English Journal, Vol. 102, No. 2, November 2012

Table of Contents

Issue Theme: Energizing English

• Call for Manuscripts

• From the Editor [FREE ACCESS]

  Ken Lindblom

• High School Matters: “These words are not mine”: Are We Still Teaching Literature When We Use Adaptations?

  Michael LoMonico

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

• Math in the Margins: Writing across Curricula into Community Heritage [FREE ACCESS]

  Bonnie S. Sunstein, Rossina Zamora Liu, Arthur W. Hunsicker, and Deidra F. Baker

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  Abstract: Two schools, two states, two cultures, and two disciplines: a recipe for excellent learning experiences.

• A Case for the Autistic Perspective in Young Adult Literature

  Rachel F. Van Hart

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  Abstract: What can we learn from young adult novels about autism spectrum disorder?

• Using a Prop Box to Create Emotional Memory and Creative Play for Teaching Shakespeare’s Othello [FREE ACCESS]

  Margaret A. Dulaney

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  Abstract: Dulaney’s approach to teaching Shakespeare is really outside the box!

• Be Here Now: Young Women’s War Diaries and the Practice of Intentionality

  Ralph L. Wahlstrom

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  Abstract: When written for the public, diaries can be dramatic tools for making social change.

• Love That Poem! Using Imitation to Teach Poetry

  April Brannon

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  Abstract: Want your students to write like Mary Oliver, Ellen Bass, or Margaret Atwood? Let Brannon show you how to make it happen.

• In Defense of Graphic Novels

  Kathryn Strong Hansen

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  Abstract: If you’re having trouble convincing someone that graphic novels are worth class time, this article is for you.

• Exploring the Connection between Graphic Novel and Film

  Ashley Kaye Dallacqua

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  Abstract: Putting graphic novels and film together is a great way to get students engaged in critical literary analysis.

• Zines in the Classroom: Reading Culture

  Rebekah Buchanan

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  Abstract: Buchanan explores the enduring, informal genre of zines and shows how they can be used to teach to the new Common Core State Standards.

• “I guess I do know a good story”: Re-envisioning Writing Process with Native American Students and Communities

  Christine Rogers Stanton and Karl Sutton

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  Abstract: Photovoice Stories and Elder Interviews provide fascinating opportunities for students to improve their writing skills and get involved in their community.

• Planning at a Higher Level: Ideas, Form, and Academic Language in Student Prewriting

  Paul Morris

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  Abstract: Using a lesson on leadership featuring Shakespeare’s The Tempest as an example, Morris describes a multi-step approach to in-depth prewriting.

• Code-Switching and Language Ideologies: Exploring Identity, Power, and Society in Dialectally Diverse Literature [FREE ACCESS]

  Michelle D. Devereaux and Rebecca Wheeler

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  Abstract: Contrastive analysis and code-switching help students engage language differences in texts by Zora Neale Hurston, Lorraine Hansberry, Harper Lee, and others.

• The Fight’s Not Always Fixed: Using Literary Response to Transcend Standardized Test Scores

  JuliAnna Ávila

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  Abstract: Ávila uses the writing of three eleventh-grade students to show how they are developing literacy identities far superior to their standardized test ratings.

• The Infamy of Grading Rubrics

  Michael Livingston

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  Abstract: Livingston explains why he will be using rubrics to respond to students’ writing.

• Reframing Resistance in the English Classroom [FREE ACCESS]

  Amy Vetter, Jeanie Reynolds, Heather Beane, Katie Roquemore, Amanda Rorrer, and Katie Shepherd-Allred

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  Abstract: Is student resistance desirable?

• Reluctantly Recognizing Resistance: An Analysis of Representations of Critical Literacy in English Journal

  Robert Petrone and Lisa Bullard

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  Abstract: Following a study of recent English Journal articles, the authors call for more acknowledgment of the reality of and the role of student resistance in professional articles about teaching English.

• Poem: Transformation

  Sally Armstrong Gradle

• Poem: At the Station

  Patricia Corbus

• Poem: Storytelling and the Years After

  Amanda Nicole Gulla

• Poem: Oops, He Thought

  Bruce A. Noll

• Adventures with Text and Beyond: Popular Culture: The New Literacy Challenge for English Teachers

  Melissa A. Page

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  Abstract: "Adventures with Text and Beyond" explores various ways of teaching literary theory to high school and middle school students.

• Mentoring Matters: Mentoring Preservice and Early-Career English Teachers in Online Environments

  Luke Rodesiler and Lauren Tripp

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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: Let’s Get Real: Using Usability to Connect Writers, Readers, and Texts

  Jonathan Bush and Leah 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: Playing with Difficult Poetry: High School Seniors and Arthur Sze’s Quipu

  Andy Fogle

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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.

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