bluuebunny/crossref_metadata_2025 huggingface dataset:
Review: Looking Locally, Seeing Nationally in the History of Composition
Authors: Mastrangelo Lisa , Sharer Wendy
Published: March 2024

Books reviewed in this article: The Evolution of College English: Literacy Studies from the Puritans to the Postmoderns by Thomas Miller; From Form to Meaning: Freshman Composition and the Long Sixties, 1957–1974 by David Fleming; Interests and Opportunities: Race, Racism, and University Writing Instruction in the Post-Civil Rights Era by Steve Lamos.
Cultivating Critical Emotional Literacy: Cognitive and Contemplative Approaches to Engaging Difference
Authors: Winans Amy E.
Published: March 2024

Although emotions are an important facet of teaching and learning in all classes, emotional literacy plays an especially significant role in classes that engage critically with difference. My article redefines and theorizes critical emotional literacy, proposing that we understand it as a social practice that must be developed not only by means of analytical strategies, but also by means of contemplative pedagogy. Addressing the nature of attention and the embodied experience of emotion is crucial if we are to cultivate the emotional literacy necessary for ongoing critical engagement with difference.
What Is College English? Stories about Reading: Appearance, Disappearance, Morphing, and Revival
Authors: Salvatori Mariolina Rizzi , Donahue Patricia
Published: March 2024

A question that captured our attention many years ago and continues to motivate our work, although the audience for that work has expanded and contracted over the years, is “What about reading?” In this essay we adopt a term used to frame discussion at the 2010 CCCC “remix”to revisit in three ways the role of reading in composition studies: in terms of accepted constructions of disciplinary history (and the status of reader-response theory within that history), students (the erasure of “students” as a category of analysis), and the CCCC Convention program (the disappearance and reappearance of reading as a category of professional inquiry).
Review: The WPA Within: WPA Identities and Implications for Graduate Education in Rhetoric and Composition
Authors: Rose Shirley
Published: March 2024

Books reviewed:
The Activist WPA: Changing Stories about Writing and Writers by Linda Adler-Kassner The Managerial Unconscious in the History of Composition Studies by Donna Strickland GenAdmin: Theorizing WPA Identities in the Twenty-First Century by Colin Charlton, JonikkaCharlton, Tarez Samra Graban, Kathleen J. Ryan, and Amy Ferdinandt Stolley
“Ability to Benefit”: Making Forward-Looking Decisions about Our Most Underprepared Students
Authors: Sullivan Patrick , Nielsen David
Published: March 2024

Community colleges have been engaged for the last sixty years in providing open access to public higher education to anyone with a high school diploma. Recently, disappointing success rates for developmental students have driven some colleges to reduce or restrict access to college based on standardized test scores. The operative phrase in most of these discussions is “ability to benefit.” This essay examines the complex variety of issues related to ability to benefit. Using a robust archive of data from our institution to explore this question, we argue that standardized placement scores tell only one kind of story about our most underprepared students. Course pass rates and percentages of students who reach critical milestones provide only one rather limited way to assess this complex issue. Our data tell us other stories that may be more important.
Emerging Voices: Unpredictable Encounters: Religious Discourse, Sexuality, and the Free Exercise of Rhetoric
Authors: Geiger T J
Published: March 2024

In this essay, I develop a pedagogical stance called the “free exercise of rhetoric” as a way to approach teaching and student writing at the intersection of LGBT and religious discourses. Through this stance, I work with students’ personal commitments and build their rhetorical competence using a process that involves encountering uncommon arguments, valuing misreading, and embracing unpredictability. I suggest the free exercise of rhetoric as a pedagogical option for taking religion seriously as a topic and identity in writing classrooms, but one that does not start from students’ personal experience with religion.
Occupying the Digital Humanities
Authors: Rice Jeff
Published: March 2024

This essay questions the digital humanities’ dependence on interpretation and critique as strategies for reading and responding to texts. Instead, the essay proposes suggestion as a digital rhetorical practice, one that does not replace hermeneutics, but instead offers alternative ways to respond to texts. The essay uses the Occupy movement as an example and, in particular, focuses on the circulated image of a police officer pepper spraying protesters at one event in order to show how suggestion functions within a network of moments and associations.
Digitizing Craft: Creative Writing Studies and New Media: A Proposal
Authors: Koehler Adam
Published: March 2024

This article identifies and examines a digital arm of creative writing studies and organizes that proposal into four categories through which to theorize the “craft” of creative production, each borrowed from Tim Mayers’s (Re)Writing Craft: Composition, Creative Writing, and the Future of English Studies: process, genre, author, and institutionality. Using research from composition studies and literary studies, the article examines the concerns each of these categories is beginning to confront as more and more creative texts recruit digital technologies. As such, the argument outlines four tiers that each work as a line of inquiry regarding the valuable—indeed necessary—ways to imagine concerns regarding craft in twenty-first- century creative writing studies.
Experiential Knowledge: How Literacy Practices Seek to Mediate Personal and Systemic Change
Authors: Gorzelsky Gwen
Published: March 2024

By analyzing Zen guided meditations, I argue that literacy researchers can improve the field’s conceptual tools by investigating experiential knowledge. Using work on procedural knowledge and the emotional bases of perception, cognition, and decision making, I show that experiential knowledge drives perceptions and action, thus shaping subjectivity. Because subjectivities (re)constitute larger systems, scholars should investigate how literacy interacts with experiential knowledge to learn whether and how it mediates personal and systemic change. To further such efforts, I show how some literacy practices use conceptual and procedural knowledge to revise experiential knowledge, and I outline an experiential approach to studying literacy.
Symposium: What Is College English?
Authors: Bloom Lynn Z. , White Edward M. , Enoch Jessica , Hawk Byron
Published: March 2024

This symposium explores the role(s) College English has (or has not) had in the scholarly work of four scholars. Lynn Bloom explores the many ways College English influenced her work and the work of others throughout their scholarly lives. Edward M. White examines four articles he has published in College English and draws connections between these and the development of college English over the past fifty years. Jessica Enoch studies College English as an archive whose meaning is developed both on and off its pages. And, finally, Byron Hawk troubles the ideas raised in previous essays, drawing attention to how a flagship journal such as College English can operate within the broader network of scholars in the field. Taken together, these perspectives draw attention to how College English connects to the field at large and how authors and readers may see the potential role(s) the journal plays in scholarly publishing in English studies today.
College Writing, Identification, and the Production of Intellectual Property: Voices from the Stanford Study of Writing
Authors: Lunsford Andrea A. , Fishman Jenn , Liew Warren M.
Published: March 2024

When, why, and how do college students come to value their writing as intellectual property? How do their conceptions of intellectual property reflect broader understandings and personal engagements with concepts of authorship, collaboration, identification, and capital? We address these questions based on findings from the Stanford Study of Writing, a five-year longitudinal cohort study that examined students’ writing, writing development, and attitudes toward writing throughout their college years and one year beyond. Drawing in particular from interview data, we trace relationships between students’ complex and creative negotiations with intellectual property and shaping tensions within the academy, arguing for renewed pedagogical approaches that affirm students’ writerly agency as consumers and producers of intellectual property.
Intellectual Property in College English— and English Studies
Authors: DeVoss Dànielle Nicole
Published: March 2024

In this review, I look back to the first issue of College English, and then across the years to trace the ways in which Intellectual Property (and this distinction from intellectual property is important) has been addressed by authors in the pages of the journal. I distinguish two periods of time marked by different approaches to IP issues, and conclude the review by drawing across the literature to situate implications, recommendations, and conclusions for the field to consider.
Translingual Literacy, Language Difference, and Matters of Agency
Authors: Lu Min-Zhan , Horner Bruce
Published: March 2024

We argue that composition scholarship’s defenses of language differences in student writing reinforce dominant ideology’s spatial framework conceiving language difference as deviation from a norm of sameness. We argue instead for adopting a temporal-spatial framework defining difference as the norm of utterances, and defining languages, literacy practices, conventions, and contexts as always emergent, ongoing products of iterations, and thus manifestations of writer agency. Using the “White Shoes” essay from David Bartholomae’s “Inventing the University,” we show how such a framework addresses the writer’s agency iterating the “same,” and how it resolves concerns to meet students’ need and right to learn both dominant and subordinate languages.
Femicide and Rhetorics of Coadyuvante in Ciudad Juárez: Valuing Rhetorical Traditions in the Americas
Authors: Serviss Tricia C.
Published: March 2024

This article analyzes the writings of activist women in modern-day Juárez, Mexico. I present their explanations about their own composition and delivery of two particular activist campaigns, highlighting the rhetorical strategies and practices they developed. Looking closely at these two campaigns, the article describes the rhetorical concept of coadyuvante developed by the activists in response to the rhetorical and material problem of femicide (the killing of women based on their gender) in Juárez.
The Daw and the Honeybee: Situating Metaphors for Originality and Authorial Labor in the 1728 Chambers’ Cyclopædia
Authors: Kennedy Krista
Published: March 2024

This article examines natural metaphors for authorship and ownership in the 1728 Chambers’s Cyclopædia, an influential precursor to and source for today’s encyclopedias. Carefully situating Chambers’s chosen metaphors of the honeybee and the daw within both historical and genre contexts reveals important nuances of authorial originality in reference texts that are most often understood as explicitly non-original and uncreative. His decisions concerning intellectual property were driven by his understanding of the transformative aspects of encyclopedic authorship and his ethical positioning of the encyclopedist as a gatherer and distributor of knowledge. His use of the honeybee as a metaphor for encyclopedic authorship demonstrates a rhetorical astuteness that draws from England’s rich apiary tradition as well as deeply British symbolism that positioned the honeybee as royal, moral, and virtuous. Taken together, Chambers’s argument demonstrates the need for careful attention to situated, historical factors in discussions of authorship and ownership.
Guest Editors’ Introduction: Seizing the Methodological Moment: The Digital Humanities and Historiography in Rhetoric and Composition
Authors: Enoch Jessica , Gold David
Published: March 2024

Although rhetoric and composition has long engaged with emerging digital technologies, historians in our field have not yet in large part entered these conversations. In this special issue, we present four essays by scholars building digital historiographic projects, each of which directly addresses values and concerns that lie at the heart of critical practice in rhetoric and composition: engaging underrepresented and marginalized communities; taking up critically important questions regarding historiographic investigation; and emphasizing collaboration among both scholars and stakeholder groups. Together, these essays contribute significantly to the still nascent conversation regarding how the digital intersects with the historical.
From Location(s) to Locatability: Mapping Feminist Recovery and Archival Activity through Metadata
Authors: Graban Tarez Samra
Published: March 2024

This article describes the author’s development of a digital historical tool that collects and visualizes metadata on women’s pedagogical activities from the Progressive Era through the present. The tool, Metadata Mapping Project, offers a new take on historical mapping by focusing on the locatability of documents, subjects, and events, and by making it possible for users to trace activities that would otherwise occur as references in archival ephemera. Using one pedagogue as an example of how the database can work, this article also considers the implications of this and other tools for feminist rhetorical historiography, especially for constructing rhetorical ecologies that are not artifact based.
“Revising the Menu to Fit the Budget”: Grocery Lists and Other Rhetorical Heirlooms
Authors: White-Farnham Jamie
Published: March 2024

Contributing to everyday writing research, this article reports on an interview study of retired women who use writing in the context of the household. Supported by an analysis of participants’ writing artifacts, it describes the social and material gains the women effect via mundane writing forms including menus and grocery lists. Such practices are acquired from the women’s workplaces and families, and an extensive analysis of one case in particular highlights the convergence of literacy practices, ethnic heritage, and material conditions to consider the impact and significance of writing practices handed down through family knowledge, or “rhetorical heirlooms.”
Multilingual Writing as Rhetorical Attunement
Authors: Leonard Rebecca Lorimer
Published: March 2024

This essay examines the lived literacy experiences of six multilingual immigrant writers, arguing that their everyday multilingual practices foster a distinct rhetorical sensibility: rhetorical attunement—an ear for, or a tuning toward, difference or multiplicity. Rhetorical attunement is a way of acting in the world as a multilingual writer that assumes linguistic multiplicity and invites the negotiation of meaning across linguistic differences. The essay shows that multilingual writers aren’t aware of this quality of language a priori, but come to know—become rhetorically attuned—across a lifetime of communicating across difference.
Theory in the Archives: Fred Newton Scott and John Dewey on Writing the Social Organism
Authors: Dyehouse Jeremiah
Published: March 2024

This article reconstructs a writing theory on which Fred Newton Scott and John Dewey collaborated in the 1890s. Drawing on technology theorists’ discussions of “technological determinism,” this article critiques the deterministic aspects of Scott’s and Dewey’s thinking, and it suggests that their errors can illuminate determinism’s dangers for contemporary writing theory. The article also discusses some questions that Scott’s and Dewey’s theory raise for study of their later ideas.
Toward a Queerly Classed Analysis of Shame: Attunement to Bodies in English Studies
Authors: Fox Catherine Olive-Marie
Published: March 2024

This article explores how scholarship informed by queer theory can be brought to bear on social class within the academy in order to open spaces for thinking about our professional ethos in English studies. I offer the term queerly classed faculty to accentuate the usefulness of bringing queer theory into conversation with questions of class, as well as to point to the strange or perverse sense of displacement that many faculty experience in relation to professional normalization. Through a brief analysis of queerly classed ruptures in normativity that tend to coalesce around questions of propriety and civility, I illustrate how we might use shame to expand and open the normative horizon of our collective professional subjectivity and ethos in English studies. Ultimately, I argue that the relational awareness and tension of ambivalence that shame produces for many queerly classed faculty offers an ethical calling, not to dispel the shame that is born of an interest in identification, but instead to use the embodied experience of shame to create a heightened sensitivity to our relation to self and others within our professional lives, such that we might find common ground among our differences.
Review: Theory, Practice, and the Disciplinary Cross-Narrative
Authors: Holdstein Deborah H.
Published: March 2024

Holdstein examines the threads that connect three seemingly disparate books in composition studies: Agents of Integration: Understanding Transfer as a Rhetorical Act by Rebecca S. Nowacek, The Materiality of Language: Gender, Politics, and the University by David Bleich, and The Promise of Reason: Studies in The New Rhetoric, edited by John T. Gage.
Rhetorical Education and Student Activism
Authors: Alexander Jonathan , Jarratt Susan C.
Published: March 2024

On February 8, 2010, eleven student activists at the University of California–Irvine protested a speech by Michael Oren, Israel’s ambassador to the United States. The disruptive nature of the protest by these students—advocates of Palestinian de-occupation and members of the Muslim Student Union—led to disciplinary action against their student organization and criminal prosecution in the local county court for disturbing the peace. This essay offers the results of an interview-based study exploring the rhetorical education of five of these college activists. The interviews reveal the powerful influence of family histories of activism and thoughtful reflections on the rhetorical dynamics of the Middle East conflict within local, national, and international publics. They also show student awareness of the limitations of the liberal-deliberative rhetorics that underpin most college writing courses. That students reported only a tenuous sense of connection between college courses and self-sponsored activist education suggests that teachers and scholars of rhetoric and composition may need to give cocurricular activism more consideration in the next phase of the “social turn.”
One Train Can Hide Another: Critical Materialism for Public Composition
Authors: Scott Tony , Welch Nancy
Published: March 2024

The viral video Kony 2012 is the point of departure for our argument that composition’s public turn is marked by a concern with discursive features and digitized forms at the expense of attention to historical context and human consequences. The alternative we propose, critical materialist pedagogy, reconnects discursive and digitized arguments to the extradiscursive interests they serve. By urging teachers and students to “think through the body,” this critical materialist pedagogy tests fetishized appearances against lived reality—and reconnects public rhetoric to embodied examples of struggle and material potential for creative action.
Symposium: Revaluing the Work of the Editor
Authors: Sheffield Jenna Pack , Sparks Summar C. , Ianetta Melissa
Published: March 2024

Contributors to this symposium reflect on the role of the journal editor, noting the experiences of graduate student editors, the contributions of journal editors, and the tension that may exist between the roles of editor as gatekeeper and editor as facilitator.
Opening the Conversation: What Is English? Revisiting the Nature of Our Discipline with Past Editors Allen Berger and Gordon Pradl
Authors: Rush Leslie S. , Scher Lisa
Published: March 2024

In this issue we feature the third of four guest editorials in honor of NCTE’s 100th anniversary. We welcome Allen Berger, who was editor from 1979 to 1986, and Gordon Pradl, who was coeditor—along with Mary K. Healey—from 1986 to 1993. As with the January and April editorials, we asked our former editors to respond to a question from one of their own editorials: What is English? How do student achievement and teacher competency affect the public’s perception of what it means to be an English teacher?
Extending the Conversation: Seeing Our City, Students, and School: Using Photography to Engage Diverse Youth with Our English Classes
Authors: Zenkov Kristien , Harmon James , Bell Athene , Ewaida Marriam , Lynch Megan R.
Published: March 2024

In this article a team of English teachers and teacher educators reflect on both their involvement with the photovoice project Through Students’ Eyes (TSE) and on the photographic and written data of their students’ perspectives on school. After working with hundreds of youth involved with TSE for most of the past decade, they consider why they have been involved with the project, what it has meant for them as English teachers, the nature of their university/school collaborations, how the project has mattered to their students, and how it might matter to other English educators. The authors describe how they have gained knowledge of their students, maintained a professional humility, and recognized the importance of asking youth and themselves about the value of school.
“White People Don’t Work at McDonald’s” and Other Shadow Stories from the Field: Analyzing Preservice Teachers’ Use of Obama’s Race Speech to Teach for Social Justice
Authors: Davila Denise
Published: March 2024

This study investigates the outcomes of two novice preservice teachers’ (PSTs’) attempts at taking up the roles of critical guides (Damico & Apol, 2008) to mediate discussions about racism inresponse to President Barack Obama’s (2008) campaign speech “A More Perfect Union.” With the objective of teaching for social justice, these PSTs initiated their discussions in two senior English classrooms at the same high school located in a predominantly white, economically low-middle-class Midwest community. Profiles of each intern were developed from data comprised of field notes, meeting notes, interviews, video and audio recordings, journal entries, essays, and other artifacts. Framed by Damico and Apol’s (2008) concept for mediating historical risky texts, and grounded in the principles of critical literacy and antiracist pedagogy, this investigation demonstrates that despite their objective to teach social justice, the PSTs enacted discussions that generated shadow texts (Simon, 2000) and perpetuated stereotypes. It suggests that for these PSTs, there may be a disconnection between the theories they learned in their teacher preparation courses and their practical application of such theories in the field.
Living the Poet’s Life: Using an Aesthetic Approach to Poetry to Enhance Preservice Teachers’ Poetry Experiences and Dispositions
Authors: Certo Janine L. , Apol Laura , Wibbens Erin , Hawkins Lisa K.
Published: March 2024

In this article, we argue that preservice teachers have limited experience reading and writing poetry, and that if they are to teach poetry in meaningful ways to their future students, they need to have compelling experiences with poetry in teacher education—ones that take into account their former experiences and incoming dispositions and that invite them to begin to live “the life of a poet.” We designed a poetry course for 23 junior and senior elementary, middle school, and secondary school English language arts majors to provide them with such a set of experiences. Although incoming preservice teachers reported limited, often negative, previous experiences with poetry, we found that using what we came to call an “aesthetic approach” improved both their experiences with and their dispositions toward reading, writing, and performing poetry. Using a qualitative research design, we drew on Boyer’s notion of the scholarship of teaching (1990) to address three research questions: (1) What are preservice teachers’ perceptions of past experiences with poetry? (2) What dispositions (that is, attitudes and habits) toward poetry reading, writing, and performance do preservice teachers have? (3) How can an aesthetic approach enhance preservice teachers’ experiences with and dispositions toward poetry? Based on this research, we recommend that teacher education not only include substantive coursework on the topic of poetry, but that the pedagogy of such a course approximate, to the extent possible, practicing poets’ engagement with the genre.
Opening the Conversation: Maintaining Collegiality in Tough Times
Authors: Rush Leslie S. , Scherff Lisa
Published: March 2024

Editors Scherff and Rush introduce the issue and its themes.
Exploring the Significance of Social Class Identity Performance in the English Classroom: A Case Study Analysis of a Literature Circle Discussion
Authors: Thein Amanda Haertling , Guise Megan , Sloan DeAnn Long
Published: March 2024

English educators at all levels have endeavored to understand difference in their classrooms both in terms of the content that they teach and in terms of the social and cultural identities of students in their classrooms. However, although educators have come a long way in understanding identity as it is constituted by race and gender, much work is needed for social class identity to be understood with nuance and complexity. This article explores the salience of class identity as it affects one aspect of learning in the English classroom—literary interpretation. Specifically, this article draws on data from a six-week literature circle unit in which four white, socioeconomically diverse students discussed Dorothy Allison’s Bastard Out of Carolina. By examining and uncovering the students’ social class identity performances as they influenced both their participation and interpretations in the literature circle, this article sheds light on the significance of social class identity in the English classroom and makes a case for the importance of a more thorough consideration of social class in teaching and research in English education.
Opening the Conversation: Looking Back at 2011 to Inform 2012
Authors: Rush Leslie S. , Scherff Lisa
Published: March 2024

Editors Scherff and Rush introduce the issue and its themes.
Extending the Conversation: Building Insider Knowledge: Teaching Students to Read, Write, and think within ELA and across the Disciplines
Authors: Rainey Emily , Moje Elizabeth Birr
Published: March 2024

We offer this article to support ELA and other subject-area teachers as they think about why disciplinary literacy teaching is important and how to enact it in robust ways. We argue that it is critical for the improvement of students’ academic literacy development and overall learning that all teachers and literacy researchers attend to the teaching of disciplinary literacy in every subject area.
Extending the Conversation: Why Does He Want a Dictator? Action Research on Democratic Classroom Decision Making
Authors: Ellis Lindsay
Published: March 2024

This article extends the conversation on English education as preparation for democratic participation. The author journeys through a cycle of action research, analyzing one classroom case study to improve her practice of curricular negotiation in a methods of teaching writing course.
Opening the Conversation: Thoughts on Transitions
Authors: Scherff Lisa , Rush Leslie S.
Published: March 2024

The editors introduce the content of this issue.
Extending the Conversation: Raising Issues of Rurality in English Teacher Education
Authors: Eckert Lisa Schade , Petrone Robert
Published: March 2024

Situated within the challenges faced by English teacher educators in the frontier state of Montana, this article argues for the need for increased attention to issues of ruralitywithin the field of English education. Conceptualizing rural education as an issue of social justice, the article suggests several approaches English teacher educators andresearchers might take in thinking about rural English education, including integrating readings related to rurality in English education coursework, researching the uniquechallenges of teacher identity formation within rural contexts, and emphasizing research focused on rural youth literacy practices.
Contradictory and Missing Voices in English Education: An Invitation to English Faculty
Authors: Smith Emily R. , Bowen Betsy A. , Dohm Faith A.
Published: March 2024

This article offers both a rationale and a proposal for the meaningful contribution of English faculty to the preparation of English teachers. We draw on data from teacher licensure tests and interviews with English and English Education faculty to underscore contradictions among the various voices in English education and to identify ways of bringing English faculty more meaningfully into the conversation. While analysis of our quantitative data suggests correlations between Praxis II exams and other measures of candidates’ content knowledge and skills, analysis of interview transcripts and course documents reveals clear differences. We conclude with recommendations for involving English faculty in teacher preparation to balance out the contradictory and dominant voices in English education.
Opening the Conversation: Reflections on the 2013 NCTE Convention
Authors: Rush Leslie S. , Scherff Lisa
Published: March 2024

The editors reflect on the last NCTE Annual Convention and introduce the articles in this issue.
Reclaiming English Education: Rooting Social Justice in Dispositions
Authors: Alsup Janet , Miller sj
Published: March 2024

This article addresses the importance of foregrounding social justice in teaching and assessing dispositions for preservice teachers in secondary English language arts. We provide a historical overview of dispositions and their politicization, and we address NCATE’s removal of social justice and its impending return. We conclude with possibilities for assessing dispositions for social justice and reflections on the implications for accreditation and consider what might be in store for the future of dispositions in English education.
Activist Teacher Education, Foucault, and the Case of Two English Teachers
Authors: Brass Jory
Published: March 2024

This article explores Foucault’s counterintuitive views on intellectuals and activism through conceptual arguments, teacher inquiry, and qualitative data to create space to consider alternative approaches to political action in teacher education. After contrasting CEE’s political action agenda with Foucault’s critical project, I outline my early attempts to put Foucault’s ideas to work in a master’s level curriculum course. I then explore the case of two English teachers who attributed their professional renewal and local activism to moments of the course that were influenced by Foucault’s genealogies.
Extending the Conversation: Learning to Teach and Critical Pedagogy: Struggling with a “Do as I Say, Not as I Do” Pedagogy
Authors: Berchini Christina N.
Published: March 2024

This article is a critical reflection in which I address epistemological and institutional collisions in beliefs and praxis that I’ve experienced as an instructor of English methods courses in Michigan State University’s secondary teacher preparation program.
Sustaining Narratives of Hope: Literacy, Multimodality, and the Dr. Pedro Albizu Campos High School
Authors: Berry Patrick W. , Cavallaro Alexandra J. , Vázquez Elaine , DeJesús Carlos R. , García Naomi
Published: March 2024

This article explores how an English teacher, students, and administrators at a public high school in Chicago participated in a multimodal writing project that negotiated the space between hope and critique, ultimately placing the community at the center of the curriculum. This project aims to illuminate how narrative renderings of possibility—or the lack thereof—construct understandings of reality, and how multimodality might be used to help teachers and students share their own visions with one another and with the public. Finally, this article suggests ways in which English educators, researchers, and students might collaborate to create productive spaces wherein disparate narratives can coexist.
Who’s the Teacher? What Tony Danza Taught Us about English Education
Authors: Bach Jacqueline , Weinstein Susan
Published: March 2024

This study examines the reality TV series Teach: Tony Danza and argues for its value as a teaching tool in the secondary English methods class. Drawing on television studies, in particular, theories surrounding reality television, the authors suggest that their students’ knowledge of the conventions and practices of reality television shows opens up a space for them to focus on the “real, but not quite real” representations of Danza’s experiences teaching. His celebrity status creates a distance between him and our preservice teachers that allows them to feel comfortable analyzing and critiquing his often-problematic practices. The authors, having used excerpts from this series in methods courses with undergraduate and graduate preservice English teachers, find that the series, along with its accompanying, interactive website, provides opportunities for students to interrogate questions of classroom management, assessment, student teacher relationships, and course content.
Extending the Conversation: Reframing Literacy Practices for Culturally and Linguistically Diverse Students in U.S. Schools
Authors: He Ye , Vetter Amy , Fairbanks Colleen
Published: March 2024

The growing numbers of culturally and linguistically diverse students, including English learners, in US K–12 settings, pose unique challenges and opportunities for English educators. While there have been evolving efforts in policy, research, and classroom practices to support culturally and linguistically diverse learners' development, a broadened understanding of their cultural lives and more global and contextualized perspectives are needed. Building upon a cosmopolitan perspective, this article explores the current policies, research, and practices related to language and literacy education for these students. Promising practices in English education in terms of strategies to promote world Englishes, multiliteracy and critical literacy practices are examined. Finally, recommendations for the development of policy and research that address a broader sociocultural understanding of culturally and linguistically diverse students and English education are also provided.
Opening the Conversation: Taking Stock in Our Final Year of Editorship
Authors: Rush Leslie S. , Scherff Lisa
Published: March 2024

The editors look back on their editorship of EE and introduce the current issue.
Preparing Preservice Teachers to Become Teachers of Writing: A 20-Year Review of the Research Literature
Authors: Morgan Denise N. , Pytash Kristine E.
Published: March 2024

University teacher education programs are the “foremost settings for learning how to teach” (Smagorinsky et al., 2003). Yet, how to prepare preservice teachers to teach writing has received little attention from literacy researchers. Despite research reviews for reading teacher research, currently one does not exist for writing teacher education. This article attempts to address this gap by presenting a 20-year literature review (1990–2010) of peer-reviewed studies focused on preparing preservice teachers to teach writing.
The Power of the Listening Ear
Authors: Campbell Robyn
Published: March 2024

Do we spend enough time developing students’ listening skills?
Research for the Classroom: Graphic Novels in the Classroom: Curriculum Design, Implementation, and Reflection
Authors: Gorlewski Julie , Schmidt Joanna
Published: March 2024

Research for the Classroom publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.
Ethics as a Form of Critical and Rhetorical Inquiry in the Writing Classroom
Authors: Henning Teresa
Published: March 2024

What can improve students’ engagement in persuasive writing? A strong ethical dilemma and strategies for developing intelligent responses.
Assessing Internal Group Processes in Collaborative Assignments
Authors: Nelson Trudi J.
Published: March 2024

Involving students in close examinations of their work in groups can increase the effectiveness of collaborative learning strategies.
Research for the Classroom: Seize the Data: Embracing Information
Authors: Gorlewski Julie
Published: March 2024

Research for the Classroom publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.
Teaching Young Adult Literature: Acid-Washed Jeans, a Moussed-Out Mullet, and Eternity Cologne: The Challenges of Growing Up [FREE ACCESS]
Authors: Roberts Mike
Published: March 2024

Teaching Young Adult Literature describes innovative methods for engaging students in reading, writing, and discussing contemporary and classic literary texts written for adolescents.
The Literary Changes: From the Book Room to the Discovery of American Literatures and NCTE
Authors: Rodríguez R. Joseph
Published: March 2024

Using his own experiences as a reader, the author advocates for increased attention to diverse literatures.
A Community of Scholars: The Native American Caucus
Authors: Bizzaro Resa Crane
Published: March 2024

The author outlines her work with the Native American Caucus and its support for Native scholars.
Researching Practice and Practicing Research
Authors: DiPardo Anne
Published: March 2024

The writer sketches NCTE’s place in the world of educational research.
NCTE & Me: Reflections on the Council’s Role in One Teacher’s Life
Authors: Smagorinsky Peter
Published: March 2024

NCTE was central to the author’s career journey.
CEE and Life as an English Educator
Authors: Alsup Janet
Published: March 2024

An NCTE group specifically for English educators, the Conference on English Education is central to teacher preparation.
Achievement Awards in Writing: The Gold Standard of Contests
Authors: Reese Susan
Published: March 2024

NCTE’s Achievement Awards in Writing offer students an opportunity to showcase their best work.
From the Secondary Section: Through Their Eyes: Remembering September 11, 2001
Authors: Toomer Jeanette
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Challenging Texts: Decoding Teacher and Student Identity with Jay-Z
Authors: McKeown Brent
Published: March 2024

Challenging Texts explores various ways of teaching literary theory to high school and middle school students.
Professional Writing in the English Classroom: Student Writers as Problem Solvers in Literature Classrooms
Authors: Reed Dawn , Greene Katie
Published: March 2024

Professional Writing in the English Classroom publishes articles about teaching students to write effectively in the genres, conventions, and visual designs required for professional contexts and related rhetorical situations.
Research for the Classroom: Trying on Reciprocal Teaching: A Novice’s Struggle Becomes a Veteran’s Success
Authors: Moon Shannon S.
Published: March 2024

Research for the Classroom publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.
Teaching Young Adult Literature: Making Magic with YAL
Authors: Haskins Jeannette
Published: March 2024

Teaching Young Adult Literature describes innovative methods for engaging students in reading, writing, and discussing contemporary and classic literary texts written for adolescents.
EJ in Focus: Bullying Reconsidered: Educating for Emotional Literacy
Authors: Mack Nancy
Published: March 2024

Students can develop thoughtful emotional choices through the study of language arts.
Student Voices: What Can Bystanders Do to Prevent Bullying of Students Who Are Different (or Perceived as Different) from Others?
Authors: Nordseth Anna , Vepachedu Vikas , Shipman Grant , Alayachew David
Published: March 2024

Student Voices provides a forum for students to share their experiences and recommendations.
Tough Talk as an Antidote to Bullying
Authors: Miller Donna L.
Published: March 2024

Miller details strategies for productive discussions about controversial characters.
Using Warriors Don’t Cry in a Capstone Project to Combat Bullying
Authors: Korneliussen Kristin
Published: March 2024

What can teachers do when students routinely tease and bully one another?
Dismantling Bullying with a Class Magazine: Creating Connections and Community
Authors: Almeda Cheryl H.
Published: March 2024

Almeda suggests a classroom magazine to turn outcast students into heroes.
Research for the Classroom: Analyzing Classroom Literacy Events: What Observing Classroom Conversations about Popular Culture Can Reveal about Reading
Authors: Gorlewski Julie , Garland Kathy
Published: March 2024

Research for the Classroom publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.
EJ in Focus: Superman Is Dead: How We Help Students Make Sense of Literary Characters
Authors: Gilmore Barry
Published: March 2024

A student’s fascination with the Man of Steel inspires this teacher and well-known author to ask three deep questions about how we can and should engage with charactersin English class.
Challenging Characters: Learning to Reach Inward and Outward from Characters Who Face Oppression
Authors: Hsieh Betina
Published: March 2024

Characters who face difficult circumstance “such as Anne Frank and characters from “Am I Blue?” and A Child Called “It”” inspire deep connections and increasedreading skills.
How to Live? What We Can Learn from Ivan Ilych’s Death
Authors: Felps Maryann
Published: March 2024

Can the death of a 19th-century Russian bureaucrat breathe life into 21st-century American students?
Odysseus Deconstructed: Crossing the Threshold into Critical Thinking
Authors: Howell Emily Nicole
Published: March 2024

Is Odysseus really a hero to today’s students? Join this high school English teacher’s quest to find out.
Most Likely to Succeed: Seeking Self-Knowledge in the Company of Characters
Authors: Gardoqui Kate Ehrenfeld
Published: March 2024

Following this author’s innovative suggestions for studying characters may earn you Most Interesting Literature Teacher.
Mentoring Matters: Positioning Student Teachers as Powerful Partners: Dancing without Bruised Toes
Authors: McCann Thomas M. , McBee Orzulak Melinda J.
Published: March 2024

Mentoring Matters focuses on effective ways to support new English teachers and student teachers.
A Case for the Autistic Perspective in Young Adult Literature
Authors: Van Hart Rachel F.
Published: March 2024

What can we learn from young adult novels about autism spectrum disorder?
In Defense of Graphic Novels
Authors: Hansen Kathryn Strong
Published: March 2024

If you’re having trouble convincing someone that graphic novels are worth class time, this article is for you.
Planning at a Higher Level: Ideas, Form, and Academic Language in Student Prewriting
Authors: Morris Paul
Published: March 2024

Using a lesson on leadership featuring Shakespeare’s The Tempest as an example, Morris describes a multi-step approach to in-depth prewriting.
The Infamy of Grading Rubrics
Authors: Livingston Michael
Published: March 2024

Livingston explains why he will be using rubrics to respond to students’ writing.
IN THIS ISSUE: Ready for the Real World?
Authors: Groenke Susan L.
Published: March 2024

President Obama’s educational goal that high schools prepare students who are “college and career ready” leaves us to debate exactly what that means. Editor Susan Groenke contends that if we ask our college freshmen what they needed in high school to be “college ready,” they will tell us. This issue’s authors describe research with college students about their high school English experiences, share ideas about how to transfer literature-based skills to “real-world” contexts, address the teaching of students who are not college-bound, and contemplate how to develop English teachers who both work within and critique current standards-based instruction. Also included is an interesting letter from a Canadian high school student who wanted to respond to the February issue, “Troubling the Literary Canon.” This student supports the growing perspective that listening to the voices of young people can help us better know what they need to be ready for the “real world.”
Focus on Policy: Listening to Echoes: Teaching Young Black Men Literacy and the Distraction of ELA Standards
Authors: Kirkland David E.
Published: March 2024

The default image to which many ELA standards adhere lacks the complexity and sensitivity to account for the diverse range of students that occupy ELA classrooms. For young Black men, such standards poise a unique threat as they fail to reflect the social and cultural dimensions that factor into Black male literacy practices. In so doing, Kirkland argues that ELA standards help reproduce the dissonance and chronic failures that characterize Black male school experiences and shapes the tragedies that further burden Black male life. Kirkland complicates the notion of standards by offering the narrative of a young Black male, Rashad, illustrating how his practices of literacy are found in the echoes of an older brother, but leveraged against the standardized literacy practices of the classroom. In order to be useful to Black males, Kirkland concludes, ELA standards must be rewritten with Black males in mind, drawing from their literacy biographies and offering opportunities to reformat the echoes that hide in the pulse of their beings into a rich range of socially and culturally sensitive practices that promote healing, hope, and justice.
Profiles and Perspectives: Spilling Ink: Writing in the Play Zone
Authors: Mazer Anne , Potter Ellen
Published: March 2024

Anne Mazer and Ellen Potter, authors of SPILLING INK: A YOUNG WRITER'S HANDBOOK, discuss techniques that can help teachers more fully engage students in creative writing. Â Mazer explores young writers’ fear of making mistakes and straying from mainstream writing rules. She suggests that removing expectations from the writing process and allowing students to follow their own natural bents will help them to gain confidence in their writing. Potter discusses ways to work with children’s natural instinctive playfulness in order to keep them connected to the writing process. She also suggests various writing exercises, including writing in different venues and collaborative writing. The authors conclude by stating their conviction that when students experience the joy of writing, they then become receptive to tackling the more difficult aspects of the craft.