Discussions of English department identity and mission more often center on the undergraduate major curriculum than on classes for general-studies and other non-major students. In such courses, though, educators have an opportunity to touch the intellectual lives of far more people than they do in courses for majors. The author argues in this…

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)

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

Providing a rationale for the involvement of college English departments in interdisciplinary work, the papers in this collection discuss the difficulties surrounding the introduction of interdisciplinary courses and programs that make special demands on the time and energy of individual faculty members and on limited departmental resources.…

This booklet describes the English curriculum at Narrabri High School in Narrabri, Australia. Discussed are such topics as the district of Narrabri, the policy of the high school, the English department and its policies (homework, faculty meetings, discipline, textbooks, and faculty library); a model of English studies, reading, writing…

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

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…

Asserts that exploring convergences between composition and literature can bridge the gap between the two fields. (MM)

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)

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

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)