Non-Member Price:


Member Price:



  • ISBN/ISSN(s):


English Journal
Volume 105, Number 4, March 2016
 Call for Manuscripts From the Editors
Julie Gorlewski and David Gorlewski High School Matters: Timely or Timeless? The Merits of Teaching Nonfiction
Stephen B. Heller
Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators. Nonfiction: A True Story
Marion Wrye
Abstract: The author argues for and provides examples of nonfiction as a way of bringing truth and beauty into English classrooms. “Why doesn’t anyone know this story?”: Integrating Critical Literacy and Informational Reading
Rachel Malchow Lloyd and Scott Wertsch
Abstract: Nonfiction texts demand critical literacy, as evidenced by these teachers’ experience teaching Phillip Hoose’s Claudette Colvin: Twice toward Justice with ninth graders. Using Nonfiction to Enhance Our Teaching of Literature
Audrey A. Fisch and Susan Chenelle
Abstract: The authors used vocabulary activities, photographs, group work, and writing with tenth-grade students to unpack a commission report on violence associated with housing desegregation in 1950s Chicago to deepen students’ engagement with Hansberry’s A Raisin in the SunUsing Service Learning to Teach The Other Wes Moore: The Importance of Teaching Nonfiction as Critical Literacy
Brent Strom
Abstract: This article examines a service-learning project held in conjunction with a reading of the nonfiction text The Other Wes MooreTeaching Good Kids in a m.A.A.d World: Using Hip-Hop to Reflect, Reframe, and Respond to Complex Realities
Alison G. Dover and Tony Pozdol
Abstract: In this article, the authors examine how one of the authors used Kendrick Lamar’s autobiographical hip-hop to provoke mandate-compliant analyses of complex social, racial, and political realities. More Than a Reading Assignment: Using Nonfiction Texts as Mentor Texts
Laurel Taylor
Abstract: This article discusses one teacher’s efforts to give her students a mentor text for a persuasive, research-based writing project. Using Nonfiction to Advocate for Change
Jody Polleck
Abstract: The author provides an overview of a unit plan that integrates nonfiction and issues surrounding social justice. From the Scroll to the Screen: Why Letters, Then and Now, Matter
Amy Maupin
Abstract: The nonfiction letter offers students an opportunity to study a dying art while also gaining insights about people, places, and eras. Emotional Truth with Fictional Images: Reading and Writing Nonfiction Comics in the Secondary Classroom
Michael L. Kersulov
Abstract: The article describes how one student in a summer enrichment English class used fictional elements and images in comic form to represent her identity and the emotional truth of difficult experiences. Navigating Nonfiction through Drama: Using Choral Reading to Create a Transaction with the Text
Brittany Morgan Brewer
Abstract: This article explores how choral reading can be used as a drama tool in a classroom setting to engage students with nonfiction rhetoric while adhering to the Common Core State Standards. Using Memorials to Build Critical Thinking Skills and Empathy
Jennifer Ansbach
Abstract: Using memorials and related nonfiction print and nonprint texts, students explore elements involved in creating a memorial and learn to think critically about the relationship between these elements. Poem: Afternoon
Nicole Stellon O’Donnell Poem: Staff Meeting Announcing Cuts
Nicole Stellon O’Donnell Poem: PARCC Test Prep
Joe Countryman Book Reviews
Victoria Alessi; Andres Zamora Continuous Becoming: Moving toward Mastery: Elbow to Elbow: Collaborative Writing with Colleagues
Keri Franklin, Beth Hurst, and Randall Wallace
Abstract: “Continuous Becoming: Moving toward Mastery” offers suggestions, ideas, and experiences to help novice and veteran teachers discover their own roadmaps toward mastery. Disabling Assumptions: Inauthentic Deaf Characters in Traditional Literature
Dynnelle Fields, Kelly Kim, and Casey Spencer
Abstract: This column explores how paying attention to disability—both to the rich contributions made by people with disabilities and to the sometimes negative attitudes in society that can interfere with those contributions—can foster classroom interactions that are more democratic, more inclusive, and more equitable. Carpe Librum: Seize the (YA) Book: From STEM to STEAM: Finding and Redefining Female Tech Innovators in Literature
Gina Sipley
Abstract: This column serves as a space dedicated to conversation about Young Adult Literature and to celebrate adolescents, their reading, and their experiences by reviewing the texts that engage them. Lingua Anglia: Bridging Language and Learners: Writing Nonfiction: Academic Language, Authentic Activity, and the Disciplines
Vicki McQuitty
Abstract: “Lingua Anglia: Bridging Language and Learners” discusses critical, transformative, and powerful ways to support students’ acquisition of Standard English. Speaking Truth to Power: From Tested Students to Testing Teachers
Alyssa Hadley Dunn and Janine Certo
Abstract: "Speaking Truth to Power" seeks to explore the experiences and possibilities that arise when educators speak Truth to power. A Thousand Writers: Voices of the NWP: Teaching Writers, Not Writing
Mindi Vogel and Joe Seitz
Abstract: This column seeks to explore the experiences of National Writing Project teachers as writers, teachers of writing, and educational leaders. Soft(a)ware in the English Classroom: Readers of Ones and Zeros: A Case for K–12 Digital Humanities Education
Tom Liam Lynch
Abstract: “Soft(a)ware in the English Classroom” seeks to identify the ways in which our teaching and learning lives are influenced by software.