English Journal - Volume 108, Issue 1, 2018

Brian Woerner questions his teaching of the essay and maps a journey for himself and his students beyond the bounds of formula, to a place of possibilities.

In the classroom, clamor and quiet are close cousins, requiring teachers to consider when they speak up and when they sit back. In this inaugural column, two preservice teachers contemplate the meanings of silence in the ELA classroom.

Helen Bentley examines an award-winning book by teacher researcher Bronwyn Clare LaMay. LaMay’s work emphasizes bringing the personal into the ELA classroom to bridge academic gaps, motivate students’ writing, support the development of hope, and help students feel a stronger connection to school.

In her inaugural column, Bogum Yoon suggests three specific lesson adaptations for ELA instruction that aid students in developing intercultural competence and global awareness.

In a welcome-to-the-column essay, the coeditors explain their aim: sharing ideas for teaching Shakespeare that focus on “entry points” and “sticking places.’” They also offer a micro-case study of an all-female AP Literature class in Houston, Texas, in which a progressive teacher introduces his seniors to Titus Andronicus, Shakespeare’s first tragedy, known for its gore and violence.