Discusses the current state of the teaching of composition, with references to a number of surveys and studies on the topic written from 1894 to the present. (TO)

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)

Enumerates criteria for choosing readings for faculty members newly assigned to composition; lists references on rhetoric and on composition and explains the rationale behind the two lists. (GW)

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)

Encourages professional dialogue to establish correspondent interests among college English faculty who have taken positions in defense of the teaching of either rhetoric or literature. (AEA)

Sketches the historical movement from orality to literacy, as described by Walter J. Ong, and discusses some general suggestions for teaching writing in a developmental sequence. (Author/GT)