, including the work of Erika Lindeman and Gary Tate, two compositionists whose debate has been at the center of this discussion, and three scholars' responses to the issues their debate raises. Instructors might be able to include imaginative literature in FYC courses if they use the literature to support the courses' rhetorical goals rather than to "teach the literature" itself.

This thesis explores the need for a professional writing track in the Master of Arts in English composition program at California State UnIversity, San Bernardino. The current English literature, English composition, and TESL (Teaching English as a Second Language) tracks are discussed as well as the certificate in professional writing currently available.