Conclusions based on the replies of 22 schools in Kentucky as to course requirements in the training of secondary teachers of English are presented. The conclusions are: (1) 17 of the 22 schools require 36 or more semester hours for a major; (2) a 6-hour requirement in Freshman English is almost universal; (3) a requirement in Introduction to…

Argues against the attitude that "there's nothing you can do" with a major in English; outlines the advantages of an education in English that involves intensive and extensive study of language and literature and that prepares students for living and working as educated humanists. (GW)

An English professor gives ten reasons why he believes that it is not merely important but essential for all English teachers to write for publication. He feels that writing for publication is a professional obligation of English teachers to themselves, to their students, and to other teachers. (MF)

Shows why English department chairpersons feel that they are under a state of siege; suggests that chairpersons form bonds with other humanities chairpersons, help faculty members understand current difficulties, take the idea of accountability seriously, focus on student writing skills, and try to determine which courses are educationally…

Shows that pedantic methods of teaching English have alienated many people from the humanities; explores ways that English departments can find balances between such contrasting elements as reading and writing, elitist works and popular culture, and a liberal education and vocationalism. (GW)

Describes problems regarding faculty recruitment and promotion and tenure decisions faced by an English department with a major commitment to the teaching of composition. (GW)

Few teachers have the time or energy to step back and consider their own practice. Last term, eleven members of a department in a large urban comprehensive kept a detailed diary of one week's experience. Their collective account provides a vivid snapshot of the everyday life of a teacher. (Editor)

Examines reasons for university English departments' ignorance and apathy towards two-year college English departments, and ways two-year college teachers can attack them through faculty exchanges and graduate coursework. (RAE)

Presents eight "sophistical" principles for English department heads, using the historical characters of Protagoras and Gorgias as a framework for discussion. (MM)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that English departments should not become service departments for other academic departments. Urges the replacement of adjunct faculty members with tenure-earning assistant professor lines and claims that recognition through publication serves the…

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)

Argues against the present divisions of English and American literature and for the designation of literature in English, not out of a formalistic concern with language alone, but out of a consciousness of the social and political role of language and of the worldwide social and political role of English today. (NKA)

Offers pointers for establishing a college-sponsored essay contest for public school students in grades five through twelve and enumerates the benefits of such a program. (NKA)

Describes dividing up the responsibilities of the department chairperson among senior members of the department, then reconsiders the profession and the state of the humanities. Discusses views advocating "excellence," cultural literacy, great books, and a core curriculum in the humanities. Identifies political tasks and continued…

Contains the minimum Graduate Record Examination and grade point average requirements for graduate English programs of over 70 universities. (EL)