致谢
非常感谢来自英文领域的D. Bray、M. Kilgour、P. Yachnin、Janet、Jenn 和Joel，他们分享了自己的观点，并且阅读本章初稿，帮助我们更好地理解这门专业。其中三名学生希望在文中仅仅使用他们的名字而隐去姓氏。
参考文献
[1] Bidwell, P. (2005) CACE/ACCUTE hiring survey, 2004-2005, ACCUTE, June: 6-11.
[2] Delamont, S., Atkinson, P. and Parry, O. (1997). Supervising the Ph. D., Buckingham: Open University Press.
[3] Delbanco, A. (2000) What should Ph. D. mean?, PMLA [Modern Language. Association Newsletter], 115(5): 1205-1209.
[4] De Naples, F. (2003) Between the undergraduate college and the graduate school: what do undergraduates need? What are doctoral programs doing?, ADE Bulletin [Association of Departments of English], 29-82, 134-135.
[5] Elgar, F. (2003) Ph. D. Completion in Canadian Universities, Halifax, NS: University of Dalhousie.
[6] Evans, C. (1990) A cultural view of the discipline of modern languages, European Journal of Education, 25(3):273-282.
[7] Folsom, E. (2001) Degrees of success, degrees of failure: the changing dynamics of the English Ph. D. and small-college careers, Profession, 121-129.
[8] Gibbons, M. (2000) Changing patterns of university-industry relations, Minerva, 38: 352-361.
[9] Golde, C. M. and Dore, T. M. (2001) At Cross Purposes: What the Experiences of Doctoral Students Reveal about Doctoral Education, Philadelphia, PA: a report for the Pew Charitable Trusts, ERIC Documents ED (www.phdsurvey org).
[10] Golde, C. M. and Walker, G. E. (eds). (2006) Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline, Carnegie essays on the doctorate, San Francisco, CA: Jossey-Bass.
[11] Graff, G. (2000) Two cheers for professionalizing graduate students, PMLA, 115(5): 1192-1193.
[12] Graff, G. (2006) Toward a new consensus: the Ph. D. in English, in C.M. Golde and G. E. Walker(eds), Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline, San Francisco, CA: Jossey-Bass, pp. 370-389.(https://www.daowen.com)
[13] Hyland K. (2004) Disciplinary Discourses Social Interactions in Academic Writing, Ann Arbor: University of Michigan Press.
[14] Lovitts, B.E. (2001) Leaving the Ivory Toner: The Causes and Consequences of Departure from Doctoral Study, Lanham, MD: Rowman & Littlefield.
[15] Lunsford, A.A. (2006) Rethinking the Ph. D. in English, in C.M. Golde and G. E. Walker (eds), Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline, San Francisco, CA: Jossey-Bass, pp.357-369.
[16] Lyotard, J. F. (1984) The Postmodern Condition: A Report on Knowledge (Transl. by G. Bennington and B. Massumi), Minneapolis: University of Minnesota Press (original work published in 1979).
[17] McAlpine, L. and Harris, R (1999) Lessons learned: faculty developer and engineer working as faculty development colleagues, International Journal of Academic Development, 4(1): 11-17.
[18] Noble, K.A. (1994) Changing Doctoral Degrees An International Perspective, Buckingham: Society for Research into Higher Education and Open University Press.
[19] North, S., Chepaitis, B.A., Coogan, D., Davidson, L., Maclean, R., Parish, C.L., Post, J. and Weatherby, B. (2000) Refiguring the Ph. D. in English Studies Writing Doctoral Education, and the Fusion-based Curriculum, Urbana, IL: National Council of Teachers of English.
[20] Royster, J. (2000) Shifting the paradigms of English studies: continuity and change, PMLA, 115(5): 1222-1228.
[21] Smith, J. (2003) Validity and qualitative psychology, in J. Smith (ed.), Qualitative Psychology, London: Sage, pp. 232-235.
[22] Wilkinson, S. (2003) Focus groups, in J. Smith (ed.), Qualitative Psychology, London: Sage, pp. 184-204.
[23] Woollard, L. (2002) The Ph. D. for the 21st century, paper presented at the annual meeting of the Canadian Society for Studies in Education, Toronto, Canada.
[24] Yeates, M. (2003) Graduate student conundrum. University Affairs, February: 38-39.
[25] Zimmerman, B. (2006) The plight of Canada's contractual professors, University Affairs, January:42.