English Journal - Volume 93, Issue 1, 2003

How can a teacher help students become avid readers? Peggy Silva describes how cultivating a culture of reading in ninth-grade English has increased student interest and renewed her teaching.

Using text-based virtual environments to connect his students to the course, Robert Rozema is able to “create an intimate and egalitarian community of readers.” Rozema details his experiences with this innovative technology to explore the development of critical thinking and discussion with high school students.

Ellis, Gere, and Lamberton describe a workshop on slam poetry and detail how this form of performance poetry can lead students back to the written poem with a renewed sense of connection and understanding.

A journalism and literature teacher, Will Richardson has successfully experimented with Web logs. In this article he details the use and appeal of Web logs to enhance classroom discussion and allow for outside involvement in the classroom.

High school teacher Stephen Dreher demonstrates the value of reading aloud to juniors. He provides suggestions to increase the engagement, confidence, and ability of all students in reading challenging texts.

Misrepresentations of Indian culture can be addressed through the study of Native American oral traditions and literatures. Simply teaching works by Native Americans, however, is not enough, according to Heather E. Bruce. Here she details the use of literature circles and storytelling in the classroom to combat negative stereotypes and racism.

High school students can see reading The Canterbury Tales as daunting. To meet this challenge, Gary Baughn shares lessons “combining the literary and the vulgar” that fully engage the students with the text.

The prevalence of print literacy has diminished the interest in and teaching of oral culture, argues author Joseph L. McCaleb. In describing a storytelling experience, he illustrates the importance of considering oral narrative in the English classroom.

Authentic discussion is “classroom talk that is purposeful and engaging,” writes Larry R. Johannessen. He shares two activities that he has used to create classrooms that are inquiry driven and characterized by an emphasis on dialogue rather than monologue.

The authors review eight new YA books that have each received at least three “best book” citations. Each review offers a brief synopsis as well as a thoughtful critique of the book.