Points to weaknesses in the current educational system and outlines proposed standards and curriculum requirements for an ideal program for English majors. (GT)

Shows that pedantic methods of teaching English have alienated many people from the humanities; explores ways that English departments can find balances between such contrasting elements as reading and writing, elitist works and popular culture, and a liberal education and vocationalism. (GW)

Describes problems regarding faculty recruitment and promotion and tenure decisions faced by an English department with a major commitment to the teaching of composition. (GW)

Offers pointers for establishing a college-sponsored essay contest for public school students in grades five through twelve and enumerates the benefits of such a program. (NKA)

Describes a program for preparing community college teachers and for satisfying inservice needs of those already teaching in the two-year college. (TO)

A report presented to the ADE in New York on 26 December 1972. (RB)

Argues for a renewed integration of the humanities to ensure that the white-collar working class will be literate in the broadest sense of the word. (AEA)

Considers how one composition instructor's methods of assigning student writing tasks and then responding to those texts was altered by various works written by composition scholars. Outlines 10 of the major achievements of composition research over the past 30 years. (HB)

Reflects on several issues confronting an English department chair, including part-time faculty, adequate writing programs, curriculum reform, and resource allocation. (MM)

Recounts instances of computer use to teach English composition and poetry to college students and concludes that it is impossible to be a department chair these days without knowing something about a computer. (NKA)

Contrasts the traditional theory of composition with the new process theory of writing and concludes that the popularity of the new theory (with its student-centered teacher) is probably due to the compatibility of educationist theory with the unphilosophical temper of the age. (NKA)

A program using secondary English teachers as associates to teach college freshman rhetoric was introduced at the University of Illinois at Urbana-Champaign. Associates had at least a master's degree and served during their sabbatical year, teaching three sections per semester while taking coursework. (DF)

Discusses the relationship between research in writing (i.e., research in "composition" or "rhetoric and composition") and English departments. Attempts to clarify writing research, asserting that English departments do not understand or approve of this type of research. (MM)

Demonstrates that, in order to introduce students to literature, language must be examined as to the way it conveys messages. Relates the use of literary language to more normal uses. (NKA)

Describes a multidisciplinary literacy project that involves the collaboration of university and public and private high school teachers. (AEA)