The Problem With The Shortage Of Phd Teachers

In this passage from her autobiography, “One Writer’s Beginnings”, Eudora Welty recalls early experiences of reading and books that had later impact on her craft as a writer of fiction. Welty’s language conveys the intensity and values of these experiences with the use of imagery, with the use of diction, and the use of details.

Adam Gopnik holds a Bachelor of Arts at McGill University and continued graduate work at the New York University Institute of Fine Arts. Gopnik is a writer for the New Yorker and in his article, “Why Teach English?” (2013), he warns of the steady declining enrolment in University English majors since the 1970’s. Gopnik points out that there is a growing consensus that the study of English is vanishing from American educational institutions in the similar way Latin did. He is not persuaded by the two popular beliefs in defence of why English majors exist: English majors make individuals better and English majors make societies better. Gopnik draws a conclusion that studying English is rewarding and not a waste of time, due to intrinsic pleasure

Across the United States, schools are facing a major teacher shortage as they try to fill positions in science, math, special education, bilingual education, and other fields. The shortage mainly lies in the schools serving low-income or colored students. According to the National Center for Education Statistics (NCES), the student population will increase by about three million in the next decade. While the number of students is multiplying, teacher enrollment in preparation programs is down remarkably, falling 35 percent nationwide in the last five years (Long 2). Not only are more people not entering the teaching profession, multiple teachers are reaching retirement age. Because of the shortage, several states have been loosening their certifications

My English Literature major has helped me to achieve an outstanding level of appreciation, enjoyment, and knowledge of both American and British Literature. As a high school AP English student, I struggled through great works like Hamlet and To the Lighthouse. My teacher’s daily lectures (there was no such thing as class discussion) taught me merely to interpret the works as critics had in the past. I did not enjoy the reading or writing process. As a freshman at Loras, I was enrolled in the Critical Writing: Poetry class. For the first time since grade school, my writing ability was praised and the sharing of my ideas was encouraged by an enthusiastic and nurturing professor. Despite the difficulty of poetry, I enjoyed reading it.

According to “The Demise of Disciplinary Authority” by Louis Menand academic literary studies is more important than one may think. Menand claims that there is two background categories condition for the academic. The first one is “that knowledge accumulates brick by brick.” The second is the discipline of literary studies. The author goes on to say that the literacy studies have existed since 1960. There was a time in society when literature was not known as its own genre. The author wants the readers to learn and understand that literature is itself genre. Literature studies can be understood as an independent discipline. An author named Levine argues in this article that the future does lie in interdisciplinary work. There was a research done that showed that academic literacy studies became disconnected from the institutional structure it inhabited. The American university was covering up and enjoying a pergola of rapid expansion. The challenge of literacy studies was that it could have simply been put in the existing system.

Richard E. Miller, the author of The Dark Night of the Soul, is an English professor/executive director of the Plan-genre Writing Center at Rutgers University. He studies the English curriculum in the U.S and questions if it is successful or a dying art. This is evident in The Dark night of the Soul,

Colombo, Gary, Robert Cullen, and Bonnie Lisle. Rereading America: Cultural Contexts for Critical Thinking and Writing. Boston: Bedford/St. Martin’s, 2013. Print.

Amy Tan begins her speech with a very abnormal claim that she is not a scholar of English or Literature but a writer, due to the fact that she can’t give us more than “personal opinions on the English language and its variation in this country or others"(271). It is obvious that Tan’s purpose is to show the audience that she has lots of ideas about her way of learning English in school, but can also speaks the “fractured English” as her mother. Furthermore, this contrast also implies to the audience that you don’t have to be an “expert” of English to be a

The two articles that I chose both went hand in hand with the struggle of learning and teaching literature. I chose the article “One High School English Teacher” because it complements my first article, “Death to High School English”. In this essay, I will summarize and interpret the first article to show the deeper meaning of it. Then I will research my second article and show the author 's credibility to help prove my argument, and finally I will tie together all my main points of my essay.

American literature contains many diverse styles, people, and genres. Despite these differences, the collective work of American authors has shaped both the country’s culture and lifestyles. We read to escape or to gain knowledge, but either way, we bring the lessons we’ve learned from literature into our everyday life and share those lessons with others around us. Because of this, authors strive to create a piece with a worthwhile message.

Nuefield is a professor of English literature at Eastern Michigan University. The Everyday Humanities series is sponsored by the Way Public Library of Perrysburg in collaboration with the University of Toledo Humanities

“Hi, Nick! This is Shepard with the University of Oklahoma and I was just giving you a call—I wanted to first congratulate you. We’re going to be sending you a contract offer of admissions.” (Shepard). It was this voicemail that started my journey here at the University of Oklahoma. When I arrived at the University of Oklahoma, I was unsure what to expect in an academic setting. However, after experiencing several discussion sections of varying classes, I developed a better understanding of how language played a role in academics. Although I knew that my social language would be different in an academic setting as compared to a social setting, it was not until I took English composition that I was fully able to understand the significance of that language plays in education. Because of my experiences at the University of Oklahoma, I now comprehend that, in an academic setting, patience, professionalism, and interaction are all necessary forms of language that must be used in order to fully grasp elements of education that are not written inside of textbooks.

This idea of extinction doesn’t surprise me and I’m definitely not as upset as Handler. Sure, it’s not ideal, however what I’ve always admired about English is the fact that it _is_ a scarce discipline. I attended an English conference and had a great time, but my only complaint was being around so many other English majors. I don’t want people to like and cry to Mrs. Dalloway as much as me! I get a weird feeling of jealousy when I come across other English majors, or even people who enjoy reading as much as myself. Yeah, that’s not the point of this article, though I’m sure I’m not the only one who views English like this. Handler is viewing the problem as a future/career/ethics issue. That’s

Since Freshman year at Rowan University, I have aspired towards obtaining a higher education of graduate studies within the field of English Literature. Thus, I am applying to Rutgers University-Camden Masters in English program in the quest to realize my greatest career objective of pedagogy at the collegiate level. This Masters in English program will be the institution that sharpens my literary prowess and analytical writing methods.

To gather more information related to this topic, some interviews to different English teachers were carried