Outlines the controversies that began as the English Department at Louisiana State University tried to revise the departmental curriculum. Raises important questions for any department to consider as they undertake a similar revision. (HB)

Discusses the tension that exists between different ways of being a college teacher in many small college departments within and between generations. Considers the amount of publications faculty members produce and how that correlates to their achievement of tenure. (SC)

Explores the mechanism of the endurance of the unequal division of the professional status and power within English studies--particularly the role of the writing program administrator (WPA) in sustaining composition's marginality. Suggests that the WPA position is the site at which radical, reformist theories can be redirected into pedagogic and…

Discusses how the author learned to make a research assistant (RA) a part of the administrative package. Shares her ambition to make available good teaching editions of out-of-print novels by Victorian women writers. Suggests coediting new editions of a literary text with RAs and/or post-doctorate students. (SG)

Explores some historical reasons why, academic freedom and tenure notwithstanding, retaliation against Writing Program Administrators (WPA) remains rather invisible as well as rather commonplace. Suggests that there is a good deal of historical connection between many WPAs' and writing teachers' present job circumstances and the circumstances that…

Suggests that English departments have seen their power to shape the identity of their members diminish. Argues that an important part of the preparation of future professors takes place in a master-apprentice setting strengthened by an economic atmosphere that encourages students fearful of getting jobs to identify with those faculty members…

Offers a case study of how the English department at Mary Washington College constructed over a period of years a credible process for assessing its undergraduate major. Explains and critiques that process and the procedures the department has come to use. (TB)

Notes that four computers and writing specialists and one librarian who had found work in a variety of nontraditional, nonteaching positions were asked to meet at LinguaMOO and talk about their careers. Contains a version of that conversation as edited for print purposes, and the annotations and responses made after the fact by the participants.…

Expresses concern that the future of English is a matter of dwindling importance except among English professors. Suggests English professors need to confront the growing irrelevance of English to the major developments in many institutions. Suggests the future of English may depend in part on what professors define, and defend, as the value of…

Based on his department's experience with curriculum change, the head of the English department at University of Illinois at Chicago (UIC) concluded that curriculum change must be local, incremental, and unending. A consequence of the claim that curriculum change should be local is that proposed changes must be consistent with local realities--and…

English is the second-largest major at the University of Puget Sound (Tacoma, Washington). Students may choose one of three emphases within their major: literature, creative writing, or professional writing. Puget Sound's professional writing program has grown gradually and slowly over the last 11-year period to include an array of 10 professional…

Discusses "new rhetoric" within the context of the modern English department. Presents a brief history of the development of the traditional English curriculum through the 18th and 19th century. (JD)

Describes instructional and departmental forces creating the following problems for undergraduate creative writing teachers: (1) they hold an uneasy position in the English department hierarchy; (2) courses are radically different from creative writing courses in either high school or graduate school; and (3) instruction has lagged behind…

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)

Outlines five stops that can strengthen technical writing courses and programs within departments of English. (HOD)