In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that literary theory has redirected attention to the medieval liberal arts of grammar, rhetoric, and dialectic. (JK)

Argues that curricular revision (in the direction implied by widespread adoption of terms such as "canon" and "theory") has been accomplished with little overhauling, in large part by adding non-White, nonmale, nonclassical writers to traditional courses. Argues that reading new works is not the same as arriving at new…

Outlines current critiques of U.S. higher education. Describes the activities and findings of the Illinois state task force on assessment of language arts in the 1980s. Describes how Illinois State University's English department defined the goals of English majors and dramatically altered the curriculum. (HB)

Reviews the history of a college English department from the 1960s through the mid-1980s. (MM)

Encourages English faculty and students to look forward to continuing and improving the long-standing connections between English and business and suggests specific methods to enhance those connections. (AEA)

Three key areas of confusion in the English department--composition, curriculum, and humanism--can be resolved by marshaling ideas from social dramatism, games theory, and sociobiology. (DD)

A former English department chairman looks back with optimism at the state of English education since 1930 and discusses how it might be of use in developing future curricula. (HTH)

Discusses the role of literature in the English curriculum and the problems facing the English department at the University of Tennessee. (FL)

Suggests that genre and time-line college literature courses give way to thematic courses and cooperative courses within other departments. (FL)

Discusses the state of English studies, focusing on the literary canon, literature and other disciplines, the function of theory, and the politics of literature. (MM)

Considers the demands being placed on English departments for better teaching of writing and calls for a new emphasis on research in the teaching of writing. (AA)

Discusses need for a clear sense of the policies and objectives of the English department, to guide reactions to current problems. (AA)

Examines the offerings of the English department at the University of Michigan, offers observations on writing in America (based on the book "The Writer's Market"), and concludes that what goes on in the English classroom has few significant implications for most writing in America. (JM)

Questions the fragmentation of the teaching of English into such diverse subjects as reading, writing, speech, journalism, drama, and freshman composition, considering such divisions harmful to the purpose and future of English departments. (AEA)

Describes the efforts of a college English department to redesign its English curriculum. Includes a curriculum outline and descriptions of specific courses. (AEA)