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2013 November English Journal, v103.2

Non-Member Price: $12.50

NCTE Member Price: $4.25

Issue Theme: Choices and Voices: Teaching English in a Democratic Society

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274


English Journal
Volume 103, Number 2, November 2013
Issue Theme: Choices and Voices: Teaching English in a Democratic Society

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From the Editors
David Gorlewski and Julie Gorlewski

High School Matters: In Search of Gravitas
Stephen Heller
Abstract: This author argues that to prepare students to make meaningful contributions to society, teachers should adopt a more rhetorical approach toward literary study

Speaking My Mind: “Why Are You a Teacher?” and Other Questions My Students Dared to Ask
Nicole Sieben
Abstract: While exploring the devaluation of the teaching profession in her students’ eyes, this teacher and author discusses the importance of inquiry in a democratic classroom.

Children Giving Clues
Susan Ohanian
Abstract: Frustrated with the restrictive nature of the Common Core Standards, the author calls on teachers to resist a system that denies them and their students access to what teaching and learning should be about.

Access to Books and Time to Read versus the Common Core State Standards and Tests
Stephen Krashen
Abstract: The author argues that access to books and time to read play a vital role in literacy development and explains why standardized tests are detrimental to students’ literacy development.

Political Language, Democracy, and the Language Arts Class
Gregory Shafer
Abstract: It is important for students to understand and analyze political language so that they can be participatory members of a democratic society.

“Piercing the Dome”: The English Teacher’s Role in Democracy, Leisure, and the Common Core State Standards
Kipton Smilie
Abstract: Emphasizing the importance of private deliberation and imaginative play prepares students for life outside of the democratic market.

Reading Democracy: Exploring Ideas That Matter with Middle Grade and Young Adult Literature
Steven Wolk
Abstract: Wolk explores how a wide range of middle grade and young adult literature can be used to teach caring and critical readers in a democratic classroom environment.

Evaluating the Democratic Merit of Young Adult Literature: Lessons from Two Versions of Wes Moore’s Memoir
Amanda Haertling Thein, Mark A. Sulzer, and Renita Schmidt
Abstract: The authors compare a memoir intended for adults with another on the same subject meant for a teen readership and argue that didactic YA literature grounded in a developmental stage model of adolescence is undemocratic.

Working from the Inside Out: Writing for Community and Democratic Participation When Citizenship Is in Question
Christina Saidy
Abstract: This article explores the difficulties immigrant students face in achieving civic participation and a democratic life through the stories of two ninth- grade English classes in which all students participate in an inside-out approach to community-based writing for action.

Where Is Our Voice? Setting a Democratic Foundation for Adolescents in an American Literature Course
Heather Hurst
Abstract: This article explores the author’s experience in creating a classroom that embodies her newfound definition of democracy.

Writing as Dialogue across Difference: Inventing Genres to Support Deliberative Democracy
Jennifer Clifton and Justin Sigoloff
Abstract: The authors describe “the critical incident” genre and their experiences in generating dialogue across differences within the English classroom.

I Hear America Sing: Promoting Democracy through Literature
Donna Canan
Abstract: This article discusses how blog use, promoting choices, and presenting students with literature that changed a nation shows them how to find their voices in a democratic community.

Poem: Reading Herodotus
Michael Lauchlan

Poem: Stick-Gluing the American Dream
Richard Holinger

Poem: Bioluminescence Envy
Matt Pasca

Disabling Assumptions: Challenging Stereotypes about Disability for a More Democratic Society
Patricia A. Dunn
Abstract: "Disabling Assumptions" explores how teachers' use of a Disability Studies perspective can help make our society more inclusive.

Speaking Truth to Power: Our American Future: Creating Critical Citizens in a Democratic Nation
Amanda Pepper
Abstract: This column seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Soft(a)ware in the English Classroom: Rekindling Reading: On the Use of E-readers in the English Classroom
Meg Griswold
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.

Lingua Anglia: Bridging Language and Learners: Engaging Miguel: Culturally Relevant YA Literature
Caroline B. Hopenwasser
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Cover to Cover: Texts That Guide Practice: A Review of The Art of Slow Reading by Thomas Newkirk
Dorothy Mikuska
Abstract: "Cover to Cover" invites contributors to share information about texts that inform their practice.

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