Explores how Burke's texts engage readers. Discusses his determinate meaning, propositional content, stylistic content, interest in his audience, attitudes of assent and dissent toward reading, and the idea of reading as rebirth. (EL)

Sketches a method of using cassette cartridges to correct college freshman compositions. (RB)

An exploration of the relevance of the English teacher's traditional role, in reaction to the accusation: If you tell your students what to think, you're copping out" (Author/RD)

A paper presented at Forum on the Status of Women in the Profession at annual convention of Modern Language Association of America (New York, December 27, 1970). (Editor)

An open letter by the senior past president of the National Council of Teachers of English; appears also in English Journal," vol. 60, no. 5 (May 1971), pp. 641-44. (RD)

Argues for a more active role for the college English instructor in helping students write and speak standard English more effectively. (SW)

Describes a course in men's studies that focuses on the pressures society places on males. (JL)

Proposes a shift in the focus of literary studies to emphasize practical criticism and critical reading of literature within the context of social values. (RL)

Responds to article by Bill Linn concerning the urban student's alienation and suggests that Linn may have a defeatist attitude. (MKM)

Discusses the concepts of rhetoric in general and specifically the generic triad in classical rhetoric. Outlines contemporary versions of the function and realm of rhetoric. Discusses the clash between Aristotle and Quintilian regarding the triad and its relationship to contemporary debates. (HB)

Discusses how reading and writing are defined and valued in the study of English. Argues for teaching reading and writing as something other than a set of functional skills and for thinking about culture as more than a set of revered texts. (PRA)

Defends the exclusion of Shakespeare course requirements for the English Department at Indiana University by explaining that "Shakespeare can take care of himself"--students will sign up for as many Shakespeare classes as offered. Presents opposing obstacles and objectives to this curricular decision. (SC)

Tracing the literature on writing conferences during four tension points in higher-education enrollments--the 1890s, the 1930s, the 1950s, and the 1970s--the author suggests that conferences have been championed primarily at those moments when students were both more numerous and more diverse, an urge countered, however, by faculty working…