Education Commons^™

Call For Manuscripts

Virginia English Journal

No abstract provided.

One Bold Experiment, William D. Smyth

Virginia English Journal

A monthly exchange of letters from 165 seventh graders in an arts school in Charleston, South Carolina to similar classrooms in 16 countries around the world proved to be the writing project that captured every state writing standard all at once -- brainstorming, writing, collaboration, analysis, proofreading, and re-writing. This one activity was the highlight of the year for each student as letters and gifts poured in from every continent September to June. This was truly a teacher's dream come true.

I, Too: A Culturally Responsive Expression Of Teacher And Student Writing, Tiffany Lewis, Kevon Merritte, Haley Novak

Virginia English Journal

No abstract provided.

All-American Boys, The Hate U Give, And The Great Gatsby: The Process And Product Of Multi-Genre In A High School English Methods Course, Mary Beth Cancienne, Bria Coleman, Kailyn Gilliam, Kristina Gooden

Virginia English Journal

“All-American Boys, The Hate U Give, and The Great Gatsby: The Process and Product of Multi-Genre in a High School English Methods Course” explains the process of teaching an eight-week multi-genre project to a high school English methods class and within the process highlights student’s representative examples. The cumulative assignment in the course aims to have a digital multi-genre project that they can serve as an exemplar to support their writing instruction as first-year teachers the following year. Bridging the author's voice with the student's voice, the MGP enhances student writing by showing that reading and writing can be …

Re-Imagining Remediation: Problematizing Adolescent Literacy Remediation, Michelle Lague

Virginia English Journal

This article explores the unique literacy needs of adolescent learners and challenges the traditional practice of literacy remediation, often tied to standardized test scores, in U.S. public schools. A call for more responsive literacy instruction that employs a disciplinary, holistic approach rather than a skills-based, deficit-informed approach is articulated, as well as recommendations for practice in literacy instruction informed by research on literacy identity development. As we begin to imagine our schools in a post-COVID world, we must rethink our instruction and move toward a model of literacy that is more relevant, more responsive, and, above all, more human.

An Introduction To The Culturally Responsive Education Model (Crem): A Personal And Professional Journey To Reflective And Transformative Pedagogy, Monica R. Manns

Virginia English Journal

The Culturally Responsive Education Model (CREM) is a framework by which educators can recognize, digest, and implement cultural responsiveness in their classrooms and school communities. Based on the research of James Banks, Gloria Ladson-Billings, Zaretta Hammond, Marva Collins, Bell Hooks, Geneva Gay, James Comer, and Paulo Freire, the CREM serves as a tool, a practitioner’s guide to culturally responsive teaching and learning, with specific focus on content integration (the curricular and programmatic expansion to celebrate and acknowledge the contributions of diverse groups); knowledge construction (helping students understand how people create beliefs based on their diverse biographies while validating students’ funds …

Introduction From The Editor

Virginia English Journal

No abstract provided.

Summer 2021 Call For Submissions, Paige Horst

Virginia English Journal

No abstract provided.

Today’S Dissection In English Lab: Analytical Discoveries Through Classical Rhetoric, James A. Cornette Jr.

Virginia English Journal

This article describes a single class session in Fall Semester 2020 with my undergraduate freshmen, featuring a “lab” discussion of a poem by Sun Yung Shin. The “dissection” of her poem proceeds by means of an application of classical rhetorical tools -- particularly the appeals to logos, ethos, and pathos -- the “lenses” by means of which a process of critical analysis takes place. The intention of my article is to demonstrate how productively students can apply such rhetorical tools when they have been carefully trained in their use for several weeks in a semester. To shift the …

The Writing Processes Of Long-Term English Learners And Struggling Native English Speakers, Katherine R. Brubaker

Virginia English Journal

This study sought to identify what differences, if any, distinguish the writing processes of native English speakers (NESs) and long-term English learners (LTELs). During a 90-minute class period, 9th and 11th grade NES and LTEL students recorded themselves thinking aloud as they composed a writing sample for their English teachers, and completed survey questions related to their writing processes and their levels of attention to different aspects of the writing process. LTELs answered additional questions about their language backgrounds and their use of their languages as they write. Several English teachers also scored the students’ essays. Analysis of the results …

Writing That Values Multiple Ways Of Knowing: Supporting Early Career Teachers’ Efforts To Promote Literacy Development, Lauren A. May, Heather Wright

Virginia English Journal

Early career secondary English teachers manage challenges that complicate their efforts to support students’ literacy development, including feelings of inadequacy as teachers. This paper focuses on low-stakes writing strategies that teachers might use to promote literacy development in the classroom and decrease their feelings of inadequacy. The authors, Lauren and Heather, use the lenses of dialogic pedagogy and the reflective turn to draw upon literature on the blending of reading and writing instruction and elements of autoethnography to examine their efforts to support students’ literacy development. Working from the literature and pedagogical reflections, the authors offer suggestions for instructional practice …

Connecting To Place In The Literacy Classroom, Rachelle Kuehl

Virginia English Journal

Motivation research indicates that students need to be interested in the subject matter about which they are learning, and this article describes how connecting to place can pique students’ interest in writing and reading tasks. Place-based literacy practices, or those that allow opportunities for students to explore their out-of-school interests in authentic ways, have been shown to engage rural students in literacy learning. This article presents examples of writing projects found in the literature that incorporate an emphasis on place (e.g., photo essays, project-based learning assignments, community interviews). Resources for helping students find books connected to their sense of place …

Empowering Children's Literature For Stressful Times, Barbara C. Wheatley Ed.D., Jennifer Whorrall Turner Ed.D.

Virginia English Journal

Abstract

Reading and books are synonymous with children and education. Caregivers and educators alike understand the many benefits of reading books to help children learn about their world but also to help manage emotions. As the pandemic rages across the country and the world, books are one way to help children deal with the emotions that are present in their lives. Bibliotherapy is explored as the practice of clinically and educationally using literature to help children deal with anxiety and stress. Research is explored that supports the emotional needs of children and the use of books to help children empathize …

Introduction From The Editor, Jenny M. Martin

Virginia English Journal

No abstract provided.