Abstract
In the spring of the 2018 academic year, I examined what connections existed between composition instructors and disciplinary instructors at California State University, Sacramento (CSUS) regarding definitions, perceptions, and expectations of rhetoric, as well as willingness to engage in interdisciplinary efforts to teach rhetoric. I collected data via anonymous survey from faculty teaching composition courses and through semi-structured interviews with three disciplinary faculty, one each from the departments of communication studies, sociology, and civil engineering. I discovered that both composition and disciplinary faculty perceive audience awareness and genre awareness, which this study summarizes as rhetorical adaptability, to be the most important aspects of rhetoric for students to understand; however, disciplinary faculty have little confidence students will demonstrate rhetorical adaptability when entering their classrooms. In addition, the use of the term rhetoric and related terminology varied greatly, even among composition faculty. Almost all faculty were willing to engage in interdisciplinary efforts to improve the overall instruction of rhetoric.