English Journal - Volume 108, Issue 1, 2018

Working in a predominantly white high school in the rural South, Bradley Robinson offered his seniors a documentary-style film assignment that stirred controversy in the school community and transformed his identity as a teacher.

Returning as a researcher to the high school where she taught for twelve years, Kristen Pastore-Capuana observed a tenth-grade teacher who believes in a “messy” classroom where students explore uncharted terrain.

Trigger warnings are used in many school settings to signpost potentially offensive or disturbing texts. Adam Wolfsdorf wonders about their efficacy.

Four National Writing Project teachers reflected on the nagging exhaustion they witnessed in their ELA colleagues and responded by developing a theory of change that they call “sustainable teaching.”

After participating in a provocative summer workshop on Visual Thinking Strategies at the Cleveland Museum of Art, literacy specialist Elizabeth Walsh-Moorman felt inspired to develop a day-long professional learning experience at the museum for twelve of her colleagues.

Michelle Ann Abate examined the typographical features of the comics and graphic novels frequently finding their way into ELA classrooms and discovered that they may be more challenging for struggling readers than most teachers think.

For nearly three decades English Journal has published a “best of the best” list of each year’s award-winning young adult books. Bryan Gillis continues that tradition, highlighting six novels that belong in ELA classrooms.

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.