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It is not unusual to consider a discipline spatially as a "space defined or touched by a particular characteristic or force" (Wardle and Downs, this collection, emphasis added). This conceptualization makes visible the metaphor at play here: territories are demarcated and differentiated from neighboring environments by borders that can be more or less visible. In this chapter, we use our experience as faculty members invested in a substantive revision of an MA program revision to explore how that process of delineation opens up new questions about disciplinarity. We sought to create a generous curricular space within an MA degree, one that accounted for our own disciplinary expertise, the needs and interests of our students, and the vision of our university. As we did so, we were also constructing a curricular map of what Rhetoric and Composition looks like in the "locus of situated, locally responsive, socially productive, problem-oriented knowledge production" that MA-granting institutions might provide (Vandenberg and Clary-Lemon 2010, 258).

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This document was originally published in Composition, Rhetoric, and Disciplinarity by Utah State University Press, an imprint of the University Press of Colorado. Copyright restrictions may apply. doi: 10.7330/9781607326953.c011.