English Journal - Volume 100, Issue 6, 2011

In the May 2009 issue of English Journal, we reported on our analysis of data from the National Assessment of Educational Progress to provide a first look at changes in the teaching of writing over the past 30 years. In this article, we provide a more detailed look, drawing on data collected from visits to 260 English, math, social studies, and science classrooms in 20 middle schools and high schools in five states (schools all chosen for reputations for excellence in the teaching of writing), interviews with 220 teachers and administrators, and with 138 students in these schools, and a national survey of 1520 randomly selected teachers.

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

A veteran teacher educator reflects on the ethical dimensions of teaching English in the context of the Common Core Standards.

What can improve students’ engagement in persuasive writing? A strong ethical dilemma and strategies for developing intelligent responses.

Involving students in close examinations of their work in groups can increase the effectiveness of collaborative learning strategies.

How can we help students avoid plagiarism? Don’t lecture them. Talk with them.

Sure, some technology may make cheating easier. But harnessing technology well can keep students from wanting to cheat.

A high school teacher describes a new course on literature about the ethical dimensions of international conflicts. Many contemporary works are discussed and suggested.

Drawing on the transformative effects of literature, the authors ask students to confront ugly realities of war and seek ways to make positive change.

Students will draw more than conclusions from these complex activities that use students’ visual and artistic skills to critically examine literature and film.

Mentoring Matters focuses on effective ways to support new English teachers and student teachers.

Off the Shelves discusses new young adult literature and explores ways of teaching YA texts in middle and high school English classes.