College English - Symposium: English 1999, Jul 1999

Considers the significance of the disappearance of close reading. Looks briefly at the devastation wrought by certain “gangster theories”—indeterminacy, misreading, and the idea that people all tell stories (all knowledge is determined by the situation in which people find themselves). Suggests that close reading and close observation offer occasions to enjoy a pleasure in the exercise of mind.

Defends the exclusion of Shakespeare course requirements for the English Department at Indiana University by explaining that “Shakespeare can take care of himself”—students will sign up for as many Shakespeare classes as offered. Presents opposing obstacles and objectives to this curricular decision.

Reed Way Dasenbrock

Articulates “romantic intellectualism” of what graduate work in English might mean and be. Avoids giving a detailed description of a doctoral program. Intends to convey something that might best be called visioning or dreamwork, and offers it in the hope that it may be helpful to others in their individual and collective visioning and dreaming.

Discusses how education is still a profession held hostage by images. Presents concerns dealing with racial expectations in the field of English education. Focuses and concentrates on the contents of the English language and literature professions that, although acknowledging its many diversities, avoids the distraction of “finding someone to look the part.”

Discusses negative stereotyping of the public or others in the profession of two-year college educators. Defines the open-admissions student and the emphasis on the “introductory” elements as a mission of transformation. Encourages working together towards a common goal of achievement in the profession of English Studies by crossing the border between higher education and two-year college faculty.

Investigates how social class affects the educational narratives of working-class students—both their initial access to four-year institutions and their ability to persevere until they obtain bachelor’s degrees. Argues that a genuine concern with diversity should lead compositionists to question the selective functions of the academy and the role of composition in maintaining them.

Discusses the shift from public funding of the university to corporate sponsorship and dependence on other private sources. Acknowledges how students are forced into corporate jobs to repay school debt. Suggests using English to promote a setting which encourages students to value people over profits, enjoy access to quality education, and value open rather than corporately controlled society.