Association of College English Teachers of Alabama

Eugene Current-Garcia Distinguished Scholar Award — Call for Nominations

The Association of College English Teachers of Alabama solicits nominations for the 2018 Eugene Current-Garcia Award for Distinction in Literary Scholarship. This award is made annually to a living, outstanding literary scholar who is from Alabama or has worked primarily in Alabama or has focused mainly on Alabama writers.

As originally conceived, the award “recognizes and rewards Alabamians who have distinguished themselves as men or women of letters, specifically in scholarly reflection and writing on literary topics.” It also demonstrates “the respect of the scholar’s peers in the academic community and signals to the citizenry at large the lasting importance of the pursuit of knowledge and the contribution of literature to the culture.” The award includes a $5,000 stipend and an original Frank Fleming bronze of the clock tower on the old Monroe County Courthouse.

The 2019 Current-Garcia Award for Distinction in Literary Scholarship will be presented with its sister award, the Harper Lee Award for the 2019 Distinguished Alabama Writer, at the Alabama Writers’ Symposium held in April in Monroeville. The generosity of George Landegger, chairman of Parsons and Whittemore, makes both awards possible. Winners of the Eugene Current-Garcia award are the featured keynote speakers at the ACETA annual conference the year following their award.

A nomination must include a curriculum vita reflecting the course of the nominee’s scholarly career, a detailed bibliography of the nominee’s scholarly productions, and a cover letter clarifying and supporting the nominee’s qualifications for the award. Nominations may contain other letters of support from recognized scholars in the nominee’s field; they should not contain copies of actual publications.

Nominations may be sent via traditional mail to Anissa Graham, ACETA Executive Secretary, University of North Alabama, 1 Harrison Plaza, Box 5050, Florence, Alabama 35632 or via email to

The deadline for nominations is October 19, 2018. ACETA’s steering committee will review all nominations and select a winner, whose name will be announced at the 2019 ACETA conference. All nominations and all committee deliberations are confidential.

The award is named for the late Dr. Eugene Current-Garcia, who, in a distinguished academic career spanning five decades, mostly at Auburn University, published six books and dozens of articles and reviews on the short story genre and Old Southwest humor and also founded and co-edited the Southern Humanities Review.

Previous winners of the Eugene Current-Garcia Award include Claudia Durst Johnson (1998), Philip Beidler (1999), Don Noble (2000), Bert Hitchcock (2001), Trudier Harris (2002), William Hutchings (2003), Benjamin B. Williams (2004), Robert W. Halli, Jr. (2005), Nancy Grisham Anderson (2006), Elaine W. Hughes (2007), Norman McMillan (2008), John H. Hafner (2009), Ralph Voss (2010), David Sauer (2011), Bill Ulmer (2012), Sue Walker (2013), Wayne Flynt (2014), Eric Sterling (2015), Frye Gaillard (2016), Kirk Curnutt (2017), and David Cowart (2018).





New York State English Council
will be hosting their first Facebook group discussion for NYSEC members only. This summer featuring three books:

• Turtles All the Way Down by John Green (June 25 – July 15)
• Reading for Their Life by Alfred Tatum (July 16 – August 5)
• Dear Martin by Nic Stone (August 6 – August 26)

Members can join our Facebook group to participate in online discussions.




The NJCTE Board is proud to announce our recognition of our latest emeritus members, Susan Reese and Millie Davis.

Susan Reese served as president of NJCTE from April 2015 until April 2018. Under her guidance, we revised our constitution, welcomed many new members to the board, and continued to run wonderful fall and spring conferences. She has overseen our high school writing contest and helped launch a new middle school writing contest. She leaves the organization in good standing, with recent awards for New Jersey English Journal and e-Focus (our newsletter, which she co-authored). We also won the NCTE Affiliate of Excellence Award.

In recognition of her work for the National Council of Teachers of English, for NJCTE, and her roots in New Jersey, the NJCTE board also voted to recognize Millie Davis as an honorary emeritus member of NJCTE.

Millie Davis is Director of the Intellectual Freedom Center at the National Council of Teachers of English (NCTE). Davis is a lover of writing and reading, a smart phone photographer, and a former high school English teacher and adviser of an award-winning literary magazine.  Millie grew up in Metuchen, New Jersey, where she was taught by at least two NJCTE past presidents: Marcia Holtzman as her English teacher and Teresa Snyder as her modern dance club coach.

We are lucky, in New Jersey, to have benefitted from the contributions of these two outstanding educators and to welcome them to the esteemed ranks of our NJCTE Members Emeriti.


Dr. April Baker-Bell Elected as MCTE’s Vice President

The Michigan Council of Teachers of English is pleased to announce that Dr. April Baker-Bell has been elected as MCTE’s next Vice President. Baker-Bell is currently an Assistant Professor of Language and Literacy in the Department of English/ English Education program/ African American and African Studies program at Michigan State University. Her forthcoming book project, Linguistic Justice: Black, Language, Literacy, Identity, and Pedagogy, will be published with the NCTE-Routledge Research Series next year.

In her position statement, Baker-Bell said,

I view English Education as a space where learning joins hands with justice, theory meets praxis, and awareness leads to change and action. The root of my professional work stems from my experience being ill-prepared to support my racially and linguistically diverse students’ language and literacy needs when I worked as a high school English Language Arts (ELA) teacher in Detroit. As a result, I carved out a teacher-scholar-activist agenda that moves beyond merely critiquing the linguistic and racial injustices that occur in ELA classrooms, but speak back to them by working at the intersections of theory, research, and practice.


The International Council of Teachers of English (ICTE) has become the newest NCTE affiliate, approved by the NCTE board this spring. The ICTE will be led by Stacey Wilkins. Wilkins, an English teacher at TASIS The American School in England, has been named President and Affiliate Liaison Officer to the NCTE Executive Board.  Wilkins  is joined  by Stephanie Feo-Hughes of TASIS The American School in England; Karen Rut Gisladottir  of the University of Iceland; Sue Miller of Dublin City University and Lucy Taylor of the University of Leeds.

The ICTE affiliate will bring NCTE international teachers from around the world together, offering support and professional development to further enhance teaching and student learning. The venture will draw on a wealth of NCTE support materials and will be expanding this knowledge-set to cater specifically to teachers outside the United States.

Please visit the ICTE’s Facebook and Edmondo pages.



Wisconsin Council of Teachers of English 

Current Issue, Volume 60, Number 1, The Wisconsin English Journal 


New England Association of Teachers of English
Call for Proposals
NEATE invites teachers and graduate students at all levels of education to submit workshop proposals for our fall conference! This year’s theme, Speak Up! Finding and Using Our Voices in a Noisy World, acknowledges both the power of finding focus in a fast-paced world inundated with media messages and the importance of encouraging teachers and students to use their voices to speak up amid the noise.  Submit your proposal here:
Resource Highlights:
Follow NEATE on Twitter for our monthly twitter chats and loads of resources posted daily!
Upcoming Contests:
We’re looking for teachers who practice their craft of poetry to be shared with students and the broader world! We want your poems! Click here to check out the NEATE Teacher Poet Contest submission guidelines: (Nominations due September 7th)
As always, come check us out on social media. We’re on Twitter, Facebook, and even Goodreads!


New York State English Council
Creative Writing Contest for Students Grades 9-12
The New York State English Council is proud to present our first annual creative writing contest for students in grades 9-12. We are looking for teachers to submit student writing in two categories: poetry and short fiction. Poems should be 20 lines or fewer, and short fiction should be no longer than 500 words. Students are invited to write about language as art, to coincide with NYSEC’s 68th Annual Conference theme: English Language Artists. A winner will be chosen in each category.
The winners and their teachers will be honored at a luncheon on Thursday, October 18th, at the Marriott Hotel in Albany, New York.
School districts are asked to submit no more than six student writing entries.
A $100 prize will be awarded to the winner in each category: poetry and short fiction.


March 2017 Council Chronicle 
Wondering What’s Possible When English Teachers Join Forces? Fighting Censorship and Advocating for Teachers 

Student Affiliates


Metropolitan State College of Denver NCTE Student Affiliate

“All of us here at MSU Denver’s NCTE affiliate strive to inspire and re-invigorate each other, as we represent the body of our University’s pre-service teachers. We are so very excited to share everything we have planned for the semester, and we hope you partake!” ( – Katrina Grenell)

*May 2nd, MSU Denver NCTE hosted Cris Tovani, renowned teacher, consultant, reading specialist, and author, as she speaks about secondary literacy in this event titled “Teaching Reading in the Secondary English Classroom”. Cris will be speaking (with activities for the audience to participate in as well) from 2-4 pm, and there will be a dinner following, from 4-5 pm. Held in the CCD Confluence Building, Rooms 107-109.

MSU Denver used their social media platforms [], [] and [] to celebrate Read Across America Day for an entire week, offering opportunities for students and teachers to win book prizes for answering our online trivia or using the hashtag #whyireadmsud, and we posted a board at our school for people to contribute their favorite book quotes and tell us why they read.

We also just finished up our first-annual Flash Fiction Writing Contest, that was catered to Secondary Students grades 6-12. We received a multitude of wonderful entries, and we picked 3 place winners for each of our three age-group categories, and in addition to this, we offered a few Honorable Mention awards for creativity in their writing. The Regional NCTE Affiliate, CLAS (Colorado Language Arts Society) contributed funds for our prize offerings, and were a great help to us while we were running this contest!

Finally, we had a Social Media Professional Development event in February, where we hosted a current MSU Denver Secondary English student-teacher and former NCTE Affiliate Secretary, Aaron DeLay. Aaron DeLay worked with pre-service MSU Denver teaching students to learn how to get a better grasp on using social media for professional development, and how to use “teacher-twitter” properly and to get the most out of it. It was great to see that so many connections can be made between teachers, mentors, and other pre-service teachers across many miles over twitter and other social media platforms!

In addition to this, our affiliate will play a big part in advertising and planning for the Fall 2018 CLAS Regional Conference, which features keynote speakers such as Penny Kittle this year!

Call for Submissions

New England Association of Teachers of English

Submit your writing, share your teacher wisdom!

  • We are looking for teachers to share examples of how they address social justice issues for our NEATE newsletter! Articles should be 350-750 words in length. Go to for submission guidelines.
  • The Leaflet (the NEATE peer-reviewed journal) is accepting submissions for the spring issue (Theme: Fiction on the fringe: Literature of the fantastic). See submission guidelines
  • here:


Write for the Montana English Journal: Deadline Extension


The Montana English Journal needs your ideas and contributions, and we are now offering an extended submission deadline of August 15. The Montana English Journal publishes articles, reports, and creative work relevant to teachers of English language arts in Montana. The editors welcome submissions that focus on English language arts instruction at all educational levels, K-16, including:

  • REPORTS —Research studies, including institutional research approved by the home institution;
  • CURRICULUM–Daily lesson plans, units, or curriculum designs with underlying philosophy cross-referenced to relevant Common Core Standards;
  • LITERARY REVIEWS–In-depth essays on one or more works (books, films, software, websites); and
  • TEACHER AS ARTIST–Original prose, poetry art, and photography.

MEJ’s readership serves the MATELA community and the journal has been accessed online from across the state, nation, and world.

Submitting is easy! To submit, visit and select “Submit Article” from the menu at the right side of the screen. You’ll receive a confirmation email, after which your work will begin moving through the review process.

The Montana English Journal most recently featured articles on the writing workshop model, mentor texts in teaching writing, and student poetry, as well as professional development review, interviews, and teacher-generated fiction.

For more information regarding MEJ policies and procedures, please visit To review our most recent edition, visit


Call for Reviewers

As peer-reviewed professional journal, MEJ relies on the valuable insight of educators statewide. If you serve as a reviewer, you will be asked to read submitted manuscripts via the ScholarWorks online platform and identify any necessary revisions from the original author.

Providing peer review for MEJ submissions is a great way to contribute to the statewide dialogue and published body of work – and to be involved in MATELA! Reviewers also have the benefit of staying up-to-date on the accomplishments of colleagues across the state community.

In addition to peer review opportunities, we are also seeking copy editors to help polish articles after the review process is complete.

To review or edit, or for more information, please contact MEJ editor Heather Parrish at


California English

Call for Manuscripts

September 2018

Papers, Papers, Papers: Handling the Paper Load (deadline August 1, 2018)

Although teachers are reading as fast as they can, the pile of unread student essays just seems to grow taller. This issue of California English invites teachers to share their best practices for moving through student papers efficiently and effectively. How do you employ peer and self-editing strategies? Have you found ways to make writing conferences work? Are there technological tools we should be trying? What kind of feedback fosters improvement from one paper to the next?

 November 2018

Creating a Culturally Responsive Curriculum (deadline October 1, 2018)

Manuscripts are peer reviewed. Please send submissions to California English editor, Carol Jago. Articles should be limited to 2,000 words. Please submit manuscripts via email to


Write for Language Arts Journal of Michigan

Fall 2018: Ethics in ELA Deadline: August 15, 2018

In his 2011 book Save the World on Your Own Time, Stanley Fish argues that the charge of a language arts teacher is simple and straightforward: to teach academics without any political agendas or explorations into moral or ethical issues. “No issue, question, or topic is off limits to classroom discussion so long as it the object of academic rather than political or ideological attention,” (15) argues Fish. In this issue, we ask language arts teachers and administrators to consider both the feasibility and ethics of such an approach. You might examine the following:

  • How should we, as teachers, handle questions of morals and ethics in the teaching of English? Can we, for example, avoid the issue of racism and the Black Lives Matter movement while discussing the works of Frederick Douglass or classics like The Adventures of Huckleberry Finn? Should we?
  • How have you grappled with censorship in teaching books that invite political debate?
  • How might school location impact the way teachers make moral and ethical decisions in the classroom? How should it?
  • How can we prepare pre-service teachers for the ethi- cal dilemmas they will face in their classrooms? 
Please submit manuscripts through Scholarworks (
Wisconsin English Journal:

Submission Deadline: September 1, 2018

See our Fall 2018 Call for Papers: Teaching English in Rural Districts 

The Fall 2018 issue of Wisconsin English Journal will showcase approaches to teaching English in rural school districts. Rural schools face difficulties recruiting and retaining a qualified teacher workforce. Potential contributing factors include social and collegial isolation, lower salaries, multiple grade or subject teaching assignments, and lack of familiarity with rural schools and communities. Together, these challenges can discourage teachers from accepting rural positions or cause them to leave rural settings after teaching there for only a short time.

We welcome personal narratives, lesson plans, critical reflections on teaching, vignettes from the classroom, anything you’d like to share with a broader readership.


Oregon English Journal invites submission for the Fall 2018 issue. Submissions due September 1, 2018.



2019 Issue of New Jersey English Journal:

New Jersey English Journal, a peer-reviewed publication of New Jersey Council of Teachers of English, invites you to share submissions on the theme: The Intersection of Literacy and Democracy:  What role does language arts play in a free society?  We seek researched articles as well as 500-word personal essays and other creative responses that shed light on the many possibilities, topics, issues, problems and solutions related to the theme of The Intersection of Literacy and Democracy at all grade levels from kindergarten to college. Articles should relate directly to English Language Arts teaching and learning.  We value responses from both veteran and new teachers. Co-written articles are also welcome. Writers are urged to read past editions available online at to review past successful submissions. The editors expect thoughtful and carefully edited submissions.

We invite you to respond to the theme of The Intersection of Literacy and Democracy:
What role does language arts play in a free society? by considering such questions as:

  • How can 21st century literacies enable us to participate more fully in today’s democracy?
  • How can ELA teachers connect the classroom to today’s society?
  • How can we teach students to find the truth in today’s media world?
  • Discuss reading, writing, global connectedness and free speech.
  • How can reading and writing affect change beyond the classroom?
  • How can we use speaking, listening and viewing to create more participatory citizens?
  • How do reading and writing teach us to listen and develop empathy?
  • Why do we need to read and write collaboratively?
  • In a connected world, how can we determine which texts are worthy of our attention?
  • How does interdisciplinary collaboration foster increased connection and awareness in a fully democratic society?

In addition to submissions that respond to the theme, we also welcome poetry on the topic of teaching. Submissions will be accepted between April 1 and December 15, 2018.  Submissions should not have been published in any other journal. Submissions must use MLA formatting and Times New Roman or Garamond in Size 12.  All submissions will be reviewed by multiple members of our editorial board.  Submitters will receive a response by February 1, 2019; the journal will be released by April 1, 2019.

Send queries and submissions to 2019 journal editor Liz deBeer at


Minnesota English Journal

Call for Submissions: Deadline January 15, 2019

Editor: Burke Scarbrough (University of Minnesota Duluth)

The Minnesota English Journal, MCTE’s online journal, with an audience of English teachers from the elementary to the college level publishes peer-reviewed research, informal pedagogical pieces, opinion/position essays, and creative writing.

MEJ, the online journal of the Minnesota Council of Teachers of English, publishes scholarly articles, personal narratives, opinion/position pieces on topical teaching issues, short creative work (mostly poetry), and pieces focused on pedagogical strategies of major interest to English and Language Arts teachers of all instructional levels.

MEJ seeks to represent both quantitative and qualitative research—papers that are driven by classroom experiment, observation, description, anecdote, survey, interview(s), case study, and cross-cultural comparison directly related to pedagogy, instructional research, curriculum, and literacy.

MEJ will also value pieces taking positions on important current issues impacting those teaching as well as being taught in the classroom.

MEJ’s audience consists of teachers from the elementary to the college level who want to learn more about effective teaching techniques, share their own classroom discoveries, and have a platform for interacting with those who present their work.

MEJ encourages the submission of three kinds of pieces:

  • Formal research-driven articles, driven by theory, that will be peer reviewed and tagged as such when published. These might be survey driven articles; case studies; classroom experiments; traditional scholarly articles on language, literacy, and literature; online or face-to-face pedagogy; bibliographical essays; etc.
  • Informal pedagogical pieces, driven by personal experience in the classroom, that will NOT be peer reviewed. These might be “teaching tips,” or experiential pieces that come directly from a teacher’s (not always successful) attempts to address a specific classroom challenge; narratives by new teachers adjusting to their new classroom circumstances; effective methods for using technology in the classroom; methods for responding to student work; collaborative learning and how to manage it; requiring more student writing and how to manage the workload; matters of classroom assessment; interviews/conversations with mentor teachers, writers, or exemplary teaching professionals; management of classroom discussion; assembling teaching units that stimulate and succeed; efforts at enabling students to teach each other; creative projects of substance; effective strategies for helping students to use the internet responsibly and productively; and so forth.
  • Opinion/position essays, on issues of concern to those working in the profession, that will NOT be peer reviewed. These might discuss writing across the curriculum; censorship; the role of testing in the educational process; the need for all teachers, at all levels, to continue to write in their disciplines and areas of interest; working in, with, and for the multi-cultural classroom; creative ways for public school teachers and college instructors to work in the same classroom and enrich the student experience in the process; making peer teacher evaluation a reciprocally constructive process; recognizing the teaching of English as the most important teaching endeavor; issues of educational policy; etc.

MEJ encourage pieces of all lengths, from a few pages to thirty. Citation of sources (primary or secondary) should be done in accordance with the MLA Handbook for Writers for Research Papers, 8th edition.

MEJ looks forward to hearing from all of you.

Please submit materials at any time to: Burke Scarbrough