A speech given a annual meeting of Conference on College Composition and Communication, National Council of Teachers of English (Seattle, Washington, March 19-21, 1970). (Editor/RD)

Criticizes academic English departments for failing to prepare their graduates as teachers. (SW)

A university English department head comments on his teaching experience at a junior high school and on changes in the university's English curriculum and methods to prepare teachers for the public schools. (SW)

Describes the Washington, D.C. Center's internship program for political science and English majors. (AEA)

A survey of approximately 800 English doctorate recipients for 1981-82 revealed that 59.7 percent had full-time teaching positions, a slight decline from the 61.2 percent in 1976-77, the first year the survey was initiated. Employment outside of teaching was larger than in 1976-77. (AEA)

Reports the results of a personally conducted survey on graduate programs in English that ranged from amusing to appalling. (JL)

Argues that composition instruction should not be irreversibly separated from the study of literature in the college English curriculum. (AEA)

Explores the state of college English instruction and suggests several solutions to the problems of the nineties, including erasing the division between literature and composition teachers and developing closer working relations between educational institutions. (AEA)

Discusses five aspects of English teacher preparation that need to be improved: (1) teacher certification requirements; (2) understanding by college professors of the realities of teaching English at the secondary level; (3) cooperation; (4) involvement by English professors in their students' student teaching experience; (5) screening of…

In response to burgeoning nontraditional student enrollments in freshman composition at the University of New Orleans, the entire English faculty has begun to teach all levels of composition courses. Benefits from this development have included student appreciation, an improvement in faculty morale, and a tightening of academic standards. (DF)

The english teacher should explore the values--both artistic and humane--present in a variety of literatures, even the worth of nonliterary modes of expression, in order to preserve the tradition seen in Shakespeare and Keats, Dickens and Homer. (Author/RK)

The purpose of English in general or liberal arts education is discussed. (RW)

Presents an address by the chairman of the Conference on College Composition and Communication, which reflects on the changing state of composition teaching and how it compares to the 1960s, an era when many composition teachers came of age with the discipline of composition and rhetoric. (TB)

A survey of 174 deans revealed that budget management, communication skills, encouragement of faculty development, communication with the dean, and rewarding faculty achievement are high priority skills for English department heads. Regardless of discipline, chairs must have a range of sophisticated managerial skills for which they may need…

Reviews a study of community college English programs examining levels of faculty education, academic rank, teaching experience, scholarly activities, curricula, teaching practices in developmental and college-level writing courses, institutional environment, and classification data. Indicates that faculty spend most of their careers teaching…