Connections between stereotypical attitudes toward English studies and the apparent lack of integration in curricula and pedagogies make it useful to examine the "process/content debate." Representative voices in this debate have been strident: cultural literacy is paraphrased as expressing that it is not important what can be known, as long as the same thing is known by all, and process pedagogy is said to proclaim that what is learned is not important, as long as how to learn it is known. In the field of English, process is associated with writing and content is associated with literature. However, process and content are extremely important in the teaching of literature and the teaching of writing. Process means establishing a context in the classroom in which learning and communication can occur, one which focuses on how to read student writing and how to listen to student voices. Content is literature, defined as broadly as possible to include traditional genres, non-fiction prose, theories, practices, classics from the canon and works by women and minorities. For a coherent general education program in English, the ideal involves the integration in all courses of process and content, writing and literature. (MS)