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English Journal -- Call for Manuscripts

All manuscripts should be submitted via the Editorial Manager system at

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

Gifted or Special: Perpetuating the Mismeasure of Students
Guest Editor: sj miller
Submission Deadline: January 15, 2015
Publication Deadline: September 2015
In the Mismeasure of Man, Steven Jay Gould reveals the history of the Binet Scale, developed to identify young struggling learners, and how research over time misappropriated it to create the insensitive IQ test, created to purposefully “track” and/or identify students as gifted, special education, or twice exceptional (2e). Although the IQ test is only part of the testing that determines how students are targeted for gifted or special education, beliefs about what IQ means to teachers varies greatly. Recent research affirms that when teachers believe that IQ measures translate into student success, they enact stereotype threat, which suggests that when students think they are a negative stereotype, they typically perform worse than their peers. Consequently, students across various cultures who are identified by gifted or special education labels come to be viewed and constructed by historically biased deficit models and are made vulnerable to embodying stereotype threat.

This issue will explore how inheritance of these deficit models and beliefs affects teachers who teach gifted, special education, and/or 2e students in language arts classrooms. Manuscripts should consider but not be limited to the following questions: How do you successfully challenge these labels and engage all students equitably? Which initial deficit models about giftedness or special education have contributed to your beliefs, and how did you later come to adopt a different level of self-awareness? How does the school’s social environment contribute to attitudes about special education and giftedness and how have you worked to disrupt those beliefs in your school and classroom? How have you disrupted students from experiencing internalized oppression because of these labels and sought to reposition them as self-agentive? How has stereotype threat affected the students in your classroom?

Please direct questions about this issue to the guest editor at

Rethinking Research: Cultivating Inquiry in the English Classroom
Submission Deadline: March 15, 2015
Publication Date: November 2015
Research—that is, asking and answering meaningful questions in authentic ways—is an essential component of English language arts and the development of critical literacy. Research projects, produced in countless forms and supported by various scaffolding activities, are a common expectation in secondary education; they often serve as a capstone or a rite of passage in
many academic programs. But in an era when classrooms are marked by expanding definitions of literacy, extensive media capacities, and increasing access to information, the range of possibilities for generating and reporting on research can be exciting . . . and intimidating. 

Contemporary classrooms provide opportunities for teachers and learners to engage in important conversations about issues and trends that affect society, now and in the future. In this issue, we explore how students in our classrooms conduct and present research. How do you facilitate the development of provocative, significant questions? What methods of investigation engage students’ interest and build their inquiry skills? What presentation modes have you and your students explored?

We invite you to share your experiences in guiding students to ask questions, consider the echoes of their questions in various texts, explore the world as researchers, and exhibit their findings in traditional and original ways.

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

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