English Journal
Vol. 108, No. 6, July 2019
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HIGH SCHOOL MATTERS: Raising Student Talk: Real Strategies for Real Students [FREE ACCESS]
Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
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“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
TEACHER CLARITY: IT’S ABOUT PURPOSE, FOCUS, AND LETTING GO
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A cross-country move spurred a teacher to declutter her classroom and her curriculum.
RECONSIDERING STUDENT INQUIRY THROUGH DIGITAL NARRATIVE NONFICTION
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As an alternative to the traditional research paper for an English 11 class, a digital narrative assignment positioned students as multimedia storytellers.
CULTIVATING CRITICAL THOUGHT IN THE GEN-Z CULTURE OF SHARING
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A teacher’s curiosity about the “cut and paste” culture she witnessed in her ninth-grade classroom led her to wonder if we are inadvertently encouraging academic dishonesty.
STUDENTS’ CONCEPTIONS OF DEAFNESS WHILE READING EL DEAFO [FREE ACCESS]
Using collaborative reasoning, the author examined how students responded to conceptions about disability as they read a graphic novel memoir.
SIGNPOSTS FOR NAVIGATING THE WRITING JOURNEY
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In an effort to help young authors focus on self-identified writing goals, Jennifer Peñaflorida developed a strategy she calls signposts to provide support.
PERSUASIVE USES FOR THE PERSONAL ESSAY
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Andrew McNally argues that personal writing and “serious” types of expository writing should be treated with equal pedagogical weight.
CIVIL ASSIGNMENTS: MOVING BEYOND ARGUMENTATIVE WRITING TASKS
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After a discussion about promoting civil discourse in writing classes, the authors piloted a “not my opinion” assignment and reflected on the students’ experience.
PUT ME IN THE GAME: VIDEO GAMES AND ARGUMENT WRITING FOR ENVIRONMENTAL ACTION [FREE ACCESS]
Playing an online game, students received responses from virtual characters and experienced the consequences of their arguments before writing letters to the governor about a local environmental issue.
TEACHING REAL-WORLD ARGUMENTATIVE WRITING BY USING PLAYABLE CASES
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Three researchers present an educational simulation called Microcore with complex real-world whodunit situations for students and outline a framework for teachers.
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BEYOND BINARY GENDER IDENTITIES: Using the Fictional to Create Nonfictional Gendered Lives
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A mentor for a queer and transgender youth storytelling group found that the participants often questioned the boundaries we draw between fiction and nonfiction.
JOURNEYS INWARD: Turning into the Skid
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An incident with a parent prompted the author to rethink her teaching and to address the silence about issues of race in her classroom.
FROM CAMPUS TO CLASSROOM: Building Bridges for English Language Learners through Multimodal Writing
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Kaitlyn Remian considers how we can build bridges, rather than erect walls, for English language learners by diversifying our writing instruction.
BOOKS-IN-ACTION: Embracing Visual Notetaking [FREE ACCESS]
Lauren Zucker explores the benefits of teaching sketchnoting in the secondary school ELA classroom through the review of the book Ink and Ideas.
CRITICAL GLOBAL LITERACIES: Expanding Our Critical Global View from the Classroom [FREE ACCESS]
A high school teacher examined a unit she designed for seventh graders on the autobiography Lost Boy, Lost Girl, using the critical global literacies framework.
TEACHING SHAKESPEARE: Live Theater Matters
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Laura Turchi, one of the column’s editors, considers the benefits students gain from experiencing live performances of Shakespeare plays.
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In her humorous essay, YA author Julia Watts reflects on a high school English teacher whom she disdained at the time, but who, in retrospect, taught her a lesson about acceptance.
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