Argues that composition instruction should not be irreversibly separated from the study of literature in the college English curriculum. (AEA)

Explores the state of college English instruction and suggests several solutions to the problems of the nineties, including erasing the division between literature and composition teachers and developing closer working relations between educational institutions. (AEA)

Despite what institutions and departments are doing to make adjunct instructors feel valued and a part of the college community, there are always two groups: the full-time faculty and the adjuncts. To feel valued, what an adjunct instructor might need more than a mentor, a name tag, or even a raise in pay, is to be considered a professional equal…

New fields of English study are developing their own canons, their own majors, and their own departments: Black studies, Caribbean studies, women's studies. Yes, all scholars in English read Shakespeare, Emily Dickinson, Zora Neale Hurston, and Derek Walcott, but do they read them alike? Are the places of these works in the literary tradition the…

Ideological tensions at the heart of conflicting philosophies concerning the role of English department studies in higher education generate such questions as: "Should courses in literature be required?" and "Is the ultimate goal of the English major a good job or a good karma?" The answers to these questions are important, as…

While tenure-track faculty begin their careers with some sense of what they will teach, what they will earn, and how they will be promoted, lecturers are not allowed such assurances. In the early days, lecturers in the English Department at the University of Nevada Reno (UNR) taught basic composition courses, four per semester unless they were…

College composition instructors have the opportunity to take a step toward meeting the needs of a pluralistic society by defining a developmental writing curriculum that incorporates the same strategies that characterize the mainstream writing classroom. The "cognitive deficiency model" that characterizes most instruction in…

Creative writers have moved into the mainstream of English departments without understanding or reviewing their own history, and without reconceptualizing graduate and undergraduate creative writing programs. Such a history can be constructed from sources in three areas: institutional history, creative writing history, and rhetorical history. An…

The English department faculty training program at Purdue University-Calumet, Indiana, designed a program that would provide their entire staff with the skills necessary to use computer-assisted instruction and word processing to teach all levels of writing. Phase one of the program was a semester-long class designed for regular faculty, beginner…

This paper describes the steps necessary for starting a cooperative education program for English majors. Though not all English majors can use cooperative education to advantage, such a program is an educational alternative that allows people who have no definite career goals to develop job opportunities while staying in school. Sample forms used…

Recognizing that English majors need some preparation for a wider choice of employment opportunities, the Michigan State University English Department initiated an internship program in 1979 to offer students work experience, vocational advice, and practical tips for securing permanent employment. Although the choices for English intern positions…

University and college English departments, preoccupied with literary study, have long neglected their role in teacher preparation, especially the training of college composition teachers. Grammar, rhetoric, and logic are studies more valuable to the composition teacher than courses in imaginative literature. The weighting of curriculum in favor…

Discusses the issue of hiring part-time faculty to teach college English courses. Describes how the English department at Pennsylvania State University was forced to deal with this problem. (MM)

Urges college English departments to take a direct interest in what happens in secondary school classrooms and to be prepared to offer pedagogical diversity in both preservice and inservice teacher training. (AEA)

This paper paints the overall picture and contextualizes a project on K-16 articulation in southeastern Massachusetts. The paper first describes the project and then addresses three broad areas: the state climate in higher education in Massachusetts; the regional context of such a project within the southeastern area of the state; and the…