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English Leadership Quarterly, Vol. 38, No. 2, October 2015

Table of Contents

Issue Theme: Getting Into Arguments

  • Editorial: Getting Into Arguments [FREE ACCESS]

    Oona Abrams, editor

  • Transforming Instruction: How Collaborative Professional Development Changed the Teaching of Argumentative Writing

    Vicki S. Collet

    Abstract: This article explores questions about how to create meaningful PD experience related to the effective teaching of argumentative writing, providing suggestions that could be adapted and incorporated by literacy leaders hoping to influence instruction and student achievement in academic writing. These insights may also have broader application, as leaders look for ongoing ways to support teacher learning.

    Keywords: Professional Development, Teacher Education, Collaborative Learning

  • An Argument Worth Having

    Chris Drew

    Abstract: In this article, the author argues for the inclusion of creative writing assignments in secondary school disciplines other than English in order to (1) improve the authenticity of students’ written voices, (2) provide new formative evaluation tools for teachers, and (3) create opportunities for meaningful collaboration between secondary English teachers and teachers in other disciplines. The author provides a variety of example assignment ideas, including “time traveler” journals, poetry exercises, scriptwriting, and fictional journalism to further support the argument for creative writing in the disciplines.

    Keywords: Formative Assessment, Writing Across the Curriculum, Creative Writing, voice

  • Translating Argumentative Writing as a Constructive Activity

    Kris Nystrom, Christian Alberico, and Amelia Bianchi

    Abstract: The aim of this paper is to contribute a discussion point in the discourse about what argumentative writing is, what elemental skills are involved, and how students develop them. At face value, there seems broad consensus that argumentative writing is vital to academic study, civic engagement, and even the perpetuation of democracy. But as contexts change, so do the things we teach and how we teach them. The authors present a case for what they view as a decomposition of the genre as it is learned and practiced among students. At the very least, they claim it is time to translate argumentative writing in our classes.

    Keywords: Common Core, Argumentation, writing genres

  • Moving from Them to Us: Making New Arguments about Teaching and Learning via Teacher Inquiry [FREE ACCESS]

    Christina Saidy

    Abstract: In this article, the author uses a case study format to explore the experiences and growth of one language arts teacher during the course of the teacher inquiry group. Through this case study, the author illustrates the power of teacher inquiry groups to inspire teachers to research teaching and learning in their schools in order to make persuasive arguments about student learning, teacher needs, and school culture that position them as formal and informal leaders in their school settings.

    Keywords: Professional Development, teacher action research, Teacher inquiry, writing strategies

  • 2015 CEL Election Slate

    Abstract: Candidates for Members-at-Large

  • Announcements

  • Calls for Manuscripts

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A Professional Association of Educators in English Studies, Literacy, and Language Arts