National Council of Teachers of English Logo

2018 September English Journal, v108.1

Non-Member Price: $12.50

NCTE Member Price: $4.25

Level(s): Middle, Secondary

ISBN/ISSN: 0013-8274

Description

Call for Manuscripts

From the Editors
Toby Emert and R. Joseph Rodríguez

HIGH SCHOOL MATTERS: The Courage to Be Courageous
Tiffany L. Rehbein
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

SPEAKING MY MIND: “There Are Black People on the Roof”
Jeff Spanke
Abstract: “Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

SPEAKING MY MIND: The Power to Name
Leila Christenbury
Abstract: “Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

PEDAGOGIES OF RADICAL HOPE: FUNDS OF IDENTITY AND THE PRACTICE OF LITERACY IN NEW ARRIVAL PROGRAMS
Sally Lamping and Bronwen McClelland
Abstract: After teaching together in a program for adolescent newcomers in South Australia, Sally Lamping and Bronwen McClelland continued their conversations about developing programs for English language learners that inspire “radical hope.”

LIGHTS, CAMERA, COURAGE: AUTHENTIC ASSESSMENT AND MULTIMODAL COMPOSITION
Bradley Robinson
Abstract: Working in a predominantly white high school in the rural South, Bradley Robinson offered his seniors a documentary-style film assignment that stirred controversy in the school community and transformed his identity as a teacher.

MORE THAN A “LATHER, WASH, RINSE, REPEAT” EDUCATION
Kristen Pastore-Capuana
Abstract: Returning as a researcher to the high school where she taught for twelve years, Kristen Pastore-Capuana observed a tenth-grade teacher who believes in a “messy” classroom where students explore uncharted terrain.

WHEN IT COMES TO HIGH SCHOOL ENGLISH, LET’S PUT AWAY THE TRIGGERS
Adam Wolfsdorf
Abstract: Trigger warnings are used in many school settings to signpost potentially offensive or disturbing texts. Adam Wolfsdorf wonders about their efficacy.

FINDING A WAY TO STAY: MAKING A PATH FOR SUSTAINABLE TEACHING
Kelly Burns, Emily Richards Moyer, Cindy O’Donnell-Allen, and Molly Robbins
Abstract: Four National Writing Project teachers reflected on the nagging exhaustion they witnessed in their ELA colleagues and responded by developing a theory of change that they call “sustainable teaching.”

“I DON’T KNOW WHAT TO WRITE”: PARA-EXPERTISE AND STUDENT WRITING
Amy D. Williams
Abstract: Amy D. Williams examined the journal entries of a student who thought of herself as a struggling writer to look for evidence of the student’s para-expertise—important knowledge gained through lived experience that may be difficult for students and their teachers to articulate.

A PLAYFUL APPROACH TO TEACHING VISUAL LITERACY
Elizabeth Walsh-Moorman
Abstract: After a provocative summer workshop on Visual Thinking Strategies at the Cleveland Museum of Art, literacy specialist Elizabeth Walsh-Moorman felt inspired to develop a daylong professional learning experience at the museum for twelve of her colleagues.

READING CAPITAL: GRAPHIC NOVELS, TYPOGRAPHY, AND LITERACY
Michelle Ann Abate
Abstract: Michelle Ann Abate examined the typographical features of the comics and graphic novels frequently finding their way into ELA classrooms and discovered that they may be more challenging for struggling readers than most teachers think.

THE HONOR LIST OF 2017 PRIZE-WINNING YOUNG ADULT BOOKS: BUILDING RELATIONSHIPS AND DEVELOPING IDENTITY
Bryan Gillis
Abstract: For nearly three decades English Journal has published a “best of the best” list of each year’s award-winning young adult books. Bryan Gillis continues that tradition, highlighting six novels that belong in ELA classrooms.

POEM: THE BEATEN PATH
Alden S. Blodget

POEM: SOCIAL JUSTICE
Jessica Jones

POEM: TEACHING ENGLISH
Elaine O’Quinn

POEM: POEM’S POEM
Robert Polski

POEM: POETRY READING, WRITER’S HOUSE PHILADELPHIA
Melisa Cahnmann-Taylor

POEM: SENTENCE DIAGRAM DOLOR
Melisa Cahnmann-Taylor

BEYOND BINARY GENDER IDENTITIES: The Last Man
David Lee Carlson
Abstract: This column invites writers to share the stories of how they recognize and affirm myriad gender identities in their classrooms and their schools and to offer concrete and creative suggestions for developing remarkably responsive language arts instruction. In this issue, David Lee Carlson shares a moving moment about the recent death of his father, whom he calls “the last man.”

JOURNEYS INWARD: Soundings
Brian Woerner
Abstract: This column invites writers to craft authentic nonfiction narratives of self-discovery, redirection, and renewal. In this issue, Brian Woerner questions his teaching of the essay and maps a journey for himself and his students beyond the bounds of formula, to a place of possibilities.

FROM CAMPUS TO CLASSROOM: Speaking to Silence
Rachel Anne Roloff; Brittany R. Collins
Abstract: Preservice teachers and interns contribute thoughtful first-person essays about navigating the theory and practice of ELA teaching as they interact with students and teaching colleagues. In this inaugural column, two preservice teachers contemplate the meanings of silence in the ELA classroom.

BOOKS-IN-ACTION: Writing Love and Hope into the English Classroom
Helen Bentley
Abstract: The Books-in-Action column features essays that consider the ways in which various professional resources help ELA teachers put hope into action in the classroom. In this issue, Helen Bentley examines an award-winning book by teacher-researcher Bronwyn Clare LaMay.

CRITICAL GLOBAL LITERACIES: Critical Global Perspectives in the English Curriculum
Bogum Yoon
Abstract: This column invites essays that focus on global perspectives as an integral part of the secondary English curriculum. In her inaugural column, Bogum Yoon suggests three specific lesson adaptations for ELA instruction that aid students in developing intercultural competence and global awareness.

TEACHING SHAKESPEARE: Teaching Titus
Laura B. Turchi and Ann C. Christensen
Abstract: This column asks about and offers ways in to Shakespeare’s works beyond starting with act 1, scene 1 and serves as a forum for teachers to share instructional activities, innovative lessons, and useful tools they have developed to help students enter a Shakespearean text and dig deep. In this issue, the coeditors offer a micro–case study of an all-female AP Literature class in Houston, Texas, in which a progressive teacher introduces his seniors to Titus Andronicus, Shakespeare’s first tragedy, known for its gore and violence.

BOOKENDED: Portrait of an Author as a Young Reader
Alex Sanchez
Abstract: This feature, which ends the issue, includes essays from YA authors reflecting on their high school English classroom experiences. In this first piece, Alex Sanchez remembers the English teachers who influenced his journey to become a writer.

Document and Site Resources

Share This On:

Page Tools:

Your Shopping Cart

Total Items: 0
Total Cost: $0.00
View My Cart

Search the Online Store

We accept Visa, Mastercard, and Discover
Please contact customer service directly if you wish to pay by American Express

Copyright

Copyright © 1998-2019 National Council of Teachers of English. All rights reserved in all media.

1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Phone: 217-328-3870 or 877-369-6283

Looking for information? Browse our FAQs, tour our sitemap and store sitemap, or contact NCTE

Read our Privacy Policy Statement and Links Policy. Use of this site signifies your agreement to the Terms of Use

Visit us on:

  • Facebook
  • Twitter
  • Linked In
  • Pinterest
  • Instagram

Document URL

Document Owner

Organization Name

NCTE - The National Council of Teachers Of English

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