In this article Sutherland surveys over the period of the last 40 years (the length of an average full academic career) the changes which have occurred to the departmental structures and procedures in the teaching of and research into English Literature in British universities. He perceives a marginalization of the English department in the…

Presents six responses to an article in the same issue of this journal. Recommends closer contact between baccalaureate institutions and doctoral programs. Expresses a "hope for the new" in the form of more inventive candidates for assistant professorships. States that the conventional admissions process does not work as well for…

Offers a utopian vision of what the place of rhetoric should be in a department that thinks of itself as literary. Argues that a Ph.D. in English that encompasses both literature and rhetoric works because it is really a degree in rhetoric. (TB)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, discusses how to guide English graduate students through both their graduate study and their professional careers. Emphasizes the need to reinforce the connection between graduate and undergraduate study. (MM)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that English departments can define future study in English by focusing on the trivium: grammar, rhetoric, and logic. Claims that, taken together, the three disciplines are potentially concerned with all issues involved in how we use words to make, do, and…

In a response to the Minnesota Conference on the Future of Doctoral Study in English, asserts that the English faculty in two-year colleges should not be omitted from discussions of graduate study in English. Offers several recommendations for graduate education in English, particularly in relation to the implications for instructors in two-year…

Considers the Modern Language Association's 1990 survey of doctorate-granting departments in English and other languages regarding doctoral study. Analyzes the survey results in depth, including institutional characteristics, numbers of applicants, number enrolled, degrees granted, and program trends. (HB)

Lists for comparison the average of pre- and post-MA salaries and stipends per course paid by 68 universities. (CRH)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that English departments should not become service departments for other academic departments. Urges the replacement of adjunct faculty members with tenure-earning assistant professor lines and claims that recognition through publication serves the…

Summarizes issues raised in speeches and group discussions at the Minnesota Conference on the Future of Doctoral Study in English and makes personal observations about the conference in general. (MM)

Argues that most doctoral training in English departments is concentrated on requirements, credentials, and the accumulation of a diversified portfolio. Emphasizes the need to discuss the scope of the doctoral enterprise and to explore the values that make such an enterprise worthwhile. (RS)

Discusses several problems in the national hiring process, including candidates' (1) lack of preparation and/or interest in teaching, (2) lack of familiarity with interviewing institutions, and (3) unrealistic expectations and general ignorance of conditions in most of the country's English departments. (SR)

Averages the high, low, average, and median salary figures by rank for the faculty members of 84 responding departments of the 106 listed in "An Assessment of Research-Doctorate Programs in the United States: Humanities." (CRH)

Reports the results of a personally conducted survey on graduate programs in English that ranged from amusing to appalling. (JL)

Argues for deemphasis of hyperspecialization and narrow departmental structures and an emphasis on collective efforts, interdisciplinarity, and beyond-the-campus connections. Outlines shortcomings of Ph.D. programs in rhetoric and composition: (1) lip service paid to language and languages; (2) not enough attention on teaching; (3) neglect of…