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Language and Literacy Education Commons™
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Articles 31 - 52 of 52
Full-Text Articles in Language and Literacy Education
Grading For Growth: Introducing New Assessment Approaches In Traditional Grading Models, Beth A. Walsh-Moorman, Katie Ours, Aubrey Deaton, Maura Mcginty-O'Hara
Grading For Growth: Introducing New Assessment Approaches In Traditional Grading Models, Beth A. Walsh-Moorman, Katie Ours, Aubrey Deaton, Maura Mcginty-O'Hara
Language Arts Journal of Michigan
This article explores three teachers’ experiences introducing a new assessment approach in an existing school-wide, grading framework. Teachers explore how they were able to manipulate the school framework in a way that allowed (and required) students to revise and rewrite until they had achieved mastery on key writing assignments.
Staying Power, Elizabeth M. Brockman
Staying Power, Elizabeth M. Brockman
Language Arts Journal of Michigan
Using a wide-angle lens spanning three decades, the author proposes that a 1991 OJELA article has “staying power” in the field. Its original purpose—to celebrate the highly recursive revision and personal voice of Emily, a high school junior—is still relevant today, nearly thirty years after the fact. In other words, Emily (who must be nearly 50!) can still vividly model revision strategies and habits of mind with the power to enlarge our own students’ writerly horizons, bolster their rhetorical confidence, and accelerate their literacy growth. However, English teachers today can do more than value the original purpose; they can broaden …
Yellow Pads And The Return Of The Writer, Gregory Shafer
Yellow Pads And The Return Of The Writer, Gregory Shafer
Language Arts Journal of Michigan
No abstract provided.
Exploring Privilege With Young Adult Literature, Stefani Boutelier
Exploring Privilege With Young Adult Literature, Stefani Boutelier
Language Arts Journal of Michigan
It is imperative to utilize Young Adult (YA) literature themes to transfer deeper ideologies. This article layers I am Alfonso Jones, a YA graphic novel, by Tony Medina to frame the exploration of privilege during a literature unit in a secondary ELA classroom. Teachers can facilitate understanding of such an often overused, yet misunderstood phrase, through multiple means (e.g., conversation protocols, performance assessment). The topics examined in this article supports a praxis model of moving critical pedagogy and equity literacy theories to the forefront of one’s teaching by including student voice, incorporating relationship building, and building important conversation skills to …
Using Inquiry In Teacher Professional Learning To Build Efficacy For Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, Kathleen Gibson
Using Inquiry In Teacher Professional Learning To Build Efficacy For Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, Kathleen Gibson
Language Arts Journal of Michigan
Whitacre (2019) and Curtis (2017) found that participants’ efficacy impacted their writing instruction and ability to engage students. We share our experiences with a professional development program aimed to improve teacher efficacy and literacy of elementary teachers. In this professional learning network, the Study of Early Literacy (SOEL), a higher percentage of teachers reported to a Hanover Research survey that they felt less confident in teaching writing than other areas of literacy. To address this need, one of the authors developed a subgroup to specifically address the teaching of writing with an inquiry-based action research component. Most of the teachers …
Learning The Language Of Academic Writing: Using The C3wp As A Scaffold In The Secondary English Classroom, John Lennon
Learning The Language Of Academic Writing: Using The C3wp As A Scaffold In The Secondary English Classroom, John Lennon
Language Arts Journal of Michigan
Using academic language and employing textual evidence as support is a critical component of academic writing. However, many secondary students struggle to join academic conversations because of the skills associated with this type of writing. Through the implementation of the National Writing Project's College, Career, and Community Writing Program (C3WP) (2018) and focusing on the moves of academic writers presented by Harris (2006) and Graff and Birkenstein (2017), students can find ways to use evidence in a more constructive way in their research and argumentative writing. This essay will analyze student writing samples at various levels of skill development and …
A Dog, A Cat And Professional Development: How Two Bobbies Introduced Teachers To C3wp And Michigan’S Literacy Essentials, Delia King
Language Arts Journal of Michigan
This article demonstrates the important connections between the Language Arts Essentials K-3 with the NWP’s College, Career, and Community Writers Program.
Writing On Demand In College, Career, And Community Writing: Preparing Students To Participate In The Pop-Up Parlor, Kelly J. Sassi, Hannah Stevens
Writing On Demand In College, Career, And Community Writing: Preparing Students To Participate In The Pop-Up Parlor, Kelly J. Sassi, Hannah Stevens
Language Arts Journal of Michigan
The Writing on Demand Unit is an important part of the College, Career, and Community Writers Program. In this article, we review the literature on C3WP; contextualize the writing on demand unit in relation to the other instructional resources in C3WP; explore five big ideas about writing on demand; and describe an approach to teaching this unit that includes some preliminary results of teaching this unit in a rural, Native American high school. The five big ideas that inform its use are the following: 1) emotions matter, 2) everyone does it, so provide reasons for writing on demand, 3) time …
Beyond Proving It: How C3wp Helps Students Write Nuanced Arguments And Purposeful Commentary, Kristin E. Smith
Beyond Proving It: How C3wp Helps Students Write Nuanced Arguments And Purposeful Commentary, Kristin E. Smith
Language Arts Journal of Michigan
When students look at an issue from a variety of perspectives, they begin to think critically about sources and biases, and they are able to write more nuanced arguments. This article examines the changes in students' written arguments when a teacher implements the mini-units from the College, Career, and Community Ready Writers Program using articles that present diverse viewpoints on relevant issues. The students in this article were new to the College, Career, and Community Ready Writers Program, and they participated in three mini units from the program. The author describes how she implements these three mini units, and analyzes …
If We Are To Believe In America, Mitchell Nobis
If We Are To Believe In America, Mitchell Nobis
Language Arts Journal of Michigan
Abstract: Many school districts call on teachers to engage in culturally responsive teaching and social-emotional learning, but at the same time, teachers are often told to remain apolitical. This narrative essay argues that English language arts teachers must consciously and carefully undertake political pedagogy because it is impossible not to do so. Everything is political, including ethical teaching.
Daily Oral Language, The Bell Tolls For Thee: A Critique Of Daily Sentence-Editing Exercises, Karen Pezzetti
Daily Oral Language, The Bell Tolls For Thee: A Critique Of Daily Sentence-Editing Exercises, Karen Pezzetti
Language Arts Journal of Michigan
For decades, experts have argued that effective grammar instruction must occur within the context of students’ authentic reading and writing processes. Despite this mandate, however, many teachers continue to use daily sentence-editing exercises like Daily Oral Language (DOL) with their secondary ELA students. Here, I argue that ELA teachers must abandon daily-sentence editing routines on three counts: first, these exercises do not help students become better writers; second, they implicitly communicate several dangerous messages about writing and revision; and, third, they are particularly harmful for speakers of stigmatized dialects of English. The article concludes with a short list of guiding …
Three To Get Ready: Students Justify Peer Response In A Crowded Curriculum, Debbi Meister
Three To Get Ready: Students Justify Peer Response In A Crowded Curriculum, Debbi Meister
Language Arts Journal of Michigan
No abstract provided.
“All The Kids We Are Most Concerned About”: Putting The At-Risk At Greater Risk By Teaching To The Common Core, Brian White, Lindsy Matteoni
“All The Kids We Are Most Concerned About”: Putting The At-Risk At Greater Risk By Teaching To The Common Core, Brian White, Lindsy Matteoni
Language Arts Journal of Michigan
A major, stated goal of the Common Core State Standards (CCSS) for the English Language Arts (ELA) is to provide equal, quality education in literacy for all students in order to reduce opportunity gaps and to prepare high school graduates of all backgrounds and all levels of ability for the demands of college and career. The authors of the CCSS claim that the ELA Standards raise the literacy bar for all students without either constituting a literacy curriculum or dictating literacy pedagogy. However, in both their publications and their public presentations, the CCSS authors have consistently denigrated certain teaching strategies …
Everyday Advocacy As Part Of Everyday Professionalism, Cathy A. Fleischer, Alaina Feliks, Melissa Brooks-Yip, Sarah Andrew-Vaughan
Everyday Advocacy As Part Of Everyday Professionalism, Cathy A. Fleischer, Alaina Feliks, Melissa Brooks-Yip, Sarah Andrew-Vaughan
Language Arts Journal of Michigan
What would happen if we began to see advocacy as part of teachers’ professional identity, as an integral part of who we all are as teachers—not just in moments of crisis, but every day? This article demonstrates how three teachers have made everyday advocacy part of their identity after participating in advocacy training, by exploring the action plans they created surrounding issues of concern in their local contexts.
Advocating For The Affective: Writing Hope Into School Spaces, Nicole Sieben
Advocating For The Affective: Writing Hope Into School Spaces, Nicole Sieben
Language Arts Journal of Michigan
Several scholars in the field of English education advocate for student voice and emotion to take precedence in our English language arts (ELA) classrooms. Because emotions are inextricably tied to learning processes (Smagorinsky, 2017), we know that we cannot effectively teach English language arts unless we consider the affective components of our students’ educational experiences. When students are given opportunities to access the deepest parts of themselves, they can then begin to unpack their full potentials as critical readers, writers, and thinkers in the world. This piece provides several frameworks and strategies for teaching with affective advocacy in mind in …
Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab
Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab
Language Arts Journal of Michigan
Even with weeks of building a classroom community and deliberate instructional scaffolding, students may not engage in thoughtful peer review. One teacher discovers how he must place a deep, intentional value on the feedback itself—and the writers who provided it to one another.
What Will You March For?, Erinn Bentley, Madison Workman
What Will You March For?, Erinn Bentley, Madison Workman
Language Arts Journal of Michigan
Every single day people in this country are advocating – from protesting racism, to fighting for or against legislation, to holding large scale marches in Washington, D.C., to posting a simple Tweet. In this article, two educators will describe how they transformed a "traditional" research paper into a project focused on real-world advocacy. In this project, students analyzed effective persuasive writing in a variety of mediums, conducted research on a topic of personal interest, and composed both a traditional research paper and a protest medium focused on their chosen topic.
Student-Centered Approaches To Teaching Grammar And Writing, Lindsay J. Jeffers
Student-Centered Approaches To Teaching Grammar And Writing, Lindsay J. Jeffers
Language Arts Journal of Michigan
This article questions the continued reliance on traditional approaches to the teaching of grammar, particularly the memorization of parts of speech and grammar rules. Years of studies show that grammar instruction out of the context of writing is detrimental to students. Despite much progress toward student-centered instruction, traditional methods of teaching grammar are still a cornerstone of writing instruction in many English classes. The article suggests more effective, student-centered approaches that focus on students developing as writers and readers. Through modeling and inquiry, students focus on writing as a craft and make choices as writers. It’s essential that research about …
A Tapestry Of Eyes In The Literacy/Literature Class, Gregory Shafer
A Tapestry Of Eyes In The Literacy/Literature Class, Gregory Shafer
Language Arts Journal of Michigan
It is essential that language arts classes make room for different voices, different cultures, and new settings for writing. This paper examines ideas and methods for expanding the discourse and refers to Morrison's Bluest Eye as a way to appreciate the dilemma our students face.
Black Voices Matter, Shenika Hankerson
Black Voices Matter, Shenika Hankerson
Language Arts Journal of Michigan
This article examines the role of voice in the writing of African American students from the African American Language (AAL)-speaking culture. Drawing on data from a qualitative study, this article presents empirical evidence that is likely to inform existing and new initiatives to support the voice and writing practices of AAL-speaking students, and by extension, all culturally and linguistically diverse students. This rarely considered insight, I argue, is important as in recent decades there have been a growing number of calls for instructional material that meets the language and literacy development needs of second language speakers and writers. By generating …
The International Baccalaureate Learner Profile: A Social Justice Framework In The English Language Arts Classroom, Kristin Sovis, Sarah Pancost
The International Baccalaureate Learner Profile: A Social Justice Framework In The English Language Arts Classroom, Kristin Sovis, Sarah Pancost
Language Arts Journal of Michigan
“The International Baccalaureate Learner Profile: A Social Justice Framework in the English Language Arts Classroom," highlights the story of an expert secondary ELA teacher as she navigates the political climate in the wake of the 2016 presidential election. Through narrative, classroom anecdote, and pedagogical reflection, this story offers readers an authentic portrait of the complex decisions that face teachers as we navigate tenuous political terrain in our classrooms. Central to this story is the International Baccalaureate (IB) Learner Profile (LP), which is the framework from which this teacher operates: the IB LP serves as both the anchor and guide for …
Of Lizards And Language, Bernadette Gongora
Of Lizards And Language, Bernadette Gongora
Language Arts Journal of Michigan
No abstract provided.