avoid paying them benefits. "Are you proud?" I would add. Of course at some level the English profession's response would be, "I know. I know. We exploit those people. But we teach Keat's 'Ode on a Grecian Urn,' so we can still get into heaven." That's not enough. The first place to begin reforming the job system is on your own campus. When deans deny you the right to pay part-timers fairly, sit in their offices until they realize the problem won't go away. You are not powerless to effect change in your own workplace. Then think about joining the national efforts to reform the job system. They include unionization movements and organizations like the AAUP and the MLA's Graduate Student Caucus. People are organizing for change. Join them. We also need to rethink graduate studies in the light of the job crisis, to admit that the market now colors everything we do during graduate programs themselves. We need to take a cold look at all program requirements and eliminate those that add little to the quality of an education or fail to prepare students either to teach or to do research. The program at which I earned my degree required twelve courses for the MA and PhD; the program where I teach requires an unnecessary and excessive sixteen. Qualifying exams often add little to a student's degree; they train you to take exams, which of course you will not be doing as a faculty member. I strongly believe in the dissertation, just as I believe in requiring broad historical coverage in MA coursework, but some elements of doctoral programs delay degree completion for no good reason. If we openly bring the job market into graduate study-a move that is overdue-it will begin to change much that we do.