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2012 November English Journal, v102.2

Non-Member Price: $12.50

NCTE Member Price: $4.25

Issue Theme: Energizing English

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274

Description

English Journal
Volume 102, Number 2, November 2012

Issue Theme: Energizing English

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From the Editor
Ken Lindblom

High School Matters: “These words are not mine”: Are We Still Teaching Literature When We Use Adaptations?
Michael LoMonico
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Math in the Margins: Writing across Curricula into Community Heritage
Bonnie S. Sunstein, Rossina Zamora Liu, Arthur W. Hunsicker, and Deidra F. Baker
Abstract: Two schools, two states, two cultures, and two disciplines: a recipe for excellent learning experiences.

A Case for the Autistic Perspective in Young Adult Literature
Rachel F. Van Hart
Abstract: What can we learn from young adult novels about autism spectrum disorder?

Using a Prop Box to Create Emotional Memory and Creative Play for Teaching Shakespeare’s Othello
Margaret A. Dulaney
Abstract: Dulaney’s approach to teaching Shakespeare is really outside the box!

Be Here Now: Young Women’s War Diaries and the Practice of Intentionality
Ralph L. Wahlstrom
Abstract: When written for the public, diaries can be dramatic tools for making social change.

Love That Poem! Using Imitation to Teach Poetry
April Brannon
Abstract: Want your students to write like Mary Oliver, Ellen Bass, or Margaret Atwood? Let Brannon show you how to make it happen.

In Defense of Graphic Novels
Kathryn Strong Hansen
Abstract: If you’re having trouble convincing someone that graphic novels are worth class time, this article is for you.

Exploring the Connection between Graphic Novel and Film
Ashley Kaye Dallacqua
Abstract: Putting graphic novels and film together is a great way to get students engaged in critical literary analysis.

Zines in the Classroom: Reading Culture
Rebekah Buchanan
Abstract: Buchanan explores the enduring, informal genre of zines and shows how they can be used to teach to the new Common Core State Standards.

“I guess I do know a good story”: Re-envisioning Writing Process with Native American Students and Communities
Christine Rogers Stanton and Karl Sutton
Abstract: Photovoice Stories and Elder Interviews provide fascinating opportunities for students to improve their writing skills and get involved in their community.

Planning at a Higher Level: Ideas, Form, and Academic Language in Student Prewriting
Paul Morris
Abstract: Using a lesson on leadership featuring Shakespeare’s The Tempest as an example, Morris describes a multi-step approach to in-depth prewriting.

Code-Switching and Language Ideologies: Exploring Identity, Power, and Society in Dialectally Diverse Literature
Michelle D. Devereaux and Rebecca Wheeler
Abstract: Contrastive analysis and code-switching help students engage language differences in texts by Zora Neale Hurston, Lorraine Hansberry, Harper Lee, and others.

The Fight’s Not Always Fixed: Using Literary Response to Transcend Standardized Test Scores
JuliAnna Ávila
Abstract: Ávila uses the writing of three eleventh-grade students to show how they are developing literacy identities far superior to their standardized test ratings.

The Infamy of Grading Rubrics
Michael Livingston
Abstract: Livingston explains why he will be using rubrics to respond to students’ writing.

Reframing Resistance in the English Classroom
Amy Vetter, Jeanie Reynolds, Heather Beane, Katie Roquemore, Amanda Rorrer, and Katie Shepherd-Allred
Abstract: Is student resistance desirable?

Reluctantly Recognizing Resistance: An Analysis of Representations of Critical Literacy in English Journal
Robert Petrone and Lisa Bullard
Abstract: Following a study of recent English Journal articles, the authors call for more acknowledgment of the reality of and the role of student resistance in professional articles about teaching English.

Poem: Transformation
Sally Armstrong Gradle

Poem: At the Station
Patricia Corbus

Poem: Storytelling and the Years After
Amanda Nicole Gulla

Poem: Oops, He Thought
Bruce A. Noll

Adventures with Text and Beyond: Popular Culture: The New Literacy Challenge for English Teachers
Melissa A. Page
Abstract: "Adventures with Text and Beyond" explores various ways of teaching literary theory to high school and middle school students.

Mentoring Matters: Mentoring Preservice and Early-Career English Teachers in Online Environments
Luke Rodesiler and Lauren Tripp
Abstract: "Mentoring Matters" focuses on effective ways to support new English teachers and student teachers.

Professional Writing in the English Classroom: Let’s Get Real: Using Usability to Connect Writers, Readers, and Texts
Jonathan Bush and Leah Zuidema
Abstract: "Professional Writing in the English Classroom" publishes articles about teaching students to write effectively in the genres, conventions, and visual designs required for professional contexts and related rhetorical situations.

Research for the Classroom: Playing with Difficult Poetry: High School Seniors and Arthur Sze’s Quipu
Andy Fogle
Abstract: "Research for the Classroom" publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.

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