Describes certain trends in the attitudes of the rhetoric and composition profession toward the teaching of writing as pure technique. Argues that these trends are much more deeply rooted in the changing economic structure of society and have much more serious implications than are presently realized. (RL)

A survey of the 928 1979-80 English doctorate recipients revealed that 62% had full-time teaching positions, although only 45% of males and 37% of females received full-time tenure track positions; 11% had part-time teaching appointments or postdoctoral fellowships; and 13% had alternative work. (AEA)

Maynard Mack, Emeritus Sterling Professor of English at Yale, discusses his pioneering work with the oral interpretation of literature in the graduate and undergraduate English classroom, making the point that such oral techniques need not be limited to the drama or speech departments. (Author/SJL)

Among the results of a study of the employment of the 955 English doctorate recipients in 1978-79 were that 60 percent found full-time teaching positions, although only 46 percent of males and 35 percent of females received full-time, tenure-track positions; 12 percent found part-time teaching appointments or postdoctoral fellowships; and 16…

In this memo, the Faculty Senate of the American University accuses the English Department faculty of teaching freshman composition courses that fail to prepare students for dealing with reading and writing assignments in other academic disciplines. (DD)

Examines a situation facing Wheaton College where half of its English faculty will retire in five years, many will elect to work part-time before then, and only one new faculty member trained in cultural studies and theory has been hired at this point. Focuses on questions of curriculum revision and logistics. (TB)

Presents a report of the Association of Departments of English's (ADE) investigation of issues and procedures concerning assessment in English departments. Offers advice to educators, based on information from department chairs and colleagues. (TB)

Examines the problems inherent in hiring part-time faculty at low wages to cover significant numbers of courses at community colleges. Suggests the system is wrought with unfairness and problems for all involved. (TB)

Presents a checklist for departmental self-study. Considers the role of aims, courses and programs, faculty, students, resources, and operations. Addresses many different considerations within these ideas. Draws conclusions focusing on strengths, areas of concern, and unrealized opportunities. (SG)

Illustrates the ideological foundations of computer-assisted composition (CAC) software by comparing two computer-writing aids: "Grammatik II" and "Interchange." Notes that many of the best CAC programs have come out of the composition classroom. Argues that English departments must support and reward those who work in CAC design. (RS)

Examines undergraduate English programs through a survey of 108 American colleges and universities. Argues that the overwhelming emphasis on the study of literature gives students a narrow impression of the field, and that departments should offer, in addition, opportunities to study creative writing, languages and linguistics, and composition and…

Argues that most doctoral training in English departments is concentrated on requirements, credentials, and the accumulation of a diversified portfolio. Emphasizes the need to discuss the scope of the doctoral enterprise and to explore the values that make such an enterprise worthwhile. (RS)

Discusses several problems in the national hiring process, including candidates' (1) lack of preparation and/or interest in teaching, (2) lack of familiarity with interviewing institutions, and (3) unrealistic expectations and general ignorance of conditions in most of the country's English departments. (SR)

Describes how English department chairs might successfully order and structure their departments. Analyzes two central characteristics of English departments as political entities: purpose and values. Lists several observations about departmental organization. (HB)

Considers how one composition instructor's methods of assigning student writing tasks and then responding to those texts was altered by various works written by composition scholars. Outlines 10 of the major achievements of composition research over the past 30 years. (HB)