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English Journal -- Call for Manuscripts - Previous Revision

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

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

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.

Preventing Bullying Behaviors
Deadline: November 15, 2011
Publication Date: July 2012

Gaining social status becomes an increasing focus during the teen years. Students need to develop strategies for dealing with bullying, and as English teachers we can help students to learn positive communication strategies to establish relationships, gain success, and help others. English teachers can create positive change by making bullying a topic in the ELA classroom: How have you used particular works of literature to examine bullying behaviors and problem-solve alternative approaches? How have you used writing and writing assignments to help students to examine their role in protecting the feelings of others, respecting differences, and preventing harassment? Which media images are most effective for generating classroom discussion about empathy and forgiveness? Classroom management strategies can also address bullying: What are ways that teachers can routinely provide reminders, space, and time for students to rethink comments and behaviors that are offensive to others? What methods have you found effective for teaching students to communicate civilly in groups and positively influence the behaviors of others? We should also consider forms of bullying that take place outside the classroom: What role do English teachers have in increasing awareness of problems that can arise from social pressures communicated through texting and social media websites? In what ways can bystanders be encouraged to speak out against bullying rather than being impressed or entertained by it? It’s also important to consider addressing the problems of those who exhibit bullying behavior: How do we avoid stereotyping the bully as a dysfunctional outsider and instead increase awareness of how aggressive behaviors can be hurtful to others? Can we identify various types of bullying behaviors to offer more positive strategies for gaining status, leading others, and working together?

Characters and Character
Deadline: January 15, 2012
Publication Date: September 2012

Do you love Lady Macbeth? Are you sympathetic to Shylock? Do you think Huck is hilarious? Are you serious about Scout? Do you find Iago instructive? Are you  half-hearted about Hamlet? Does Hester Prynne stir your passions? Do you think Nora is a doll? Are you apathetic toward Holden? Does Blanche expect too much from strangers? Would you prefer not to deal with Bartleby? Would you like to take Tom and Laura under your wing? Is Ahab your white whale? This issue of English Journal is dedicated to those characters we love to teach. Love them or detest them, these are the characters that get our students talking. What literary characters from classic, contemporary, and YA literature and nonfiction texts do you enjoy introducing to your students? What writing assignments have you created to engage your students in instructive and interesting character study? What characters have you put on trial, used as fodder for debate, or impersonated in your classes? What character traits would you like your students to develop (or avoid), and how have you used literary or historical figures to help your students to understand and build these qualities? How have you helped students develop personal qualities that are likely to make them healthy, happy, and successful?
What reading and writing assignments have you designed to help students become productive, critically literate citizens of our democracy? How have you encouraged students to explore the topic of character on their own, examining for themselves the kind of characters they would like to emulate?


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 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)


Original Photography

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.

Original Cartoons

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.

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