Argues that composition instruction should not be irreversibly separated from the study of literature in the college English curriculum. (AEA)

Explores the state of college English instruction and suggests several solutions to the problems of the nineties, including erasing the division between literature and composition teachers and developing closer working relations between educational institutions. (AEA)

In response to burgeoning nontraditional student enrollments in freshman composition at the University of New Orleans, the entire English faculty has begun to teach all levels of composition courses. Benefits from this development have included student appreciation, an improvement in faculty morale, and a tightening of academic standards. (DF)

Describes four parts of a college composition program--the apprentice segment and the segments for future teachers, for students who need to discover in writing the self and the non-self, and for remedial students--and examines the processes of writing. (GT)

Argues that college writing courses are a convenient point for mediation and intervention to train students to be better able to participate in common space (classroom, work environment, governmental process) at effective levels of tolerance by extending their knowledge of others, being clear and articulate about their points of view, and…

Points out the importance of orality in past centuries and in some contemporary cultures (including that of the black urban ghetto); discusses the problems in moving from oral expression to writing; and notes contrasts between primary orality, writing and printing, and secondary orality--the orality induced by radio and television. (GW)

Discusses the issue of hiring part-time faculty to teach college English courses. Describes how the English department at Pennsylvania State University was forced to deal with this problem. (MM)

Looks at teaching strategies for incorporating texts by sexual minorities into writing and literature classrooms, and for handling blatantly homophobic comments. Argues that such comments work to undercut the idea of a writing community. Seeks to develop ways to incorporate these texts. (SR)

Provides guidelines and practical advice for planning and running a computer lab for writing. (NKA)

Encourages professional dialogue to establish correspondent interests among college English faculty who have taken positions in defense of the teaching of either rhetoric or literature. (AEA)

Reports the results of a survey of the curricula of 259 college English departments which indicate that the growing demand for writing courses coupled with the need to maintain a well-balanced program of literature offerings is causing problems for departmental administrators. (AEA)

Describes the attempt to define and to understand composition studies. Discusses problems involving its becoming a discipline and describes current writing programs based on a survey of 52 universities. (EL)

Describes a university program for training composition teachers, which includes workshops for beginning teaching assistants, small group approaches for experienced teachers, and a teaching consultant service. (GW)

Sketches the historical movement from orality to literacy, as described by Walter J. Ong, and discusses some general suggestions for teaching writing in a developmental sequence. (Author/GT)