English Journal, Vol. 100, No. 4, March 2011

Table of Contents

Issue Theme: Beyond Grammar: The Richness of English Language

• Call for Manuscripts

• From the Editor

  Ken Lindblom

• From the Secondary Section: Inspiring an Aesthetic Appreciation of Language

  Kay Parks Haas

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

• EJ Extra: Masterpiece at 40: A Celebration

  Carol Jackson Cashion

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  Abstract: PBS's Masterpiece website has many valuable resources for teachers.

• Speaking My Mind: Why I No Longer Teach Vocabulary

  Jerry Heverly

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

• EJ in Focus: Shifting Perspectives about Grammar: Changing What and How We Teach

  Deborah Dean

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  Abstract: A highly regarded author and former junior high school English teacher considers the past, present, and future of English language teaching.

• The Language of Power: Beyond the Grammar Workbook

  Jill Ewing Flynn

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  Abstract: Being up front with students about Standard English as “the language of power” allows them to learn valuable lessons about Standard and non-Standard English dialects.

• Sudden Possibilities: Porpoises, Eggcorns, and Error

  Darren Crovitz

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  Abstract: Don’t take this article “for granite.” Read it to find out how amusing mistakes can make for serious language instruction.

• Linguistic Audacity: Shakespeare’s Language and Student Writing

  Barbara A. Goodman

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  Abstract: Shakespeare molded language to meet his needs. Can students learn from his example?

• De-centering English: Highlighting the Dynamic Nature of the English Language to Promote the Teaching of Code-Switching

  John W. White

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  Abstract: Embracing the dynamic nature of English language can help students learn more about all forms of English.

• A Cold Manipulation of Language

  Melissa W. Noel

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  Abstract: The language features of Capote’s In Cold Blood help a high school teacher’s students learn more about how authors influence their readers.

• Dangerous Words: Recognizing the Power of Language by Researching Derogatory Terms

  Karen A. Keely

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  Abstract: Students confront offensive language head-on by researching its history and reconsidering its use in contemporary conversation.

• Found in Translations: Using Multiple Versions of Translated Text for Close Analysis of Language

  Paul Larochelle

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  Abstract: A fortunate accident regarding contrasting translations of Elie Wiesel’s Night inspires a new way to help students focus on the subtleties of English language.

• On the Richness of Grammar as an Analytical Lens in the Integrated Language Arts

  Lance Massey

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  Abstract: Studying grammatical features of Williams’s “The Red Wheelbarrow” and other rich texts can help students better understand how words evoke moods, settings, and more.

• Beyond Grammar: The Richness of English Language, or the Zero-Tolerance Approach to Rigid Rules

  Edgar H. Schuster

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  Abstract: The author of Breaking the Rules: Liberating Writing through Innovative Grammar Instruction shows how popular authors break rules and why students should be invited to do the same.

• Reconsidering the Teaching of Style

  Paul Butler

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  Abstract: Why is the teaching of writing style mostly a thing of the past? Butler gives compelling reasons for bringing it back.

• Poem: How Long Does My Poem Have to Be?

  Arlyn Miller

• Poem: Personal Narratives for Freshman English

  Christeene Fraser

• Poem: Ligatures

  Martha Carlson-Bradley

• Poem: Dog Moon Turkey

  Roger Mitchell

• Poem: quilting

  Paul Thomas

• Poem: Canning

  Krista Stevens

• Mentoring Matters: Five Lessons Learned from My Student Teachers

  Andrea Gumble

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  Abstract: "Mentoring Matters" focuses on effective ways to support new English teachers and student teachers.

• Professional Writing in the English Classroom: Beyond Language: The Grammar of Document Design

  Jonathan Bush and Leah A. Zuidema

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  Abstract: "Professional Writing in the English Classroom" publishes articles about teaching students to write effectively in the genres, conventions, and visual designs required for professional contexts and related rhetorical situations.

• Research for the Classroom: The Power of Reflective Writing

  Katie Greene

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  Abstract: "Research for the Classroom" publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.

• Teaching Young Adult Literature: This One’s for You, Jan Brady: Learning from the Outcasts

  Mike Roberts

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  Abstract: "Teaching Young Adult Literature" describes innovative methods for engaging students in reading, writing, and discussing contemporary and classic literary texts written for adolescents.

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