In the author's effort to find out more about how "English Journal" articles have led to meaningful changes, he asked several teachers to write about "an "English Journal" article that made a difference." Several council members write about influential articles they read in the pages of NCTE's century-old journal. The brief stories they tell…

Entering into a century of conversations from "English Journal," the authors read, and reread, the words of many mentors, colleagues, and friends, discovering some voices they did not know and rediscovering many voices they did. In surveying "English Journal", the authors highlight voices from the past, of the present, and for the future to offer…

In this high-accountability era--one in which there is an expanding movement to condemn teachers for the failures of their schools--teachers teach students who believe writing is primarily an act of complying to a prompt, likely for a state accountability assessment or the troubling 25-minute essay that constitutes less than half of the writing…

High school teacher Melissa Troise challenges students to recognize the relationships that exist between literary theories, such as Marxism, feminism, and postcolonialism, and urges students to expand their contexts for reading texts by accessing and combining theories. Troise believes theory provides students with the potential to better…

Sequels are written by the authors due to some financial reasons and sold by the publishers because readers request them. The readers admire the characters mentioned in the sequels, an attachment is developed for these characters and hence a curiosity is developed to know more about them.

Discusses responsive reading, resistant reading, and dialogical reading in literature instruction. Uses William Carlos Williams' short story, "The Use of Force," to illustrate these reading processes, in particular that of dialogical reading. (SR)

Presents two responses to Meredith Kopald's article, "Arthur Miller Wins a Peace Prize: Teaching, Literature, and Therapy" in the same issue of this journal. (PRA)

Considers the nature and function of the past in the way people construct the present, particularly with regard to the study of literature. Presents reader response as a feasibile approach for teachers of literature. Discusses issues surrounding the literary canon and the role of literature teachers. (HB)

Shows how one teacher answered student questions about how a particular piece of literature came to be regarded as worthy of in-depth examination. Proposes that students be taught about various critical approaches, including Jungian/archetypal criticism, formalism, reader-response criticism, socio-historical and biographical criticism, and…

Offers a brief sampling of four essays describing a variety of approaches to argument and persuasion. Reiterates some useful definitions and distinctions, discusses classical rhetoric, connects the teaching of argument to eleventh grade U.S. literature, and shows how to teach students to respond to literature by asking "why" questions…

Argues for the consideration of food and gastronomy in the teaching of English in high schools. Provides methods of teaching writing in conjunction with student response to eating. (HB)

Students knowledge of literary theories helps them to understand that there are many ways to know texts, to read and interpret them. Divergent and critical thinking about literature developed by high school students through analyzing a fairy tale, a short story and a novel are presented.

Suggests that the emphasis on problems in current American adolescent fiction could have a negative effect on teenage readers. (ARH)

Discusses one of the perennial challenges of teaching English literature--finding ways to relate it to modern problems and issues and thus make the study accessible to students. Includes an example that relates the themes of "Morte D'Arthur" and "Chariots of Fire" and focuses on the sea imagery in both pieces. (JD)

Discusses the usefulness of literary theory to instruction. Identifies, from a brief classroom transcript, a student's "misreadings," explains how theory helped understand their nature, and how it suggested an instructional strategy. (SR)