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2015 November English Journal, v105.2

Non-Member Price: $12.50

NCTE Member Price: $4.25

Level(s): Secondary, Middle

ISBN/ISSN: 0013-8274

Description

English Journal
Volume 105, Number 2, November 2015


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From the Editors
Julie Gorlewski and David Gorlewski

High School Matters: Discovering the Guests at Gatsby’s Party
Ann Marie Quinlan
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Speaking My Mind: To Teach Writing, You Too Must Get Your Ass Kicked
Christina Berchini
Abstract: “Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

EJ in Focus: Rethinking Research: Reading and Writing about the Roots of Gentrification
Linda Christensen
Abstract: The author uses primary sources to help her students learn about the gentrification that displaced the African American community of Portland, Oregon.

Lights, Camera, Write: How Scene Writing Can Help Students Write in Multiple Genres
Darren Masserman
Abstract: Scene writing can make writing seem less like a chore and more like an opportunity to express ideas, helping students realize they can be effective writers.

Research as Creative Practice: Two Metaphors for Teaching and Learning
Michael Stancliff and Maureen Daly Goggin
Abstract: The authors recommend geography and conversation as generative metaphors for teaching and learning creative research methods.

Photos as Witness: Teaching Visual Literacy for Research and Social Action
Kiran Subhani
Abstract: Using photojournalism as a catalyst for social action, students investigate both the story behind a photo and the opposing viewpoints on the social issue it represents.

Connected Reading Is the Heart of Research
Kristen Hawley Turner and Troy Hicks
Abstract: By sharing instructional practices and describing digital tools, the authors argue that a mindful, social model of connected reading is a crucial part of any research activity.

Revolutionizing Inquiry in Urban English Classrooms: Pursuing Voice and Justice through Youth Participatory Action Research
Nicole Mirra, Danielle Filipiak, and Antero Garcia
Abstract: Youth Participatory Action Research re-imagines the who, what, why, and how of research.

Trespasser No More: Students as Columnists
Gregory Shafer
Abstract: This author suggests that the research paper take the form of a national column authored by students, giving them authority and a sense of empowerment.

Keeping the Mic On: Emboldening Voices through Discussion-Based Inquiry
Jacquelynn A. Malloy, Angela M. Rogers, and Susan Cridland-Hughes
Abstract: A practice of discussion-based pedagogy based on inquiry and research empowers students to wield their voices in the academic setting.

Venturing More Than a Guess: Self-Actualization through Literary Seminar and Research
Elizabeth A. Dagrosa Harris
Abstract: Effective and meaningful literary research combines concrete, measurable research skills with authentic inquiry and dialogue among peers.

Preparing Our Close Readers for the New Literacies
Raymond Pape
Abstract: Though online reading may seem to be at cross purposes with “on paper” close reading, this author suggests how the two may successfully intersect.

Putting Research Center Stage: Performance-Driven Student Inquiry
Kathryn R. Taylor
Abstract: This article examines how to use performance-related resources to teach research skills and research-based argumentation, focusing in particular on Shakespeare’s Othello.

Using Text Sets to Foster Critical Inquiry
Dawan Coombs and Devery Bellingham
Abstract: This article explores three ways a teacher incorporated text sets into her seventh-grade classroom to foster authentic inquiry.

Dodging the “R” Word: Research as a Tacit Process
Heather Hurst
Abstract: In a podcast assignment, students design a project, interview at least one person, and analyze their data—all without realizing they are doing original research.

Putting Research on Stage: Playwriting in the English Classroom
Mary Frances Buckley-Marudas and Joshua Block
Abstract: The authors examine what happened when students were asked to enact and perform their research on a student-selected human rights issue.

The 2014 Honor List: A Medley of Cultures and Characters
Alleen Pace Nilsen, James Blasingame Jr., and Don L. F. Nilsen
Abstract: EJ readers are offered a look at some of the best YA books of 2014.

Poem: Exit Malvolio or Cross-Garter This, Bill!
Dallas Crow

Poem: Metrical Considerations
Melanie Swetz

Poem: A Lesson in Etymology
Richard Schiffman

Book Reviews: Uncommon Core and A Non-Freaked Out Guide to Teaching the Common Core
Robert M. Babirad; Ken Lindblom

Disabling Assumptions: Achieving full inclusion via Narratives in the Secondary English Classroom
Christopher Bass
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.

Lingua Anglia: Bridging Language and Learners: Investigating a Different Way: Critical Scientific Literacy
Keri-Anne Croce
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Soft(a)ware in the English Classroom: Inquiry in an Age of Query
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.

Speaking Truth to Power: Caring Critical Literacy: The Most Radical Pedagogy You Can Offer Your Students
Susan Cridland-Hughes
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

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A Professional Association of Educators in English Studies, Literacy, and Language Arts