English Journal - Volume 106, Issue 5, 2017

This article outlines four different views of ELA’s economic mission. It also presents a classroom activity in which students (a) evaluate the four views and (b) advocate for their own ideas about ELA and economics.

The author explores the tension between the social and cognitive definition of “argument” in the Common Core’s theoretical rationale and the structural approach to argument reflected in the exemplars of student writing, evaluating the implications of these inconsistencies for the high school English classroom.

This piece describes an extended workshop in which reading, writing, listening, and speaking were used to build and sustain a feminist ecology intended to open up access to future lives in science for ethnically and linguistically diverse girls in an urban secondary school.

This article imagines that the world itself is a text, and to teach students to become critically literate in the classroom has important consequences beyond it. The author outlines two critical reading strategies that help prepare students to engage critically with the world around them.

This article presents the authors’ work when they co-taught seniors about the implications of a male-centered, Eurocentric canon and asked their students to explore who is in the canon and what we can do to make the canon more inclusive.

This article, based on a study in a sixth-grade middle school classroom in the rural southern United States, details a writing project that questions the nature of text and how text might positively affect students’ perceptions as they become change agents for their communities.

The author describes two students creating narrative versions of an event from The Things They Carried to portray conflicts in characters’ interactions to address the issue of sex abuse.

This article considers the principles, possibilities, and sociopolitical implications of poetic erasure as a literacy practice. The author uses new materialist theories to undo the myth of the “blank” page in relation to school reading and writing practices.

The author describes how the production and reception of popular culture can be studied in secondary classrooms using Wendy Griswold’s cultural diamond to better understand the homogenizing of content and the limiting of alternative viewpoints.

Despite calls to action, writing pedagogy in the English classroom remains outdated, and caustic partisanship among theorists may be to blame. The author proposes a “principled approach” to the teaching of writing, combining the best elements of verified instructional methods to generate six components ensuring student growth.

This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them.

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