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English professors

Official title English Language and Literature Teachers, Postsecondary (SOC 25-1123)

Also called Literature professor, English postsec teacher, English faculty, English lecturer, Writing professor

In brief

In May 2025, BLS counted 57,720 US English professors, with median pay of $78,760 a year. Of the BLS counts since 2021, the highest was 59,590, in May 2024, close to the May 2025 count. The earliest figure here is an estimate of 3,200 from 1890, not measured the same way as today's count. The last full technology era for English professors: AI writing feedback and grading assistance, 2015 to 2022.

What the sources say

Official outlook

BLS projects little or no change in employment from 2025 to 2035 (0%).

BLS Employment Projections 2025-35

AI exposure studies

Data as of BLS OEWS May 2025; BLS Employment Projections 2025-35. BLS publishes these counts as yearly survey snapshots and cautions against reading them as a precise trend.

Last updated .

Cite this page
APA

Future History. (2026, October 11). English professors: jobs and pay since 1890 [Data set; data as of BLS OEWS May 2025; BLS Employment Projections 2025-35]. https://futurehistory.earth/timeline/25-1123

Chicago

Future History. "English professors: jobs and pay since 1890." Data as of BLS OEWS May 2025; BLS Employment Projections 2025-35. Last modified October 11, 2026. https://futurehistory.earth/timeline/25-1123.

BibTeX

@misc{futurehistory_25_1123, author = {{Future History}}, title = {English professors: jobs and pay since 1890}, year = {2026}, month = oct, howpublished = {\url{https://futurehistory.earth/timeline/25-1123}}, note = {Last updated 2026-10-11. Data as of BLS OEWS May 2025; BLS Employment Projections 2025-35}, }

The access date is today's date on your device.

drag to travel through time
1775180018251850187519001925195019752000now
2026
Known then as Professor of Rhetoric and Oratory (colonial to early republic college era)
Known then as Professor of Rhetoric and Oratory / Professor of Belles-Lettres
Known then as Professor of English / Instructor in English (research university formation era)
Known then as Professor of English Language and Literature (New Criticism era)
Known then as English Professor / Composition and Rhetoric Faculty (theory wars and adjunctification era)
Known then as English Language and Literature Teachers, Postsecondary (BLS SOC 25-1123)
Known today as English Language and Literature Teachers, Postsecondary (BLS SOC 25-1123)
Projected to still be called English Language and Literature Teachers, Postsecondary (BLS SOC 25-1123)
Data from the May 2025 survey
US Employment
58K
Est.

Stated in source: BLS OEWS

Official statistic
Report an error
Median Annual Wage
$78,760
Est.

≈ $76,741 in 2024 prices (derived by us, CPI-adjusted)

Official statistic
Report an error
Beat · 1771

The Boylston Professorship of Rhetoric and Oratory is endowed at Harvard College -- the oldest continuously held chair in what would eventually become the English department, and a direct institutional ancestor of the 25-1123 occupation. The first occupant was John Quincy Adams, who held the chair from 1806 to 1809 while simultaneously serving in the US Senate. The Boylston Professorship is the earliest formal institutionalization of postsecondary instruction in English-language rhetoric in the United States.

Beat · 1876

Harvard president Charles William Eliot creates a new chair, "Professor of English," specifically for Francis James Child -- the great ballad scholar -- freeing him from supervising oral composition recitations. The appointment marks the first time a major American university distinguished literary scholarship from rhetoric instruction as separate professional identities. The same year, Johns Hopkins University opens as the first American research university explicitly modeled on the German seminar tradition. The conjunction of the two events in 1876 defines the modern English department: a place for both research scholarship and undergraduate composition instruction, staffed by faculty whose primary professional identity is literary expertise.

Beat · 1890

The University of Chicago opens with the Department of English Language, Literature, and Rhetoric as one of its twenty-three original departments and immediately its largest. Department head William D. MacClintock presides over the largest academic unit at the new university. The Chicago model -- an English department responsible simultaneously for undergraduate composition, literary survey courses, and doctoral-level research training -- becomes the template for departments at land-grant and state universities across the Midwest and South.

Beat · 1944

President Franklin D. Roosevelt signs the Servicemen's Readjustment Act (GI Bill) into law on June 22, 1944. The GI Bill ultimately supported approximately 8 million veterans in higher education programs. By 1947, veterans constituted 49% of all US college students. The resulting enrollment surge required emergency expansion of freshman composition capacity at every institution, creating a generation of part-time and temporary English instructors and establishing the staffing model -- many contingent instructors teaching composition while a smaller tenured faculty handles literature and advanced courses -- that would persist and intensify through the twenty-first century.

Beat · 1970

At the approximate peak of the post-Sputnik university expansion, English departments are the largest or second-largest departments on most US campuses, staffed to deliver universal freshman composition to record enrollments. The generation of faculty hired in the mid-1960s produces far more PhD graduates than there are tenure-track positions to absorb: the MLA estimated that by the early 1970s there were roughly 4-5 PhD graduates for every available tenure-track opening in English. The academic job crisis in English was documented in MLA job listings from 1975 onward and would define the profession for the next fifty years.

Beat · 1997

Turnitin is founded as iParadigms in Oakland, California, introducing algorithmic plagiarism detection to composition instruction. By the mid-2000s Turnitin is used at thousands of institutions globally. It is the first AI-adjacent tool to fundamentally reshape the labor of English faculty at scale: the time-consuming task of detecting copied prose in student papers -- previously done by the faculty member's own memory and Google searches -- is automated, though the adjudication of suspected plagiarism remains a significant and contested professional labor.

Beat · 2020

The COVID-19 pandemic collapses the academic English job market: MLA reports that the number of full-time English positions fell by 29.9% in 2020-21, the steepest single-year decline in the history of the MLA Job List since 1975. The pandemic accelerated the shift to online delivery of composition and literature courses. Many institutions moved to permanent hybrid or online-first models that reduced the need for in-person composition instruction. The MLA job list recovered partially in 2021-22 (80.6% increase from the 2020-21 trough) but did not approach pre-pandemic levels.

Beat · 2022

ChatGPT launches on November 30, 2022, and within weeks English faculty report widespread student submission of AI-generated essays. By spring 2023 the topic dominates the MLA convention, Inside Higher Ed, and The Chronicle of Higher Education. The NCTE / ELATE Position Statement, "Exploring, Incorporating, and Questioning Generative Artificial Intelligence in English Teacher Education," is issued in November 2024. The MLA Executive Council's Statement on Educational Technologies and AI Agents follows in October 2025. Both statements ground their frameworks in what human English faculty provide that AI cannot: developmental reading relationships, Socratic seminar facilitation, and original scholarly interpretation. Turnitin reports in early 2026 that 14.8% of English-language submissions contain 80% or more AI-generated content, up from 3% in April 2023.

How to read this number

OEWS is a point-in-time survey snapshot, not a continuous time series; BLS advises against using it for year-over-year trend comparison.

Each dot is a cited figure over time; the dotted line only links them (values between aren't measured). Hollow dots are estimates.

Official statistic: Copied by a script from a statistics agency table or a published study's table, not retyped by hand. BLS figures and the forecast and exposure tables are also re-checked against that table on every data run. Researched context: Researched from the cited source rather than copied from it by a script, so it is not machine-checked yet. Spot a mistake? Each figure has a “Report an error” link.

Cited forecasts · present → 2035

Will AI replace English professors? What the research says

Each figure is stated by the named source; we publish no forecasts of our own. Where sources disagree, we show the disagreement rather than an average.

Each figure is stated by the named source; we publish no forecasts of our own. Where sources disagree, the spread is the honest signal.

What published forecasts say
Forecast change in the number of people doing this work, as published by each named source. Bars share one scale on every role, centred on zero and reaching the end at ±30%. Grey marks a small change, 3% or less either way.
BLS Employment Projections 2025-35
→ 2035
0%
BLS National Employment Matrix, 2025-35 cycle, line for SOC 25-1123 (English language and literature teachers, postsecondary): 69.3 thousand jobs in 2025, projected 69.3 thousand in 2035, a change of 0.0 thousand (0.0%). Matrix employment counts all jobs in the occupation, including self-employed workers (0.2% of this occupation in 2025). The average for all occupations in this cycle is +3.5%.
Official statisticReport an error
How exposed is this work to AI (research measures)
Scores as published by each study. Each row says what it measures. These measure what AI could technically do, not forecasts of jobs lost.
Eloundou et al. (2023), "GPTs are GPTs"
2023 study · Share of tasks exposed to LLMs (β, human-rated)
57.1%
of tasks
What this measures

Published occupation-level exposure from the paper's occ_level.csv for O*NET-SOC 25-1123.00 English Language and Literature Teachers, Postsecondary. Shown: human-rated β = 0.571, the share of the occupation's tasks an LLM could do in at least half the time at equal quality, counting tasks that need LLM-powered software at half weight (β = E1 + 0.5 × E2). Other published measures for this occupation: human-rated α (LLM alone) 0.357 and γ (all LLM-assisted) 0.786; GPT-4-rated β 0.527. This measures how much of the work an LLM could touch, not how many jobs disappear.

Official statisticReport an error
Today, in this role

What's changing day to day for English professors

Three parts of your work where AI is already doing real lifting, and what stays yours.

AI is sitting alongside you hereRead and evaluate student essays, critical papers, and creative writing: using Turnitin AI writing detection as a first-pass flag (not conclusive proof) for AI-generated submissions, applying GPTZero as a secondary signal on flagged work, then applying expert literary and rhetorical judgment to evaluate argument quality, voice authenticity, engagement with course-specific reading, and intellectual growth that automated scoring cannot assess.

Read and evaluate student essays, critical papers, and creative writing: using Turnitin AI writing detection as a first-pass flag (not conclusive proof) for AI-generated submissions, applying GPTZero as a secondary signal on flagged work, then applying expert literary and rhetorical judgment to evaluate argument quality, voice authenticity, engagement with course-specific reading, and intellectual growth that automated scoring cannot assess.[8],[13]

Where your edge is

Turnitin now reports that 14.8% of English-language submissions (Oct 2025–Feb 2026) contain ≥80% AI-generated content: a fivefold increase from the April 2023 baseline. But the AI-detection tools are imperfect: GPTZero independent university testing found ~15% false-positive rates on genuine human writing, and Turnitin's own 2026 roadmap signals a shift from "did AI write this?" toward "how was AI used, and is that appropriate for the assignment?" Use detection flags to trigger a writing conference conversation, "walk me through your drafting process for this argument", rather than as standalone evidence. Use Gradescope's answer-grouping feature for structured short-response assignments (close reading questions, reading journals) to save a large share of mechanical grading time, reserving that time for the qualitative developmental feedback that changes how students write.

AI is sitting alongside you herePrepare course materials (syllabi, reading schedules, assignment prompts, discussion questions, and lecture notes) using ChatGPT Edu and NotebookLM to generate first-draft syllabi structures, synthesize secondary scholarship on course themes, and produce discussion-question banks, then applying expert literary and pedagogical judgment to ensure intellectual coherence, course-specific framing, and alignment with current disciplinary debates.

Prepare course materials (syllabi, reading schedules, assignment prompts, discussion questions, and lecture notes) using ChatGPT Edu and NotebookLM to generate first-draft syllabi structures, synthesize secondary scholarship on course themes, and produce discussion-question banks, then applying expert literary and pedagogical judgment to ensure intellectual coherence, course-specific framing, and alignment with current disciplinary debates.[14],[11]

Where your edge is

Use ChatGPT Edu to generate a first-draft reading schedule for a survey of twentieth-century American fiction: it will produce a reasonable canonical selection quickly. Then invest expert effort in the pedagogical architecture: is this sequence asking students to trace a historical argument, or juxtapose aesthetic approaches? Does the syllabus create a surprise in week nine that reframes everything before it? Use NotebookLM to synthesize a body of secondary scholarship on a course author (upload many PDFs; generate a thematic overview as a lecture starting point): the synthesis is fast, but the interpretive frame you impose on it is your scholarly contribution that makes the lecture worth attending. The Inside Higher Ed (January 2026) faculty consensus: AI accelerates scaffolding significantly, but the intellectual architecture of a course, the pedagogical argument it makes across fifteen weeks, requires human authorship.

AI is sitting alongside you hereFacilitate large-enrollment discussion boards and online discussion sections for general education writing and literature requirements: using Packback AI discussion platform to auto-score student posts for curiosity, depth, and citation use

Facilitate large-enrollment discussion boards and online discussion sections for general education writing and literature requirements: using Packback AI discussion platform to auto-score student posts for curiosity, depth, and citation use; flag off-topic or low-effort submissions; and reduce discussion-board grading friction by 30%, freeing faculty time for high-order written feedback on major drafts.[15],[16]

Where your edge is

General education writing requirements at large universities frequently enroll more than a thousand students per semester in sections managed by a single faculty member coordinating multiple instructors or TAs: a grading and facilitation load that is genuinely unsustainable without AI assistance. Packback's Curiosity Score auto-calculation, off-topic flagging, and AI-assisted grading handles the routine participation-grade load at hundreds of higher education institutions; deploy it for weekly reading-response discussions and peer engagement prompts. Pair it with Grammarly Edu deployed to student accounts so that surface-level writing quality improves before posts arrive in the discussion board: the result is richer student writing that merits more substantive faculty engagement when you do weigh in. The recoverable time budget from these two tools on a large-section composition course is several hours per week that can be reinvested in individual writing conferences.

Where English professors go next

Natural next steps for someone with your foundation: not exits, evolutions.

What each move takes

A direction you could grow

Education Administrators, Postsecondary

English faculty move into department chair, writing program director, dean of undergraduate studies, and provost office roles at higher rates than most academic disciplines: partly because writing program administration is a recognized sub-field (WPA: Writing Program Administration journal; Council of Writing Program Administrators) with its own professional infrastructure, and partly because English departments are responsible for general education writing requirements that touch every student at the institution. In 2025–2026, postsecondary education administrators are being asked to lead AI governance, develop institutional AI-use policies, and redesign assessment frameworks: tasks that require both faculty credibility and policy judgment. English faculty who have led writing programs, served on AI integrity task forces, or designed AI-literacy curriculum are disproportionately well-positioned for these leadership roles. The CRI increase reflects that education administration roles are growing (+7% BLS 2024–2034) and are moderately AI-augmented for analytics and reporting.

What you'd add
  • · Writing Program Administration (WPA) outcomes and assessment frameworks: WPA Outcomes Statement for First-Year Composition, programmatic assessment design, and learning-outcomes reporting for accreditation bodies (HLC, SACSCOC, WASC)
  • · Higher education budget management: adjunct staffing cost modeling, tenure-line planning, course-release negotiations, and writing center resource allocation
  • · Institutional AI governance: developing and enforcing student AI-use policies across a writing program or general education curriculum, adjudicating academic integrity cases involving AI-generated work, and leading faculty development on AI-literate pedagogy
  • · Accreditation self-study and continuous improvement: writing the narrative sections of HLC or regional accreditation self-studies that document writing program outcomes, faculty qualifications, and assessment cycles
  • · Faculty supervision and performance review: managing contingent faculty hiring, conducting classroom observations and merit reviews, and navigating unionized adjunct labor relations in academic department contexts
What it takesSome new skills to pick up
Tools of the era

How has the work of English professors changed since 1771?

The tools that defined the work, one line per era. Select an era to see how it reshaped the work.

  • Oral recitation, classical texts, and manuscript (Boylston chair to antebellum rhetoric era)

    From the founding of the Boylston Professorship in 1771 through the antebellum period, the postsecondary rhetoric and English instructor taught through oral recitation: students read assigned passages aloud, were corrected by the instructor, and parsed Latin and Greek texts according to grammatical rules. Written composition was a handwritten exercise corrected in manuscript. The professor's tool was the classical text and the spoken exchange; there was no blackboard (introduced gradually from the 1820s), no printed student textbook designed for college composition, and no mechanism for mass-grading written work. The occupation was defined almost entirely by in-person performance -- a model that survived essentially unchanged until the land-grant university expansion and the composition textbook transformed the scale of the enterprise.

  • Printed rhetoric textbook and the composition exercise book (research university formation era)

    The formation of the research university model -- Johns Hopkins 1876, the expansion of Harvard under Eliot, the land-grant universities after the Morrill Act of 1862 -- created mass undergraduate enrollment in composition courses and the need for standardized teaching materials. Alexander Bain's "English Composition and Rhetoric" (1866) became the standard college composition text, establishing the paragraph-as-unit and the modes of discourse (description, narration, exposition, argumentation) that defined composition pedagogy for a century. Printed textbooks made large lecture-section teaching feasible and created a market for composition materials that would, a century later, become a multibillion-dollar textbook industry. The English professor of this era spent significant time grading handwritten compositions -- a task unchanged in its basic character from the 1870s through the 1990s.

  • Typewriter and mimeograph (mass-section composition era and New Criticism)

    The typewriter, widely adopted in offices by the 1910s and reaching student desks in numbers from the 1930s onward, shifted composition instruction toward typed submission -- a change that had pedagogical implications: typed papers were easier to read and correct, but also harder to evaluate for the physical act of writing as a cognitive process. The mimeograph machine allowed the English professor to produce handout packets of primary texts, course syllabi, and assignment sheets at scale for the first time, decoupling the course from the standard textbook. The New Criticism movement of the 1930s-1950s (I. A. Richards, Cleanth Brooks, Robert Penn Warren, the "Understanding Poetry" textbook 1938) transformed literary teaching: close reading of the text on the page replaced philological and historical survey as the dominant pedagogical mode, making the professor's tool a single poem or passage rather than a chronological textbook.

    Effect on the work

    The mimeograph and the New Criticism created the small-section close-reading seminar as the dominant advanced literature format, which has survived relatively unchanged as the core high-value pedagogical mode through the AI era.

  • Word processor, photocopier, and overhead projector (process-writing and theory-wars era)

    The word processor -- first on dedicated machines (Wang, 1976), then on personal computers (WordStar, 1978; WordPerfect, 1982; Microsoft Word, 1983) -- transformed how students wrote and how professors responded to drafts. The ability to revise without retyping made the "process writing" pedagogy (Peter Elbow, Donald Murray, Janet Emig) viable at scale: students could now produce multiple drafts without prohibitive labor, and professors could track revision between drafts. The photocopier enabled the "course packet" or "xerox anthology," giving professors editorial control over assigned readings that the standard textbook system denied them. The overhead projector became the default lecture technology in English classrooms. None of these changes reduced the core grading labor of the English professor; if anything, process pedagogy increased it by adding multiple-draft cycles.

  • Learning management systems, email, and plagiarism detection (Blackboard 1997, Turnitin 1997)

    The World Wide Web arrived in English classrooms rapidly after 1994: course websites, then Blackboard (founded 1997) and other LMS platforms, moved syllabus distribution, assignment submission, and gradebook management online. Email transformed the advising and feedback relationship: a student could send a draft at midnight and receive a note from the professor by morning, compressing the revision cycle. Turnitin, launched in 1997, introduced algorithmic plagiarism detection to a field that had previously relied on faculty recognition of copied prose -- the first AI-adjacent tool to reshape English faculty work at scale. The early 2000s also saw the rise of e-portfolios and online discussion forums as pedagogical forms, expanding the genre range of assessed student writing beyond the traditional essay.

    Effect on the work

    LMS adoption reduced administrative friction significantly (no more paper grade sheets, no more hand-sorting of assignments) but also increased the surface area of student contact: faculty reported email overload as a new occupational stress by the mid-2000s. The time saved on administration was partly recovered by increased student communication volume.

  • AI writing feedback and grading assistance (Grammarly 2009, Turnitin Feedback Studio 2017)

    Grammarly, founded in 2009, reached millions of daily active users by 2015 and began institutional educational licensing (Grammarly for Education) in the early 2020s. Turnitin Feedback Studio (2017) merged plagiarism detection with in-line feedback tools. These tools automated the surface-level grammar and mechanics feedback that had previously consumed a significant share of English faculty grading time. For faculty, the practical effect was ambiguous: students arrived at conferences and class with cleaner mechanics but not necessarily stronger arguments, shifting the feedback load toward higher-order concerns. Voyant Tools (open-source, University of Victoria) introduced distant-reading text analysis into digital humanities English courses from approximately 2009-2015 onward, opening a new pedagogical mode for corpus-level literary analysis.

  • Generative AI writing tools and AI detection (ChatGPT November 2022, Turnitin AI detection April 2023)

    ChatGPT's public release on November 30, 2022, triggered the most acute professional crisis in the history of American English instruction: a student in any composition or literature course could generate a plausible essay on almost any prompt in seconds. Turnitin launched AI writing detection in April 2023; by October 2025-February 2026, it reported that 14.8% of English-language submissions contained 80% or more AI-generated content -- a fivefold increase from the launch baseline. CSU deployed ChatGPT Edu to 460,000 students and faculty across many campuses in February 2025. The MLA Executive Council issued a Statement on Educational Technologies and AI Agents in October 2025; 90% of MLA survey respondents wanted advocacy for the continuing value of human reading and writing processes. The MLA-CCCC Joint Task Force on Writing and AI released its first working paper in spring 2025 grounding its framework in the irreducible developmental relationship of the writing conference. English faculty are now the most institutionally prominent voice in higher education AI governance, occupying positions on AI integrity task forces, assessment redesign committees, and general education curriculum reviews that their disciplinary expertise in rhetoric and argument uniquely qualifies them for.

    Effect on the work

    AI writing tools have added a new layer of occupational labor -- AI integrity governance, assignment redesign, detection-flag adjudication -- without reducing the core seminar and writing-conference work. The net effect is an expanded administrative and governance load, partially offset by AI-assisted grading tools that save time on routine feedback cycles.

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English Language and Literature Teachers, Postsecondary employment and pay by year

On record since1771
Latest US employment57,720 (May 2025)Source: BLS OEWS May 2025Official statisticReport an error
Latest US median pay$78,760 (May 2025)Source: BLS OEWS May 2025Official statisticReport an error
Outlook+0% by 2035Source: BLS Employment Projections 2025-35Official statisticReport an error
View all 30 years of cited US data, each linked to its source
YearUS employmentAnnual pay (median unless marked)SourceReport
18903,200n/aEst., National Center for Education Statistics Researched contextReport
19207,500n/aEst., National Center for Education Statistics Researched contextReport
195022,000n/aEst., The National WWII Museum Researched contextReport
1957n/a$5,900Est., University of Missouri Libraries Researched contextReport
197055,000$12,500Est., National Center for Education Statistics (employment) Researched contextEst., AAUP Faculty Compensation Survey (pay) Researched contextReport
199052,000n/aEst., Modern Language Association Researched contextReport
200056,000$44,310Est., Estimated from the 1990 approximate and… (employment) Researched contextBLS OEWS 2000 (pay) Official statisticReport
200356,540$47,120BLS OEWS May 2003 Official statisticReport
200457,400$47,900BLS OEWS May 2004 Official statisticReport
200558,710$49,480BLS OEWS May 2005 Official statisticReport
200659,320$51,730BLS OEWS May 2006 Official statisticReport
200760,910$54,000BLS OEWS May 2007 Official statisticReport
200862,230$56,380BLS OEWS May 2008 Official statisticReport
200965,490$58,870BLS OEWS May 2009 Official statisticReport
201069,880$60,400BLS OEWS May 2010 Official statisticReport
201172,700$61,410BLS OEWS May 2011 Official statisticReport
201272,680$60,040BLS OEWS May 2012 Official statisticReport
201375,320$60,920BLS OEWS May 2013 Official statisticReport
201476,320$60,160BLS OEWS May 2014 Official statisticReport
201575,730$61,990BLS OEWS May 2015 Official statisticReport
201671,270$63,730BLS OEWS May 2016 Official statisticReport
201769,140$64,910BLS OEWS May 2017 Official statisticReport
201868,360$66,590BLS OEWS May 2018 Official statisticReport
201967,930$68,490BLS OEWS May 2019 Official statisticReport
202064,800$69,000BLS OEWS May 2020 Official statisticReport
202158,480$75,930BLS OEWS May 2021 Official statisticReport
202257,680$74,280BLS OEWS May 2022 Official statisticReport
202357,600$78,130BLS OEWS May 2023 Official statisticReport
202459,590$78,270BLS OEWS May 2024 Official statisticReport
202557,720$78,760BLS OEWS May 2025 Official statisticReport
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