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2017 July English Journal, v106.6

Non-Member Price: $12.50

NCTE Member Price: $4.25

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274

Description

Call for Manuscripts

2016–17 Reviewers

From the Editors
Julie Gorlewski and David Gorlewski

High School Matters: Resolve, Reflect, Reconnect: Living a Life of Intention
April J. Niemela
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

Keeping It Real: Valuing Authenticity in the Writing Classroom
Anne Elrod Whitney
Abstract: In this article, the author proposes that authenticity requires actions related to four areas: authentic process, authentic genre, authentic audience, and authentic teachers and students.

Toward a Readership of “Real” People: A Case for Authentic Writing Opportunities
Luke Rodesiler and Brian Kelley
Abstract: This piece documents one teacher’s effort to provide students with an authentic writing opportunity: the collaborative writing and publication of a middle grades novel.

Art as Text: Seeing beyond the Obvious
Lynne Dozier
Abstract: The author shows how using art helped a blind student in an AP class and students in Creative and Practical Writing classes improve writing proficiency and critical thinking.

Literature Circles for Adolescent Developmental Readers
Jeff Ragland and Crystal Palace
Abstract: This study introduced developmental adolescent readers to literature circles to balance literacy instruction based on students’ needs.

Game Changers: Making New Meanings and New Media with Video Games
Catherine Burwell
Abstract: This article explores three ways English educators might use Let’s Play videos in the classroom: as texts for analyzing video games, as models for media production, and as starting places for critical conversations about the gaming industry.

Building Hopeful Secondary School Writers through Effective Feedback Strategies
Nicole Sieben
Abstract: This article shares effective strategies for providing secondary students meaningful feedback on their writing.

Which Helps Writers More, Receiving Peer Feedback or Giving It?
Sarah Chanski and Lindsay Ellis
Abstract: The authors share findings from a classroom study of peer response, suggesting the value of active critical thinking and reflection.

Springsteen, Spoken Word, and Social Justice: Engaging Students in Activism through Songs and Poetry
Jaclyn Christine Burr
Abstract: This article explores using of spoken word poetry and song analysis in the classroom to inspire students to analyze their identities and strive for social justice in their research efforts.

Argumentative Writing and the Common Core in the DCPS: A Qualitative Analysis of Student and Teacher Perceptions
Edward Comstock and Quentin Wodon
Abstract: This qualitative analysis of One World Education, a college-ready writing instruction program, reports on teacher and student reaction and satisfaction.

Poem: We Danced. That Is All.
Matthew Johnson

Poem: Boxes
Tsujimoto

Poem: Aposiopesis
Beth Haverkamp Powers

Poem: Preparing the New Teacher
Ellen Seusy

Book Reviews
Brandi M. Smith; Davida Smith-Keita

Continuous Becoming: Moving toward Mastery: Always Teach with the Door Open
Mary Grace Snyder
Abstract: “Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own road maps toward mastery.

Disabling Assumptions: Reading the Silence in Jennifer Egan’s “Great Rock and Roll Pauses”
Kathleen A. Reilly
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: Strike while the Error Is Hot: Enhancing Language Learning through Meaningful Oral Feedback
Mamiko Nakata
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Speaking Truth to Power: The Trouble with Teaching Stories
Jeff Spanke
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Soft(a)ware in the English Classroom: How Gamification Misses the Mark: Playing through Failure
Hannah R. Gerber
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.

Reframing Readiness: The Framework for Success as Writing Comprehension
Kristina Lucenko; Jeffrey Klausman
Abstract: The Framework for Success in Postsecondary Writing (Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project) describes experiences and habits of mind that will equip students for success in college writing. This column highlights examples of the values espoused by the Framework and aims to increase understanding of this statement, advocating for its rich conception of writing.

Indexes to Volume 106

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