Since "English Journal's" (EJ's) founding in 1912, contributors have asked how literature shapes students' ethics, or morals. Ethics, on this account, is about people's ways of imagining and leading good lives. EJ authors explore how reading literature can help students see themselves and the wider world in light of visions of the good based on, for example, compassion (Vogel and Creadick), self-determination (McClaran), and cultural identification (Huff). Different authors argue literature promotes different ethics in different ways. Notably, few EJ authors published in the past ten years reflect overtly on the ways literature shapes students' ethics (although many articles address tacit theories of literature's ethical dimension). In this article, Ross Collin read a century's worth of English Journal articles about how ethics should be addressed in the English Language Arts (ELA) classroom led the him to posit categorical models. Although most EJ articles have an ethical dimension, not all articles overtly raise ethics as a topic and ask how ethics should be taught in ELA classes. He narrowed his search further by reading only those articles that focus on the teaching of literature.