English Journal
Vol. 108, No. 2, November 2018
Abstract for this article is currently not available.
HIGH SCHOOL MATTERS: When Artifacts Prove We Matter
Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
SPEAKING MY MIND: A Blind Date with a Literary Soulmate
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“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
SPEAKING MY MIND: Playing Both Sides: The Struggles of a Dual Enrollment Instructor
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“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
LIVES ON DISPLAY: EXAMINING ARTIFACTS OF HOPE
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During a novel study, students in rural Utah created a museum-style exhibit of personal artifacts to illustrate their connections to selected themes in the story.
CREATING SCHOOL WORK THAT STUDENTS VALUE
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As he reflected on a significant artifact from his own eighth-grade year, Timothy J. Duggan contemplated the importance of offering assignments that make students feel invested and proud.
WHOSE GHOST IS IT, ANYWAY?: TEACHING SHAKESPEARE USING PRIMARY DOCUMENTS
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Studying historical artifacts from the sixteenth century as they read Hamlet, Sheridan Steelman’s juniors made compelling connections to the characters and plot.
“WHAT MAKES ME WHO I AM”?: USING ARTIFACTS AS COSMOPOLITAN INVITATIONS
As a classroom researcher, Tiffany DeJaynes revisited the curriculum of an English elective she helped design and found students using artifacts to investigate personal identity and create community.
WILLIAM BUTLER YEATS AND BEER GOGGLES
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John Wesley White’s students’ interpretation of Yeats’s “A Drinking Song,” one of his favorite poems, caused him to question his understanding of the poem and the teaching of poetry.
EDUCATIONAL ARTIFACTS AND PARTICIPATORY CULTURE: IDEAS FROM OMAN
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After a teaching stint in Oman, Tony Schiera and Rachel Schiera began reflecting on the success of their use of educational artifacts projects with high school students there.
READY FOR COLLEGE ENGLISH?: TRY STUDY SKILLS
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Conversations with graduates about their first year of college led teachers at a high school in California to develop a curriculum that pairs ELA content with explicit instruction about how to learn.
ENGAGING BANNED AND CHALLENGED BOOKS THROUGH ROLE-PLAY SIMULATION
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Engaging in a mock town meeting about banned novels invited preservice ELA teachers and high school students to sharpen their research skills and deepen their understanding of argument.
SCAFFOLDING FOR INDEPENDENCE: WRITING-AS-PROBLEM-SOLVING PEDAGOGY
In southern Alberta, Canada, a university researcher and a team of teachers collaborated to develop a project designed to foster student independence on writing tasks.
POEM: HALL PASS FOR A DEAD GIRL
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POEM: TRAFFIC ON THE ANNIVERSARY OF ANNE BRADSTREET’S DEATH
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Judith Dunkerly-Bean and Camden Ross—parent and child—share their perspectives on how Camden, who is transgender, navigates a duplicitous existence in a Christian private school.
JOURNEYS INWARD: My (New and Improved) Reading Life: A Self-Portrait
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Teacher Gage Jeter’s solitary reading journey is transformed when he arrives at the gate of two authentic reading communities.
FROM CAMPUS TO CLASSROOM: Rewriting the Writing Process: Multimodality as Meaningful Instruction
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Megan Kane argues that purposeful integration of technology improves the ELA classroom when it makes writing instruction meaningful and multimodal.
BOOKS-IN-ACTION: Teaching for Equity Inside and Outside the English Classroom
Karis Jones examines a recently published pedagogy text that focuses on incorporating social justice practices into English language arts teaching as a method for inspiring hope and agency in secondary schools.
CRITICAL GLOBAL LITERACIES: Globalizing Literature in the English Language Arts Classroom
Kathy G. Short discusses the importance of challenging students to move beyond a tourist perspective in understanding the world and suggests pairing global young adult (YA) literature with classic texts.
TEACHING SHAKESPEARE: When the “House” (of Montague) Is a Color, Not a Clan
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The column editors invite teachers and students to examine the trend of “color-blind casting” in contemporary productions of Shakespeare’s plays.
BOOKENDED: The Author Is Dead: Long Live the Author
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This feature, which ends the issue, includes essays from YA authors reflecting on their high school English classroom experiences.