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.
The NCTE Centennial Celebration: Reading the Past, Writing the Future
Publication Date: September 2011
Guest Editor: Leila Christenbury, Virginia Commonwealth University
The National Council of Teachers of English turns 100! Chair of the Task Force for Council History and 2011 Leila Christenbury will commission essays to commemorate a century of literacy education. No unsolicited submissions will be considered for this special issue.
Students Reading and Writing for Their Own Purposes
Deadline: March 15, 2011
Publication Date: November 2011
One of the unique aspects of English language arts is that its focus on developing literacy skills allows teachers to integrate students’ personal interests and goals directly into the curriculum. In fact, NCTE’s Learning Standard 12 is about just that: “Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).” As important as helping students to develop an inclination and ability to use their literacy skills for their own purposes is, some would argue it’s among the least emphasized of the twelve NCTE Standards. This standard is not easily assessed, nor do prepackaged curricula generally accommodate students’ individual goals and interests. To raise awareness of and share strategies for fulfilling this important standard, the November 2011 English Journal is devoted to the ways in which teachers can and should incorporate students’ purposes in English classes.
How have you creatively integrated students’ personal goals and desires into your reading and writing assignments? What methods have you developed for soliciting students’ individual interests and helping students to advance them in ways appropriate to English language arts? How have you helped students understand that literacy can help them achieve their own goals? What is the effect on the quality of student work of incorporating students’ purposes into your curriculum? How have you connected students with people and organizations outside your classroom: in the larger school, the community, national and regional organizations, online communities, and so on? How have media and Web 2.0 technologies enhanced your ability to engage students personally in ELA? Any article addressing the ways in which students’ own purposes may be highlighted in English class is welcome for this issue.
Celebrating a Century of English Journal
Publication Date: January 2012
The first English Journal was published in January 1912. In the January 2012 issue, we’ll offer critical perspectives on 100 years of English teaching theory and practice, retrospectives from former EJ editors, and more. We will not accept unsolicited manuscripts for this issue, but those interested in writing for this special issue should contact EJ editor Ken Lindblom at firstname.lastname@example.org.
The Community in the Classroom
Deadline: July 15, 2011
Publication Date: March 2012
Classroom community is an essential ingredient in a healthy, productive English class. In a classroom with a strong sense of community, students will write with more energy; review the writing of their peers with more effort, honesty, and sensitivity; and spur each other on to better accomplishments and have more fun in the process. Students who feel a sense of duty to their classmates and feel respected by their peers and teachers will be more open about their thoughts and amenable to learning new ideas. In what innovative ways have you established and maintained classroom community? What works of literature or writing assignments have you used to help students better understand and engage in the class as members of a larger community? The community outside the school is also an important part of an English class. The community raises the children we educate, pays for our schools, employs our graduates, and supports (or impedes) our teaching efforts. A positive connection between the English classroom and the outside community can greatly enhance students’ (and teachers’) experiences in many ways. And, instilling in students a sense of duty and service to the community can richly enhance those communities far into the future. How have you gotten local leaders and businesspeople involved in projects associated with your English class? How have you involved parents or other family members in helping students develop ELA skills and knowledge? In what ways have you encouraged students to engage in community service (local, national, global, in person or online) in ways that enhance their reading, writing, speaking, listening, or presenting skills? For this issue of English Journal, we welcome articles that speak to the ways in which the concept of community can improve students’ knowledge and abilities in English.
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 We welcome essays of 1,000 to 1,500 words, as well as inquiries regarding possible subjects.
Student Voices: This is a forum for students to share their experiences and recommendations in short pieces of 300 words. Teachers are encouraged to submit the best responses from their classes, not whole class sets, please. Individual students are welcome to submit as well. What new information have you learned about your community or a person in your community as a result of an English class assignment? (Deadline: July 15, 2011)
Teacher to Teacher: This is a forum for teachers to share ideas, materials, and activities in short pieces of 300 words. How have you used an English assignment to get students
more involved in the community or members of the community more involved in your classroom? (Deadline: July 15, 2011)
Teacher photographs of classroom scenes and individual students are welcome. Photographs may be sent as 8" × 10" black-and-white glossies or as an electronic file in a 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.
Cartoons should depict scenes or ideas potentially amusing to English language arts teachers. Line drawings in black ink should be submitted on 8 1/2" × 11" unlined paper and be signed by the artist.
For EJ Submission Guidelines, click here.
For more information, contact English_Journal@notes.cc.sunysb.edu.