On "The English Apparatus"

In Textual Power, Robert Scholes makes one main argument, which is that English as it is taught in institutions of higher learning is treated as far too sacred and concrete. He offers the idea that perhaps things are a bit too stiff and systematic in English departments, and universities should consider taking a fresh, new approach that apply students practically, rather than theoretically, to the learning process.

In the text, Scholes presents a similar dichotomy in English education as Graff's essay did -- that "creative writing" vs. literature education are treated as completely separate within the department, and that that should change. While he doesn't seem to favor one over the other, he does promote reform in both.

Specifically, he argues that creative writing should be taken a bit more seriously, which would reflect a lack of trivialization of the educational process itself and perhaps instill in students a higher sense of accomplishment and progress within their schooling.

On the literature education subject, he makes the point that one's reaction to literature cannot necessarily be dictated, and so literature classes should, again, be more practical than a simple summary over a work. In this he expresses a wish to blur the lines between creativity and literature studies, promoting a more creative and personalized response technique to the writing.

Overall, it seems to be Scholes' intent to show that English education can be improved by taking a new perspective that can, in his opinion, affect students more positively. The text is very much focused on individualization and how it can improve a student's educational experience.