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"And what are the obligations of an organization like
the MLA both to its members and the field. . ."?
1. In the "Final Report" of the Modern Language Association's
Committee on Professional Employment (CPE), Sandra Gilbert,
committee chair and author of the report, poses this good
question, which begs what is perhaps an even better one: what is
an organization like the MLA? What are its "obligations" both to
its members and something called "the field"? For the inaugural
issue of a journal like WORKPLACE, these questions seem
even more apposite. The CPE, whose formation and undertaking
were trumpeted by numerous photographs and accompanying lioni-
zation in the MLA Newsletter, has been hard at work for some
eighteen months now, harder at work than perhaps anyone imagined.
Indeed, the Newsletter (Winter, 1996) announced that the "Final
Report" would be completed in the spring of 1997, when in fact it
was released to members in mid-December (although Gilbert read
substantial excerpts from the report at the November meeting of
the Midwest Modern Language Association in Chicago). I mention
this not to impugn the committee for dilatoriness, but rather to
commend its industry. There exists, however, a more sobering
note in my commendation: precisely because the CPE labored so
earnestly at this task, anyone disappointed by its report and
seven specific recommendations to ameliorate the generally bleak
futures many job seekers face will probably have to remain, well,
disappointed. This document represents, in short, the MLA's best
efforts. And both the committee's ambition and motivations, the
latter of which in particular deserve some scrutiny, have every-
thing to do with the question Professor Gilbert begs: what is an
organization "like the MLA?"
2. Unpacking this question--or, for that matter, offering a
critique of the CPE "Final Report," as I intend to do here--
requires at least some historical perspective, a claim with which
the CPE would surely sympathize as it ties today's job crisis in
part to the "revised labor conditions for the professoriat"
caused by Cold War "federal funding intiatives" (18). (This
section of the report and R.C. Lewontin's The Cold War and the
University on which some of it is based make for interesting
reading, by the way; it shouldn't be skimmed.) But the question
prompting this essay calls for a slightly different history, one
that takes us back to December 27, 1883, when the MLA began as
the dream of some forty "gentlemen-scholars" who convened that
winter at Columbia University. In his presidential address of
1965, Howard Mumford Jones re-visited that 1883 meeting, under-
scoring its regional connection to the "Atlantic seaboard":
twelve scholars came from New England and twenty from the "Middle
States and Maryland (which meant in fact Johns Hopkins)." Only
two hailed from the "Middle West," as it turns out, and only one
from the South. "These men," he concluded, "created. . .an
informal national club with a simple constitution and by-laws"
(3). The following year in 1884 the then Secretary of the newly
formed MLA reviewed the most significant points upon which the
gentlemen deliberated, one of which revealed a tension still felt
today: namely, that while the group agreed on the imperative to
centralize "the modern language forces in this country," it also
saw a need to consider "sectional differences in any general
scheme of improvement" (Jones 4). How these differences could
even be perceived, given the nascent organization's quite
regional (and class) inflection, is another matter (one to which
I shall return in regard to the composition of the CPE).
3. The MLA's rapidly expanding membership also concerned Jones,
explaining the title of his address, "The Pygmy and the Giant."
At the annual meeting the year before in 1964, he reminded his
audience, some 213 papers were delivered in 106 sessions, far too
many papers for any "serious discussion. . .by the scholars to
whom they were theoretically addressed" (4). In her address two
years earlier at the 1963 convention, then president Marjorie
Hope Nicolson affords us a glimpse of what might be termed the
"professional sensibilities" of these scholars, a glimpse that,
given the realities of today's graduate education and job market,
seems almost incredible: the fact that she spent only three years
in graduate school, for instance; or that she regarded "real"
standards in the "discipline" of English ("if, indeed, it is a
discipline," she remarked [9]) as in peril because Latin was
being dropped as a required language; or, most interesting, that
during her first academic appointment, her department chair
"almost literally dragged us youngsters to MLA meetings and made
us deliver the first scholarly papers written under our own
steam" (6). I re-visit Nicolson and Jones's presidential
addresses from the 1960s merely to make these two points: that,
Jones's premonition about the growth of the MLA notwithstanding,
in the past thirty years the profession has evolved in ways
almost unimaginable then; and that, then and now, many senior
professors carry with them an experience of graduate school and
early professional life which is as distant from today's
realities as Nicolson's lament for the passing of Latin was at
the dawn of the Vietnam era. What would past presidents of the
MLA, other than the farseeing Jones, think about this year's
convention in Toronto which, comparable in size to recent
meetings, will feature some 2,060 papers in 745 sessions? And
how might Jones redact his characterization of the 1965 Modern
Language Association:
The gentlemen's club has grown into an army. By the
question of multitudinousness I mean that the MLA is called
upon to do an infinitely greater variety of things than
its founders ever dreamed of doing. (5)
Jones also predicted that by 1980 this gigantism would continue
at a virtually unabated pace, in large part because "unlike some
professional societies, the MLA has never restricted its
membership" (5). He was, of course, right.
Jones's prescience might help answer our question about the
MLA. Given its history as an informal "gentleman's club" and the
realities of its membership base, the MLA is not now, nor has it
ever been, a professional organization. Unlike the ABA (American
Bar Association) and AALS (Association of American Law Schools),
for example, which accredit schools of law, the MLA has no
comparable professional clout; unlike the AMA (American Medical
Association), it does not investigate violations of professional
ethics, conduct, or practice, and thus has neither been in a
position nor shown much inclination, insofar as I am aware, to
administer sanctions for professional misconduct. This is hardly
surprising; as the historical sketch above suggests, the MLA was
not founded to be a professional organization, and in pursuing
such matters as the CPE investigated it was responding to a
growing pressure, unacknowledged by the committee, to do
something that both its founders and current leadership never,
"ever dreamed of doing." This is perhaps the primary reason for
the belatedness of this report: not the eighteen months it was in
process, but the fact that the MLA only got around to conducting
this study in 1996 long after strenuous debate over and analyses
of the job crisis had begun (although such MLA publications as
Profession and the ADE Bulletin have played a key role in
furthering dialogue on the job crisis, graduate education, and
related issues).
4. What this history tells us, I think, is that one should not
have expected too much from those parts of the report and
recommendations that would require the MLA to act in the manner
of a professional organization. (And I shall "bracket" for the
purposes of this paper Lennard J. Davis's larger, more trenchant
questioning of our collective reliance on organizations like the
MLA in the first place. For Davis, professional organizations in
general are "by and large" not only "traditional" and incredibly
"conservative," but also complicitous in the subtle businesses of
aiding institutions in the domination and observation of their
faculty.) What Davis calls "compulsory bureaucracies" like the
MLA are incredibly resistant to change (199), so it is hardly
surprising that the committee's sixth recommendation, one that
promises an organizational response to cases of unethical or un-
professional conduct, falls disappointingly short.
An Ethical Response?
5. Recommendation six calls for the "Collection and Publication
of Problems in Hiring Procedures Confronted by Job-Seekers" and
is comprised of two parts: "We recommend that either through the
current standing Committee on Academic Freedom or through another
body, the MLA act as a clearinghouse for problems in hiring
procedures confronted by job-seekers, and that job-seekers who
encouner ethical problems report their difficulties to the
appropriate MLA committee" (36). Although the committee's
motives in making this recommendation are not elaborated upon in
detail, Gilbert states that "considerable evidence--much of it,
to be sure, anecdotal--[suggests] that the tight job market has
sometimes produced situations where job seekers feel in one way
or another abused by hiring committees and department
administrators" (36). What these abuses might be are never made
specific but, all in all, whatever its inherent vagaries, the
recommendation sounds good.
6. But that's the point: it's supposed to sound good. And,
equally obvious, a number of faculty and graduate students have
been relaying these "anecdotes" (what else could they be until
investigated, documented, and proven?) for some time now. Cary
Nelson related the details of a particularly egregious on-campus
interview in an article in Social Text over two years ago (this
has been reprinted in his Manifesto of a Tenured Radical, 161-
62); and in On the Market: Surviving the Academic Job Market
published earlier this year, Elisabeth Rose Gruner reiterates the
"lowlights" of several sexist, clearly unethical, and perhap even
illegally conducted interviews women have endured both at the
convention and during on-campus recruitment trips. Gruner asks,
"To whom might a candidate report such questions? A lawyer? The
MLA?" More to the point, "what are the sanctions against illegal
questions, and what can we do about them?" (97). And, to add
even a few more interrogatives to the list, what in the CPE's
opinion constitutes an abuse in the first place? Departmental
culpability in the incidents Nelson and Gruner report would seem
more or less transparent, but other practices may be less clear
and open to debate. Requiring applicants to send writing samples
by Federal Express or overnight mail? The practice, refined by
the East Carolina University English department in 1995, of
posting a job notice that promised one lucky Victorianist the
"opportunity" to "bypass the traditional MLA 'rite of passage'
interviews" by accepting ECU's job offer in November, thereby
foregoing any alternative employment possibility that might arise
at the convention (Palumbo and Taylor, "Letter")? The posting of
job notices when a committee already knows who it intends to
hire--or that it is not interested in candidates of a certain
gender or ethnicity? Let's not be naive about this last matter,
a delicate one to be sure: it happens.
7. Indeed, it was apparently happening at the 1997 convention
in Toronto while the CPE Report was being discussed by the
Delegate Assembly if two of the "anecdotes" I heard there are
true. I shall provide only the contours of these stories here to
protect the victims of this sort of "abuse," but if the MLA wants
to investigate and, after sufficient corroboration, publish these
stories (which of course it really doesn't), I'd be pleased to
provide more details. The first begins with the phone call on
December 29th that every job candidate, after interviewing
earlier at the convention, wants to receive: we liked your
answers yesterday, and we want to speak with you further.
"Great," the candidate said, "I'd be very eager to visit your
campus." "No, you misunderstand," the voice gently corrected,
"we want to speak with you again tomorrow morning before the
convention is over. I hope you can arrange your return flight
accordingly." It doesn't take a labor negotiator or CPE member
to infer the extortive nature of this phone call: if you want a
job at our school--and the odds are now more in your favor of
securing one, because you've made the "next cut"--you'll spend
whatever it takes and re-organize your life for the opportunity
to speak with us again. The second story concerns a prestigious
West Coast research institution that has lost a distinguished
professor to another school and wants him/her back. So,
remarkably, it runs a national search for a junior position and
winds up with a short list that just happens to include the
senior professor's significant other, turning the longstanding
spousal hire dilemma in a direction that effectively rips off
every other candidate who paid to have dossiers and writing
samples mailed to the department (not to mention the time and
emotional investment involved in applying for academic positions,
and the mockery of law and ethical conduct inscribed in the
department's job announcement with its perfunctory statement
about equal opportunity).
8. But even if mitigating circumstances existed to explain both
instances--I am, however, pressed a bit to imagine what these
might be--can the MLA really operate as a "clearinghouse" to
disseminate such information? That is to say, can it simply
publish the name of any department (or individual) against which
someone levels an accusation? Of course such charges cannot be
published without careful investigation--and published where?
9. The topics of abusive, or just plain thoughtless, recruit-
ment practices and MLA waffling in responding to them are,
admittedly, hobbyhorses of mine. I intimated as much in a letter
to the MLA Newsletter (Spring 1996) protesting the practice of
departments ordering expensive materials from candidates--
dossiers and writing samples--at the beginning of the recruitment
process for an initial screening. If a committee wants to order
these expensive documents after reading a letter, vita, and
dissertation abstract, as Nelson had argued as well in an earlier
issue of the Newsletter, fine. Before my letter could appear,
however, it had to be revised several times and, as I learned in
a phone call from an MLA official, vetted by some anonymous legal
staff. You see, I had the temerity to respond to a department
chair who defended the practice of a committee ordering
everything "up front," and who also expressed his dismay that the
MLA would dare tell him how to conduct a search. Using the
example of the several hundred applications I had received as
chair of a search committee in Twentieth-century Literature in
1994, I maintained that it was impossible for a committee to read
this many writing samples with any degree of attention. This
line had to be dropped. Because no evidence existed that the
committee did not read all the essays it received, my supposition
could not appear in the letter--at least not in any letter the
MLA Newsletter and its legal counsel deemed safe to print.
10. Recommendation six, therefore, cannot possibly work as
stated. The MLA cannot serve as a "clearinghouse" by collecting
and disseminating every accusation it hears, and it knows it. It
is obliged to investigate before it publishes anything, even so
innocuous a letter as I just described. And, presumably, the
threat of being "outed" by the association in some unspecified
publication constitutes the element of sanction Elisabeth Gruner
calls for and Nelson ponders in Manifesto. As Nelson observes,
however, "Professional organizations are very reluctant to police
either members or member departments. Even those that have
accepted such responsibilities--like the American Medical
Association--do not have a very impressive record of results"
(162). Still, he contends, the publication of a "censure list"
of offending departments comparable to that published by the AAUP
might persuade departments to "clean up their acts" (how is it
that this recommendation so closely parallels Nelson's without
any citation, I wonder?). Recommendation six, in sum, implies
that the "gentlemen's club" will "boldly go" where no MLA
official has taken it before: near the ambit of a professional
organization. Recommendation six also clearly marks a change in
the MLA's view both of itself and of its capacity to intervene in
its members' conduct. It wasn't that long ago when, after
irritating a number of members with an ill-advised "President's
Column" in the MLA Newsletter, then president Patricia Meyer
Spacks claimed, "MLA action does not issue from a mysterious
monolith, nor does the MLA possess the power to make
administrators, department chairs, or individual faculty members
do its will. (Guidelines are only guidelines; there are always
many who will ignore them)" ("Voices" 3). We'll simply have to
wait and see how "abuses" in the hiring process relate to
violated "guidelines"--and see if the MLA can fulfill the promise
of the CPE's strategically ambiguous recommendation by doing what
it never "dreamed of doing" before.
Whose Recommendations?
11. The difficulty with this particular recommendation for
improving our collective hiring practices, however, is far from
the most significant failing--or achievement--of the CPE report.
Before discussing some of these failings, let me also urge every
member of the MLA to read the CPE's report and suggest that every
Director of Graduate Studies implement the kind of self-study the
committee outlines: surely such a departmental and programmatic
introspection will produce positive results. That said, the most
significant failing of the report is the committee's inability to
provide, especially in the last phrase of the following, what
Gilbert advocates in the report's preface: a "nuanced under-
standing of the way the [higher education] system now functions,
the way it has failed, and the ways it can be adjusted" (4).
This "nuanced understanding," Gilbert offered earlier in the
report, "reflect[s] long term developments that have shaped our
complex system of higher education since the second world war, a
system to which the patterns of academic employment that we study
here are inextricably linked" (2). As we learn later when she
quotes the historical reflections of John Guillory and David
Laurence,[1] this system has produced a contradictory, highly
determinative imperative in academia: an increasingly diverse
student body's need, on the one hand, for instruction in the
"basics"; and research institutions' equally prevalent need, on
the other, for faculty to engage in "advanced" research to
supplement an ever-dwindling pool of funds (19). There can be
little disagreement, I think, with this articulation of the
problem insofar as public research institutions are concerned.
But what sort of solutions does this "nuanced understanding" of
the larger political and economic contexts of the crisis in
higher education generate?
12. The answers, I think, are inseparable from the very
regional, institutional, and "professional" biases that have
defined the MLA from its beginnings as an "informal national
club" for forty "gentlemen-scholars." That is to say, two-thirds
of the committee work at nationally prominent research
institutions. Nearly half come from the Northeast; only one is a
faculty member at a community college; and, most telling, the
majority of the committee members are literary and cultural
scholars, not first and foremost teachers of the very basic
courses in literature and composition the CPE envisions as
constituting the profession of the future. These biases, coupled
with an extremely defensive posture about the MLA's role in
professional matters in the past, lead in some cases to almost
utopian recommendations and, in others, to paradoxical and even
offensive suggestions.
13. The utopian category doesn't bother me too much: it indeed
would be terrific if every graduate student employee had "primary
responsibility for teaching "no more than one course per term."
Similarly, a five-year funding package for all full-time doctoral
students "with the first and last years having fellowship
support" is something most Directors of Graduate Studies would
love to provide and cannot (31). Not surprisingly, directors of
graduate study are acutely aware of the importance of fellowships
to a student's success. A survey I conducted of twenty-seven
Ph.D-granting English departments and reported at the MLA
convention in 1991, however, clearly indicated that very few
public institutions could come close to following either
recommendation (and certainly such a study should be repeated to
provide more recent data). Advanced graduate students at almost
all the institutions that responded to my questions about
funding--Alabama, Arizona, Colorado, Houston, Illinois, Indiana,
Kansas State, Iowa State, Mississippi, North Carolina-Chapel
Hill, Texas, Washington State, and others--taught more than one
course/term. Maybe things have improved markedly since 1991;
maybe there's nothing so terribly wrong with such collective
fantasizing.
Blaming Victims and Mentors
14. But some of the CPE's rhetoric and suggestions are not so
innocent. For example, although the report's conclusion calls
for an end to "finger-pointing, name calling," and "political
posturing" (28)--obviously the reason Nelson's often contentious
work and other work like it are not cited in the report--the CPE
nonetheless does its share of finger-pointing. And the finger
gets pointed fairly often at graduate programs, which have failed
students in a myriad of ways and which, therefore, need the
eight-step program for departmental self-study of doctoral
programs appended to the report. In what ways have graduate
departments failed? Fostering in their students a "precocious
professionalism based on research-oriented models" (23), many are
guilty of "misleading" graduate students "as they enter the job
market" (23). These programs ought to have heeded Guillory's and
Spacks's warnings about "preprofessionalism," the CPE observes:[2]
"Even though the MLA's own handbook for job-seekers offers
crucial cautionary advice [about the long odds of finding a
position at a research institution]. . . most graduate programs
fail to convey this message to their students" (23). The MLA,
from its Dunsinane-like "pleasant seat" of professional
centrality in 1883, knew what was best for literary study in the
growing republic--and it has known all along what was best for
graduate students entering the "market," such as it is, as well.
15. This tension between center and periphery, metropolis and
frontier, is "hard-wired" into the founding of the MLA. But, at
the very least, the MLA ought to know that precocious
professionalism is not a choice for graduate students. As
evidence, I can only recite the following job announcement posted
at the Job Information Center at the 1996 MLA Convention in
Washington. It was so remarkable I had to copy it:
The English Department at Pace University, New York, has
a full-time tenure-track Assistant Professorship for
a specialist in Dramatic Literature. The person appointed
to this position must hold a Ph.D. and have demonstrated
scholarship in the field through the publication of books
and/or articles in refereed journals. In addition to major
courses in drama and literature, the appointee will be
expected to teach freshman composition and sophomore
literature. Salary commensurate with experience. Fall,
1997. (my emphasis)
Until we can have a "nuanced" discussion with the Paces of our
profession, until we can collectively induce restraint on the
part of those departments that would exploit their buyers'
advantage, the CPE's advice for graduate students to prepare for
employment at non-research institutions by learning more about
teaching and becoming less concerned about their own writing--and
that is the implicit, if not explicit, message of this report--
will not resonate with much authority. And a larger question
exists as well: do we, as a profession, really want to abandon
our research and return to the days Marjorie Hope Nicolson
described in which the prospect of presenting a conference paper
filled young faculty with dread? What dangers exist in this
regressive, irreducibly nostalgic "politics of underdevelopment"?
16. This division of teaching vs. scholarship, of the roles of
"educational service worker" versus "intellectual knowledge
worker," informs the weakest, most offensive part of this
document (20). For it strongly implies that teaching
undergraduates--or that theorizing the pedagogy involved--is not
a significant intellectual labor, in essence denigrating everyone
who teaches them along with one entire field of our discipline:
rhetoric and composition. So long as teaching is thought of as
divorced from, totally separate from, the production of
knowledge, then we are indeed in trouble: the hiring of part-time
faculty at obscenely low wages already indicates that
administrators (who largely escape criticism or attention in this
report, by the way) have concretized this opposition in their own
corporate logic. It is not in our best interest to replicate it.
Does Size Matter?
17. I might also suggest that the CPE's long outline of
recommendations for graduate programs both within the report (21-
25) and the attachment, "Evaluating the Mission, Size, and
Composition of Your Doctoral Program: A Guide," might be refined
in several ways. The section on "The Job Crisis and Graduate
Studies" begins with a thoughtful discussion of size to which I
would add this: downsizing graduate programs has many goals, one
of which is to dry up what once was, at least at Indiana
University where I teach, a large pool of unemployed or under-
employed doctoral candidates (and holders). Now, after seven
years of downsizing in English which began in 1990, the local
pool is indeed almost dry, leading to an imminent crisis: Who is
going to teach our undergraduates? How much will the university
have to pay to staff these classes? I don't know all the
answers, but one answer to this last question would appear to be
"more money, perhaps much more money, than it has in the past."
What a novel idea--actually paying people a living wage to work.
18. The CPE's recommendation in this section to establish
"exchange programs or cooperative programs with smaller, heavy
teaching colleges in the area" so as to provide students with
experience at such institutions is a good one (24). But it is by
no means a new one. Preparing Future Faculty (PFF) programs
across the country have been contemplating--and implementing--
such exchanges for the past several years. Locally at
Bloomington, department and recruitment chairs from smaller
colleges and multi-purpose institutions have been visiting the
English department to conduct sessions with job seekers,
reviewing their cover letters and vitae, and describing more
fully such institutions' expectations of new faculty. The
Graduate School through a PFF grant is organizing exchange
programs between IU's Bloomington campus and branch campuses,
placing advanced graduate students in departments for one
semester or an entire academic year. There's no question that
the current climate of "precocious professionalism" has led
departments away from the realities of professional life at
liberal arts institutions, community colleges, and high schools.
Large research-oriented departments need to restore their bonds--
or forge new ones--with such institutions, and PFF programs
across the country are attempting to do just that.
19. There is also little question that we're living through a
kind of ideological battle in humanities departments and that
graduate students are suffering because of it. The report,
echoing committee member George Levine, describes it this way:
"some graduate programs may--without repudiating intellectual
innovation or advanced theory--have to take into consideration
'the more traditional curricula likely to be in place at non-
elite institutions'" (24). Or, for that matter, at elite
institutions. When William E. Cain, a professor at Wellesley,
complains about the "non-literary approach favored in most
English classrooms today," or asserts that the "swerve toward
cultural studies" has incapacitated today's graduate students to
the extent they can no longer "teach close reading" (B4), we are
no longer identifying an ideological divide that can be
designated elite/non-elite. We're talking about ideological
battles in many humanities departments that may be insoluble, but
that also deserve immediate "professional" attention.[3] How many
departments actually feel the way Cain does? What role do such
politics--and I think that's what were talking about--play in the
hiring practices of such departments? How might these politics
be juxtaposed to and weighed against the thrust of the Pace
University job announcement adverted to above? How might a
dialogue on this topic be facilitated and the results be
translated into revisions of graduate programs?
20. Such questions approach a topic much in evidence in recent
Job Information Lists: namely, the uneven quality of the "job
crisis." By "uneven" I mean this: in the past few years--and,
yes, this is merely anecdotal evidence--job seekers in some areas
have found the going much tougher than those seeking work in
other areas. This is one implication of Levine's point, and we
need to discuss it as a profession: quite sound arguments urging
the contrary notwithstanding, many departments more or less
utilize a "replacement model" in their hiring.[4] In so doing,
they are recruiting in more traditional fields--and in "service"
fields like rhetoric--while too many of today's students want to
work in the twentieth century and in emergent fields. This is
precisely why students specializing in twentieth-century American
culture, among other things, are competing with as many as 700
applicants, while other job seekers are competing against one-
third, one-quarter, or significantly fewer candidates in their
searches. What can we do about this as a profession? What are
we going to do about the disjunction in many graduate programs
between the study of past print cultures ("literature") and the
facilitating of contemporary print culture ("composition")?
21. The CPE's "Final Report," then, which promises illumination
of the "job system," not the job "market," generates only minimal
explanatory light on the former--the kind one might expect from
an organization like the MLA. And, to return to my title, what
kind of organization is this (a question that should in no way be
taken to ignore or diminish the generosity and laudable motives
of some of the CPE members)? Too self-protective and overly
insulated from dissent, too self-congratulatory; like the
gentlemen in 1883, still too unaware of professional practices
out there on the frontier and too concerned with the "etiquette"
of professional life (this term appears three times on p. 7 of
the appendix in reference to the training of graduate students
for conference participation and the like); and, thus, too slow
to evolve from an elitist gentlemen's club into a professional
association.
22. But since, in these uncivil times, the CPE's gentlemanly and
gentlewomanly inclinations lead it to urge graduate programs to
acquaint students with the "etiquette of serving as a participant
or presider for a conference panel," the "etiquette of conducting
correspondence with journals and editors," and the "etiquette of
departmental discussion and debate" ("Evaluating the Mission" 7),
I thought I might conclude by asking the committee a question
about professional comportment. What would the CPE think about
the following: Villanova University's English department posts an
advertisement in the October, 1997 Job Information List for an
assistant professor of Contemporary American Poetry/Creative
Writing. Candidates are required to forward just about
everything--letters of application, dossiers, samples of both
creative and scholarly work--at the beginning of the process, and
the department conducts interviews at the Toronto convention.
Then, in early January, Villanova, well, invents a new
professional genre: the form rejection e-mail memo. This hybrid
form combines, electronically, the rejection letter with the
traditional form letter by notifying several of the candidates
interviewed that their applications were no longer in
consideration. To accomplish this simultaneous and wonderfully
efficient mass rejection, of course, each recipient of the bad
news is made aware of every other person receiving it, because
all their names are posted at the top of the memo (and could be
forwarded just about anywhere, to people like me for instance).
No right of privacy for the rejected applicant--Is this violation
of privacy even legal?--and, from Villanova's perspective, no
need even for a book of thirty-two cent stamps and a half-dozen
envelopes. Sure, these candidates mailed expensive materials to
the school; and sure, they probably spent hours researching the
English department. And, yes, they did spend hundreds of dollars
flying to Toronto and attending the convention. But, hey, that
doesn't mean they each deserve their own rejection letter, does
it? I don't know the answer, so I am addressing this matter to
the CPE, whose knowledge of the protocols of professional
courtesy exceeds my own.
23. The last word on the CPE and MLA, however, goes to Howard
Mumford Jones who, writing about the crisis of gigantism thirty
years ago, put it like this: "Either we believe that the MLA
means greatly and means well, or we do not" (6). Sadly, I do
not.
Works Cited
Cain, William E. "A Literary Approach to Literature: Why English
Departments Should Focus on Close Reading, Not Cultural
Studies." The Chronicle of Higher Education December 13,
1996: B4-B5.
Davis, Lennard J. "Dancing in the Dark: A Manifesto Against
Professional Organizations." minnesota review 45 & 46
(1996): 197-214.
Gilbert, Sandra, and the MLA Committee on Prefessional Employ-
ment. "Final Report." Submitted to the MLA Delegate
Assembly, 29 December 1997.
_____________________. "Evaluating the Mission, Size, and
Composition of Your Doctoral Program: A Guide."
Appendix to the "Final Report." 11 pp.
Gruner, Elisabeth Rose. "Feminists Face the Job Market: Q & A
(Questions and Anecdotes)." On the Market: Surviving the
Academic Job Search. Ed. Christina Boufis and Victoria C.
Olsen. New York: Riverhead, 1997. 87-100.
Guillory, John. "Preprofessionalism: What Graduate Students
Want." Profession 1996: 91-99.
Hutner, Gordon. "What We Talk about When We Talk about
Hiring." Profession 94: 75-78.
Jones, Howard Mumford. "The Pygmy and the Giant." PMLA 81 (March
1966): 3-11.
Nelson, Cary. Manifesto of a Tenured Radical. New York: New York
UP, 1997.
Nicolson, Marjorie Hope. "A Generous Education." PMLA 79 (March
1964): 3-12.
Palumbo, Paul, and Richard Taylor. "Letter to Graduate Director/
Departmental Placement Officer." 25 June 1995.
Spacks, Patricia Meyer. "The Academic Marketplace: Who Pays Its
Costs?" MLA Newsletter 26.2 (Summer 1994): 3.
______________________. "Voices of the Membership." MLA
Newsletter 26.3 (Fall 1994): 3.
Steve Watt, Indiana University
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by StephenWatt
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