Describes the efforts of three college English departments to train their undergraduate and graduate students to teach writing. (HOD)

Describes one school's plan for mixed-ability teaching that utilizes the knowledge, skills, and experiences of all English department members by providing an integrated and coherent curriculum pattern.

Offers suggestions for use in establishing undergraduate career guidance programs in English departments. (AEA)

Contends that rhetorical study is the key to the integration of reading and writing in the college English department and discusses problems created by pigeonholing literature by periods and genres. (DD)

Instead of being encouraged to act in a professional manner, graduate students are continually reminded of their professional inferiority by the English department. (HOD)

Argues that a paradox exists in humanities departments when such departments, which are the custodians and beneficiaries of literacy, fail to concern themselves with reading, writing, and pedagogy. (DF)

Discusses college English faculty in terms of the increase in temporary and part-time appointments, limitations on mobility, teaching assignments, and sabbatical leaves. (HOD)

Describes the management appropriate to different kinds of new curricula within the English program and urges the department chair to assume intellectual, as well as managerial leadership of the department. (HOD)

Exposes the myth of the department chairperson as omnipotent. Demonstrates that by identifying the common interest of the myriad components of an English department, a chairperson can unify them into a successful, dynamic department by power of the faculty members themselves. (HTH)

Examines differences between a department chairperson and a department head, changes in the author's English department since he became department chairperson, ways a chairperson can gain departmental support for proposals, and problems and gratifications of being a department chairperson. (GT)

Presents the findings of a questionnaire survey of 140 college and university English departments regarding courses in children's literature. (DD)

Concludes that a combination of a writing sample and an objective test should be used to place students in freshman composition courses. (DD)

Addresses the question of what graduate students should know about fields of English in which they are not specializing. Finds the best answer is to teach "the classics." Illustrates with the example of a course on "The Faerie Queene" and "Paradise Lost," to show students how to work with texts and what can be…

Finds that, although literary theory is the language of expression in research-oriented universities that train Ph.D.s in English, most college English classes are still taught in the formalist way they have been for many years, suggesting a lack of communication between research and nonresearch institutions. (PA)

Provides a detailed course description for English 812, one of the nine rhetoric and advanced writing courses offered in the Graduate College of Arts and Sciences at Georgia State University. Offers also a critical statement about teaching the course. (PA)