Describes a "writer's hotline" telephone program operated at the University of Missouri, Kansas City, in which English faculty address community members' writing problems. Benefits have included increased publicity for the department, improved relationships with the community, and gains in expertise in handling questions of English usage. (DF)

Argues that educators must periodically redefine to themselves and to the public what universities are and what they do. Suggests that educators must guard the integrity that the public has a right to expect in the classroom. Recounts some of the author's political experiences while a student and later as a writing instructor. (RS)

Describes how Missouri educators use students to help gather resources for the English department through instructional programs, student employment, and community outreach. (PRA)

Describes the author's experience at a community college over the past 30 years. Talks about how community colleges and their students have changed. (TB)

Outlines some of the issues and problems inherent in the group dynamics in the English classroom. Considers how English teachers are part of the group in a classroom and, therefore, are subject to the same predictable anxieties and are reliant on similar coping behaviors. (HB)

Looks at teaching strategies for incorporating texts by sexual minorities into writing and literature classrooms, and for handling blatantly homophobic comments. Argues that such comments work to undercut the idea of a writing community. Seeks to develop ways to incorporate these texts. (SR)

Describes programs offered by a university English department that both improve the department's public image and enrich the cultural life of the school and the community. (AEA)