Offers advice about interviewing at the Modern Language Association (MLA) convention: practice or rehearse issues; allow enthusiasm about teaching to show; model good teaching practices in the interview; and listen thoughtfully and resist the temptation to talk too much. (RS)

Defends literary education by describing what is distinctive and central and valuable about the collective enterprise. Offers some negative prescriptions--some important ways not to respond to the challenges facing the profession--and some positive suggestions as well. (SC)

Shares observations about factors critical in the outcomes of the review of Ohio's state-supported doctoral programs in English. Details some of the responsibilities and challenges that both the departments and review panel faced in developing extensive self-studies. Argues that departments should address mismatches or anomalies in their programs.…

Discusses how English departments, which employ a substantial number of teaching assistants and adjuncts, will make progress toward solving some of their problems by recognizing that students can major in English and the humanities as they have been traditionally conceived and find professionally and financially rewarding employment. Suggests that…

Notes the author's experiences that led him to gravitate toward educational partnerships. Notes that partnerships signal an answer to the discontinuities in curriculum planning and in general awareness within and among institutions; and hint at the absence of communication (let alone planning) between educators at the university and college level…

Suggests that when the university devotes itself to "excellence," it substitutes, for a vision of what should be taught, a contentless measure, a bureaucratic concept that extends the range of managerial control without presuming to make judgments about content. Suggests that English departments should try to design sequences of courses that are…

Considers the demands being placed on English departments for better teaching of writing and calls for a new emphasis on research in the teaching of writing. (AA)

Discusses need for a clear sense of the policies and objectives of the English department, to guide reactions to current problems. (AA)

Fifth survey of departments included in the 1970 rating of graduate programs. (AA)

Summary of five years of annual surveys. (AA)

Examines the offerings of the English department at the University of Michigan, offers observations on writing in America (based on the book "The Writer's Market"), and concludes that what goes on in the English classroom has few significant implications for most writing in America. (JM)

Describes the changes and problems of the English department in adjusting to a new core curriculum at a liberal arts college. Discusses assumptions about planning, course requirements, and course content beneficial to the department. (EL)

Discusses the role of English department chairmen, the increased unionization of college faculty, and the advantages of collective bargaining in higher education. (RB)

Questions the fragmentation of the teaching of English into such diverse subjects as reading, writing, speech, journalism, drama, and freshman composition, considering such divisions harmful to the purpose and future of English departments. (AEA)