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- Volume 95, Issue 4, 2006
English Journal - Volume 95, Issue 4, 2006
Volume 95, Issue 4, 2006
- Articles
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From the Secondary Section: Guiding Research: A Collaborative Approach
Author(s): Regina Dunlavey DerricoMembers of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.
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Speaking My Mind: The Trouble with Rubrics
Author(s): Alfie Kohn“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
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Speaking My Mind: In Defense of the Five-Paragraph Essay
Author(s): Kerri Smith“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
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What If?: Teaching Research and Creative-Thinking Skills through Proposal Writing
Author(s): David M. PegramDavid M. Pegram gives his students purpose in their research projects by having them investigate a troubling local issue and write a proposal for a solution. Students develop essential skills in critical thinking and have a real audience for their writing.
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Creating Possibilities: Embedding Research into Creative Writing
Author(s): Jason WirtzJason Wirtz has turned his research unit into a creative writing project. While still relying on traditional methodology, including requiring students to write a “miniature research paper,” the true goal is for students to write a short story that embeds their research to enhance the narrative.
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A Time of Change: Research and the 1960s
Author(s): Tracy Speaker and Carolyn K. AndersonTo infuse the research project with creativity, Tracy Speaker and Carolyn K. Anderson asked students to research aspects of the 1960s and write a dramatic scene, which they then presented to the class.
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Why Is the Sky Blue? Using Children’s Questions to Motivate Research
Author(s): Deb TeitelbaumDeb Teitelbaum approaches the research project as a means of answering questions rather than simply teaching a process. High school juniors start by brainstorming questions they would have asked as small children and then use research to produce a children’s book answering the question.
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Researching Writing: The Unfamiliar-Genre Research Project
Author(s): Sarah Andrew-Vaughan and Cathy FleischerSarah Andrew-Vaughan and Cathy Fleischer ask their students to investigate a genre of writing that they find challenging or unfamiliar, recognize the characteristics that define the genre, and then write an original piece in the genre. Students reflect on their process of inquiry throughout and gain confidence by writing in a challenging form.
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Creating Purpose and a Renaissance in Research
Author(s): Ruth R. CaillouetFor Ruth R. Caillouet, the key to teaching the research paper was giving students a real purpose. To address this need, she designed a Renaissance and medieval studies unit for high school seniors that culminated in a schoolwide Renaissance Festival.
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Spinning Straw into Gold: Transforming Information into Knowledge during Web-Based Research
Author(s): Kathleen Guinee and Maya B. EagletonConcerned by an “alarming number of students [who] unwittingly plagiarize” on research projects, Kathleen Guinee and Maya B. Eagleton developed a strategic notetaking strategy called CHoMP. Results with students of varied abilities and in various grades show that students can learn to evaluate sources for significant information and correctly paraphrase what they find.
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Multigenre-Multigendered Research Papers
Author(s): Mary E. StyslingerMary E. Styslinger asked high school seniors to explore genre and gender in a nontraditional research project. She then “sought to discover more about what students knew and how students’ knowing was represented.” Her analysis reveals that the multigenre paper can be a powerful form that allows for complexity, questioning, and the development of personal voice.
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Research à la Carte
Author(s): Jo Anne MusickJo Anne Musick asks middle school students to research an author of their choice. Using what they find, students create a place setting and then form small groups to create a dinner party. They learn about research, short stories, and formal etiquette in this one project.
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I-Search in the Age of Information
Author(s): Huntington LymanMiddle school teacher Huntington Lyman takes a fresh look at the I-Search research method and shows how it can be modified to provide an effective project for middle school students. By focusing their research on potential careers, students critically evaluated sources, made human connections through interviews, and learned something about themselves in the process.
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I-Searching in Context: Thinking Critically about the Research Unit
Author(s): Jason LutherFor Jason Luther, the I-Search paper alone did not seem to do enough to help students think critically. In this article, he shows how he supplements the I-Search paper with a unit to develop habits and methods of inquiry utilizing documentary films, creative nonfiction, and feature articles discussed through Socratic seminars.
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Research Paper Baby Steps
Author(s): Kathryn A. PfaffingerTo increase student success with the traditional research paper, Kathryn A. Pfaffinger first assigns a short, highly prescribed paper. She teaches three specific skills—identifying sources, taking notes, and synthesizing information—that students apply to writing a five-hundred-word research paper.
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Teaching the Research Paper for Local Action
Author(s): Carlin Borsheim and Robert PetroneCarlin Borsheim and Robert Petrone describe a research paper unit that focuses on social action at the local level. High school sophomores begin by critically examining their school and community to develop topics of real interest to them and then create a document usable for promoting positive change.
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Research Matters: Deep Modeling and Authentic Teaching: Challenging Students or Challenging Students?
“Research Matters” provides teachers with review and application of research that illuminates the daily concerns and activities of English language arts teachers and classrooms.
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New Voices: Research and Authority in an Online World: Who Knows? Who Decides?
“New Voices” raises questions, offers insights, and provides a forum for novice teachers to engage in the professional conversation surrounding the teaching of English.
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Volumes & issues
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Volume 114 (2024)
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Volume 113 (2023 - 2024)
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Volume 112 (2022 - 2023)
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Volume 111 (2021 - 2022)
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Volume 110 (2020 - 2021)
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Volume 109 (2019 - 2020)
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Volume 108 (2018 - 2019)
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Volume 107 (2017 - 2018)
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Volume 106 (2016 - 2017)
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Volume 105 (2015 - 2016)
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Volume 104 (2014 - 2015)
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Volume 103 (2013 - 2014)
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Volume 102 (2012 - 2013)
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Volume 101 (2011 - 2012)
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Volume 100 (2010 - 2011)
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Volume 99 (2009 - 2010)
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Volume 98 (2008 - 2009)
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Volume 97 (2007 - 2008)
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Volume 96 (2006 - 2007)
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Volume 95 (2005 - 2006)
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Volume 94 (2004 - 2005)
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Volume 93 (2003 - 2004)
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Volume 92 (2002 - 2003)
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Volume 91 (2001 - 2002)
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Volume 90 (2000 - 2001)
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Volume 89 (1999 - 2000)
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Volume 88 (1998 - 1999)
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Volume 87 (1998)
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Volume 86 (1997)
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Volume 85 (1996)
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Volume 84 (1995)
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Volume 83 (1994)
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Volume 82 (1993)
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Volume 81 (1992)
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Volume 80 (1991)
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Volume 79 (1990)
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Volume 78 (1989)
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Volume 77 (1988)
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Volume 76 (1987)
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Volume 75 (1986)
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Volume 57 (1968 - 1986)
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Volume 74 (1985)
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Volume 73 (1984)
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Volume 72 (1983)
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Volume 71 (1982)
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Volume 70 (1981)
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Volume 69 (1980)
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Volume 68 (1979)
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Volume 67 (1978)
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Volume 66 (1977)
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Volume 65 (1976)
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Volume 64 (1975)
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Volume 63 (1974)
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Volume 62 (1973)
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Volume 61 (1972)
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Volume 60 (1971)
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Volume 59 (1970)
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Volume 58 (1969)
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Volume 56 (1967)
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Volume 55 (1966)
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Volume 54 (1965)
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Volume 53 (1964)
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Volume 52 (1963)
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Volume 51 (1962)
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Volume 50 (1961)
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Volume 49 (1960)
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Volume 48 (1958 - 1959)
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Volume 1 (1912)
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