Heather E. Bruce (University of Montana-Missoula) for "Subversive Acts of Revision: Writing and Justice” (Vol 102, No. 6, July 2013)
Abstract: English classes should offer students bold opportunities to revise hate and discrimination.
Committee Statement: In a climate of chaos and miscommunications leading to frustrations and rioting in Ferguson, MO and Baltimore, MD, in addition to the educational climate of high stakes standardized testing, this article addresses how ELA can “humanize schools” and help students see the world from the often-unexamined perspective. The author’s insight into revision as “a process of re-imagining” to transform and offer a different insight that allows not only the reader but also the writer to see a concern more precisely and with “wider understanding” and the “deepest sense” of insight, provides rationale and purpose to the act of revision. The author also explains how to teach students to achieve this level of revision through a practical lesson in revising hate language “into empathy for others and respect for social justice.” This article is not only relevant to the times in which we teach, but it is more than a message, it provides specific activities for the classroom teacher making the article both profound and practical.
April Brannon (California State University-Fullerton) for "Love That Poem! Using Imitation to Teach Poetry" (Vol. 102, No. 2, November 2012)
Abstract: Want your students to write like Mary Oliver, Ellen Bass, or Margaret Atwood? Let Brannon show you how to make it happen.
Committee Statement: In light of a recent government study that poetry is going extinct, this article is especially timely. From an engaging introduction to the provision of three specific imitation lessons, there is something for every teacher interested in leveraging the power and promise of poetry. The guidelines for choosing model poems are specific and succinct and links are provided to model poems. A strong article.
April Brannon is an Associate Professor of English and the director of English Education at California State University, Fullerton. She is honored to work with people who care about students, reading and writing, and she believes that words can change the world.
Gregory Shafer (Mott Community College, Flint, Michigan) for “Political Language, Democracy, and the Language Arts Classroom” (Vol. 103, No. 2, November 2013)
Abstract: It is important for students to understand and analyze political language so that they can be participatory members of a democratic society.
Committee Statement: This article offers insight into understanding language by providing teachers with classroom examples, articles, and resources that will assist the classroom teacher in empowering students and teaching them how to unravel the language that shapes their perceptions. Creating this consciousness of everyday language is emphasized in the article and may be one of the most critical and essential tools an ELA teacher can offer his or her students.
Gregory Shafer teaches English at Mott Community College in Flint, Michigan.
Chair: Paul Thomas
Committee: Katie Greene, Courtney Morgan, April Niemela, and Tara Seale
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.
The purpose of the award is to recognize outstanding English Journal articles written by someone who does not qualify for the English Journal Paul and Kate Farmer Award.
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.
The award shall cover issues published between September and July of two consecutive volume years.
The editorial panel shall consist of a chair nominated by the editor of the 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.
In February of second year, or as soon as the editor determines which articles will be published in the final issue of the volume year, the editor or chair shall send each reader a list of authors eligible for the award, along with guidelines for selection.
After reviewing the articles, each reader shall nominate six articles. The readers will rank these articles from highest preference to lowest preference and then forward their nominations to the chair by the first of September.
The chair shall tabulate the nominations and consider, but not be mathematically bound to, the rank ordering of the articles. That is, the chair should carefully consider the recommendations and rankings of the readers but is to use his or her own judgment in determining award winners. The chair shall choose one winner and up to two honorable mentions.
The award shall be announced by the Chair of the award committee and presented by the editor at the Secondary Section Luncheon during the NCTE Annual Convention, or be presented at another time agreeable to the various parties involved.
In addition to the honor of receiving the award, each winner shall received (1) a plaque, (2) a complimentary registration for the Annual Convention and (3) a ticket to the Secondary Section Luncheon. Honorable Mentions shall receive (1) a certificate of accomplishment, (2) a complimentary registration for the Annual Convention, and (3) a ticket to the Secondary Section Luncheon. The editor shall send letters of announcement and congratulations to the winners, and letters will be sent to the various winners' supervisors. The NCTE relations department will also be asked to notify appropriate newspapers and education journals.