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2015 July English Journal, v104.6

Non-Member Price: $12.50

NCTE Member Price: $4.25

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274


English Journal
Volume 104, Number 6, July 2015


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2014–15 Reviewers


From the Editors
Julie Gorlewski and David Gorlewski


High School Matters: Whose Literacy Is It, Anyway?
Lawrence Butti

Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Grounding our Teaching in Research: Implications from Research in the Teaching of English, 2009–12
Jessica A. West and Cheri Williams
Abstract: Two teachers synthesize the findings of research published in RTE between 2009 and 2012 to support the professional development of preservice and inservice English educators. The authors share research findings that could inform middle school and high school English teachers’ pedagogy and practice.


Cultivating Creativity
Donna L. Miller
This piece explores conditions that stimulate classroom activities to facilitate creative habits of mind in an effort to motivate educators and students to better understand the complexities of creativity and how to promote it.


A Dialogue about Dialogicality: Getting a Hold on Dialogue in the Classroom
Jed Hopkins and Aaron Yost
Abstract: This article explores dialogical forms of pedagogy, in the form of a dialogue between two secondary English teachers.


Questioning Questioning: Essential Questions in English Classrooms
Doug Lillydahl
Abstract: Essential Questions provide frameworks for collaborative team curriculum creation; yet, controversy around such questions arises because of several factors. This author suggests five paths to responsible, English-friendly use of Essential Questions.


Making Metaphor Visible: The Common Core, Poetry, and Visual Literacy

Gloria Schultz Eastman
Abstract: The article argues that teachers can help students learn to read figurative language by using instruction and activities for visual literacy as a means to enhancing the reading of poetic language.

Speak Out! How Ekphrasis Inspires Writing on the Edge
Sirpa Grierson and Sarah Orme
Abstract: These teachers use the seminal painting Guernica to engage students in a transferable process focused on three key principles: negotiate (read), decipher (mean), and produce (create). This article promotes active construction of meaning through calculated risk-taking.


Rewriting Our Teaching Practices in Our Own Voices
Jonathan Lovell, Brent Duckor, and Carrie Holmberg
Abstract: This piece cites numerous examples of teachers reflecting over a two-year period on their teaching practice to explore the applicability of Joseph Harris’s meta-language for revision, to the supervision of beginning teachers and the nurturing of reflective practice in experienced teachers.


Exploring Personal Values to Promote: Critical Thinking, Mindfulness, and Empathy
Caroline N. Simpson
Abstract: The author shares a classroom unit that facilitates exploration of culturally based values, value clashes, and value shifts with experience, age, and circumstance. The unit leads students to make choices upholding what’s most important to them and provides tools for successful cross-cultural communication.


Poem: During Peer Reviews
David Duer


Poem: Too Much Verbiage
Edmund Farrell


Disabling Assumptions: Teaching Disability Studies with Five Flavors of Dumb
Alisha M. White
Abstract: This column explores how paying attention to disability—both to the rich contributions made by people with disabilities and to the sometimes negative attitudes in society that can interfere with those contributions—can foster classroom interactions that are more democratic, more inclusive, and more equitable.


Soft(a)ware in the English Classroom: Counting Characters: Quantitative Approaches to Literary Study
Tom Liam Lynch
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.


Carpe Librum: Seize the (YA) Book: Let’s Get Graphic!
Glenda Daulerio; Katherine Hoffman; Pauline Skowron Schmidt
Abstract: This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.


Speaking Truth to Power: Trending Bedfellows: The Teaching of Literature and Critical Approaches
Michael Macaluso
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.


Lingua Anglia: Bridging Language and Learners: Behind the Acronym: Multilingual Learners with Interrupted Formal Education
Pamela J. Hickey
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.


Indexes to Volume 104

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