English Journal, Vol. 99, No. 6, July 2010

Table of Contents

Issue Theme: Logic and Critical Reasoning

• Call for Manuscripts

• 2009–2010 Reviewers

• Letters to EJ

• From the Editor

  Ken Lindblom

• Rhetorical Situation: A Poster from College Composition and Communication

• From the Secondary Section: Literature, Logic, and Language

  Mary Ellen Dakin

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

• EJ Extra: Israeli Encounters: Books for Teens about Israel

  Linda R. Silver

• Speaking My Mind: Going beyond the Thesis

  Andrew C. Smith

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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: Teaching Argument for Critical Thinking and Writing: An Introduction

  George Hillocks Jr.

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  Abstract: A distinguished researcher and teacher, Hillocks describes effective methods for getting students engaged in logical thinking and writing, and he presents an in-depth classroom example.

• Gateways to Writing Logical Arguments

  Thomas M. McCann

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  Abstract: Using real-world problem scenarios, teachers can engage and enhance the reasoning skills students already bring to English class.

• Taming the Warrant in Toulmin’s Model of Argument

  James E. Warren

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  Abstract: Warren clarifies the warrant, a foundational concept in logical reasoning.

• The Three Rs of Teaching Logic: Revelation, Relevance, and Reinforcement

  Robert C. Covel

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  Abstract: Covel offers a primer on logic and describes how students react when they realize what a useful resource it can be in their real lives. His article includes useful definitions of critical concepts and logical fallacies.

• What It Is, What It’s Not, and What’s Related: Exploring Plato’s Meno

  Stephen Heller

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  Abstract: Using Plato’s dialogue as an example, Heller discusses how logic and reason can enhance students’ critical-thinking skills.

• Applying Toulmin: Teaching Logical Reasoning and Argumentative Writing

  Lesley A. Rex, Ebony Elizabeth Thomas, and Steven Engel

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  Abstract: Our most important task, these authors claim, is not to teach students to argue but to convince students that written, academic arguments are worth their efforts.

• Using Commonplace Books to Help Students Develop Multiple Perspectives

  Paula M. Carbone

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  Abstract: Commonplace books can help students negotiate the chaotic world of information that surrounds them and help them to investigate the pitfalls of “commonsense” logic.

• Meeting the Challenge: Beginning English Teachers Reflect on Their First Year

  Melanie Shoffner, Matthew Brown, Bridget Platt, Martha Long, and Bryan Salyer

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  Abstract: Four new secondary teachers and their teacher education professor reflect on the challenges and successes of the first year in the classroom.

• Motivating Students’ Research Skills and Interests through a Multimodal, Multigenre Research Project

  Nancy M. Bailey and Kristen M. Carroll

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  Abstract: Students’ lives and interests can inspire greater depth and creativity in their research. The authors provide details from real classrooms and a wide assortment of teaching strategies.

• Poem: Trying to Teach Travis

  Ginny Lowe Connors

• Poem: These People I Love

  Holly Day

• Poem: Frame

• Poem: My Poem, Those People (The first of three marches from Selma to Montgomery, in 1965, is known as “Bloody Sunday.”)

  Willie James King

• Poem: Whereas, the Curve

  Kevin Marshall Chopson

• Mentoring Matters: Linking with a Professional Network

  Emily Liebenberg

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

• Research for the Classroom: The Best of Times? A Tale of Teaching, Reading, and Homework

  Buffy Sallee

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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.

• Success with ELLs: ELLs at the Center: Rethinking High-Stakes Testing

  Floris Wilma Ortiz-Marrero and Karen Sumaryono

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  Abstract: "Success with ELLs" suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in  mainstream middle and high school English classes.

• Indexes to Volume 99

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