Advises that there are opportunities for people with skills in Web publishing, specifically in areas of English Literature, skills so new that they are still acquiring labels and job titles. Coins the term "information architecture" as a concept and a need that arises from the creation of large-scale, ongoing Web projects, a phenomenon that is…

Advocates a more clearly defined place for literary reading in interdisciplinary studies. Defines "interdisciplinary" as implying dialogues across borders. States that literary study has in the past distinguished itself from the social sciences by allowing more space for the language of texts to "talk back." Discusses a 1925 historical essay, "The…

Discusses teaching a college class in English Renaissance nondramatic literature. (AEA)

Describes the English program and the role it plays at Doane College, Nebraska. (JK)

Examines various views--from conservative to anarchic--of the literary canon. Notes that although these perspectives have shifted in popularity, the curriculum for a college English major has remained essentially constant. (MM)

Addresses the question of what graduate students should know about fields of English in which they are not specializing. Finds the best answer is to teach "the classics." Illustrates with the example of a course on "The Faerie Queene" and "Paradise Lost," to show students how to work with texts and what can be…

Addresses the problems in discussing nineteenth-century British literature in the classroom and advocates encouraging students to take and support various interpretations of text. (DF)

Recounts an American teacher's experience of teaching English at a university in China and includes advice to others considering a similar teaching experience. (AEA)

Discusses reading and teaching Renaissance poetry in terms of the poem's "resonance," its capacity to speak to contemporary readers directly and draw them into its historical world. Advises teachers to expand the resonance to illuminate the poem's background, as exemplified by the poetry of Thomas Wyatt in the court of Henry VIII. (DF)

Argues against the present divisions of English and American literature and for the designation of literature in English, not out of a formalistic concern with language alone, but out of a consciousness of the social and political role of language and of the worldwide social and political role of English today. (NKA)

Describes a course in modern British literature in which the students developed their own reading list by conferring with the instructor. Notes success in making students active participants in the course. (RS)

Examines the possibility of a university based on dissensus, disagreement, and diversity. Deconstructs the traditional English major, noting the inappropriateness of studying British literature as a substitute for a national cultural whole. Notes that the United States has never really had cultural unity and has always looked to the future for it.…

Examines the recent call for English departments to recognize literature that falls outside the British and American tradition. Suggests that we recognize English as a world language and choose books to teach accordingly. (JC)

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)

Cautions against rapid curricular reform that overturns the value of the Anglo-American literary and cultural heritage in English curriculums. (RB)