Urges the English teaching profession to heal the split between literature and composition teaching and to offer entry-level college students a freshman English program that combines the two disciplines. (AEA)

Presents, in dialogue form, reflections on the administration of an English department and a writing program (and the relationship between the two) by colleagues who held those positions for many years. (SR)

Presents the results of a survey of freshman English courses and programs, includes the tables that make up the bulk of the report, and concludes with the comments of directors, department chairpersons, and teachers. (RB)

Discusses the roles of English department chairpersons, with special attention to current questions regarding the teaching of composition and literature. (GT)

Discusses worthwhile objectives for English teaching and proposes a simple formula: English classes should be classes for reading literature that really is literature and for writing about it in a way that attempts to be literature. (GW)

Deplores the fact that most departments of English, as departments of literature, relegate the teaching of writing to graduate assistants and suggests that departments of English should become departments of rhetorical studies, focusing on both reading and writing. (JM)

Presents seven documents in the ERIC system which discuss innovative approaches to the teaching of freshmen composition courses. (RB)

An address to the ADE in New York, 26 December 1972. (RB)

Discusses a system in which English faculty evaluate writing proficiency examinations administered by an education department, including the problems engendered by such a system. (AEA)

Discusses the benefits and pitfalls of English department efforts involving internship programs, increased attention to writing courses, new courses in mass media, and rethinking of traditional literature courses. (DD)

Adequate grading of student compositions in large classes makes inordinate demands on the English teacher's time. To convince administrators to reduce teaching loads, teachers need familiarity with research supporting the instructional advantages of smaller classes and closer attention, and with opposing research. (An extensive annotated research…

Notes that classroom teachers frequently ignore or are unaware of research findings relevant to their teaching; examines the major issues that inform the use of research as part of the disciplinary base for designing writing programs. (Author/GT)

Describes a "writer's hotline" telephone program operated at the University of Missouri, Kansas City, in which English faculty address community members' writing problems. Benefits have included increased publicity for the department, improved relationships with the community, and gains in expertise in handling questions of English usage. (DF)

Discusses the author's experience teaching a Writing through Literature course to a class that included a student with Tourette's Syndrome. Describes how the disorder appeared to be a sort of window on the unconscious, putting it on public display; and seeming to release, through this intense experience with the "voices of the self,"…