Discusses the historical and current position of writers in the university. States that, as a higher proportion of writers learn their craft and make their living in the university, it is inevitable that U.S. literature will embody a narrower range of settings, occupations, and social classes. (PRA)

Describes the conflict between teaching women's literature and teaching the traditional American literature curriculum. Points out the neglect of H.B. Stowe's "Uncle Tom's Cabin" in most American literature courses. (AEA)

Presents an annotated listing of bibliographies, classroom texts, criticism, and journals and newsletters for those interested in the study of American Indian literature. (AEA)

Argues that oral and written American Indian literatures should be part of American literature courses dealing with the conquest of the West, the local color movement, or regional literature. Describes a selection of the best examples of American Indian autobiography and fiction. (AEA)

Presents a survey of Hopi Indian stories and songs to support the contention that native American verbal arts are predominantly oral and aural, not literal. (AEA)

Recounts an American teacher's experience of teaching English at a university in China and includes advice to others considering a similar teaching experience. (AEA)

Contains an annotated bibliography of African American literature (published between 1989 and 1994), including anthologies, fiction, poetry, drama, criticism, cultural studies, biography, interviews, and letters. (TB)

Argues against the present divisions of English and American literature and for the designation of literature in English, not out of a formalistic concern with language alone, but out of a consciousness of the social and political role of language and of the worldwide social and political role of English today. (NKA)

Describes the beginnings of a concerted study of American Indian literature and calls for a systematic preparation and publication of a bilingual edition of surviving native American traditional repertories. (AEA)

Examines the possibility of a university based on dissensus, disagreement, and diversity. Deconstructs the traditional English major, noting the inappropriateness of studying British literature as a substitute for a national cultural whole. Notes that the United States has never really had cultural unity and has always looked to the future for it.…

Examines the recent call for English departments to recognize literature that falls outside the British and American tradition. Suggests that we recognize English as a world language and choose books to teach accordingly. (JC)

Cautions against rapid curricular reform that overturns the value of the Anglo-American literary and cultural heritage in English curriculums. (RB)

Presents a justification for courses in Western American literature at the university level. (AEA)