Presents axioms about scholarship, learning, English scholarship, and English teaching and examines a little recognized intellectual crisis in current English scholarship. (GW)

Describes political and economic conditions in English Departments that are being manipulated to the detriment of the writing discipline and the teacher of writing. (DD)

Discusses some of the responses to a questionnaire survey of the English Department at the University of Michigan regarding governance, constituency, scholarship, faculty, and curriculum and pedagogy. (DD)

Report of follow-up study of 23 four-year colleges and universities which had reported in 1975 on the organization and emphases in their undergraduate curricula. (AA)

Encourages English Department participation in preparing students to teach English in secondary schools, especially by screening English education students. (DD)

Describes the results of a survey of English teachers and their administrators in fifty American high schools regarding college entrance scores. (DD)

Discusses various aspects of language--written and spoken--and concludes that departments of English have not yet met their responsibilities concerning the teaching of writing. (JM)

Inaugurates a new column addressed to those in language arts leadership positions, particularly the English department chair and the district and state supervisor or consultant, but also other English education administrators. Describes scope of the column and solicits suggestions for articles. Discusses the role of chairs and consultants in…

Argues that faculty vitality is an essential element in all English departments, and asserts that basic changes in the English field over the last two decades can help create that vitality. (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…

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

Argues that, although a split between literature and composition may create major problems and involve major risks, it can and must be done for the future of the profession. (JK)

Explores contradictory purposes for writing instruction: the business world wants writers to obtain predetermined results, yet composition theorists see writing as a way to help students learn about themselves. Suggests teachers help students analyze their potential professions by focusing on the way writing invents those professions. (MS)

Argues that the antagonism which exists between rhetoricians and literary scholars derives partly from the disciplines' differing approaches to the act of writing. Suggests that literature and composition can most clearly be seen as compatible arts within the framework of the theory and history of rhetoric. (MS)