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)

Explains why courses on adolescent and children's literature are valuable additions to the college English curriculum. Outlines the content for both courses offered at Youngstown State University in Ohio. (MM)

Examines the history and usage of the words "lay" and "lie." (MM)

Describes the author's use of John Milton's "Paradise Lost" in a college freshman composition course. Argues that focusing on significant works of imaginative literature can revitalize and reinvigorate freshman writing courses. (MM)

Shows how teachers can increase students' general appreciation of literature and improve students' writing skills by studying literature with legal issues and images of the law. Cites several examples of such literature, including Geoffrey Chaucer's "Canterbury Tales," William Shakespeare's "Measure for Measure," and Jonathan Swift's "Gulliver's…

Discusses how the nonfiction genre of natural history literature (particularly by women writers) provides a valuable addition to the college English curriculum. (MM)

Describes how "jigsawing," a teaching method using two types of group inquiry in sequence, is uniquely suited to the classroom analysis of literature with multiple perspectives. Outlines the procedure with examples from lessons on Judith Guest's "Ordinary People." (MM)

Argues that Jewish literature and the Jewish perspective should be given some representation in college world literature courses. (MM)

Presents the growing emphasis on professionalism in English as a reflection of negative entropy, a temporary victory over the system's disintegration. Suggests that the new work in rhetoric, with its emphasis on service to people and the meaningful study of literature may provide fresh energy to the English profession. (MM)

Argues that it is not enough to teach students the techniques of interpreting literature, but that it is necessary to demand that students develop cultural literacy. States that college teachers need to show students that they too read literature for its bearing on the common life. (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)

Uses the writing of women authors to reflect on the value of women's domestic world. Suggests that far from being inferior, women's traditional perspective is a source of much needed humanism for both men and women. (MM)

Relates a literature class's analysis of a work. Notes student discovery that meaning in a fantasy work resided in a matrix of the author's structuring of the text, the reader's re-creation of that structure internally, and the subsequent development of agreed upon meaning within the group. (MM)

Urges English teachers to discover new and ever more creative uses of computer and electronic technologies rather than fight their development. (MM)

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