English Journal is NCTE's award-winning journal of ideas for English language arts teachers in junior and senior high schools and middle schools.
Vol. 108, No. 6, July 2019
Toby Emert and R. Joseph Rodríguez
April J. Niemela
Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
A cross-country move spurred a teacher to declutter her classroom and her curriculum.
Fawn Canady and Troy Hicks
As an alternative to the traditional research paper for an English 11 class, a digital narrative assignment positioned students as multimedia storytellers.
Amy (Amanda) Cavanaugh
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.
Using collaborative reasoning, the author examined how students responded to conceptions about disability as they read a graphic novel memoir.
Jennifer Peñaflorida with Vicki Collet
In an effort to help young authors focus on self-identified writing goals, Jennifer Peñaflorida developed a strategy she calls signposts to provide support.
Andrew McNally argues that personal writing and “serious” types of expository writing should be treated with equal pedagogical weight.
Laura Aull and Madison Moseley
After a discussion about promoting civil discourse in writing classes, the authors piloted a “not my opinion” assignment and reflected on the students’ experience.
Michael B. Sherry and Ann M. Lawrence
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.
Larkin Weyand, John Balzotti, and Derek L. Hansen
Three researchers present an educational simulation called Microcore with complex real-world whodunit situations for students and outline a framework for teachers.
Christine E. Black
Bess Collins Van Asselt
A mentor for a queer and transgender youth storytelling group found that the participants often questioned the boundaries we draw between fiction and nonfiction.
An incident with a parent prompted the author to rethink her teaching and to address the silence about issues of race in her classroom.
Kaitlyn Remian considers how we can build bridges, rather than erect walls, for English language learners by diversifying our writing instruction.
Lauren Zucker explores the benefits of teaching sketchnoting in the secondary school ELA classroom through the review of the book Ink and Ideas.
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.
Laura B. Turchi
Laura Turchi, one of the column’s editors, considers the benefits students gain from experiencing live performances of Shakespeare plays.
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.