Discusses the trials and tribulations of students who struggle with reading and writing assignments centered on the essay form. Argues that students must be shown the artistic merit of the essay form to produce and appreciate essays. Considers how the essay as form provides a spirit to be followed in teaching and in life. (HB)

Discusses the recent efforts to expand literary studies into numerous allied fields and the possible effects that such attempts toward interdisciplinarity and internationalism might have. Warns against possible negative consequences of interdisciplinary approaches. Calls for an expanded view of English as a field of study. (HB)

Presents a discussion of symposium participants' excitement as well as frustrations over the ways in which current work in composition and literacy studies has explored the politics of the personal. Offers an example of how personal writing can promote the material as well as the subversive authority of professional discourse. (SG)

All distinctions between types of real-life and classroom situations are only tricks. (JH)

A technique for decreasing interference between black dialect features and the hearing and production of standard English is described. (JH)

Literature is basically a private, silent enterprise--which is not served by the social, talky processes of the classroom. (JH)

Poetics rather than poems would form the curriculum for an ideal poetry course. (JH)

Both the method of the New Critics and the modern student's interest in "macro-questions" are briefly discussed by way of introduction. The primary concern of the essay, however, is for an ampler conception of metaphor. Instances of "advanced metaphorical thinking," among them More's "Utopia," Kant's "Critique of Pure Reason," and Pascal's…

College English departments displayed little agreement about the importance of grammar or about the type of grammar students should learn. (JH)

Three critics comment on M. Elizabeth Wallace's October l984 "College English" article, "The Richness of Language and the Poverty of Part-Timers: Impact and Invisibility," and Wallace responds. (EL)

Contains comments on articles by Patrick Hartwell, Robert Scholes, and Gordon Broswell. (EL)

Shows traditionally trained English teachers that the insights obtained through advanced literary study are central to the teaching of technical and scientific writing and demonstrates that recent composition scholarship has shown technical writing to be an imaginative, creative, and thus, poetic endeavor. (EL)