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NCTE English Journal Edwin M. Hopkins Award

Nominations are not accepted for this award.

Purpose:  The award recognizes outstanding English Journal articles written by someone who does not qualify for the English Journal Paul and Kate Farmer Award.

Eligibility:  The award shall cover articles written in issues published between September and July of two consecutive volume years.

Award Criteria:  The award shall be given bi-annually (every even year). Up to two honorable mentions will also be named. The editor of English Journal shall draw up the annual list of eligible authors and shall be the arbiter of eligibility.

English JournalAward Specifics:  The award is announced by the award committee chair and presented by the journal editor at the Secondary Section Luncheon during the NCTE Annual Convention.  The winner receives a plaque, complimentary registration for the NCTE Annual Convention, and a ticket to the Secondary Section Luncheon. Honorable mentions receive a certificate, complimentary registration for the NCTE Annual Convention, and a ticket to the Secondary Section Luncheon.

The English Journal Edwin M. Hopkins Award is named after the author of the lead article in the first issue of the English Journal, a former professor of rhetoric and English language at the University of Kansas, member of the first Board of Directors of NCTE, and co-author of the first NCTE constitution.

Judging:  The Hopkins Award Committee determines the winner based upon articles meeting the criteria by August 15 every other year. The award committee shall consist of a chair nominated by the editor of English Journal and three to five readers nominated by the members of the Secondary Section Steering Committee. The committee shall be nominated for a two-year term.

Past Winners:

2014:  Heather E. Bruce, University of Utah, Salt Lake City, "Subversive Acts of Revision: Writing and Justice.” July 2013

Honorable Mentions:
• April Brannon, California State University, Fullerton, "Love That Poem! Using Imitation to Teach Poetry." November 2012
• Gregory Shafer, Mott Community College, Flint, Michigan “Political Language, Democracy, and the Language Arts Classroom.” November 2013

2012:  Lauren Exposito, Stony Brook University, New York, “Where to Begin? Using Place-Based Writing to Connect Students with Their Local Communities.” March 2012

Honorable Mentions:
• Cynthia Messer, Cedarville University of Ohio, “Parenting a Child with Special Needs: A Teacher’s Journey toward Discovery about Disability and Identity.” November 2010
• Merrilyne Lundahl, University of Montana, Missoula, “Teaching Where We Are: Place-Based Language Arts.” January 2011

2010:  Nicole Sieben and Laraine Wallowitz, Adelphi University, “Watch What You Teach”: A First-Year Teacher Refuses to Play It Safe.”  March 2009

2008:  Hellen Collins Sitler, Indiana University of Pennsylvania, “Writing Like a Good Girl”, January 2008

Honorable Mentions:
• Heather Bruce, Shirley Brown, Nancy McCracken, Mary Bell Nolan, “Feminist Pedagogy is for Everybody: Troubling Gender in Reading and Writing”, January 2008
• Leslie David Burns, University of Kentucky, “A Practical Guide to Political Actions: Grassroots and English Teaching”, March 2007

2006:  Sarah Andrew-Vaughn and Cathy Fleischer, Eastern Michigan University, Ypsilanti, Researching Writing: The Unfamiliar-Genre Research Project”, March 2006

Honorable Mentions:
• Kelly V. Bouldin, Salem College, North Carolina, “TBI: Our Teachers are Not Prepared”, March 2005
• Steven Z. Athanases, University of California, Davis, “Performing the Drama of the Poem: Workshop, Rehearsal, and Reflection”, September 2005

2004:  Julie Cheville, Rutgers University, “Automated Scoring Technologies and the Rising Influence of Error”

Honorable Mentions:
• Dr. George Hillocks, Jr., University of Chicago, “Fighting Back: Assessing the Assessments” March 2003
• Larry R. Johannessen, Northern Illinois University, “Strategies for Initiating Authentic Discussion,” September 2003

2002:  William J. Broz, University of Northern Iowa, Batavia, “Hope and Irony: Annie on My Mind,” July 2001

Honorable Mentions:
• Douglas Kaufman, University of Connecticut, Storrs Manfield, Connecticut,  “Living a Literate Life, Revisited,” July 2002
• Susan Nelson Wood, Florida State University, Tallahassee, “Bringing Us the Way to Know: The Novels of Gary Paulsen,” January 2001
• Maureen Barbieri, Marymount School, New York, “A Way to Love This World: Poetry for Everyone,” January 2002

2000:  G. Lynn Nelson, Arizona State University, Tempe, “Warriors with Words: Toward a Post-Columbine Writing Curriculum,” May 2000

Honorable Mentions:
• Ben Nelms, University of Florida, Gainesville, “Reconstructing English: From the 1890s to the 1990s and Beyond,” January 2000
• Cindy O’Donnell-Allen, Colorado State University, Fort Collins, and Peter Smagorinsky, University of Georgia, “Revising Ophelia: Rethinking Questions of Gender and Power in School,” January 1999

1998:  Susan Ohanian, Charlotte, Vermont, “Insults to the Soul,” September 1997

Honorable Mentions:
• John Bushman, University of Kansas, Lawrence, Kansas, “Young Adult Literature in the Classroom—Or Is It?” March 1997
• Constance Weaver, Western Michigan University, Kalamazoo, Michigan, “Teaching Grammar in the Context of Writing,” November 1996

1996:  Ruth K.J. Cline, professor emerita, University of Colorado, Boulder, and Robert C. Small Jr., Radford University, Radford, Virginia, “The Problem with U.S. Education: Too Much Criticism, Too Little Commitment,” November 1994

Honorable Mention:  Richard Andrews, Middlesex University, London, “Democracy and the Teaching of Argument,” October

1994:  Terry Davis, Mankato State University in Mankato, Minnesota, “Literature Tells Our Family Secrets,” December 1994


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