Discusses the teaching of literature in an instrumentalist or bureaucratic culture. Gives examples of instrumentalist influence in the English department at the University of Iowa: changes in department offerings, the emergence of a new departmental coherence, and the concentration of literary theory in the program of comparative literature. (EL)

Reflects over the changing status of college writing instructors and their relationship with those that teach literature in the English department. (HOD)

Reflects on being selected as the first female head of the English department. Discusses the selection process (done at a poker game), women's academic advancement, power, and job related responsibilities. (EL)

Points out that change in English departments will have the best chance if it comes through explicit analytic and goal- and strategy-mapping efforts; through open and sympathetic acknowledgment of anxieties, fears, and objections; and through the greatest possible clarification of misperceptions. Describes several models of change. (EL)

Reports the results of a study to determine why more Ph.D. graduates were not appointed as full-time faculty in arts and humanities. Finds that most often stated reason was that a non-Ph.D. had better qualifications. (AEA)

Lists for comparison the average of pre- and post-MA salaries and stipends per course paid by 68 universities. (CRH)

Examines the underlying meaning of the phrase, "writing across the curriculum," its various administrative forms, and its implications for the faculties of colleges, particularly for English department faculties. (AEA)

The role and value of the college English department is discussed and suggestions are made for creating employment opportunities for the current surplus of Ph.D.'s. (RM)

One educator with much experience as a teacher and director of composition at a state university believes that academia simply has to have independent writing programs. Her conviction rests on two issues: the nature of the curriculum and the professional/psychological well-being of writing/rhetoric faculty. The process movement in writing pedagogy…

It is important to teach students the ways in which rhetorical and literary texts are produced, distributed, and consumed. It is equally important, however, for teachers of writing, primarily members of English departments, to acknowledge the production and consumption processes of texts external to the genres of the academy and to recognize that…

Describes the results of an evaluative study of Black Studies programs in American colleges and universities. (RB)

Speech delivered at the Annual Meeting, National Council of Teachers of English (NCTE), November 28, 1969, in Washington, D.C. (DS)

Excerpts from the preliminary report. Copies of the 16-page report are available without charge from MLA/ERIC, 62 Fifth Ave., New York, N.Y. 10011. (DS)

Keynote address presented at the Association of Departments of English (ADE) Seminar, June 29-July 3, 1970, at San Fernando Valley State College, Los Angeles, California. (DS)