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)

Describes a program at a community college in Bronx, New York in which English instructors and content area teachers work together to improve the writing of students needing remedial instruction. (RB)

Describes the attitudinal characteristics and the educational needs of the freshmen students entering the composition classes in the mid-seventies. (RB)

Describes the organization and aims of the English curriculum at the University of Iowa. (AA)

Describes several ways in which graduate students may be convinced that their teaching of freshman composition is complementary to their study of literature and concludes that the place to begin to change the negative attitude toward composition is in this training of graduate students in English. (JM)

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)

Reports on a beginning-of-the-semester assignment in which students wrote questions to their instructor to determine his views about writing. Questions asked fell into four categories: (1) personal, not English related; (2) personal, English related; (3) English, what the teacher would accept; and (4) English, grading standards. (38 questions and…

Presents current items about the teaching of writing that "every department head ought to know," and suggests some reasons why the teaching of writing might be a personally rewarding intellectual experience. (Author/GT)

Enumerates criteria for choosing readings for faculty members newly assigned to composition; lists references on rhetoric and on composition and explains the rationale behind the two lists. (GW)

Discusses various aspects of language--written and spoken--and concludes that departments of English have not yet met their responsibilities concerning the teaching of writing. (JM)

Discusses the current administrative problems of English departments due to the cutback of educational funds. (RB)

Discusses the pros and cons of presenting a collegewide, 14-week seminar for faculty development in writing across the curriculum. (AEA)