English Journal - Volume 112, Issue 2, 2022

By utilizing a process-based approach guided by student choice, a teacher educator reimagines literary research and critical analysis.

Two teacher educators share a unit on The Odyssey that invites students to study archetypes, multicultural texts, and counterstories.

Students move through a comparative analysis of monsters in Coraline and Frankenstein, examining social fears about gender norms.

An assignment invites students to collaborate on a hypertextual edition of Mary Shelley’s monstrous classic.

Students experience visualization, entering into fictional storyworlds about the nature of monstrosity.

A teacher explores the concept of literary ghosts with his students as they work through grief and practice autobiographical writing

A teacher reflects on how studying monsters found in British literature enhanced social and emotional learning.

The authors present a framework to guide youths’ analysis of literary monsters and foster the acceptance of others—in and beyond our classrooms.