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Professional communication is a growing component of English departments and other communication programs. Yet, in most cases, the term professional communication is used as a catchall term for various types of workplace and occupational writing. As such,professional communication, as it is currently framed, seems to have little to do with professionalsor the process of professionalization. This article calls for a more thoroughexamination of the concept of professional communication by reviewing (1) the ways inwhich researchers have used this term to describe the rhetoric of professionals who communicate,(2) the democratic and knowledge-based contradictions between rhetoricalscholarship and professional powers, and (3) the current challenges facing professionalworkers, including deprofessionalization and proletarianization. The author argues thatif professional communication research and teaching are to remain prominent parts ofacademic programs, researchers, theorists, teachers, and students must become moreaware of conceptual issues that inform and define professional work.
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Professional Identities: What Is Professional about Professional Communication?
http://jbt.sagepub.com/cgi/reprint/16/3/306
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 peer-reviewed
Faber, Brenton D.
STC Proceedings
2002
Abstract: Professional communication is a growing component of English departments and other communication programs. Yet, in most cases, the term professional communication is used as a catchall term for various types of workplace and occupational writing. As such,professional communication, as it is currently framed, seems to have little to do with professionalsor the process of professionalization. This article calls for a more thoroughexamination of the concept of professional communication by reviewing (1) the ways inwhich researchers have used this term to describe the rhetoric of professionals who communicate,(2) the democratic and knowledge-based contradictions between rhetoricalscholarship and professional powers, and (3) the current challenges facing professionalworkers, including deprofessionalization and proletarianization. The author argues thatif professional communication research and teaching are to remain prominent parts ofacademic programs, researchers, theorists, teachers, and students must become moreaware of conceptual issues that inform and define professional work.
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