As an albeit minor contributor to the canon debates of the last decade, both in published form (willingly) and at syllabus committee meetings (often less willingly), I took a great interest in Harriet Kramer Linkin's survey of the content of "The Current Canon in British Romantics Studies" (Sept. 1991). The survey concluded that although there has not been an earth-shattering change in the authors most commonly taught in such courses, the debates of recent years have clearly affected the content of British romanticism courses in more subtle ways, most specifically in the inclusion–and thus virtual canonization–of Mary Shelley in the majority of the courses surveyed and the inclusion of Dorothy Wordsworth in a near majority (559-60). The wider conclusion is that the teaching of literature has been and is being changed in a tangible way by revisionist challenges. This may seem an obvious conclusion, but the implications are far more complex, for the very nature and the degree of the changes that our profession is going through plus the appropriateness of the Kuhnian theory of the paradigm shift as the model for change in literary studies are at stake in the questions this conclusion raises.