Discusses what is wrong with graduate schools in English, including lack of creativity, the irrelevance of much of the training for the doctoral degree, the attention paid to obscure points of literary scholarship, and the emphasis on publishing instead of good teaching. Notes the similarity to criticisms made 45 years ago. (EL)

Reports the results of a personally conducted survey on graduate programs in English that ranged from amusing to appalling. (JL)

Argues the need for professors and departments of English to reach a new consensus on goals for teaching literature. (JH)

Reviews the responses from a survey of all former Lehigh University (Pennsylvania) English department majors for the period 1962-1982. Data on graduates' current occupations indicate that a major in English is more often a preprofessional degree than a professional one. (RBW)

Reports on the program for the inservice training of secondary school English teachers, conducted at the University of Massachusetts at Amherst; and offers it as a model for similar efforts by college English departments. (RL)