STEP 1:

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w Improves writers’ understanding of whatplagiarism is, how it happens, and why it’s a problem

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ON-SITE SUPPORT FOR PLAGIARISM PREVENTIONfrom Barry GilmoreTake another step in plagiarism prevention. Invite Barry Gilmoreto speak to your teachers about effective plagiarism preventionstrategies. Visit pd.heinemann.com for details.

Americans are writing like never before—through text messages and IMs, with video cameras and cell phones, and, yes, even with traditional pen and paper. Whether it is done in a notebook or on a blog, writing, in its many forms, has become daily practice for millions of Americans. The National Council of Teachers of English invites you to explore and celebrate the integral role writing has in each of our lives by participating in the National Day on Writing/National Gallery of Writing.

Who can participate? Everyone! NCTE invites everyone to play an active role in this celebration of writing. We encourage participants from many sectors—students, teachers, parents, grand-parents, service and industrial workers, managers, business owners, legislators, retirees, and many more—to submit a piece of writing.

What types of writing will be accepted?We welcome composition in all of its forms, from textual to audio and video pieces. The only criterion is that it is a piece that matters to you. Among the entry types you can submit are:

• Letter• Email or text message• Journal entry• Report

Where will I submit my writing? NCTE, along with our participation partners, will unveil an online National Gallery of Writing that will feature different types of composition. Writers will be able to submit pieces to the gallery website beginning in Spring 2009. The gallery will be a digital archive accessible to all through a free, searchable website. Writers will include with their piece a brief introduction and the reason they selected and submitted it to the gallery.

October 20, 2009http://www.ncte.org/action/dayonwriting

• Electronic presentation• Blog post• Documentary clip• Poetry reading

• “How to” directions• Short story• Memo

NDW_7x10_Color_090194.indd 1 2/26/2009 12:06:03 PM

Hannibal

Mark Twain’s Mississippi Mark Twain’s Mississippi

h t t p : / / l i n c o l n . l i b . n i u . e d u

l i n c o l n / n e ta b r a h a m l i n c o l n h i s t o r i c a l d i g i t i z a t i o n p r o j e c t

Mark Twain’s Mississippi features texts, images, sound, and video materials drawn from

the collections of the Northern Illinois University Libraries, the Newberry Library, the St.

Louis Mercantile Library, and Tulane University Libraries, illuminating the regions that

Mark Twain describes in The Adventures of Huckleberry Finn and other celebrated works.

Features lesson plans for teachers, including materials aimed at elementary and

secondary students at http://dig.lib.niu.edu/twain/teachers.html.

Lincoln/Net uses Abraham Lincoln’s life in Illinois as a lens through

which users may explore and interpret society and politics in

antebellum America. The site contains over 25 million searchable

words of text, over 3000 images, 100 sound files, 100 video files,

plus interpretive materials. Includes lesson plans for high school

students at http://lincoln.lib.niu.edu/teachers/lessons.html.

HannnnibalibalibalH alalal

http:/http://dig.lib.niu.edu/twain/Index.html

NCTE Executive Committee Kylene Beers (President), Teachers College Reading and Writing Project, New York; Carol Jago (President-Elect), Santa Monica High School, CA; Yvonne Siu-Runyan (Vice President), University of Northern Colorado; Kathleen Blake Yancey (Past Pres-ident), Florida State University, Tallahassee; Becky McCraw (Representative-at-Large, Elemen-tary Section), Goucher Elementary School, Gaffney, SC; Shelbie Witte (Representative-at-Large, Middle Level Section), Fort Riley Middle School, KS; Jennifer Ochoa (Representative-at-Large, Secondary Section), Alfred E. Smith High School, Bronx, NY; Debra Goodman (Chair, Elementary Section), Hofstra University, Hempstead, NY; Jeffery Williams (Assistant Chair, Elementary Sec-tion), Solon City Schools, Solon, Ohio; Nancy Patterson (Chair, Middle Level Section), Grand Valley State University, Grand Rapids, MI; Wanda Porter (Chair, Secondary Section), Kamehameha Sec-ondary School, Honolulu, HI; Kay Bushman Haas (Associate Chair, Secondary Section), Olathe District Schools, Olathe, KS; Jude Okpala (Chair, College Level Section), Howard Community Col-lege, Columbia, MD; Chuck Bazerman (Chair, CCCC), University of California, Santa Barbara;Marilyn Valentino (Associate Chair, CCCC), Lorain County Community College, Elyria, OH; Janet Alsup (Chair, CEE), Purdue University, West Lafayette, IN; Debbie McCullar (Chair, CEL), Mor-gan Junior High, Casper, WY; Sandie McGill Barnhouse (Chair, TYCA), Rowan-Cabarrus Com-munity College, Salisbury, NC; Katie Van Sluys (President, WLU), DePaul University, Chicago; Erika Lindemann (Parliamentarian), University of North Carolina, Chapel Hill.

Secondary Section Committee Wanda Porter, Chair (2010), Kailua, HI; Kay Parks Haas, Associate Chair (2011), Olathe District Schools, KS; Janet Atkins (2012), Wade Hampton High School, Greenville, SC; James Burke (2012), Burlingame High School, CA; Mary Ellen Dakin (2010), Revere High School, MA; Michael LoMonico (2012), Stony Brook University, NY; Karen Conn Mitcham (2011), Jones County High School, Gray, GA; Pamela K. Schoen (2010), Hopkins High School, MN; Tamara L. C. Van Wyhe (2012), Glennallen Jr./Sr. High School, AK; Keith Younker (2009), Southridge High School, Huntingburg, IN; Jennifer Ochoa, Representative-at-Large, Secondary Section (2010), Alfred E. Smith High School, Bronx, NY; Ken Lindblom, Editor, English Journal (2013), Stony Brook University, NY; Carol Ann Jago, NCTE President-Elect (2011), Santa Monica High School, CA; Felisa Mann, Administrative Liaison Specialist, NCTE.

Manuscripts Detailed information about manuscript submission can be found on the Call for Manuscripts page in this issue. Editorial correspondence should be directed to En glish Journal, Ken Lindblom, Editor, English Department, Stony Brook University, English_Journal@notes.cc.sunysb.edu.

It is the policy of NCTE in its journals and other publications to provide a forum for open discussion of ideas concerning the content and the teaching of English and language arts. Publicity accorded to any particular point of view does not imply endorsement by the Execu-tive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specifi ed.

Although every attempt is made to ensure accuracy at the time of publication, NCTE cannot guarantee that published electronic mail addresses and URLs are correct.

We gratefully acknowledge the assistance of the publishers who provided images of book covers used in this issue.

ReadWriteThink (http://www.readwritethink.org) is a nonprofi t Thinkfi nity website main-tained by the National Council of Teachers of English (NCTE) and the International Reading Association (IRA), with support from the Verizon Foundation. We provide to classroom teach-ers free lesson plans, interactive student materials, and Web resources linked to ELA standards.

Subscriptions and Advertisements English Journal (ISSN 0013-8274) is published bimonthly in September, November, January, March, May, and July by the National Council of Teachers of English. Annual membership in NCTE is $40 for individuals, and a subscrip-tion to English Journal is $25 (member price). Nonmembers and institutions may subscribe for $75. Add $8 per year for Canadian and all other international postage. Single copy: $12.50 (member price, $6). Remittances should be made payable to NCTE by credit card or by check, money order, or bank draft in United States currency. Orders may be placed by phone (toll-free) at 1-877-369-6283 or online at http://www.ncte.org.

Communications regarding orders, subscriptions, single copies, and change of address should be addressed to English Journal, NCTE, 1111 W. Kenyon Road, Urbana, Illinois 61801-1096. Communications regarding permission to reprint should be addressed to Permissions, NCTE, 1111 W. Kenyon Road, Urbana, Illinois 61801-1096. Communications regarding advertising should be addressed to Carrie Stewart, NCTE, 1111 W. Kenyon Road, Urbana, Illinois 61801-1096. POSTMASTER: Send address changes to English Journal, NCTE, 1111 W. Kenyon Road, Urbana, Illinois 61801-1096. Periodical postage paid at Urbana, Illinois, and at additional mail-ing offi ces.

EditorKen LindblomStony Brook University

Column Editors

Adolescents and TextsAlfred W. TatumUniversity of Illinois at Chicago

Challenging TextsP. L. ThomasFurman UniversityGreenville, SC

Innovative Writing InstructionValerie KinlochOhio State University

Mentoring MattersThomas M. McCannElmhurst Public SchoolsElmhurst, IL

Larry JohannessenNorthern Illinois University

Off the ShelvesMark LetcherUniversity of Oklahoma

PoetryAnne McCrary SullivanNational-Louis University, Tampa

Research for the ClassroomJulie GorlewskiMaryvale High SchoolCheektowaga, NY

Success with ELLsMargo DelliCarpiniLehman College, CUNY

Division Director, PublicationsKurt Austin, NCTE

Production EditorRona Smith, NCTE

Editorial AssociateTheresa Kay

Editorial AssistantsLauren EspositoNicole SearsStony Brook University

Cover ArtCover photo © 2009 Jupiter Images Corporation.

Copyright © 2009 by the National Council of Teachers of English

NCTE’s website: www.ncte.org

7English Journal 98.5 (2009): 7–9

Send manuscripts to

Ken Lindblom, EditorEnglish JournalStony Brook UniversityEnglish_Journal@notes.cc.sunysb.edu

Submission Guidelines• Manuscripts should be sent by email as an attachment to

English_Journal@notes.cc.sunysb.edu. Manuscripts should be double-spaced throughout (including quotations, endnotes, and works cited), with standard margins. Word 2000 or later is pre-ferred. Authors using Macintosh software should save their work as Word for Windows. Paper submissions should be sent only when email is impossible. Please save copies of anything you send us. We cannot return any materials to authors.

• In general, manuscripts for articles should be no more than ten to fi fteen double-spaced, typed pages in length (approxi-mately 2,500 to 3,750 words).

• Provide a statement guaranteeing that the manuscript has not been published or submitted elsewhere.

• Ensure that the manuscript conforms to the NCTE Guide-lines for Gender-Fair Use of Language. (See address below.)

• Number all pages.• Use in-text documentation, following the current edition of

the MLA Handbook. Where applicable, a list of works cited and any other bibliographic information should also follow MLA style.

• List your name, address, school affi liation, telephone number, and email address on the title page only, not on the manu-script. Receipt of manuscripts will be acknowledged by email, when possible, or by mail.

English Journal is refereed, and virtually all manuscripts are read by two or more outside reviewers. We will attempt to reach a decision on each article within three months. The deci-sion on pieces submitted in response to a specifi c call for manu-scripts will be made after the call deadline.

Prospective contributors should obtain a copy of the Guide-lines for Gender-Fair Use of Language from the NCTE website at http://www.ncte.org/positions/statements/genderfairuseofl ang.

Keeping It Real: Teaching Nonfi ctionDeadline: July 15, 2009Publication Date: March 2010

Biographies, autobiographies, memoirs, essays, scientifi c stud-ies, government reports, travel books, culinary guides, cultural studies, philosophical treatises, how-to manuals, consumer guides, creative nonfi ction, documentary fi lms, op-ed essays, political blogs, product websites. The list of nonfi ction genres is long, and the possibilities for teaching them are endless. This issue of English Journal focuses on nonfi ction texts and innova-tive ways of teaching them.

What nonfi ction texts have you taught and why and how have you taught them? Are there rarely covered genres that more English teachers should teach? How have you creatively engaged students in nonfi ction texts? Have you built produc-tive bridges between nonfi ction and fi ction texts or between different nonfi ction texts? How have you used nonfi ction texts to teach forms of critical thinking that fi ction texts don’t easily lend themselves to? What nonfi ction texts motivate students to write and conduct research? How have you used nonfi ction texts to engage students in school or community service? Any articles focusing on nonfi ction texts in middle and secondary English classes are welcome.

Collaboration and Social InteractionDeadline: September 15, 2009Publication Date: May 2010

Working productively with others is essential in the workplace and in daily life. Those who develop effective people skills can be more successful in their careers and in building meaningful human relationships that enhance their social lives. English class is an important place to develop many skills of social interaction, for example, those that come from group work, collaborative writing, debates, small- and large-group discus-sions, etc. What is the place of English classes in the develop-ment of social skills? What writing and reading activities have you found successful in helping students develop collaborative skills? How have you assessed students’ collaborative abilities? What challenges have you found in collaborative assignments and how have you learned to deal with them? How have you helped students to work with diffi cult people and to curtail their own less-than-collaborative behaviors?

Any aspect of student collaboration related to English teaching is welcome for this issue. We also encourage articles on teacher collaboration: for example, co-teaching among teachers of different disciplines or levels of instruction; collabo-rations among English teachers and school administrators, community or business organizations, parents, or other mem-bers of the public.

Be sure also to see the “Teacher to Teacher” and “Student Voices” questions for this issue.

Logic and Critical Reasoning in the 21st CenturyDeadline: November 15, 2009Publication Date: July 2010Logic is one of the oldest fi elds of study in the Western tradi-tion, and it has not lost any of its importance, despite centuries of evolving literacies. Our contemporary democracy requires critical citizens to make sound, reasoned decisions about their leaders, about their workplace and home-life needs, and regard-ing the causes and pastimes they support. Along with the information explosion that has developed from the 24-hour news cycle and countless magazines, journals, blogs, and homepages available on the Internet has come an increased need for sophisticated skills required to critically assess these sources for accuracy, bias, and credibility.

What knowledge is important for students to develop logi-cal and critical reasoning skills? What logical fallacies should students be made aware of, and how can we motivate them to develop this knowledge? What should students learn about valid forms of evidence and about the place of emotion in effec-tive argumentation? What age-old techniques of logical analy-sis and reasoning should we advocate, and what innovations should we employ to address new literacies and technologies? How have you used fi lm, other visuals, nonfi ction, fi ction, or workplace or community documents in ways that have helped students to develop their skills of logic? How have you encour-aged students to use logical argument in their writing and for their own purposes?

General InterestMay submit any time

We publish articles of general interest as space is available. You may submit manuscripts on any topic that will appeal to EJ readers. Remember that EJ articles foreground classroom practice and contextualize it in sound research and theory. As you know, EJ readers appreciate articles that show real stu-dents and teachers in real classrooms engaged in authentic

Call for Manuscripts

8 May 2009

students fi nd meaningful and signifi cant. The focus of this col-umn is connecting adolescents with texts. Materials that give attention to using both fi ction and nonfi ction texts that honor adolescents’ academic, cultural, gendered, or social identities should be submitted. Implications for policy and/or practice are encouraged.

Submissions of 2,000 words or fewer should be sent to Alfred W. Tatum at atatum1@uic.edu.

Challenging TextsEditor: P. L. Thomas

Franz Kafka proclaimed that a “book must be the ax for the frozen sea within us.” The authors and texts we bring into our classrooms and the acts of literacy that students perform about and because of those texts are essential aspects of creating class-rooms where students become critical readers and critical writ-ers. This column will explore the authors and texts we choose that confront the world and the worldviews of students. We also explore various theoretical approaches to literature that challenge and energize students and teachers.

Contributors should explore and share their classroom practices that address questions such as, What authors and texts confront the world and students’ assumptions? What texts expand students’ perceptions of and assumptions about genre? What texts confront both big ideas and the art and craft of writing? How does critical pedagogy look in liter-ature classrooms? What literary theories do you fi nd most generative?

Submit an electronic Word fi le attached to your email to the column editor, P. L. Thomas, at paul.thomas@furman.edu. Contributors are encouraged to query the column editor and share drafts of column ideas as part of the submission process.

Innovative Writing InstructionEditor: Valerie Kinloch

Signs of writing are all around us, from writings that decorate school bulletin boards, student essays, and teacher journals to units that guide our classroom work. How do you address such signs of writing, among others, in your work with students? What approaches to writing instruction have you used to stimulate student engagement with words and actions? “Inno-vative Writing Instruction” provides a forum for productively contentious, yet critical discussions on approaches to writing instruction. In addition to discussing the writings authored by students, we will examine the various ways we engage students in work that helps to strengthen their voice, authority, and interest in writing. In these examinations, we will question our challenges with teaching writing in the spaces we call class-rooms, schools, and communities of learning. What we do with students around writing and our approaches to writing instruc-tion affect how they use words to participate in the world.

Column contributions of 1,800–2,800 words are encour-aged. Send email submissions to Valerie Kinloch at kinloch.2@osu.edu.

Mentoring MattersEditors: Thomas M. McCann and Larry Johannessen

Some critics use the disturbing phrase “eating their young” to refer to the way some school leaders and veteran teachers treat new teachers. The image refers to the regrettable practice of allowing the newcomer to endure the least desirable conditions in a school or department. In contrast, caring veteran teachers will be sensitive to the need to foster growth and to promote a

teaching and learning. Regular manuscript guidelines regard-ing length and style apply.

Ongoing Features

Speaking My Mind: We invite you to speak out on an issue that concerns you about English language arts teaching and learning. If your essay is published, it will appear with your photo in a future issue of English Journal. We welcome essays of 1,000 to 1,500 words, as well as inquiries regarding possible subjects.

Student Voices: This is a forum for students to share their experiences and recommendations in short pieces of 300 words. Teachers are encouraged to submit the best responses from their classes, not whole class sets, please. Individual students are welcome to submit as well. Topics are as follows:

• What nonfi ction text that English teachers might not think of would you like to read in English class? (Deadline: July 15, 2009)

• What positive lessons have you learned from English class about working with other people? (Deadline: September 15, 2009)

• How has logical thinking helped you out of a diffi cult situa-tion? (Deadline: November 15, 2009)

Teacher to Teacher: This is a forum for teachers to share ideas, materials, and activities in short pieces of 300 words. Topics are as follows:

• What nonfi ction text or genre should all students read before they graduate? (Deadline: July 15, 2009)

• Given all the time and money you needed, what kinds of collaboration would you engage in for the benefi t of your students? (Deadline: September 15, 2009)

• How can we motivate students to value logic and logical thinking? (Deadline: November 15, 2009)

Original Photography

Teacher photographs of classroom scenes and individual stu-dents are welcome. Photographs may be sent as 8" × 10" black-and-white glossies or as an electronic fi le in a standard image format at 300 dpi. Photos should be accompanied by complete identifi cation: teacher/photographer’s name, location of scene, and date photograph was taken. If faces are clearly visible, names of those photographed should be included, along with their statement of permission for the photograph to be repro-duced in EJ.

Original Cartoons

Cartoons should depict scenes or ideas potentially amusing to English language arts teachers. Line drawings in black ink should be submitted on 81/2" × 11" unlined paper and be signed by the artist.

Columns and Column EditorsAdolescents and TextsEditor: Alfred W. Tatum

As the role of adolescent literacy is being reconceptualized, little attention is given to the roles of texts in the lives of ado-lescents, or how texts can be used to shape their in-school and out-of-school lives. This is problematic in light of the fact that many educators struggle to engage students with texts that the

Call for Manuscripts, continued

9English Journal

sense of self-effi cacy in new colleagues. The development of any teacher is not complete after departure from a teacher preparation program. Professional growth continues for years, and supportive colleagues can play a signifi cant role in infl uencing the develop-ment, satisfaction, and retention of teachers in the early stages of their careers. This column invites contributors to offer practicing teachers, schools, and teacher preparation programs their insights about how to mentor and support early-career English teachers, including reports from early-career teachers about their positive mentoring experiences. We especially encourage specifi c sugges-tions for practices that will help veteran teachers to support newer colleagues in developing positive relationships with stu-dents, contending with pressures to conform to test-driven cur-ricula, handling an enormous workload, and forming collaborative relationships with supervisors, colleagues, and parents.

We invite column contributions of 500–1,500 words address-ing themes about mentoring and supporting early-career teach-ers. Send inquiries, ideas, and submissions to Thomas M. McCann at tmccann@elmhurst.k12.il.us.

Off the ShelvesEditor: Mark Letcher

We are living in a new golden age of young adult literature. Edgy and engaging titles by authors both emerging and estab-lished have been pushing the fi eld of young adult literature (YAL) to places we’ve never seen before. Teen readers are see-ing more innovative formats and genre-blending in their read-ing, are exposed to authors from around the world, and are blurring the lines between previously established “teen” and “adult” fi ction.

There may be no better time to celebrate and promote the diversity, characters, issues, and pure literary craftsmanship that YAL offers its audience, and our hope is that you will help us contribute to the conversation.

This column will explore a wide range of topics related to literature written for and/or read by young adults, with a strong emphasis on recently published works. We particularly wel-come the voices and experiences of secondary teachers, for whom YAL provides vital classroom reading, suggestions for eager and reluctant students, and engaging personal reading material.

Submissions of 500–1,500 words, inquiries, and sugges-tions for future column topics should be directed to Mark Letcher at mletcher@ou.edu.

PoetryEditor: Anne McCrary Sullivan

In her poem “Valentine for Ernest Mann,” Naomi Shihab Nye reminds us that “poems hide. In the bottoms of our shoes, / they are sleeping.” Look inside your shoes, your desk drawers and kitchen cabinets, the hallways of your school, the grocery stores and garbage dumps of your community. “Find” some poems and send them to EJ. Choose those that seem a fi t, either explicitly or implicitly, with announced themes of upcoming EJ issues. We are looking for well-crafted original poems in any style, serious or humorous, written by teachers, students, or those who love them. We do not consider previously pub-lished poems or simultaneous submissions.

Send by email attachment, for blind review, up to fi ve poems with only phone number and initials on the page. In your email

Call for Manuscripts, continued

message, include brief biographical information. Poets whose work is published will receive two copies of the issue in which their work appears. Send submissions to EJPoetry@nl.edu. Send correspondence to Anne McCrary Sullivan at ASullivan@nl.edu.

Research for the ClassroomEditor: Julie Gorlewski

Research provides a lens through which teachers can better understand our pedagogical successes and failures. Research illuminates the social and political contexts of education, enhancing our appreciation of students, their families, and the communities we serve. The principles of research offer a foun-dation for refl ective practice.

Classrooms are laboratories for teaching and learning. In this era of accountability, it is important for teachers to apply research to practice. We must be collaborators in the process of deciding what works, not merely consumers of products deemed “research-based.” In the spirit of a critical theoretical approach, this column will seek both to clarify and to prob-lematize research-based practices.

Submissions for this column might include an informal mini-study or a story about an attempt—successful or not—to conduct classroom research. Contributors should focus on a classroom application of professional scholarship by consider-ing these questions: What worked (and didn’t work) in my classroom? Why? How do I know? Also welcome are short reviews of recently published books that contributors believe can enhance teachers’ classroom research practices. Submissions should be 1,000–2,000 words.

Authors, especially new contributors, are encouraged to submit ideas for columns. Send inquiries or submissions to gorlewski@maryvale.wnyric.org.

Success with ELLsEditor: Margo DelliCarpini

English educators face increasing linguistic diversity in their classrooms. In fact, enrollment of English language learners (ELLs) in the nation’s public schools between the years 1990 and 2000 grew by 105 percent, compared to a 12 percent over-all growth rate among the general school population. ELLs enter our classrooms with a variety of prior school experiences, cultural expectations, and literacy experiences. Making the English language arts curriculum accessible to ELLs can pose unique challenges. However, when teachers implement strate-gies that target the needs of ELLs, all students can benefi t.

This column will be a place where classroom teachers can fi nd helpful ideas for teaching ELLs. Please submit manuscripts regarding challenges ELLs encounter in mainstream English classes and how you have developed innovative strategies to address their needs while enhancing the learning environment for all learners. Please share materials and practices that you have found to be especially effective for your ELLs, reports of successful collaborative instruction, motivational strategies that you use, and ways you connect content to ELLs’ lives. Secondary-level English teachers are especially encouraged to submit their ideas. New authors who have ideas for columns that need development are encouraged to contact the editor. Send ideas or complete submissions of 500–1,500 words to Margo DelliCarpini at margo.dellicarpini@lehman.cuny.edu.