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English Journal -- Call for Manuscripts

All manuscripts should be submitted via the Editorial Manager system at http://www.editorialmanager.com/ncteej/

General Interest Submissions

We publish articles of general interest as space is available. You may submit manuscripts on any topic that will appeal to EJ readers. Remember that EJ articles foreground classroom practice and contextualize it in sound research and theory. As you know, EJ readers appreciate articles that show real students and teachers in real classrooms engaged in authentic teaching and learning. Regular manuscript guidelines regarding length and style apply.

Upcoming Themes

Embracing Enduring Tensions in English Education
Submission Deadline: September 15, 2017
Publication Date: May 2018

Should spelling count? Does Shakespeare belong in high school classrooms? Can grammar be taught effectively without being embedded in student writing? Can students write poetry before they master basic literacy skills? Are rubrics useful for assigning and assessing writing, or do they lead to formulaic compositions that erase student voices?

Language is an evolving cultural medium. It shapes our understandings of the world, and its changes reflect social transformation. A quick flip through the last 100+ years of English Journal reveals considerable change. Terms such as digital literacy and critical embodied pedagogies would have been mystifying to English teachers reading the journal in the early 20th century. Despite vast changes to language and to teaching, our field, like most professions, features some enduring tensions. 

These tensions connect to philosophical approaches related to essential tenets of practice: teachers, students, and texts. Excellent teachers can have differing beliefs about these three components of our work. For example, is it the role of the teacher to lead students toward knowledge or to facilitate their construction of knowledge? Should students choose what to read or engage in shared analysis of a common text? Does choice in mode of assessment result in increased engagement or decreased equity? Consideration of instructional approaches complicates matters further. Some educators and researchers believe that advanced technologies enhance instruction; others can demonstrate that traditional, paper-and-pencil pedagogies strengthen learning and foster human interaction.

In the spirit of investigating the spaces of struggle that mark the heart of inquiry, we invite you to share your experiences with the enduring tensions of our practice. How have these tensions influenced your students, your classroom, and your development as a teacher? How have these issues resurfaced into new contexts and influenced your teaching? How does your classroom reveal that “the more things change, the more they stay the same”? And how can we continue to grow while honoring philosophies that have shaped our profession? 

Equity and English: Constructing a Just Future
Submission Deadline: November 15, 2017
Publication Date: July 2018

We live and work in an unjust world, in a world where wealth distribution is inequitable, where power is often corrupt, and where discrimination and oppression are widespread. As English teachers labor to help students apply the skills of reading, writing, listening, and speaking, and instill in their students a love for literature, they also use these platforms to help students construct a more just world.

We do this work alongside learners in rural, suburban, and urban communities that represent a vast range of resources and privilege. Educational institutions, where our classrooms live, reflect society’s ills. Schools are meant to be spaces for opportunity; too often, they are places where inequities are reproduced and sustained.

We are teachers because we believe that these conditions can be changed. We believe that the power inherent in dominant discourse can be questioned and interrupted, and that language can be a force for equity and justice. In this issue, we seek your stories of how English classrooms can offer opportunities for students to expose and resist injustice, and ultimately to experience justice. What texts bring justice to life for your students? What kinds of reading, writing, speaking, and listening activities generate possibilities for equity? How do digital literacies influence student and teacher participation in justice-oriented endeavors? In what ways do cultural forces and politics intersect with the the aims of a democratic classroom? That is, (how) can teachers and students construct just classrooms in an unjust society? 

To meet EJ readers’ expectations regarding research-based scholarship and practice, please ensure that the experiences you share are grounded in relevant educational literature.


Ongoing Features

Speaking My Mind: We invite you to speak out on an issue that concerns you about English language arts teaching and learning. If your essay is published, it will appear with your photo in a future issue of EJ. We welcome essays of 1,000 to 1,500 words, as well as inquiries regarding possible subjects.

Original Photography

Teacher photographs of classroom scenes and individual students are welcome. Photographs may be uploaded to Editorial Manager at the address above in any standard image format at 300 dpi. Photos should be accompanied by complete identification: teacher/photographer’s name, location of scene, and date photograph was taken. If faces are clearly visible, names of those photographed should be included, along with their statement of permission for the photograph to be reproduced in EJ.

Original Cartoons

Cartoons should depict scenes or ideas potentially amusing to English language arts teachers. They can be submitted to Editorial Manager at the address above; we can accept any standard graphics format at 300 dpi.

 

For information on writing for the EJ columns, see the Columns and Column Editors page.

For EJ Submission Guidelines, click  here.

For more information, contact Englishjournal@ncte.org.

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