Suggests that English graduate departments ought to begin discussing what will make graduate education more organic to the teaching experience of the graduate student. (RB)

Argues that the individual literary work should be the first and last concern in the study of literature at the graduate level. (RB)

Describes the development of a diverse undergraduate English curriculum at Michigan State University designed to prepare students as English teachers and to meet the needs of those who go into other professions. (RB)

Describes a five-step plan for reducing the number of Ph.D. graduates in English over the next ten years. (RB)

Outlines five stops that can strengthen technical writing courses and programs within departments of English. (HOD)

Discusses the trend in colleges and universities toward interdisciplinary instruction organized under a Communication Arts program, but deplores the decline of English as a discipline. (RB)

Discusses topics pertinent to staffing in the two-year college, including differences in two-year college programs, preparatory programs for two-year college teachers, one department's standards in hiring teachers, challenges posed by open enrollment policies, and ways new faculty members at one college are helped to grow, improve, and be…

A program using secondary English teachers as associates to teach college freshman rhetoric was introduced at the University of Illinois at Urbana-Champaign. Associates had at least a master's degree and served during their sabbatical year, teaching three sections per semester while taking coursework. (DF)

Describes a weekend job workshop for humanities graduate students and recent PhD recipients in which they come into contact with individuals of similar backgrounds who have found nonacademic employment. Recent workshops are described, and recommendations for conducting workshops are included, such as enlisting consultants and using the placement…

Describes four parts of a college composition program--the apprentice segment and the segments for future teachers, for students who need to discover in writing the self and the non-self, and for remedial students--and examines the processes of writing. (GT)

Stimulated by the ineffectiveness of the English department's teacher preparation program that remained remote from the actual classroom situation and was conducted by a single methods teacher who had not been in a public school teaching situation for at least ten years, the department chairman at the University of Utah attempted to make his group…