Argues that the interaction among the various sub-discourses that collectively constitute English as a discipline can keep alive a vision of English teachers not simply as critics, composition people, or even poets, but as men and women of letters. (RAE)

Includes: (1) "A Comment on 'Lacan, Transferences, and Writing Instruction'," Janet Hiller and Barbara Osburg; (2) "Robert Brooke Responds"; (3) "A Comment on 'Writing (with) Cixous'," Debra Raschke; and (4) "Clara Juncker Responds." (RAE)

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)

Literature anthologies are part of the furniture of English departments. Like the putty or gunmetal-gray file cabinet that one might have gotten new or used, they are not a showpiece of academic decor, but it would be hard to imagine work spaces without them. Indeed, they are omnipresent, amassed on the shelves of campus bookstores, weighing down…

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…

Chronicles the development of an English doctoral program which emphasized both literary study and the teaching of reading and writing. (DD)

Describes problem definition in academic writing as existing on a continuum, with literary interpretation near one end and scientific writing near the other. Examines the consequences of this for undergraduate literature and composition assignments. (SRT)

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

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)

Three critics comment on weaknesses in Louis G. Ceci's September 1983 "College English" article, "The Case for Syntactic Imagery," and Ceci responds. (CRH)

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

Deprived of a given world an author can assume he shares with his readers, an author today is thereby also deprived of a given rhetoric and must create his own. (JH)