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)

Examines the administrative and organizational implications that Cleanth Brooks methods of criticism hold for modern English departments. (RB)

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

Contrasts the need for more extensive and effective composition programs with faculty training almost exclusively focused on literature. (AA)

Describes the organization and aims of the English curriculum at the University of Iowa. (AA)

Contends that rhetorical study is the key to the integration of reading and writing in the college English department and discusses problems created by pigeonholing literature by periods and genres. (DD)

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…

Argues that (1) even the most radical critics of departmental structures are committed to the perpetuation of English departments and, therefore, will adopt, regardless of potential contradictions, the professional discourse that validates them and (2) that this will be done even though the Babel of contemporary critical discourse makes a…

In response to George Levine's argument that the more things change the more they remain the same, the author considers three measures that would promote the value of literary study. (HOD)

Discusses the current administrative problems of English departments due to the cutback of educational funds. (RB)

Offers examples of ways that college and university departments of English can broaden students' capabilities as readers and critics. (AEA)

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)

Examines the dilemma facing English departments that teach literature only and suggests an interdisciplinary approach as the solution. (RB)