This section focuses on what faculty should do to form well-structured courses in writing about literature.

  • She notes, "However uneasy the relationship between literature and composition faculty may be at some institutions, for many of us, recognizing the power, support and shared interests in literacy education that can be found within an English department makes it possible to actually build and sustain alliances between composition and literature faculty through courses such as College Writing II: Writing and Literary Study" (114).
  • Here, Isaacs makes a valid point, the idea that if all English faculty come together and embrace their differences, their emphasis can be placed on literact education and not on who should teach which courses and why.
  • "Arguments based on one's own experiences and observations are necessarily influenced by institutional placement, but it is time that we observe that in fact most of the arguments about divorcing English and giving up on collaborating with literature faculty on first-year writing courses are made by individuals at research institutions" (116). This comment caught my attention because it seems unrealistic to pit faculty against one another when you are working at a research insitution and not at the actual colleges and universities where this debate is taking place.
  • She ends her essay with a final comment on the value of literature and composition faculty working together: "With this recognition comes responsibility as well: to reflect on our experiences and to theorize about other collaborations that might not only strengthen ties between composition and literature but also enable English studies to reclaim literacy - increasingly claimed by departments and schools of education - as our primary and essential contribution to a university education" (116).
  • In order to be successful professors of English and literacy, faculty must work together to take back literacy instruction from education departments, despite their feelings about literature or composition. They have to look at the bigger picture: Coming together to teach first year students writing and reading skills that they will use throughout their academic careers and lives.