English Journal is NCTE's award-winning journal of ideas for English language arts teachers in junior and senior high schools and middle schools.
Volume 107, Number 3, January 2018
Pamela J. Hickey and Vicki McQuitty
Vaughn W. M. Watson, Alphonso Dance Jr., and Rachel Sonnenberg
Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
This article describes blogging implementation in ninth-grade pre-advanced placement language arts classes to support strong writing practices. The author found that blogging empowered high school authors to craft worlds of digital expression where they pushed each other to become stronger writers.
Michelle D. Devereaux and Darren Crovitz
This piece explores how moving from grammar instruction to language study empowers students and their writing. The authors detail how to leverage what students already know and how certain language moves negotiate power.
The author advocates for increased attention to sensory-based writing, arguing that increased awareness of the sensuous leads to a richer life. A writing exercise for each of the five senses is included.
Amber Warrington, Lauren Graeber, Holland White, and John Saxton
Four English language arts teachers formed an inquiry group to design approaches to writing assessment that would support and foster student writers’ agency, empowerment, and freedom.
Rob Simon, benjamin lee hicks, Ty Walkland, Ben Gallagher, Sarah Evis, and Pamela Baer
The authors examine photovoice projects created by students and teacher candidates who explored issues of gender in response to a young adult novel and co-researched that process.
Mary Frances (Molly) Buckley-Marudas
This article focuses on how adolescent writers took up an invitation to write and share a piece of work in school that wasn’t tied to a grade. Students’ responses to this invitation are examined in an effort to revise some of the typical approaches to teaching writing
This article examines the power of composing images as students construct identities and shape their own worlds. It illustrates student empowerment through agency, intellectual engagement, and community investment and suggests that composing with images forms a bridge back to alphabetic-centric composing.
Rebecca Woodard and Rick Coppola
This article illustrates an enactment of culturally sustaining writing pedagogy through composing, performing, and responding to spoken word poetry.
Sarah K. Gunning
How can we make writing instruction more relevant to the writing all students will use on the job—not just college-bound students? This article proposes technical writing components to help prepare students to write for audiences beyond the classroom.
Ben Roth Shank
This article explores how Aristotle’s enthymeme can serve as an effective prewriting tool for literary analysis in the high school classroom. By foregrounding audience and purpose, the enthymeme clarifies for students their necessary content and options for organizing their ideas.
Christopher Mazura, Jacqueline Rapant, and Mary Sawyer
Revision is arguably the heart of the writing process, but teachers and students may sidestep the complexities in favor of the quick finish. By surfacing the classroom ecologies and practices involved in supporting student writers, the authors discover revision as a site for the development of agency.
Victoria Johnston Boecherer
Thomas Nunnally equates five-paragraph format essays with square cucumbers found at farmer’s markets: they have an established structure but no argument. The real square cucumbers are students who need a formula to write competently.
ELA classrooms are uniquely positioned to teach students the value of informed citizenship and compelling argument.
This piece narrates the year-long journey of students who successfully responded in a variety of genres to a statewide writing test that traditionally calls for nonfictional prose essays.
This article explains the many advantages of Digital Video (DV) Assessments, student DV portfolios, and student DV introductions. It provides a pedagogical and humanitarian rationale for such practices and offers some unexpected results, such as unique and improved teacher-to student rapport.
Victoria Singh Gill
Thomas C. Crochunis; Leilya Pitre
Abstract for this article is currently not available.
“Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own road maps toward mastery.
Gary A. Homana
“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.
Shelly K. Unsicker-Durham
"Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.
Christina M. Ponzio and Amy Matthusen
This column seeks to provide a forum in which we can lean on each other to investigate and improve the quality of our classroom discussion leadership.
Tom Liam Lynch
“Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.
Anne Elrod Whitney
“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.