Urges that English departments can help university administrators rediscover the many contributions their faculties and courses can make to the institution at large. (MM)

Reviews current department efforts to emphasize the service functions of English. Suggests that the search for students must be tempered with the demand for quality in instruction and performance, whether the pursuit be of literacy or of literature. (MM)

Argues that a liberal arts education can be an agent for reunification--a means of seeing science, math, philosophy, and the social sciences, as well as the arts, as all part of the human experience. (MM)

Traces the magnitude of the turn away from the liberal arts in American community colleges and suggests ways that faculty members in literature and the humanities might accommodate themselves to this change. (HOD)

The responsibility of the English instructor in a two-year college is to offer quality language instruction that is responsive to the needs of all persons in the community. (HOD)

Problems of overspecialization, reclusive objectivity, timidity, deferentiality, and naivete are interrelated and their root cause lies in scholars not having the faintest awareness of the public responsibility of the scholar or how that public responsibility is consonant with individual gain or with the public good. (HOD)

Foreign language study has a humanistic value that should not be ignored. Foreign language study is as essential to a liberal arts education as is the study of mathematics to an education in technological and scientific fields. (HOD)

Attributes the decline in student writing ability to the conflict between society's demand for standardization, caution, and escapism and a writer's need to be subjective, adventurous, and self-centered. (HOD)