English Journal - Volume 105, Issue 6, 2016

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

This article investigates 100 years of articles in English Journal (1912–2012) that focus on teaching with or about communication technologies and media.

The authors share findings from a recent study of teens who freely select to read texts typically marginalized by schools (dystopia, vampire, romance, horror, fantasy), revealing the distinct functional and psychological benefits of pleasure reading.

The authors describe how an Author-Out poetry writing workshop challenges students’ pervading beliefs and assumptions about poetry and cultivates students’ proficiency as readers and writers of poems.

The authors use free software for composing infographics (Internet posters) to encourage students to synthesize informational and literacy texts.

This article details a unit designed for a high school English classroom to address social injustice and the silencing of LGBTQ individuals.

Following a discussion of form-first instruction and CCSS assessments, this article provides concrete suggestions for teaching authentic writing processes.

This article reports on a weeklong professional development seminar where teachers worked with professionals to understand the way argument functions in different fields.

Recounting a successful means of introducing other Englishes, the author encourages understanding and acceptance of devalued Englishes among mainstream-Englishspeaking students.

Linking discourse to close and careful reading, this study explores how moving a face-to-face seminar into an online environment may change students’ ability to answer in ways that demonstrate text dependency.

By exploring the uses of plain, middle, and grand styles, the author examines how theories of classical rhetoricians can be applied to Atticus Finch’s speeches in To Kill a Mockingbird.

The “Book Reviews” column examines professional texts with cutting-edge information for the rapidly changing field of education.

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.