Argues that career preparation courses often serve only the vocational, not the intellectual and emotional, student needs. Argues that business and technical writing instructors can develop students' thinking skills by teaching them to investigate the history and culture of their chosen careers. (MM)

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

Discusses expectations of technical writing from the perspectives of engineers engaged in varied academic and business activities. (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)

Suggests that, in selecting readings or texts for their composition students, instructors should choose the best contemporary prose, thus giving their students models by which they can improve their own writing. (MM)

Offers ten practical suggestions for ways two-year college English teachers can understand and work with the nontraditional student. (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)

The fact that the writing center provides a direct educational service to students is in no way a cause for shame and embarrassment. (HOD)