Contains the results of a recent survey on the employment possibilities for doctoral students about to receive their degrees and those who graduated since 1971 with a Ph. D. in English. (RB)

Surveys the current situation concerning Ph.D.s in English and the job market, and discusses the ways in which the present reality and the future probability bear upon the graduate English curriculum. (JM)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, discusses how to guide English graduate students through both their graduate study and their professional careers. Emphasizes the need to reinforce the connection between graduate and undergraduate study. (MM)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that English departments can define future study in English by focusing on the trivium: grammar, rhetoric, and logic. Claims that, taken together, the three disciplines are potentially concerned with all issues involved in how we use words to make, do, and…

In a response to the Minnesota Conference on the Future of Doctoral Study in English, asserts that the English faculty in two-year colleges should not be omitted from discussions of graduate study in English. Offers several recommendations for graduate education in English, particularly in relation to the implications for instructors in two-year…

Offers guidelines that specify the kinds of information that will assist faculties in identifying and rectifying problems in their graduate programs. Directs attention to eight areas: department goals; graduate admissions; retention and attrition of students; financial support for students; preparing students for careers within and outside the…

Discusses the results of the Modern Language Association's 1990 survey of doctorate-granting departments in English and other languages regarding doctoral study. (HB)

Considers the Modern Language Association's 1990 survey of doctorate-granting departments in English and other languages regarding doctoral study. Analyzes the survey results in depth, including institutional characteristics, numbers of applicants, number enrolled, degrees granted, and program trends. (HB)

Among the changes that have characterized English studies over the past 25 years is an increase in self-reflection. The rise of various kinds of writing collectively labeled "theory" has influenced this move to scrutinize actions and motives. Composition studies have developed classroom strategies for asking students to reflect on their…

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…

Summarizes issues raised in speeches and group discussions at the Minnesota Conference on the Future of Doctoral Study in English and makes personal observations about the conference in general. (MM)

Argues that most doctoral training in English departments is concentrated on requirements, credentials, and the accumulation of a diversified portfolio. Emphasizes the need to discuss the scope of the doctoral enterprise and to explore the values that make such an enterprise worthwhile. (RS)

Considers a variety of topics, including the shortage of jobs for graduates of English doctoral programs, uses of graduate assistants, academic standards for graduate degrees, English department hiring practices, and ways faculty members can educate and be educated by new young instructors. (GW)

Examines 599 representative preliminary questions used by English Departments at 13 American universities and also examines the general rhetorical structure of 109 articles on literary criticism in 19 scholarly magazines. (DD)