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In this lucid book an eminent scholar, teacher, and author takes a critical look at the nature and direction of English studies in America. Robert Scholes offers a thoughtful and witty intervention in current debates about educational and cultural values and goals, showing how English came to occupy its present place in our educational system, diagnosing the educational illness he perceives in today's English departments, and recommending theoretical and practical changes in the field of English studies. Scholes's position defies neat labels-it is a deeply conservative expression of the wish to preserve the best in the English tradition of verbal and textual studies, yet it is a radical argument for reconstruction of the discipline of English.The book begins by examining the history of the rapid rise of English at two American universities-Yale and Brown-at the end of the nineteenth and beginning of the twentieth century. Scholes argues that the subsequent fall of English-discernible today in college English departments across the United States-is the result of both cultural shifts and changes within the field of English itself. He calls for a fundamental reorientation of the discipline-away from political or highly theoretical issues, away from a specific canon of texts, and toward a canon of methods, to be used in the process of learning how to situate, compose, and read a text. He offers an eloquent proposal for a discipline based on rhetoric and the teaching of reading and writing over a broad range of literatures, a discipline that includes literariness but is not limited to it.

The writing major is among the most exciting scenes in the evolving American university.Writing Majorsis a collection of firsthand descriptions of the origins, growth, and transformations of eighteen different programs. The chapters provide useful administrative insight, benchmark information, and even inspiration for new curricular configurations from a range of institutions.A practical sourcebook for those who are building, revising, or administering their own writing majors , this volume also serves as a historical archive of a particular instance of growth and transformation in American higher education. Revealing bureaucratic, practical, and institutional matters as well as academic ideals and ideologies, each profile includes sections providing a detailed program review and rationale, an implementation narrative, and reflection and prospection about the program.Documenting eighteen stories of writing major programs in various stages of formation, preservation, and reform and exposing the contingencies of their local and material constitution,Writing Majorsspeaks as much to the \"how to\" of building writing major programs as to the larger \"what,\" \"why,\" and \"how\" of institutional growth and change.

The essays in this volume represent the author's effort to reconstruct American literature by establishing a theory of \"canonical criticism\", which aims to open up the canon of American literature to the works of women, minorities and working-class writers.

Robert Bechtold Heilman was a great literary figure of the twentieth century. This collection of his correspondence includes over 600 exchanges with more than 100 correspondents, among them Saul Bellow, Kenneth Burke, Malcolm Cowley, Richard Eberhart, Charles Johnson, Bernard Malamud, and William Carlos Williams. The letters follow Heilman's career from the time he was a thirty-six-year-old member of Louisiana State University's English Department, through his tenure at the University of Washington from 1948 to 1975, until a few years before his death in 2004. Two of his appointees who spent their entire careers at the University of Washington, Edward Alexander and Richard Dunn, have edited the letters with Paul Jaussen. The rich representation of letters to as well as from Heilman gives the reader access to decades-long conversations between him and Robert Penn Warren, Cleanth Brooks, Joseph Epstein, Theodore Roethke, and many others. They provide a sense of Heilman's character, personality, and achievements in the context of American letters. They also afford an inside history of the changes that took place over sixty years, for better and worse, in American universities, literary criticism, and the politics of literature. In the 1940s, Heilman not only defended the New Criticism against its many enemies, but in his own writing extended its imperial reach to the tragedies of Shakespeare. By the fifties, the focus of his letters shifted to the University of Washington's Department of English, and his flair for efficient, energetic, and imaginative administration resonates through them. The first time University of Washington President Raymond Allen read a letter by Heilman, he scribbled a note to his provost: \"I like this man's philosophy very much . . . would he not make an excellent Dean of Arts and Sciences?\" Heilman had been at the university less than four months. He soon transformed the department, making Washington a national center for poetry. He exhibited courage and ingenuity in defending academic freedom from yahooism and McCarthyism, nurtured and protected an ailing and unpredictable Roethke (a letter about Roethke is one of the wisest and most eloquent letters ever written by a university administrator), and struggled with demands for the appointment of black faculty as well as with the volatile campus politics of the sixties. Heilman's major correspondents - especially his Washington colleagues Solomon Katz and Andrew Hilen - were learned and articulate masters of the epistolary art. To read his letters and theirs is to understand that Samuel Johnson's famous observation \"we shall receive no letters in the grave\" was not a sigh of expected relief from nuisance and obligation but an anticipatory lament over the loss of a supreme pleasure.

Postcolonial Witnessing argues that the suffering engendered by colonialism needs to be acknowledged more fully, on its own terms, in its own terms, and in relation to traumatic First World histories if trauma theory is to have any hope of redeeming its promise of cross-cultural ethical engagement.

The volume Developing Intercultural Competence through English: Focus on Ukrainian and Polish Cultures edited by Anna Niżegorodcew, Yakiv Bystrov and Marcin Kleban offers a valuable result of a joint intercultural project between two universities from the neighbouring countries of Poland and Ukraine. Among the mass of books on intercultural communication the proposed volume distinguishes itself by three features: unusual format combining the work of both scholars and students, the focus on the intracultural approach, and practical designation. It also stresses the increasing awareness in the modern world that teaching/learning English serves the purpose of developing general intercultural competence and not building the knowledge about the English speaking world. [...] The choice of topics [...] indicates an interesting cultural difference - Ukrainiar inclination to focus on the characteristic and attractive aspects of their own culture and Polish on the problematic and the difficult.

The Two Cultures of English examines the academic discipline of English in the final decades of the twentieth century and the first years of the new millennium. During this period, longstanding organizational patterns within the discipline were disrupted. With the introduction of French theory into the American academy in the 1960s and 1970s, both literary studies and composition studies experienced a significant reorientation.The introduction of theory into English studies not only intensified existing tensions between those in literature and those in composition but also produced commonalities among colleagues that had not previously existed. As a result, the various fields within English began to share an increasing number of investments at the same time that institutional conflicts between them became more intense than ever before.Through careful reconsiderations of some of the key figures who shaped and were shaped by this new landscape—including Michel Foucault, Kenneth Burke, Paul de Man, Fredric Jameson, James Berlin, Susan Miller, John Guillory, and Bruno Latour—the book offers a more comprehensive map of the discipline than is usually understood from the perspective of either literature or composition alone.Possessing a clear view of the entire discipline is essential today as the contemporary corporate university pushes English studies to abandon its liberal arts tradition and embrace a more vocational curriculum. This book provides important conceptual tools for responding to and resisting in this environment.

In his enduring fiction and criticism, Walter Sullivan has invited readers to share the thoughts of a penetrating, contemporary intellect. Now he turns his pen on his own life to forge a stirring memoir that fondly recounts the life of the mind. From childhood in 1920s Nashville, where his father died three months after he was born, to the halls of Vanderbilt University, where he taught creative writing for more than fifty years, Sullivan recalls key episodes in his life-often pausing to ponder why some memories of seemingly trivial events persist while others, seemingly more important, have faded from view. Readers will discover a treasure trove of insights, as Sullivan's views of academic life are complemented by remembrances of important writers: John Crowe Ransom, Robert Lowell, Eudora Welty, Robert Penn Warren, James Dickey, Flannery O'Connor, and a host of others, blending the formal and familiar in a style befitting a lingering southernness. Laced with humor while maintaining a profound seriousness about what really matters in life, Nothing Gold Can Stay is a lively narrative of a life well lived that will charm any reader interested in American society during and after the Great Depression.