A course in gay literature, intended to help raise the consciousness of gay college students, is described. (JH)

No one should be allowed to teach English until he has mastered the fundamentals of social and regional dialectology. (JH)

Describes the obstacles facing hearing-impaired people as they attempt to learn to write and suggests ways to implement a college program to bridge the gap between natural Sign Language and English. (DD)

Presents an introduction to social construction and offers a bibliographical guide to such texts. Recommends general and community specific accounts, defines social constructionist thought in literary criticism and literary history, mentions composition studies, and comments on the impact of social construction in education. (JK)

Compares two books published in the middle 1970s--F. Jameson's "Marxism and Form" and R. Ohmann's "English in America" to show the distinction between the theorists and pedagogues on the academic literary left. (FL)

Suggests three levels of reading. The first is exemplified by E. D. Hirsch's prescriptive "cultural literacy." The second is interpretive, typified by the "strong reader." The third is critical and is best suited to dealing with the complexities of poetry. (ARH)

Recommends teaching students the exploratory essay as a means of contributing to the larger effort of revitalizing the humanities by restoring the spirit of inquiry to a place of currency and honor and by educating people to communicate freely with one another. (EL)

Criticizes English departments for ignoring the need for research and adequate instructional programs in the areas of competency referred to by the term "literacy": reading, writing, comprehending, and communicating. Suggests ways of bridging the gap between literature and composition. (EL)

Critics comment on three earlier "College English" articles: Mike Rose's "The Language of Exclusion: Writing Instruction at the University," Elizabeth A. Nist's "Tattle's Well's Faire: English Women Authors of the Sixteenth Century," and Patrick Hartwell's "Grammar, Grammars, and the Teaching of Grammar." Contains responses from Mike Rose and…

The author describes a special student she had in a literature class and how that student gathered her powers as an English major. (CRH)

Traces the lack of rhetorical and stylistic criticism of twentieth-century English nonfiction both to a heightening of the traditionally low status accorded to nonfiction created by massive technical and scientific change and to its very recentness and claims that the lack of criticism calls into question generalizations about modern prose on…

Follows a group of black college students during a semester course designed to enrich their verbal skills and their understanding of themselves through guided study of literary works by black writers. (TO)

Composition teachers should recognize that all errors in student writing are not the same. The author distinguishes between handbook rules, spoken language, and ambiguity. (MM)