Miller, Thomas. “What Should College English Be… Doing?” College English 69 2 (2006): 150-55. Print.
As with much of his work, Miller traces some of the binary-based themes about English in this article. Miller starts by noting how most conversations about English studies have traditionally centered around the question of what English is to what it’s teachers and students should be doing. Other discussions of English have focused on its role as a discipline or as a profession. Professionally speaking, English has long been characterized as the study study of literature; however, Miller goes on to note that this model is historically inaccurate and even questions the existence of a purely literature-based model ever existing. He goes on to marry the rise of different English literacies with English instruction and acknowledges that writing courses make up the majority of English courses in private and public institutions.
After situating writing as the most populous component of the English triumvirate, Miller attempts to address what “writing” looks like in an age of increased faculty numbers whose specialties include creative writing, ESL, English education, rhetoric and composition, and cultural, ethnic, and media studies (154). He sees this influx as an opportunity for English studies – or literacy studies as we would like it to be named – to connect with the broader social needs of the communities colleges and universities serve.