bluuebunny/crossref_metadata_2025 huggingface dataset:
Teacher Learning Communities: An NCTE Policy Research Brief
Authors: Squire James R.
Published: March 2024

This brief describes benefits and provides research-based recommendations for establishing teacher learning communities.
President’s Commentary: It’s a Bird, It’s a Plane, It’s a Book!
Authors: Jago Carol
Published: March 2024

When we back away from offering our students the richness and complexity found in art and literature, Jago believes, we abrogate our fundamental responsibility to broaden students’ horizons.
The Music of Form: Rethinking Organization in Writing
Authors: Elbow Peter
Published: March 2024

Written words are laid out in space and exist on the page all at once, but a reader can only read a few words at a time. For readers, written words are trapped in the medium of time. So how can we best organize writing for readers? Traditional techniques of organization tend to stress the arrangement of parts in space and certain metadiscoursal techniques that compensate for the problem of time. In contrast, I’ll describe five ways to organize written language that harness or bind time. In effect, I’m exploring form as a source of energy. More broadly, I’m implying that our concept itself of “organization” is biased toward a picture of how objects are organized in space and neglects the story of how events are organized in time.
Rationality as Rhetorical Strategy at the Barcelona Disputation, 1263: A Cautionary Tale
Authors: Bizzell Patricia
Published: March 2024

Often, composition teachers present public debate as if it occurs on a rhetorically level playing field, with victory going to the person who argues most logically. Real-world contestants are seldom so equal in power. We can enrich our pedagogy by studying such encounters; example: the 1263 disputation at Barcelona between Rabbi Nachmanides and Friar Paul Christian.
The Ethics of Argument: Rereading Kairos and Making Sense in a Timely Fashion
Authors: Harker Michael
Published: March 2024

This study challenges the prevailing interpretations of the Greek rhetorical principle of kairos “saying the right thing at the right time” and attempts to draw on a more nuanced understanding of the term in order to provide generative re-readings of three Braddock Award–winning essays.
Writing and Teaching behind Barbed Wire: An Exiled Composition Class in a Japanese-American Internment Camp
Authors: Wu Hui
Published: March 2024

By reflecting on Japanese internment camps executed by the U.S. government in World War II, this article examines camp schools’ curricula and writing assignments and an English teacher’s response to student essays to show how racially profiled students and their Caucasian teacher negotiated the political meanings of civil rights and freedom.
Personal Genres, Public Voices
Authors: Danielewicz Jane
Published: March 2024

Writing in personal genres, like autobiography, leads writers to public voices. Public voice is a discursive quality of a text that conveys the writer’s authority and position relative to others. To show how voice and authority depend on genre, I analyze the autobiographies of two writers who take opposing positions on the same topic. By producing texts in genres with recognizable social functions, student writers gain agency.
The Scarlet P: Plagiarism, Panopticism, and the Rhetoric of Academic
Authors: Zwagerman Sean
Published: March 2024

This article is a rhetorical analysis of the anxious and outraged discourse employed in response to the “rising tide” of cheating and plagiarism. This discourse invites actions that are antithetical to the goals of education and the roles of educators, as exemplified by the proliferation of plagiarism-detection technologies.
Language, Literacy, and the Institutional Dynamics of Racism: Late-1960s Writing Instruction for “High-Risk” African American Undergraduate Students at One Predominantly White University
Authors: Lamos Steve
Published: March 2024

This essay analyzes the ways in which subtly but powerfully racist ideologies of language and literacy shaped the institutional development of one writing program for “high-risk” African American college students during the late 1960s and early 1970s. It further theorizes the value of such institutional analysis for counteracting racism within present-day writing programs.
Review Essay: Politics, Gender, Literacy: The Value and Limitations of Current Histories of Women’s Rhetorics
Authors: Desser Daphne
Published: March 2024

Reviews of: “Managing Literacy, Mothering America: Women’s Narratives on Reading and Writing in the Nineteenth Century” by Sarah Robbins; “Regendering Delivery: The Fifth Canon and Antebellum Women Writers” by Lindal Buchanan; “Vote and Voice: Women’s Organizations and Political Literacy, 1915–1930” by Wendy B. Sharer.
Toward a Rhetoric of Self-Representation: Identity Politics in Indian Country and Rhetoric and Composition
Authors: Cushman Ellen
Published: March 2024

describe and analyze the cases of three Native scholars in order to explore the claims, evidence, and rhetorical exigencies present when a scholar claims to be Native American.
2008 CCCC Chair’s Address: Representing Ourselves
Authors: Glenn Cheryl
Published: March 2024

This is the text of Cheryl Glenn’s address at the CCCC meeting in March 2008.
Review Essay: Common Sense and Theory in the Teaching of Composition Teachers
Authors: Sullivan Patricia Suzanne
Published: March 2024

Reviewed: Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants Sally Barr Ebest Don’t Call It That: The Composition Practicum Sidney I. Dobrin, editor Concepts in Composition: Theory and Practice in the Teaching of Writing Irene Clark, with Betty Bamberg, Darsie Bowden, John R. Edlund, Lisa Gerrard, Sharon Klein, Julie Neff Lippman, and James D. Williams
The Movement of Air, the Breath of Meaning: Aurality and Multimodal Composing
Authors: Selfe Cynthia L.
Published: March 2024

Rhetoric and composition’s increasing attention to multimodal composing involves challenges that go beyond issues of access to digital technologies and electronic composing environments. As a specific case study, this article explores the history of aural composing modalities (speech, music, sound) and examines how they have been understood and used within English and composition classrooms and generally subsumed by the written word in such settings. I argue that the relationship between aurality (and visual modalities) and writing has limited our understanding of composing as a multimodal rhetorical activity and has thus, deprived students of valuable semiotic resources for making meaning. Further, in light of scholarship on the importance of aurality to different communities and cultures, I argue that our contemporary adherence to alphabetic-only composition constrains the semiotic efforts of individuals and groups who value multiple modalities of expression. I encourage teachers and scholars of composition, and other disciplines, to adopt an increasingly thoughtful understanding of aurality and the role it—and other modalities—can play in contemporary communication tasks.
Composition as a Thermostatic Activity
Authors: Lynch Paul
Published: March 2024

This essay offers Neil Postman’s thermostatic metaphor as a model for critical teaching. In this model, the role of the composition teacher is that of a thermostat that responds to a changing ideological environment by offering counterbalance. Such a stance is an anti-stance since it requires the teachers to enact philosophies and pedagogies, rather than holding them.
Working Boundaries: From Student Resistance to Student Agency
Authors: Gorzelsky Gwen
Published: March 2024

Based on an ethnographic study of a writing course taught by a talented instructor who integrated process and critical pedagogy approaches, I argue that many students actively engage with the concerns of critical pedagogy when the classroom ethos strongly supports their agency’ their ownership of their developing ideas and texts.
Lydia J. Roberts’s Nutrition Research and the Rhetoric of “Democratic” Science
Authors: Jack Jordynn
Published: March 2024

This article examines how the South African Committee for Higher Education used the resources of print culture to design forms of writing and delivery systems that provided students and post-literate adults in the anti-apartheid struggle of the 1980s with the means to recognize and represent themselves as rhetorical agents, for whom reading and writing were tools of deliberation and social action to participate in building a non-racial political future.
The Bust in’ and Bitchin’ Ethe of Third-Wave Zines
Authors: Helmbrecht Brenda M. , Love Meredith A.
Published: March 2024

Our article seeks to integrate alternative voices into traditional rhetorical study by turning to Bitch and BUST, two mainstream zines that serve as dynamic examples of young women’s rhetoric in action.Â We believe these zines are shaping the present and future of women’s rhetoric.Â Their most significant contribution to the understanding of women’s rhetoric is located in the way they accommodate ethotic constructions that are at once contradictory and complementary.Â While these texts can seem abrasive and perhaps even outrageous, the ways in which the writers shape their ethe can teach rhetoricians and teachers of rhetoric and writing about the modes of argumentation practiced by this subculture of the current feminist movement, one which is firmly grounded in the larger public sphere.
Creating a Culture of Assessment in Writing Programs and Beyond
Authors: Moore Cindy , O’Neill Peggy , Huot Brian
Published: March 2024

As writing-program administrators and faculty are being called upon more frequently to help design and facilitate large-scale assessments, it becomes increasingly important for us to see assessment as integral to our work as academics. This article provides a framework, based on current historical, theoretical, and rhetorical knowledge, to help writing specialists understand how to embrace assessment as a powerful mechanism for improved teaching and learning at their institutions.
The Writing Center Paradox: Talk about Legitimacy and the Problem of Institutional Change
Authors: Carter Shannon
Published: March 2024

Scholarship on writing centers often relies on validation systems that reconcile tensions between equality and plurality by privileging one over the other. According to feminist political theorist Chantal Mouffe, neither absolute equality nor absolute plurality are possible in any democratic system, a conflict she calls “the democratic paradox” and insists is the essence of a “well-functioning democracy” that supports pluralistic goals. The following article argues that a similar logic shapes writing center work and, therefore, any attempt to promote change must likewise embrace the democratic paradox as it manifests itself in the writing center: “the writing center paradox.”
Adding Value for Students and Faculty with a Master’s Degree in Professional Writing
Authors: Hunter Susan M. , Giddens Elizabeth J. , Walters Margaret B.
Published: March 2024

This article describes an interdisciplinary professional writing program and its benefits for students (in terms of knowledge, habits of mind, and developing careers). The authors present qualitative research findings about habits of mind and knowledge domains of successful students, which may prove valuable for faculty teaching in similar programs as they consider curriculum design, or for faculty pondering issues of career development for master’s degree graduates.
Essjay’s Ethos: Rethinking Textual Origins and Intellectual Property
Authors: Brown James J.
Published: March 2024

Discussions of intellectual property are often the focus of rhetoric and composition research, and the question of textual origins grounds these discussions. Through an examination of Wikipedia, the online encyclopedia anyone can edit, this essay addresses disciplinary concerns about textual origins andÂ intellectual property through a discussion of situated and constructed ethos.
Theorizing Feminist Pragmatic Rhetoric as a Communicative Art for the Composition Practicum
Authors: Ryan Kathleen J. , Graban Tarez Samra
Published: March 2024

This article uses the convergence of our positionings as feminists, pragmatists, and rhetoricians to theorize communicative gaps related to different beliefs about writing instruction as sites of generative dialogue. We offer a WPA/TA discourse model centered on productive resistance and on discursive power to posit feminist pragmatic rhetoric as a communicative art of writing program change.
Negotiating Rhetorical, Material, Methodological, and Technological Difference: Evaluating Multimodal Designs
Authors: Shipka Jody
Published: March 2024

The assessment framework presented here draws on theories of reflective practice and mediated activity to update or “multimodalize” the reflective texts students are sometimes asked to compose after completing an essay. The article underscores the importance of having students assume greater responsibility for cataloging and assessing the potentials of the texts they compose both within and beyond the space of the classroom.
The Politics of Literacy: Countering the Rhetoric of Accountability in the Spellings Report and Beyond
Authors: Green Angela K.
Published: March 2024

This article briefly analyzes the Spellings Commission Report on Higher Education, places it in the context of other American education reforms, and suggests ways for literacy educators to respond to this latest call for accountability in ways that are cognizant of political realities without compromising the integrity of our profession.
Campus Racial Politics and a “Rhetoric of Injury”
Authors: Hoang Haivan V.
Published: March 2024

If college writing faculty wish to prepare students to engage in civic forums, then how might we prepare students to write and speak amid racial politics on our campuses? This article explores the college student discourse that shaped an interracial conflict at a public California university in 2002 and questions the “rhetoric of injury” informing racial accountability in the post-civil rights era.
Review: “Radical to Many in the Educational Establishment”: The Writing Process Movement after the Hurricanes
Authors: Yagelski Robert P.
Published: March 2024

Reviewed are anniversary reissues of Writing without Teachers, by Peter Elbow; Pedagogy of the Oppressed, by Paulo Freire; and A Writer Teaches Writing, by Donald M. Murray.
Linguistic Memory and the Politics of U.S. English
Authors: Trimbur John
Published: March 2024

Tracing the effects of the “laissez-faire” postcolonial politics of language in the United States, which in fact enabled English to become the dominant language through cultural rather than institutional means, the essay then suggests how the linguistic memory that emerges from decolonization and nation building continues, often in unsuspected ways, to influence the language policy of the modern U.S. university and U.S. college composition. The author argues for a national language policy that moves beyond the notion of language as a right, with its lingering assumptions of English monolingualism as an ultimate goal, and instead fosters a linguistic culture where being multilingual is both normal and desirable.
Toward a Writing Pedagogy of Shuttling between Languages: Learning from Multilingual Writers
Authors: Canagarajah A. Suresh
Published: March 2024

The author suggests that models positioning the multilingual writer as passively conditioned by “interference” from his or her first language, as well as more correlative models of the interrelationships of multiple languages in writing, need to be revised. Analyzing works written to different audiences, in different contexts, and in different languages by a prominent Sri Lankan intellectual, the author instead suggests a way of understanding multilingual writing as a process engaged in multiple contexts of communication, and multilingual writers as agentive rather than passive, shuttling creatively among languages, discourses, and identities to achieve their communicative and rhetorical objectives.
Living-English Work
Authors: Lu Min-Zhan
Published: March 2024

Keeping in mind the Chinese character-combination yuyan, with its multiple meanings of language, parts of language, the processes of language, and the products of those processes, the author depicts English as kept alive by many people and by many different ways of using it in a wide range of personal, social, and historical contexts. She proposes four lines of inquiry “against the grain” of English-only instruction—that living-English users weigh what English can do for them against what it has done to them; that they weigh what English can do against what it cannot do; that they understand English as being in the hands of all its users; and that they focus energy on how to tinker with the very standardized usages they are pressured to “imitate”—and discusses the implications of those lines of inquiry for composition in the United States.
Response: Taking Up Language Differences in Composition
Authors: Bawarshi Anis
Published: March 2024

The author reads the essays in this issue from the perspective of work in rhetorical genre theory on the concept of “uptake” in order to examine some of the challenges and possibilities teachers as well as students face as they engage in the work of identifying and deploying multiple languages and discourses. He suggests that the essays allow us to see uptake both as a site for the operations of power and a site for intervening in those operations, as well as allowing us to see a number of such interventions underway.
Inheriting Deconstruction: Rhetoric and Composition's Missed Encounter with Jacques Derrida
Authors: Rollins Brooke
Published: March 2024

Against the backdrop of the passionate and conflicting assessments of Jacques Derrida that followed his 2004 death, this article reviews rhetoric and composition’s scholarly appropriation of deconstruction during the 1980s and early 1990s. Contending that the field primarily used deconstruction in the service of refutation, this article positions deconstruction as a style of inheritance that could allow for a more productive encounter with theory.
Preparing Undergraduates for Careers: An Argument for the Intership Practicum
Authors: Bay Jennifer
Published: March 2024

Traditionally, college English departments have resisted granting undergraduate internships a central place in their curricula. Many of these departments do little more than allow students to pursue internships as loosely supervised independent studies. An internship practicum course such as Purdue University’s, however, enables students to reflect together on their internships, thereby helping them understand, critique, and act upon the institutional cultures they have momentarily joined.
Symposium: Asians: The Present Absence in Crash
Authors: Prendergast Catherine
Published: March 2024

“Crash” strives to show that just as culpability belongs equally to all racial groups, so, too, is redemption equally available. But that promissory note goes unpaid when it comes to the film’s Asian characters.
Review: Rethinking Style and Reversing Hierarchies
Authors: Janangelo Joseph
Published: March 2024

Reviewed is The Economics of {Attention}: Style and Substance in the Age of Information by Richard A. Lanham.
Opinion: The Fetish of Fullness
Authors: Majumdar Saikat
Published: March 2024

In the North American academy, often scholars in the humanities unfortunately continue to privilege longer works over briefer ones—a preference that needs to be critiqued and changed.
Review: Looking Back at the Road Ahead
Authors: Lindquist Julie
Published: March 2024

Reviewed is An Open Language: Selected Writing on Literacy, Learning, and Opportunity, by Mike Rose.
Teaching Hometown Literature: A Pedagogy of Place
Authors: Cahalan James M.
Published: March 2024

The author analyzes his experiences teaching literature courses in which he encourages students to research works by people from their hometowns. He argues that relating literature to concepts of “home” makes English classes more accessible to students while also helping them reflect on important issues in ecocriticism.
The Organic Foods System: Its Discursive Achievements and Prospects
Authors: Nowacek David M. , Nowacek Rebecca S
Published: March 2024

The authors survey the history of struggles over the meaning of organic, emphasizing how these have involved associations that function as activity systems.
Books That Cook: Teaching Food and Food Literature in the English Classroom
Authors: Cognard-Black Jennifer , Goldthwaite Melissa A.
Published: March 2024

The authors report their experiences teaching courses on food and food literature, arguing that these subjects have yet to be sufficiently appreciated as genuinely intellectual.
Teaching Cross-Racial Texts: Cultural Theft in The Secret Life of Bees
Authors: Grobman Laurie
Published: March 2024

Author Sue Monk Kidd, who is white, employs stereotypes of African Americans and problematically appropriates features of black writing in her novel “The Secret Life of Bees”. Nevertheless, this book is worth teaching, not only because it has acquired much cultural capital but also because it offers students a way to examine relationships between whites and blacks in American literature and culture.
Stepping outside the “Ladies’ Department”: Women’s Expanding Rhetorical Boundaries
Authors: Shaver Lisa
Published: March 2024

Study of the weekly Methodist newspaper "Christian Advocate", from its inception in 1826 to 1832, reveals that Methodist women came to assume important, public, and rarely acknowledged rhetorical roles. More precisely, women moved beyond the confines of the newspaper’s “Ladies’ Department,” the back-page space to which “women’s concerns” were initially consigned.
Review: Retelling the Composition-Literature Story
Authors: Brady Laura
Published: March 2024

Reviewed are "Composition and/or Literature: The End(s) of Education", edited by Linda S. Bergmann and Edith M. Baker, and "Integrating Literature and Writing Instruction: First-Year English, Humanities Core Courses, Seminars", edited by Judith H. Anderson and Christine R. Farris.
The Dartmouth Conference and the Geohistory of the Native Speaker
Authors: Trimbur John
Published: March 2024

The 1966 Dartmouth conference has long been regarded as a landmark in the history of American college composition. Meriting new attention, however, is the role it played in affirming the notion of “the native speaker,” a concept important to the postwar Anglo-American language alliance behind the meeting.
Opinion: What We Say When We Don’t Talk about Creative Writing
Authors: Graff Gerald
Published: March 2024

English departments must work harder to include creative and critical courses, in part through experiments with pairing them.
The Fighting Style: Reading the Unabomber’s Strunk and White
Authors: Prendergast Catherine
Published: March 2024

The fiftieth anniversary of the Strunk and White edition of The Elements of Style is an appropriate occasion for considering its enormous popularity. Especially interesting is the esteem for the book held by Theodore Kaczynszki, convicted as the Unabomber. His embrace of Strunk and White’s values points to a kind of violence and primitivist nostalgia in their ideology of style
Opinion: Composition Studies Saves the World!
Authors: Bizzell Patricia
Published: March 2024

Challenging the thesis of Stanley Fish’s recent book Save the World on Your Own Time, the author argues that political awareness was vital to the development of a productive basic writing pedagogy, and that composition teachers can responsibly work from their own political values in the classroom.
“By the Rivers of Babylon”: Deterritorialization and the Jewish Rhetorical Stance
Authors: Bernard-Donals Michael
Published: March 2024

In Madison, Wisconsin, a series of debates occurred about the possible establishment of a sister-city relationship with Rafah, a city in Gaza. The tension and miscommunication within these debates point to the value of taking what the author terms an exilic rhetorical position, a stand that would not be tied to claims of firm identity or territoriality.
The Malcliché: An Argument for an Unlikely Episteme
Authors: Molloy Cathryn
Published: March 2024

The malcliché, far from being the throwaway material of unfortunate misspeak, and far from being the ugly stepchild of something already detestable, can be a vital source of new semantic complexity as well as an unconscious artistic creation worthy of our attention.
Review: Is This Where You Live? English and the University under the Lens
Authors: Rickert Thomas
Published: March 2024

Reviewed are Academic Charisma and the Origins of the Research University by William Clark; Buying into English: Language and Investment in the New Capitalist World by Catherine Prendergast; How the University Works: Higher Education and the Low-Wage Nation by Marc Bousquet; and Inside the Teaching Machine: Rhetoric and the Globalization of the U.S. Public Research University by Catherine Chaput.
Response
Authors: Swearingen C. Jan
Published: March 2024

The author responds to the essays in this special issue by noting that they emphasize the importance of careful, complex comparisons between Western and Chinese rhetorical traditions.
Understanding the Relationship between Research and Teaching
Authors: DiPardo Anne , Whitney Anne , Fleischer Cathy , Johnson Tara Star , Mayher John , McCracken Nancy , Miller Janet , Stock Patricia Lambert
Published: March 2024

This piece was guided by the framing question “How can CEE help its constituencies, the broader public, and policymakers understand the relationship between research and teaching?” The authors consider the usefulness of a range of empirical traditions; explore how expert language arts teachers read, conduct, and use research; and reflect on the role of preservice teacher education in fostering understandings of published research and providing preparation and practice in the conduct of teacher research.
Expanding Literacies: Teachers’ Inquiry Research and Multigenre Texts
Authors: Simon Lisa
Published: March 2024

This article describes the results of an inquiry/multigenre project undertaken by students in a literacy foundations course. The project’s initial pedagogical goal was to provide pre- and in-service teachers with multiple and engaging opportunities to read and write in areas of their interests.
Storytelling as Scholarship
Authors: Perl Sondra , Counhilan Beth , McCormack Tim , Schnee Emily
Published: March 2024

Sondra Perl, Beth Counihan, Tim McCormack, and Emily Schnee help us see how the teller and tale, like the dancer and the dance, are inseparable. Writerly intentions balance scholarly concerns in tales they share from their work.
Imagining New Possibilities with Our Partners in the Arts
Authors: Berghoff Beth , Borgmann Cindy Bixler
Published: March 2024

The authors believe that teachers who have deep knowledge about different arts disciplines can and should work together to create curriculum that fosters inquiry about life itself rather than the mastery of fragmented knowledge and skills. Fine arts teachers know something different from what ELA teachers know. So curriculum that is thoughtfully planned to make the most of multiple arts disciplines enables students to develop deep emotive intensity, intentionality as learners, and useful insights into human experience.
Supporting Teacher Educators’ Use of Hypermedia Video-Based Programs
Authors: Boling Erica , Adams Sharman Siebenthal
Published: March 2024

This article provides critical feedback to teacher educators not only on general literacy and technology issues but also firsthand experiences implementing a hypermedia, video-based environment in university courses. This article also presents some of the challenges that individuals might face when integrating hypermedia, video-based tools such as Reading Classroom Explorer (RCE) into classrooms.
Teaching and Learning Dialogically Organized Reading Instruction
Authors: Aukerman Maren S. , Belfatti Monica A. , Santori Diane M.
Published: March 2024

There is substantial evidence that children and adolescents learn more in dialogic environments and have a deeper understanding of what they read. But looking beyond these measures for student performance (which are helpful in quelling the concerns of those who sound the drumbeat for standards-based instruction), we believe there are strong philosophical reasons for establishing classroom contexts in which students’ voices shape the direction of subsequent learning.
The Editorial We: Themed Issue on Creating Dialogic Spaces to Support Teachers’ Discussion Practices
Authors: Moore Michael T.
Published: March 2024

Welcome to our second themed issue on Creating Dialogic Spaces to Support Teachers’ Discussion Practices. We are pleased to bring you this issue guest edited by Dorothea Anagnostopoulos and Emily R. Smith. Proposals for themed issues are sent to English Education’s Editorial Advisory Board. (The members of the Board are listed on the first page of each issue.) The Board is instrumental in selecting from among the number of proposals we’ve received. Individual contributions are further reviewed before they are accepted for inclusion. We’ve selected two more proposals to be developed in the last two years of our editorship.
Creating Dialogic Spaces to Support Teachers’ Discussion Practices: An Introduction
Authors: Anagnostopoulos Dorothea , Smith Emily R. , Nystrand Martin
Published: March 2024

This issue of English Education examines efforts to support English teachersâ€™ development of classroom discussion practices. The featured articles explore how teacher educators and university researchers work with preservice and in-service teachers to create dialogic spaces within and across university teacher education and secondary English classrooms to support this development.
Watching What We Say: Using Video to Learn about Discussions
Authors: Basmadjian Kevin G.
Published: March 2024

This article considers the benefits and challenges of using English teacher candidatesâ€™ videotaped discussions of literature as tools to facilitate authentic and engaging discussions of literature. More specifically, this article examines the use of teacher candidatesâ€™ videotaped discussions in a secondary English methods course to expand candidatesâ€™ conceptions of both the purposes of discussion in the secondary English classroom and the teacherâ€™s role in them.
Co-Learning Agreements in Research and Teaching: Another Approach to Collaboration in Teacher Education
Authors: Zigo Diane , Derrico Regina Dunlavey
Published: March 2024

This article looks at a research partnership between a high school English teacher and a university teacher educator, focusing on the impact of their work of co-teaching two integrated courses in the university’s teacher education program. Findings from a study conducted during their third year of working together were used to revise the course work during the authors’ fourth year of collaboration.
Performing “Teacher”: A Case Study of a National Board Certified Teacher
Authors: Johnson Tara Star
Published: March 2024

In a longitudinal, cross-disciplinary study of teachers’ experiences with the National Board for Professional Teaching Standards (NBPTS) certification process in Georgia, discourse related to the notion of performance surfaced in the data in a variety of ways. A poststructural perspective suggests an explanation for how teacher performances are enabled and limited through what it means to be “teacher” in this society.
Individual Goals and Academic Literacy: Integrating Authenticity and Explicitness
Authors: Beck Sarah W.
Published: March 2024

Beck presents a case study exploring tensions between explicit instruction in an era of standards and reform and authentic, inquiry-based teaching and learning. She finds that making the study of literature and writing more relevant and personal has the potential to unlock learning for many so-called struggling readers and writers.
Addressing the Needs of English Language Learners in an English Education Methods Course
Authors: de Oliveira Luciana C. , Shoffner Melanie
Published: March 2024

Firmly anchored in methods course construction, Luciana de Oliveira and Melanie Shoffner’s article is a starting point in the discussion of better preparing English teachers to help diverse learners. It offers both practical considerations and implications for needed research.
Opening the Conversation
Authors: Rush Leslie S. , Scherff Lisa
Published: March 2024

The new editors introduce themselves and the current issue.
Seeing, Inquiring, Witnessing: Using the Equity Audit in Practitioner Inquiry to Rethink Inequity in Public Schools
Authors: Groenke Susan L.
Published: March 2024

In this classroom research piece, Groenke explains how she uses an equity audit with her preservice teachers to generate ideas for action research studies they later complete.
Phrase and Clause Grammar Tactics for the ESL/ELL Writing Classroom
Authors: Sjolie Dennis
Published: March 2024

Although debate over grammar instruction continues, Dennis Sjolie asserts that a solid foundation in sentence construction is particularly necessary for English language learners. He shows how sentence-combining activities can lead to comprehension of different types of phrases and clauses as well as improved student writing.
Transforming Writers through Grammar Study
Authors: Berger Joan
Published: March 2024

Joan Berger describes a two-year approach to grammar instruction in a middle school. Each month is devoted to a specific sentence variation with a small amount of daily class time for drills and writing assignments. The timeframe allows students to assimilate the concepts and apply them to their writing.
Grammar Apprenticeship
Authors: Paraskevas Cornelia
Published: March 2024

Cornelia Paraskevas builds students’ grammar knowledge through analysis of grammatical structures in touchstone texts. Students create style sheets to evaluate these “mentor” texts and learn the powerful effects writers create by varying sentence length and construction.
Analyzing Grammar Rants: An Alternative to Traditional Grammar Instruction
Authors: Lindblom Kenneth , Dunn Patricia A.
Published: March 2024

Kenneth Lindblom and Patricia A. Dunn teach language awareness and use through published complaints about the teaching of grammar. Students are able to recognize issues of race and class that determine acceptable usage and learn the importance of audience in their own language use.
Research Matters: Interpretive Norms in Literature Discussions
Authors: VanDeWeghe Rick
Published: March 2024

“Research Matters” provides teachers with review and application of research that illuminates the daily concerns and activities of English language arts teachers and classrooms.
Teaching English in the World: Unintelligent Design: Where Does the Obsession with Correct Grammar Come From?
Authors: Lindblom Kenneth
Published: March 2024

“Teaching English in the World” examines the teaching of English in a global context.
Snapshots: A Greater Peace
Authors: Roberts Jan Vallone
Published: March 2024

“Snapshots” offers insights about teaching and learning through teacher stories about a particular classroom event.
Going International: Teaching and Learning Culture from the Outside In
Authors: Curry Craig Eldon
Published: March 2024

Teaching in a culturally diverse school in Nigeria, Craig Eldon Curry realized that he needed to “relinquish [his] role as expert” if students were to engage in higher-level inquiry. Students examined Chinua Achebe’s Things Fall Apart using the Sum-LIE-Response strategy and became more confident in class discussions and more critical in their thinking.
Expanding Literacies through Graphic Novels
Authors: Schwarz Gretchen
Published: March 2024

Gretchen Schwarz offers a rationale, based on the need for current students to learn multiple literacies, for the use of graphic novels in the high school English class. She highlights several titles, suggests possible classroom strategies, and discusses some of the obstacles teachers may face in adding graphic novels to their curriculum.
Responding to Students Who Disclose the Violence in Their Lives
Authors: Fisher Douglas
Published: March 2024

Students often need to write about violence and other problems in their lives to process them. But how should teachers deal with such disclosures? Douglas Fisher discusses ways that urban teachers responded with the understanding and support that allowed students to gain control of their situations.
New Voices: A Revelation Regarding the Potential Benefits of Low Expectations
Authors: Hunt Tiffany J. , Hunt Bud
Published: March 2024

“New Voices” raises questions, offers insights, and provides a forum for novice teachers to engage in the professional conversation surrounding the teaching of English.
Finding a Place for Poetry in the Classroom Every Day
Authors: Skelton Sheri
Published: March 2024

High school teacher Sheri Skelton discusses the role of poetry in her rural Alaska classroom. She shares several successful lessons and students’ examples to show how poetry can be an everyday component of teaching, “something routine, expected, and natural.”
When the Words Get in the Way: Teaching the Craft of Poetry
Authors: Sowder Wilbur H.
Published: March 2024

Wilbur H. Sowder Jr. teaches students to read a poem by first giving them just a skeleton of it. In this article, he shares a detailed, inductive lesson that can be modified in several ways to help students discover and appreciate the poet’s craft.
Poetry and Its Teaching in English Journal, 1912-2005: Ten Watershed Articles
Authors: Dressman Mark , Faust Mark
Published: March 2024

Mark Dressman and Mark Faust return to the archives of English Journal to see how teaching practices in poetry have—and have not—changed since 1912. They recommend ten articles, written by practicing classroom teachers, that “deserve to be reread and restudied in the present.”
A Lesson from the Holocaust: From Bystander to Advocate in the Classroom
Authors: Wink Karen A.
Published: March 2024

Karen A. Wink’s trip to Germany and Poland to study the Holocaust helped her address apathy in her Coast Guard Academy classroom. She presents three vignettes to illustrate the evolution of her thinking.
Bold Books for Teenagers: Hungry for More Poetry
Authors: Gallo Don
Published: March 2024

“Bold Books for Innovative Teaching” provides dynamic, informative viewpoints on important issues in publishing and teaching contemporary literature, especially literature for adolescents. Reviews of young adult literature will also appear in this column.
“Bound In to Saucy Doubts and Fears”: Examining America’s Culture of Fear
Authors: Grow Laura M.
Published: March 2024

For Laura M. Grow, one of the worst results of 9/11 is how it intensified an already widespread culture of fear. To encourage her students to develop critical literacy strategies that can help them distinguish legitimate worries from those contrived by fearmongers, Grow has designed a writing unit about fear. She draws on a variety of print and visual sources.
From the Secondary Section: Paradoxical Oxymorons
Authors: Shanley Roger W.
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Speaking My Mind: Growing beyond Circumstance: Have We Overemphasized Hopelessness in Young Adult Literature?
Authors: Thacker Peter
Published: March 2024

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
Polysemy: A Neglected Concept in Wordplay
Authors: Garcia Michael B. , Geiser Lynne , McCawley Corrine , Nilsen Alleen Pace , Wolterbeek Elle
Published: March 2024

Four doctoral students and their professor contemplate the value of play in their high school and college classrooms. They discuss their experiences teaching children’s books, student illustrations, and excerpts from magazines and newspapers that convey the intricacies of the English language through homonyms, homophones, homographs, and polysemy.
The Reality of Unreality: Using Imagination as a Teaching Tool
Authors: Rosoff Amy
Published: March 2024

Inner-city high school teacher Amy Rosoff stresses the importance of play for survival. She offers examples of activities requiring imaginative play from students in classes at all levels from ESL to AP.
Finding Center: How Learning Centers Evolved in a Secondary Student-Centered Classroom
Authors: Movitz Allison P. , Holmes Kerry P.
Published: March 2024

The authors elaborate on the experience of creating for high school students effective multisensory, hands-on learning centers that address a full range of elements from the English language arts curriculum. Allison P. Movitz and Kerry P. Holmes detail the centers Movitz designed for a Mostly Medieval unit to show how learning centers can help students become more involved in and responsible for their learning.
Teaching English in the World: Playing with Critical Theory in J. K. Rowling's Harry Potter Series
Authors: Lindblom Kenneth
Published: March 2024

“Teaching English in the World” examines the teaching of English in a global context.
From the Secondary Section: Building Fires: Raising Achievement through Class Discussion
Authors: Kahn Elizabeth
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Honoring Dialect and Culture: Pathways to Student Success on High-Stakes Writing Assessments
Authors: Crotteau Michelle
Published: March 2024

Honoring students’ home dialect is a complex task when preparing them to take state writing tests that require the use of Standard English. Working with students who had failed the test and were in danger of not receiving a diploma, Michelle Crotteau created a supportive learning environment in which students could develop linguistic and mechanical fluency. In the Writing Strategies class, students spoke and wrote about their interests, drew on their dialect (Appalachian English), and learned to recognize audience-appropriate situations for using their dialect and Standard English.
A Practical Guide to Political Action: Grassroots and English Teaching
Authors: Burns Leslie David
Published: March 2024

Leslie David Burns calls teachers to the political forefront, believing that we need to educate our communities about our work by dispelling inaccurate public assumptions about literacy, “best” teaching practices, and accountability standards. He provides teachers with a list of practical steps for “intentional political action” at the grassroots level.
Learning to Write: Technology for Students with Disabilities in Secondary Inclusive Classrooms
Authors: Barbetta Patricia M. , Spears-Bunton Linda A.
Published: March 2024

Patricia M. Barbetta and Linda A. Spears-Bunton describe seven technologies and various products that are available to assist struggling students with the complex mechanical and organizational tasks of writing in a secondary English classroom. These technologies can support students in becoming more effective and more confident writers.
Wondering through Teaching
Authors: Kerr Jo-Anne
Published: March 2024

Jo-Anne Kerr relies on teacher-research practices to discover insights for making her classes more beneficial to “resistant learners.” She shares her experience of observing two previously struggling male vocational-technical students, conducting informal and formal interviews with them throughout the year, and collecting data from their portfolios and reading logs to enrich her support for them and her understanding of their motivation for learning.
What Is Right With This Picture?
Authors: Stracco Mike
Published: March 2024

In a one-week voluntary summer course, students aged twelve to seventeen eagerly take ownership of their composing processes, learning to connect terms such as focus and point of view to the visual and verbal acts of photography and writing. High school teacher Mike Stracco grapples with how to channel the vitality of his summer course into students’ classroom experiences during the school year.
New Voices: Learning to (Plan a) Dance
Authors: Hunt Tiffany J. , Hunt Bud
Published: March 2024

“New Voices” raises questions, offers insights, and provides a forum for novice teachers to engage in the professional conversation surrounding the teaching of English.
Teaching English in the World: Rethinking English and Literacy: A View from Overseas
Authors: Lindblom Kenneth
Published: March 2024

“Teaching English in the World” examines the teaching of English in a global context.
Tools for Teaching: Help! I Have Accepted a Supplemental Contract—Now What?
Authors: Ruggieri Colleen A.
Published: March 2024

“Tools for Teaching” helps you find the best print and electronic resources for teaching English language arts.
From the Secondary Section: Who Will Tell Their Stories?
Authors: Hartman Karen
Published: March 2024

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
Seeing English in the City: Using Photography to Understand Students’ Literacy Relationships
Authors: Marquez-Zenkov Kristien , Harmon James A.
Published: March 2024

Kristien Marquez-Zenkov and James A. Harmon encouraged urban students to take photographs that illustrate the purposes of school, factors that support success in school, and barriers to success. The authors analyzed students’ photos and written reflections on the photos to form recommendations regarding teaching approaches that encourage students’ engagement and achievement in English classes.
Check It Out! Using Checklists to Support Student Learning
Authors: Rowlands Kathleen Dudden
Published: March 2024

Kathleen Dudden Rowlands recommends using checklists to support student learning and performance. Well-designed checklists identify steps students can take to complete complex tasks, which scaffolds students’ metacognitive development and fosters the confidence and independence needed for internalizing these steps for future tasks.
Engendering Gender Equity: Using Literature to Teach and Learn Democracy
Authors: Kraver Jeraldine R.
Published: March 2024

The question of how “teachers and students [can] connect their learning to the broader society” drives Jeraldine R. Kraver’s search for ways to use critical pedagogy in secondary school and university classrooms. Focusing on the topic of gender equity, she shows how teachers can use literature to create critical classrooms. In addition, she offers sample assignments and discussion prompts related to classic and contemporary literature.
Literature into Film (and Back Again): Another Look at an Old Dog
Authors: Golden John
Published: March 2024

High school teacher John Golden provides a variety of literature, film scenes, and classroom activities to introduce literary, cinematic, and theatrical elements. He shows students how to move beyond basic comparisons as students learn to analyze the techniques and changes film directors choose when translating literature to the screen.
Basement New Literacies: Dialogue with a First-Year Teacher
Authors: Kist William
Published: March 2024

How can we prepare and encourage new teachers to take on the challenge of changing traditional views of literacy education? Teacher educator William Kist shares a first-year teacher’s story of incorporating new literacies within an eighth-grade alternative classroom.
Scrutinizing the Cybersell: Teen-Targeted Web Sites as Texts
Authors: Crovitz Darren
Published: March 2024

Darren Crovitz explains that the explosive growth of Web-based content and communication in recent years compels us to teach students how to examine the “rhetorical nature and ethical dimensions of the online world.” He demonstrates successful approaches to accomplish this goal through his analysis of the selling techniques of two Web sites targeted to a teen audience and his description of a project in which team members devise ways to teach students to consider the language and design elements of a selected site.