English Journal - Volume 103, Issue 4, 2014

EJ editors Julie Gorlewski and David Gorlewski interviewed NCTE President Ernest Morrell in April 2012 at the Equity and Social Justice Conference at SUNY New Paltz.

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

This article considers adolescents’ contoured meaning making with videogames and related texts and suggests that such cross-literate experiences can be part of contemporary English classrooms.

The author advocates for the inclusion of independent reading as a significant element of any high school English curriculum.

This article describes a rubric by which graphic texts can be evaluated for literary merit.

The writer describes how the Common Core State Standards in the English classroom can improve the teaching of literature as well as the teaching of literacy.

This article shares the findings of a project focused on integrating comprehension-oriented cognitive reading strategies to meet content goals with canonical texts.

Two teacher educators design a tool to support new teachers in “reading for teaching,” or reading literature with an eye toward the skills and strategies one might teach.

This article suggests how to introduce literary theory in high school as a means of negotiating the many messages students receive in our media-drenched society.

The authors draw from classroom experiences to illustrate how youth attending an urban high school use Twitter to transform literacy learning and literature engagement within an English classroom.

The authors demonstrate how current understandings of literacy learning can be integrated with traditional teaching strategies in the study of literature.

EJ readers are offered a look at some of the best YA books of 2012.

This column explores how paying attention to disability—both to the rich contributions made by people with disabilities and to the sometimes negative attitudes in society that can interfere with those contributions—can foster classroom interactions that are more democratic, more inclusive, and more equitable.

“Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English.

“Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.