In this article, the author describes three strategies they have used to bolster interest and make use of popular culture to enhance readers' interactions with texts: pop culture pairings, musical connections, and multimodal projects. The author addresses the cultivation of pop culture awareness, the importance of multimodal pedagogy, the…

National Writing Project (NWP) sites work within an established framework of summer institutes, teacher-led professional development, and continuity to cultivate teacher leaders and empower them by applying these principles. Invitational Summer Institutes traditionally serve as the gateway by which teachers become involved with NWP sites and start…

According to the Common Core State Standards (CCSS) and the concomitant academic discourse, to ensure that students are literate in the 21st century, all teachers must grapple with the ideas inherent in the words and phrases cited above. In this article, the writer describes how the Common Core State Standards in the English classroom can improve…

The beauty of American public education is that the potential of every individual is acknowledged with the clear expectation that each person should receive a high-quality, academically focused education. The challenge, then, is how to achieve that goal when students come with a variety of backgrounds, talents, interests, limitations, and…

Urges teachers to publish their students' writing. (JL)

Imaginative account of an encounter between a modern English teacher and John Dewey, applying Dewey's insights to contemporary issues in English education. (DF)

Describes six categories of websites on grammar. Considers the advantages and disadvantages that Internet grammar provides. Presents an annotated list of 15 web sites on grammar. Suggests adopting a positive but cautious approach to grammar on the Internet. Concludes that grammar on the Internet is a potentially helpful resource to use in addition…

Considers four student teachers' experiences and a need for pragmatic context application. Addresses one student who was ill-equipped to teach a general course of study that included many literary works with which he was unfamiliar. Discusses other student teachers in a similar position. (SG)

Recounts how contact with Kant convinced a teacher that while he thought in objectivist terms he taught in subjectivist ones. (JL)

Argues that excising the word "exposition" from the language of English teachers would be more beneficial than harmful. (JL)

Suggests teaching students four processes for improving sentences: addition, subtraction, substitution, and transposition. (JL)

Asks why students must learn English. Addresses motivation for teaching and learning English. Suggests a better approach that places observation first, then the classification and interpretation of perceptions, and then the formation, assemblage, and revision of complete thoughts. (SG)

Describes how one foreign language teacher and two English teachers created a program that might work to improve students' control over their language. Combines their collective expertise in teaching languages, studies the research in their surprisingly separate fields, and crosses the gulf between the foreign language and English hallways.…

Focuses on the need to reevaluate the teaching of grammar and mechanics. Examines how to create a meaningful, practical system for teachers and students. Defines "glossing" as a method whereby the student corrects an error identified by the teacher and then states the grammatical rule that applies. Notes that this process allows teachers…

Explains how insights on the nature of consciousness can be applied to the teaching of English. (JL)