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…

Describes a successful linguistics program and suggests that linguistics can make a substantial contribution to the college English department. (DD)

Explores how a particular metaphor might help to consider the current situation of higher education and to imagine what might be done about it. Aims to clarify and to represent more accurately what the intellectual work of a university means for students, the faculty, and higher education as a whole. (SG)

Literary criticism no longer aims to appreciate aesthetics, which is to study how humans respond to art. The problem plaguing the literary academy is that literature is reduced to an idea or a moral and theory has become institutionalized in literature departments and continues to be taught.

The article illustrates the hopes and challenges evident in my attempt to use action research as an approach to engage student teachers in reflective processes. The data was systematically generated from the student teachers themselves and from the diaries I noted through out the inquiry. The study suggested that while lack of previous experience…

A symposium in the November 2006 issue of "College English" addresses the question, "What should college English be?" In this article, the author presents his answer to this question--it should be a functional approach to English studies. By English studies he means everything that is done in English departments. Most English departments teach…

As Composition Studies has grown as a discipline over the last quarter century, the field has wrestled with defining and naming disciplinary expertise and professional positions. At first glance, issues of naming may not appear worthy of debate, and so whether an individual writing center director identifies as a writing program administrator…

Applies Bailey's paradox--the absolute belief that only tentative beliefs may safely be permitted--to the teaching of English. (RB)

Argues a different interpretation of the data presented in William E. Rivers' article (v2 n1); specifically, that more English departments prefer candidates with preparation in composition than Rivers concludes. Concludes that training in composition and rhetoric is more appropriate than training in literature for business and technical writing…

Discusses faculty development and the role of the English department chairperson in that area. (FL)

States that interdisciplinary studies have a long history in North American universities, but that those who teach in American and English literature departments have been accused of colonizing in the name of cultural studies. Distinguishes between interdisciplinary "tourism" and interdiscursivity. (PA)

Helps external reviewers of academic departments draw on the experience of those who have learned by trial and error. Outlines the steps taken by an external reviewer. Considers the particular task for an external reviewer and presents some notes on self-preservation for the external reviewer. Discusses the external reviewer's responsibility of…

Notes that the question of whether English departments had a future was asked 17 years ago when the author first became a department chair as it is asked now upon her retirement. Discusses things about the profession that have changed, for good or ill. Suggests that the profession's penchant for self-examination has not changed. (RS)

Draws on Susan Miller's distinction between "feminist composition studies" and "feminine composition studies" to raise concerns about the perception, place, and role of composition studies in English departments. Examines the feminine metaphors used in composition theory and research. (TB)