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2017 May English Journal, v106.5

Non-Member Price: $12.50

NCTE Member Price: $4.25

Issue Theme: Textual Revolution: Reading and Writing the Word and the World

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274

Description

Issue Theme: Textual Revolution: Reading and Writing the Word and the World

Call for Manuscripts

From the Editors
Julie Gorlewski and David Gorlewski

High School Matters: Finding Moments of Opportunity
Tara Seale

Debating ELA’s Economic Mission
Ross Collin
Abstract: This article outlines four different views of ELA’s economic mission. It also presents a classroom activity in which students (a) evaluate the four views and (b) advocate for their own ideas about ELA and economics.

The “True Meaning” of Argument: Conflicting Definitions of Argument in the Common Core State Standards
Andrew Rejan
Abstract: The author explores the tension between the social and cognitive definition of “argument” in the Common Core’s theoretical rationale and the structural approach to argument reflected in the exemplars of student writing, evaluating the implications of these inconsistencies for the high school English classroom.

Girls Writing Science: Opening Up Access in a Girls’ Reading and Writing Group
Christina Saidy
Abstract: This piece describes an extended workshop in which reading, writing, listening, and speaking were used to build and sustain a feminist ecology intended to open up access to future lives in science for ethnically and linguistically diverse girls in an urban secondary school.

How Students Read: Some Thoughts on Why This Matters
Ellen C. Carillo
Abstract: This article imagines that the world itself is a text, and to teach students to become critically literate in the classroom has important consequences beyond it. The author outlines two critical reading strategies that help prepare students to engage critically with the world around them.

Women in or outside of the Canon: Helping High School Students Investigate the Role of Women in “Literature”
Susan Coryat and Colleen Clemens
Abstract: This article presents the authors’ work when they co-taught seniors about the implications of a male-centered, Eurocentric canon and asked their students to explore who is in the canon and what we can do to make the canon more inclusive.

But We Don’t Got Nothing: Countering Rural Brain Drain by Forging Authentic Connections through Text
Erin Donovan
Abstract: This article, based on a study in a sixth-grade middle school classroom in the rural southern United States, details a writing project that questions the nature of text and how text might positively affect students’ perceptions as they become change agents for their communities.

Making Sense of Events in Literature through Rewriting Narrative Events
Richard Beach
Abstract: The author describes two students creating narrative versions of an event from The Things They Carried to portray conflicts in characters’ interactions to address the issue of sex abuse.

Teaching Literacy as and through Erasure
Maya Pindyck
Abstract: This article considers the principles, possibilities, and sociopolitical implications of poetic erasure as a literacy practice. The author uses new materialist theories to undo the myth of the “blank” page in relation to school reading and writing practices.

The Cultural Diamond as an English Teacher’s Best Friend
Melissa Vosen Callens
Abstract: The author describes how the production and reception of popular culture can be studied in secondary classrooms using Wendy Griswold’s cultural diamond to better understand the homogenizing of content and the limiting of alternative viewpoints.

A Principled Revolution in the Teaching of Writing
Nicole Boudreau Smith
Abstract: Despite calls to action, writing pedagogy in the English classroom remains outdated, and caustic partisanship among theorists may be to blame. The author proposes a “principled approach” to the teaching of writing, combining the best elements of verified instructional methods to generate six components ensuring student growth.

Poem: I’ve Found Your Bookmarks
Matthew Johnson

Poem: Chalk Poem
Jim Hanlen

Poem: A Blue Convertible in the Bright Dallas Sun
Stephen Bodnar

Poem: Desdemona
Stephen Bodnar

Book Reviews
Alex Corbitt; Davida Smith-Keita

Carpe Librum: Seize the (YA) Book: Graphic Novels to Engage Reluctant Readers
Michael Ziegler and Marlana Solebello
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.

Lingua Anglia: Bridging Language and Learners: What You Say Matters: Exploring Teacher Talk in Linguistically Diverse Classrooms
Tarie Lewis and J. Carey Fusco
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

Reframing Readiness: College Readiness and the International Baccalaureate Program
Krysta Larson and Faith Kurtyka; Susan Miller-Cochran
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.

Soft(a)ware in the English Classroom: Snapchat and the Sophistication of Multimodal Composition
Jonathan T. Bartels
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: Whitesplaining the Canon
Michelle Jewett
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power.

Continuous Becoming: Moving toward Mastery: Teacher Education in the Digital Age
Detra Price-Dennis and Gretchen Matthews
Abstract: “Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own roadmaps toward mastery.

Under Discussion: Teaching Speaking and Listening: Stormy Hope with a Side of Feathers: Embodied Talk and Emily Dickinson
Beth Murray and Spencer Salas
Abstract: This column seeks to provide a forum in which we can lean on each other to investigate and improve the quality of our classroom discussion leadership.

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NCTE - The National Council of Teachers Of English

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