States that academic discourse aims at defining fields of study, defining the evidence for the study, establishing connections between parts of the evidence and establishing systematic exposition. Notes the rarity of metaphor in academic discourse. Urges the use of language in all its figurative power. (RS)

Describes the response of a writing group to the author's conventional and scholarly writing. Discusses how the tenured author purposively changed her writing style from traditional academic discourse to experimental critical writing. Concludes that, when writers want to be read, they have to take more chances than standard scholarly style allows.…

Discusses the tension that exists between different ways of being a college teacher in many small college departments within and between generations. Considers the amount of publications faculty members produce and how that correlates to their achievement of tenure. (SC)

Notes that issues in academia are inadequately represented in journalism. Urges academics who write about culture to write for the broad audience of the college educated. Maintains that, to do so, cultural critics must use appropriate language and tone and reconsider whether academic journals are really the only outlet for their work. (SR)

Suggests that educators in two year colleges must find a space, in all the other work that they have, to do both the reading and writing that allows them to thrive professionally. Concludes that teaching will always matter, but it should not exclude the essential development that only a broader professional conversation can enable in the teacher.…

Examines the relationship between the Ph.D. job market, the social and political marginalization of literary criticism, and the movement toward preprofessionalism and politicization of literary studies among graduate students. Suggests that the poor market has led graduate students toward hyperpoliticization and hyperprofessionalism. (TB)

Aims to promote communication among all participants in the scholarly publishing process in the interest of enhancing professional goals, standards, and accomplishments. Discusses the submission of manuscripts, the evaluation and the publication of books and articles. (SG)

Notes that editors regulate and order knowledge, style and discourse; yet editors should have the daring to give unexpected texts and knowledge to the world. Argues that scholars must find a way to address the practical question of how contributors to scholarly publications induce editors into crises acute enough to make publication interesting.…

Argues that few modern English departments promote communal scholarship and that collegial interaction focuses more on contemporary literary culture than on shared scholarship. Describes a collaborative publication project in which 10 professors wrote a book introducing undergraduate English majors to literary studies. (RS)

Asserts that most English departments are product oriented in their hiring and faculty evaluation, therefore the slow transition from product to process oriented writing instruction is not surprising. (SRT)

To aid those advising English majors in college, this article compiles information on technical writing careers from surveys in professional journals, occupational literature, 1980 census data, and Bureau of Labor Statistics publications. (SRT)

Describes the new relationship between law and literature and how each discipline can benefit. (CRH)

Outlines the Association of Departments of English's position on: (1) the balance between teaching and scholarship in the lives of professors; (2) the use of outside reviewers for personnel decisions; (3) class size and workload for college and university English teachers; and (4) use of part-time and full-time adjunct faculty. (TB)

Discusses the lack of communication and the need for a community of scholarship among literary critics and rhetoric theorists. (SRT)

Takes a retrospective look at a decade's change in the role of English at a midwestern university, and the English department's attempt to create a working community of scholars through a focus on writing improvement. (AEA)