Discusses the need for a reformed English curriculum. (HOD)

Urges the English teaching profession to heal the split between literature and composition teaching and to offer entry-level college students a freshman English program that combines the two disciplines. (AEA)

Discusses why technical writing should not be taken out of the English department and be placed in an engineering department or any other technical department. (HM)

Two discussions explore the issue of part-time and temporary teaching appointments in colleges. The first discusses the negative impact these assignments have on the discipline of English. The second recognizes that these appointments are here to stay and offers suggestions for making a bad situation productive. (HTH)

Traces the difficulties and exploitation encountered by a female faculty member beginning in the 1950s. Describes how personal voice is frustrated by the hegemonic powers of English departments and the exploitative system of part-time and untenured faculty. Concludes with a powerful affirmation of the teaching mission. (HB)

Presents, in dialogue form, reflections on the administration of an English department and a writing program (and the relationship between the two) by colleagues who held those positions for many years. (SR)

Dramatizes the attempts, including hunger strikes, to get the University of California at Los Angeles to create a department of Chicano studies. Considers the difficulty of dealing compassionately with protesters when faced with institutional budget cuts. (HB)

Sketches a scenario describing the possible future of English studies in the United States. Discusses the sources of division and anger within the profession. Considers the obstacles that impede healthy professional conversations within departments. (HB)

Identifies the ideas of the good that organize the professional lives of English college faculty. Discusses how these ideas should help faculty to constitute their departments, colleagues, and students. Applies insights from Aristotle's "Rhetoric" to departmental discussions. (HB)

Considers how students are represented in institutional discourse and how students are viewed by their teachers. Outlines historical and current examples of the way students are represented. Calls for a closer examination of the relationship between rhetorical representations of students and reality. (HB)

As a special topics course in composition, ENEX 495: "Women, Writing, and Rhetoric" is a program elective for graduate students in the English department, English majors, Gender and Women's Studies students, and a writing-intensive elective for non-majors at The University of Montana, a doctoral granting institution located in the Rocky…

Discusses the needs and problems of English departments identified by the MLA's l982 "Report of the Commission on the Future of the Profession." Discusses the "traditional" and "nontraditional" aspects of humanities education, disciplinary and general education, and the political, economic, and intellectual upheavals…

Develops several perspectives of the discipline of college English teaching that include local, state, regional, and national levels of involvement as well as viewpoints of others outside the discipline. (AEA)

Urges that college English departments play a greater role in both adult education and secondary level English education. (AEA)

Four contributors (1) discuss a rationale that would enable English departments to maintain a balance between publishing and perishing, (2) argue for the small colleges relinquishing their publish-or-perish policies, (3) examine the benefits of writing for alternative audiences, and (4) explore limitations on scholarly publishing. (AEA)