English Journal - Volume 99, Issue 2, 2009

Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

What if “two cow” stories were written by famous literary figures?

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

Taking literary license can make nonfiction writing as imaginative as fiction, poetry, and drama.

Would you assign each of your students to write a novel? How about if they write one together?

Taliaferro uses African books for children to help her students build cultural knowledge that informs their reading of Achebe’s Things Fall Apart.

Dear General: I’m an American student in 2009 studying the Civil War. What was it like to be there? I look forward to your reply. (And this student will get one.)

Gifts left at the Vietnam Veterans Memorial inspire Krajeck’s students to imagine the stories those artifacts tell.

Creative personal response, mixed media, and audience awareness bring contemporary flair to an enduring literary classic.

Addressing real social issues requires intelligence, determination, and imagination. Darvin suggests ways for helping students develop these skills.

Epstein’s students don’t just have the potential to change the world. They are already changing it.

The “Proteus Project” and Occasional Papers give Miller’s students the time and impetus to synthesize, innovate, and lead’ important skills that require careful assessment.

Can we really assess creativity? Can we really not?