English Journal - Volume 109, Issue 5, 2020

A unit focused on the power of names helped students develop arguments in a variety of writing genres.

A teacher in Florida developed an after-school writing club for ESOL students and mentored them as they edited and published a collection of essays about their journeys to the United States.

Sarah J. Donovan drew inspiration from an article published in English Journal in the early 2000s to teach middle schoolers to facilitate whole-group discussions.

A writing workshop designed specifically for Latinx mothers and daughters encouraged participants to share their collective wisdom through stories about their lives.

Working on an advanced degree in library science, a veteran teacher encountered a model for partnering with librarians.

A veteran teacher found an unlikely mentor when she had the opportunity to read books and articles by a visionary thinker and theorist.

The decision to prioritize independent reading challenged a group of teachers in Pennsylvania to develop high-impact instructional strategies.

Reflecting on literature through the lens of disability studies led a teacher to reconsider the questions she asks students as they read.