Lists doctoral dissertation topics that were generated through the use of a computer. (RB)

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)

Urges more careful and extensive preparation for the teaching of writing, through graduate programs in English. (AA)

Explores some aspects of a "literary education," and concludes that a literary education helps one to live alertly in a culture which is "idiotically" stratified. (JM)

Suggests that graduate students in English take at least one course that will help them learn about, responsibly critique, and prepare to shape the profession they are entering. Notes that the aim of the course would be to contextualize pedagogy, scholarship, and the graduate and undergraduate curricula. (RS)

Suggests that working beyond the academy should be understood not as an abandonment of the academic job market, a response to failure, or a curse: instead, it should be understood as a new avenue for intellectual work, one that neither graduate-school programs nor the Modern Language Association would be wise to ignore. (RS)

Presents the results of a survey on the salaries paid by English departments with established Ph.D. programs of nationally recognized quality. (RB)

Suggests ways to give literary theory its rightful place in literary study by teaching psychoanalytic, literary, and philosophical texts in a comparative perspective. (DD)

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

Supplies English departments with a rough idea of how other English departments allocate financial aid to graduate students, and discusses what English departments should do in the face of the current job crisis. (RB)

Presents the recommendations of the Panel on Alternate Approaches to Graduate Education, followed by statements of reaction written by three professors of English and a doctoral graduate student.

Argues that the discipline of English needs to become a truly interdisciplinary study, adding history, philosophy, psychology, ethics, and politics as areas of concern. (RB)

Calls for college English faculty to embrace the challenge of a diversity that includes nonelite institutions. Suggests that graduate students in English who find themselves in nonelite undergraduate institutions teaching mostly nonmajors will have to learn a second language: the language of accommodation. (RS)

Suggests that the technical and professional writing concentration in the English department at Eastern Michigan University serves as an example of the way Master of Arts (MA) programs often reflect the economy of a particular region. Discusses the MA program at Eastern Michigan University. (RS)

Uses a baseball metaphor to advise students who want to pursue a doctoral degree--in many ways the Master's program at the University of Wisconsin, Eau Claire, is like a triple-A minor league farm club, preparing players for the big leagues of the doctoral institutions. (RS)