The Wisconsin English Journal

Call for Papers, Vol 62, No 2: Strengthening Connections: Teaching and Writing in Secondary and Post-Secondary Classrooms

September 15, 2020

In a time of unrest and division, the WEJ is interested in strengthening connections. While the WEJ remains focused on student writing in high school, community college, and university environments, it is also crucial for scholars to consider the transition from secondary to post-secondary education and how instructors at each level can work with students who are developing writing expertise. To that end, the WEJ would like to welcome submissions on a variety of related topics:

Related topics include (but are not limited to):
* Architecture of writing programs
* Assessment of student writing
* Placement of students in writing courses
* Influences of “end of grade” testing on student thought processes
* Efficacy of AP college preparatory programs
* Integration of technology and new media in the writing classroom with an emphasis on preparedness for college-level courses
* Models for (and connections between) writing instruction in the secondary and post-secondary classroom
* Prosperity in an era of COVID, budget cuts, and faculty reduction
* Curricular exchange: sharing expectations of writing programs in high schools, community colleges, and universities
* Photography and artwork showcasing interdepartmental connections

We also remain interested in a variety of projects on a range of topics related to the improvement of instruction in all the English language arts at all grade levels—elementary through college—and welcome the submission of projects that are of interest to literacy educators. We are also accepting book reviews, artwork, poetry, flash fiction, and other modalities at this time. View our submission guidelines by clicking here.

About WEJ

The Wisconsin English Journal is a bi-annual publication. Started in 1959 by the Wisconsin Council of Teachers of English, WEJ has published a variety of topics surrounding the English language arts. For more information, visit our about page.

Read The Latest

Volume 61, no. 1 features an editor’s introduction on Zona Gale, the first woman to win the Pulitzer Prize for Drama in 1921, a piece on writing and communications challenges from our current editor, Adam Sprague, and much more surrounding the improvement of instruction. View the full issue here.

Write For Us

WEJ is currently open for submissions and critical book reviews. We have recently opened up our submission guidelines to accept creative work, such as poetry, flash fiction, and creative nonfiction, along with the scope of topics surrounding teaching practices. For more information on submitting, take a look at our guidelines and style guide here.


Vol 62, No 1 (2020)

Vol 62, No 1 (2020) Table of Contents Editor’s Introduction: Resuscitating Zona GaleJohn Pruitt, University of Wisconsin-Whitewater, Rock CountyHTML    PDF Articles Incorporating Game-Based Learning with Shirley Jackson’s “The Lottery” to Maximize Students’ Achievement and EngagementSarah Wolf, Grand Island Central Catholic, Grand Island, NebraskaPhu Vu, University of Nebraska at KearneyHTML     PDF Teaching the Holocaust inContinue reading “Vol 62, No 1 (2020)”

Teaching the Holocaust in the English Classroom: Connecting Students to Develop Their Empathy

Amber Tilley, Northland Pines High School, Eagle River, WI,atilley @ npsd.k12.wi.us The inscription on the United States Holocaust Memorial Museum wall read, “For the dead and the living, we must bear witness–Elie Wiesel.” That quote stuck with me all the way back to Wisconsin. What did it mean to “bear witness”? Who was I toContinue reading “Teaching the Holocaust in the English Classroom: Connecting Students to Develop Their Empathy”

Writing Our Course: Changing the First-Year Composition Course at Northeast Wisconsin Technical College

Jonathan O’Brien, Northeast Wisconsin Technical College,jonathan.obrien @ nwtc.edu College writing instruction in a public, two-year college has its share of challenges: open enrollment, transfer agreements, credit for prior learning, basic writing instruction, and the wide variety of programs, certificate, and transfer paths that writing classes serve. Meeting these diverse needs becomes especially poignant in theContinue reading “Writing Our Course: Changing the First-Year Composition Course at Northeast Wisconsin Technical College”

Incorporating Game-Based Learning with Shirley Jackson’s “The Lottery” to Maximize Students’ Achievement and Engagement

Sarah Wolf, Grand Island Central Catholic, Grand Island, NE, ms.wolfgicc @ gmail.com Phu Vu, Associate Professor of Teacher Education, University of Nebraska at Kearney, vuph @ unk.edu According to Anderson and Jiang of the Pew Research Center (2018), 88% of U. S. teens have access to home computers and 95% to smartphones. This ease ofContinue reading “Incorporating Game-Based Learning with Shirley Jackson’s “The Lottery” to Maximize Students’ Achievement and Engagement”

Supporting Struggling Readers’ Comprehension Across the Curriculum

Yuko Iwai, Department of Educational Studies, University of Wisconsin-La Crosse, yiwai @ uwlax.edu As we know, literacy is considered an essential tool leading students toward academic success, and without a solid foundation with strong teacher support, they struggle with understanding content in all subjects. According to McFarland et al. (2019), in 2017: 32% of theContinue reading “Supporting Struggling Readers’ Comprehension Across the Curriculum”