Discusses the recent resurgence of interest in the essay. Distinguishes essays from other forms of writing. Considers some of the implications of the resurgence of the essay for critical writing. Describes one of several possible forms for the critical essay. (RS)

Answers basic questions that teachers in various departments have found useful while thinking about their writing assignments: (1) the role writing assignments play; (2) whether to abolish them; (3) what students should be able to do in their writing; (4) intellectual skills students should learn; and (5) how students can be helped in…

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

Encourages English teachers to consider student themes as real texts, and discusses the bond between the teaching of literary works and the teaching of composition that would be forged thereby. (DD)

Three key areas of confusion in the English department--composition, curriculum, and humanism--can be resolved by marshaling ideas from social dramatism, games theory, and sociobiology. (DD)

Literature, which deals with truth, should be the focus of the English department instead of writing, which is a trivial technology. (DD)

Describes and evaluates the exit assessment for writing at Simpson College. Provides background, reflection, results, a numbers analysis, and thoughts about the next steps. Argues that portfolios are a feasible means of large-scale and high-stakes writing assessment. (TB)

Presents the flaws and errors characteristic of the writing of undergraduates as an art that cannot be reproduced--except by other undergraduates. Ridicules the language of textbooks. (HTH)

Considers ways an English department can offer a course in business writing without sacrificing its commitment to the liberal arts tradition. (GT)

Details some of the advantages provided by a testing service that evaluates student writing. (NKA)

Describes writing as a technology that changes thought processes and verbal expression and suggests that language and literature teachers become familiar with the processes of primary orality and literacy. (AEA)

Urges the Association of Departments of English (ADE) to issue position statements on promotion and tenure, on teaching composition, and on becoming more active politically. (AEA)

Concludes that the humanities cannot be reduced to the teaching of specific, depersonalized skills (such as editing) and that they must maintain the link between reading and writing. (AEA)

Considers the role of the visiting writer in encouraging and supplying useful writing advice to student writers. Proposes some principles for the art of writing that writers offer composition students, especially related to the art of writing over its craft. (HB)

Contends that rhetorical study is the key to the integration of reading and writing in the college English department and discusses problems created by pigeonholing literature by periods and genres. (DD)