The dilemma of American women in 1971 as encountered by college teachers and college students is examined in this work. The dilemma is this: in spite of the opening of the universities to women for study and employment and in spite of other social changes, women must still endure a status secondary to that of men. They are not often appointed to…

Conclusions based on the replies of 22 schools in Kentucky as to course requirements in the training of secondary teachers of English are presented. The conclusions are: (1) 17 of the 22 schools require 36 or more semester hours for a major; (2) a 6-hour requirement in Freshman English is almost universal; (3) a requirement in Introduction to…

Argues against the attitude that "there's nothing you can do" with a major in English; outlines the advantages of an education in English that involves intensive and extensive study of language and literature and that prepares students for living and working as educated humanists. (GW)

An English professor gives ten reasons why he believes that it is not merely important but essential for all English teachers to write for publication. He feels that writing for publication is a professional obligation of English teachers to themselves, to their students, and to other teachers. (MF)

Shows that pedantic methods of teaching English have alienated many people from the humanities; explores ways that English departments can find balances between such contrasting elements as reading and writing, elitist works and popular culture, and a liberal education and vocationalism. (GW)

Describes problems regarding faculty recruitment and promotion and tenure decisions faced by an English department with a major commitment to the teaching of composition. (GW)

Few teachers have the time or energy to step back and consider their own practice. Last term, eleven members of a department in a large urban comprehensive kept a detailed diary of one week's experience. Their collective account provides a vivid snapshot of the everyday life of a teacher. (Editor)

Examines reasons for university English departments' ignorance and apathy towards two-year college English departments, and ways two-year college teachers can attack them through faculty exchanges and graduate coursework. (RAE)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that English departments should not become service departments for other academic departments. Urges the replacement of adjunct faculty members with tenure-earning assistant professor lines and claims that recognition through publication serves the…

Argues against the present divisions of English and American literature and for the designation of literature in English, not out of a formalistic concern with language alone, but out of a consciousness of the social and political role of language and of the worldwide social and political role of English today. (NKA)

Offers pointers for establishing a college-sponsored essay contest for public school students in grades five through twelve and enumerates the benefits of such a program. (NKA)

Contains the minimum Graduate Record Examination and grade point average requirements for graduate English programs of over 70 universities. (EL)

Describes a program of the Graduate College at Iowa State University that features an "English examiner" who screens incoming students for writing ability. (FL)

Directs attention to crucial issues facing English teaching in Canada, among them teacher qualifications, the return to basics movement, and unqualified, tenured teachers who are reassigned to teach English from other subject areas. (CRH)

Describes the change in Duke's English department and departments in general by using historical examples that reflect then current attitudes towards the humanities and scholarship. (CRH)