Shifting from Pro/Con to Conversation in Argument Writing
Abstract. This paper, which uses research supported through a partnership with the University of Wisconsin-Milwaukee and funded with a grant through the National Writing Project, explores best practices from five published texts to encourage students to talk and write about complex issues.
Michelle Streed, Nicolet Union School District
The Reader as an Individual
Abstract. This essay analyzes the research on student choice in independent reading, which states that students read more when given ample chances to choose personally meaningful and engaging books.
Sarah Clavette, Washington Junior High School, Manitowoc
“Do You Have Any Other Good Books?” What Does It Take to Engage Readers?
Abstract. The author examines research surrounding the components of literacy practices that have a positive effect on student reading engagement.
Kristal Mott, Ripon Middle School
Practical Grammar Applications: Finding the Missing Link
Abstract. This essay explains her students’ journey from worksheets and grammar exercises to daily oral language sentences and to the ultimate goal of dissecting their own writing.
Jill Anne Gilson, Luxemburg-Casco High School
Building Secondary Students’ Writing Self-Efficacy
Abstract. The purpose of this article is to better understand how self-efficacy and self-regulation may impact writing achievement at the secondary level.
Samantha Thomas, Omro Elementary School
A Celebration of Language: What it Means for ELLs to Have a Bilingual Identity and How Teachers Can Celebrate Their Bilingualism in the Classroom
Abstract. The author reviews research on what it means to have a bilingual identity and includes several practical ways to build a positive attitude toward bilingualism into classroom instruction by addressing individual motivation, family, and community values.
Holly Fait, Silverbrook Intermediate School, West Bend
Creating Positive Relationships in the Classroom, Even When It Seems Impossible
Abstract. For instructors who work with minority students, it can be difficult to find a connection if they have had little to no experience working with these populations. By changing pedagogy styles and encouraging active learning (discussions, pair-share thinking, debates, etc.), teachers can begin to solidify the positive relationships they will have with the student, relationships fundamental to student support systems.
Dolores Greenawalt, Bryant & Stratton College
Rigor, Young Adult Literature, and Socioeconomics: An Analysis of High School Literacy Teachers’ Text Choices from National Survey Data
Abstract. The authors report on a national survey administered to secondary English teachers to explore the factors that influenced their text selections and to examine how those factors varied according to socioeconomic considerations.
Ashley S Boyd, Washington State University
Janine J Darragh, University of Idaho
Let Them Write! Creating and Answering Text-Dependent Questions in the Primary Grades
Abstract. This essay provides strategies for constructing text-dependent questions and for assisting students when answering these questions.
Jeannette Russell, Milwaukee Public Schools
The Power of Authentic Writing: Why College Essays Don’t Have a Rubric
Abstract. In this first-person narrative, the author explores the disservice rubrics present to students and encourages teachers to rely on authentic writing opportunities, feedback and conferencing instead of grades and rubrics.
Elizabeth Jorgensen, Arrowhead Union High School
Symposium: Approaches to Teaching Literature
Ancient Grudge to New Love: A Remix of Romeo and Juliet
Abstract. The author discusses how he remixed his Romeo and Juliet unit to best capture the multimodal composing that was already happening in his classroom, a shift resulting in a student-centered approach leading to free-styling, collaboration, and the creation of music videos telling the story of Shakespeare’s tragic lovers.
Tim Jansky, Department of Curriculum and Instruction, University of Wisconsin-Madison
Teaching Nineteenth-Century Slave Narratives: Engaging Student Scholars in the Production of Digital Story Maps
Abstract. Digital story maps are one key component in a project-based course focused on nineteenth-century slave narratives written in the United States. In this course, the traditional literary analysis paper has been replaced by a digital story-mapping project. This mapping project builds digital skills and literacies by focusing on how to convey stories about enslavement to a contemporary audience via digital maps and how choosing a digital medium affects the stories that we tell.
Amy Lewis, St. Norbert College
“I Only Read Diary of a Wimpy Kid” and Other Junior High Tales of Terror: Helping Boys Choose Books While Staying True to the Self-Selected Novel
Abstract. The author looks at the conundrum of at-risk boys who may need help with the selection process in the face of the self-select novel.
Mary Beth Nicklaus, East Junior High School, Wisconsin Rapids
“Book Reading, Baby!”: An Adventure in Teaching Literature
Abstract. This essay argues that teaching literature to digital natives can be done by incorporating technology, but finding the correct fit for the classroom is critical.
Patrick McFadden, Mayville High School
Establishing Safe Learning Environments for Open Discussion of Critical Issues
Abstract. This article is intended for practicing educators charged with providing meaningful experiences in literature-based instruction for students of all ages. As an educator herself, Baker strives to support students in their quest to become critical, reflective thinkers and mindful consumers of information on past and contemporary issues. The question becomes: how can one encourage open discussion and debate while maintaining a safe environment for a variety of voices and perspectives
Aaliyah Baker, Department of Language and Literacy, Cardinal Stritch University
“Are My Songs Literature?” Lessons Learned from Teaching a Non-Traditional Text
Abstract. The authors provide an overview of their experiences as co-teachers during a summer pre-college program in which they taught a non-traditional text, Kendrick Lamar’s (2015) hip-hop album, To Pimp a Butterfly (TPAB), rather than a conventional literary text from the Western canon.
Jim Carlson, Emily Mootz, and Krystle Thomas, University of Wisconsin-La Crosse
Practice-Based Instruction in English Teacher Education: Teaching Novice Teachers to Lead Class Discussions
Abstract. This article describes a year-long investigation of how explicit, focused instruction in facilitating classroom discussion, combined with approximations of (and peer/instructor feedback on) this practice, impact the way(s) pre-service English teachers learn to discuss literature with secondary students.
Amanda Stearns-Pfeiffer, Oakland University, Rochester, Michigan
Storying Our Journey: Conversations about the Literary Canon and Course Development in Secondary English Education
Abstract. The authors present pre-service English teachers’ stories about having little experience with canonical texts they are asked to teach in their field experiences.
Elsie Olan, University of Central Florida
Kia Richmond, Northern Michigan University
Symposium: Approaches to Teaching Creative Writing
Creating Innovators through Creative Writing
Abstract. This essay argues that the creative writing classroom is a haven for honing Wagner’s (2008) seven survival skills, skills students need to compete in the 21st century, innovation driven economy.
John Lando Carter, Middle Tennessee State University
Food Stories as Embodied Writing: Practical Creative Writing Pedagogy
Abstract. The author shows that the transferable skills obtained through creative writing pedagogy can also be taught in English Language Arts contexts. For example, intercultural food stories can illustrate Common Core standards through a case study which fulfills the emphasis on narrative as one of three necessary types of writing.
Gregory Stephens, University of Puerto Rico, Mayaguez
The Text Is in the Context: Calling for a Social Turn in Creative Writing Pedagogy
Abstract. The author argues that creative writing can be taught when those teachers possess evidence-based knowledge about what works in the writing classroom. In particular, creative writing could learn from the “social turn” in composition, the recognition that writers are influenced by their communities and therefore students must learn to write with a community in mind.
Kara Mae Brown, University of California, Santa Barbara
Excavating the Soul: The Milwaukee Public Museum Student Poetry Competition
Abstract. Hedderman discusses his approach to evaluating the poems as they’re submitted to the student poetry competition, while Jorgensen provides a classroom perspective.
Richard Hedderman, Milwaukee Public Museum
Elizabeth Jorgensen, Arrowhead Union High School
Toward a Unified Front: Fostering Collaboration between Secondary and Postsecondary Creative Writing Teachers
Abstract. The author advocates for increased collaboration between creative writing teachers at the secondary and postsecondary levels.
Chris Drew, Indiana State University
Accommodating All Students: A Co-Teaching Approach to Creative Writing
Abstract. The authors explore best practices both for co-teaching and meeting the needs of all students, including those in special education programs, in a creative writing classroom.
Heidi Hamilton and Elizabeth Jorgensen, Arrowhead Union High School
Symposium: Inclusive Education as Literacy Pedagogy for Historically Marginalized Learners
Sweet Home Wisconsin: Discovering Rural Diversity through Literacy
Abstract. The author advises educators to provide rural school students with a reading and writing curriculum highlighting rural diversity and dissolving rural stereotypes in order to increase inclusivity in their communities.
Katie M McCabe, University of Wisconsin-Madison
“Those Kids Down the Hall” Are Now in My Elementary Classroom: Now What?
Abstract. The author illustrates how peer-mediated strategies were used with the Special Olympics “Young Athletes” program. These modifications allowed teachers to implement this program more readily, thereby promoting the inclusion of students with disabilities. Using pillars of collaborative strategic reading, all group members can contribute to the success of the group, thus disrupting the idea that students with disabilities can receive only help.
Jessica McQueston, University of Wisconsin-Madison
“Bitch, Don’t Kill My Vibe!”: Navigating the Tension between Empowering Youth through Hip-Hop Literacies and Existing School Behavioral Norms
Abstract. The essay argues that instructors can authentically immerse themselves in hip-hop pedagogies and improve the educational outcomes for students who have been previously marginalized.
A J Dahl, University of Wisconsin-Madison
Literacy, Culture & Language: A Vision for Cultural Literacy Practices through Black American Sign Language
Abstract. By using Black American Sign Language (ASL) as a vessel, the authors seek to reimagine inclusive literacy practices that recognize multiple literacies and dismantle power relations by asking whose cultural literacies have been deemed more and less valuable through literacy practices.
Mary Johnson and Larry Love, University of Wisconsin-Madison
Re-Envisioning School Literacy Practices that Engage Culturally and Linguistically Diverse Families
Abstract. The authors re-envision school literacy programs that draw on non-dominant literacy practices of culturally and linguistically diverse (CLD) families as strengths, in particular oral-based literacy.
Dian Mawene and Halil Ibrahim Cakir, University of Wisconsin-Madison