In this essay I explore the constraints and opportunities confronting me as a newly qualified teacher and how these affect my pedagogy. I have reflected on my own development from beginning to newly qualified teacher and considered how such forces have shaped my identity as a teacher, my values and my approach to the job. As part of my exploration…

Describes how rhetoric replaced literature as the prevalent focus for teaching composition. Questions why teachers neglect the use of literature in composition classrooms. Argues for the inclusion of literature into composition courses as a means of inspiring conversations beyond the realm of academia. (HB)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that literary theory has redirected attention to the medieval liberal arts of grammar, rhetoric, and dialectic. (JK)

Argues that provision must be made for new works to enter the literary canon, suggesting that meaningful reformation of the canon must evolve from discussion among those involved in the profession of humane letters. Claims lethargy inhibits the process of canon reformation, and discusses revisionist approaches to curriculum. (ARH)

Explores what the phrase "back to basics" means in terms of the English curriculum. (JL)

Suggests ways to respond to the changes in the teaching of college literature wrought by recent literary criticism and theory. (DD)

Encourages the Yale English Department to put an end to the unnatural separation of the teaching of literacy and the teaching of literature. (DD)

Questions whether literature should have a role in first-year composition courses. Argues that this question cannot be discussed without deciding on the objectives for such a course. Claims that first-year composition should eliminate the use of literature and focus on practicing the discourse of the academy. (HB)

Reviews selected English and language arts curriculum guides in use in five provinces--British Columbia, Alberta, Saskatchewan, Ontario, and Nova Scotia. The discussion focuses on the literature sections of the curriculum guides. (SRT)

Offers suggestions for seeking out neglected writers from all literary periods and advocates teaching the works of these writers along with the works of accepted great writers. (MKM)

Relates autobiographically the author's experiences learning to write as an inventor, in the process exemplifying personal writing as a mode to be fostered in composition courses. Argues for a presentation of writing as a constant discovery and construction of knowledge rather than an accumulation of facts. (HB)

Although both literary study and discourse analysis examine texts and oral discourses, literary study tends to emphasize the totality of the text while discourse analysis seeks to isolate manageable elements and structures to validate hypotheses about mental processes. Interaction has recently occurred between the two disciplines in…

Suggests ways to give literary theory its rightful place in literary study by teaching psychoanalytic, literary, and philosophical texts in a comparative perspective. (DD)

Discusses the role of literature in the English curriculum and the problems facing the English department at the University of Tennessee. (FL)

Defines "literature" as including such expository works as "The Theory of the Leisure Class" and "The Lonely Crowd" and encourages development of college courses in expository modes of writing. (DD)