English Journal - Volume 106, Issue 6, 2017

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

In this article, the author proposes that authenticity requires actions related to four areas: authentic process, authentic genre, authentic audience, and authentic teachers and students.

This piece documents one teacher’s effort to provide students with an authentic writing opportunity: the collaborative writing and publication of a middle grades novel.

The author shows how using art helped a blind student in an AP class and students in Creative and Practical Writing classes improve writing proficiency and critical thinking.

This study introduced developmental adolescent readers to literature circles to balance literacy instruction based on students’ needs.

This article explores three ways English educators might use Let’s Play videos in the classroom: as texts for analyzing video games, as models for media production, and as starting places for critical conversations about the gaming industry.

This article shares effective strategies for providing secondary students meaningful feedback on their writing.

The authors share findings from a classroom study of peer response, suggesting the value of active critical thinking and reflection.

This article explores using of spoken word poetry and song analysis in the classroom to inspire students to analyze their identities and strive for social justice in their research efforts.

This qualitative analysis of One World Education, a college-ready writing instruction program, reports on teacher and student reaction and satisfaction.

“Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own road maps toward mastery.

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.