Calls for Composition Studies to move beyond the "universal requirement" of first-year writing, and toward "a sequenced curriculum of courses that introduce students to discipline-specific principles and practices" have been partially realized by the growing number of writing majors. Public descriptions of these programs have traditionally focused on developing writing techniques that are useful in a wide variety of careers, rather than on developing the "discipline-specific principles and practices" of this field. As such, less attention has been paid to the ways that this emerging group of majors might--and has indeed begun to--change the disciplinary relationships with English and humanities programs, where (despite the secession of many) most programs still reside. In this article, the author first provides a brief look at the ways that public representations of undergraduate writing majors have grown beyond claims to production or profession and toward wider definitions of "writing studies." The author then draws upon the example of the Professional Writing major at York College of Pennsylvania to illustrate how this natural, largely student-driven evolution has begun to carve out a new disciplinary status for writing majors. (Contains 3 figures and 9 notes.)