Research in the Teaching of English

Articles

Vol. 52, No. 2, November

Toward Rich Accounts of Writing Development
In this issue, authors consider the complex semiotic processes on the scene when students, parents, and communities write. The research reported in these papers offers a set of methodological possibilities for studying persons and groups, mobilizing...
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"She's Definitely the Artist One": How Learner Identities Mediate Multimodal Composing
Case studies of multimodal composing have highlighted the ways multimodal projects can promote literacy learning (e.g., Hull & Katz, 2006; Miller & McVee, 2012) and help students generate and express meanings potentially unavailable in other...
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Setting a Research Agenda for Lifespan Writing Development: The Long View from Where?
IntroductionI write this critical response to "The Long View," authored by an illustrious group of writing scholars (whom I have long read, learned from, and in some cases worked with), because I believe the issue they raise is indeed important. Let...
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(Dis)Identifying as Writers, Scholars, and Researchers: Former Schoolteachers' Professional Identity Work during Their Teacher-Education Doctoral Studies
During the past few decades, education researchers have given renewed attention to the preparation of university-based teacher educators. Several studies have focused on teacher-education doctoral programs as crucial sites of professional formation (e.g.,...
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Vol. 52, No. 1, August

Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms
As one of the largest school-aged populations, Latinxs1-with their concomitant diverse demographic profile-are far from a monolithic entity. However, despite their diversity and unlike most immigrant groups, Latinxs share a history of US domination,...
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Writing the Self: Black Queer Youth Challenge Heteronormative Ways of Being in an After-School Writing Club
Introduction"Here and now, we write ourselves in the world no matter who/how we are." This motto of Writing@West,1 a writing club at West High School, took most of the 2015-2016 school year to write. Members added and removed words, erased entire phrases...
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Questioning Margins and Centers in Reading, Writing, and Research
Issue 52.1 continues a long-standing commitment of Research in the Teaching of English to interrogating issues of identity and privilege in English teaching research, providing a space for voices that have historically been and continue to be marginalized...
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Research in Creative Writing: Theory into Practice
We must question those ready-made syntheses, those groupings that we normally accept before any examinations.-Foucault, 2010, p. 22A range of research methodologies with different epistemological and ontological positions can and should be utilized in...
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When School Is Not Enough: Understanding the Lives and Literacies of Black Youth
IntroductionMany scholars (Darling-Hammond, 1998; DuBois, 1902; Gonzalez, 2001; Kozol, 1991) have long argued that American public education has the potential to remedy inequality of opportunity, improve social conditions, and reduce high rates of poverty...
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Centering Disability in Qualitative Interviewing
In this Forum, we report on a qualitative interview study that centers disability, both as a critical lens and as a lived reality for researchers and participants. Our approach to centering disability follows a tradition in RTE of challenging limiting...
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Vol. 51, No. 4, May

Announcing the 2015-2016 Alan C. Purves Award Recipient (Volume 50)
The Alan C. Purves Award Committee is pleased to announce this year's award recipient, Denise Dávila, for her article, "#WhoNeedsDiverseBooks?: Preservice Teachers and Religious Neutrality with Children's Literature" (which appeared in Volume 50, Number...
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Vol. 51, No. 3, February

Writing and Its Development across Lifespans and in Transnational Contexts
This volume year has featured research and scholarship across four traditional categories of English language arts: reading, writing, speaking, and listening. In 51.1, articles considered identity issues of readers and writers as they unfolded in classroom...
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Remembering Michoacán: Digital Representations of the Homeland by Immigrant Adults and Adolescents
In several of Jackie's1 drafts, references to Rosario, Michoacán were frequent. This place mattered "because that is where I lived and because that's where my family [is] at. I remember the moments" (free writing, 3/21/14). This connection to her homeland...
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"Because I'm Smooth": Material Intra-Actions and Text Productions among Young Latino Picture Book Makers
The two young Mexican-American picture book makers featured in this research composed in a classroom where diverse materials, including digital images, paint, scrapbooking paper, and crayons, were readily available for improvisation. As a part of their...
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Genre Repertoires from Below: How One Writer Built and Moved a Writing Life across Generations, Borders, and Communities
Clara Flores's1 family, like many who have made cross-border moves, is geographically dispersed. Clara's parents' 1980s move from Argentina via Brazil to the United States was impelled by economic, political, and personal unrest. Despite advanced training...
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Deeper Than Rap: Expanding Conceptions of Hip-Hop Culture and Pedagogy in the English Language Arts Classroom
Standing outside my conference room at the 2014 National Council of Teachers of English Annual Convention, I was approached by a white, female high school English teacher from Portland, Oregon. She inquired about how to use Macklemore and Iggy Azalea...
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Taking the Long View on Writing Development
Taking the Long View on Writing DevelopmentIn recent decades, our understanding of the complexity of writing in its many dimensions and manifestations has grown, with research, for example, on issues such as the psychological processes, social situations,...
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The 2016 NCTE Presidential Address What Arts of Language Matter Now?
My talk begins in sorrow and ends in hope.1 It starts with a blunt question: "How do we teach reading and writing at a moment when traditional assumptions about the effective use of language seem so naïve, so wrong?" How do we teach when evidence and...
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Vol. 51, No. 2, November

Defining and Doing the "English Language Arts" in Twenty-First Century Classrooms and Teacher Education Programs
In this issue, authors continue exploring practices, standards, and ideologies surrounding the English language arts in studies located both in K-12 classrooms and in a university-based teacher education literacy classroom. As we noted in the introduction...
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Leaning in to Discomfort: Preparing Literacy Teachers for Gender and Sexual Diversity
IntroductionAs literacy teacher educators and researchers who identify as queer, we (Sara and Bethy) have been deeply affected by the disturbing number of lives lost in recent years among youth who identified or were perceived to identify as lesbian,...
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Arthur Applebee: In Memoriam
May the chorus of our collective voices offer a louder tribute than [a] single song of praise.-Deborah ApplemanIn this Forum, colleagues remember and celebrate the life and legacy of Arthur Applebee, a former editor of Research in the Teaching of English...
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Annotated Bibliography of Research in the Teaching of English
Jessica Dockter Tierney and Ann Mogush MasonUniversity of MinnesotaAmy FrederickUniversity of Wisconsin, River FallsRichard Beach, Blanca Caldas, Anne Crampton, Jenna Cushing-Leubner, Lori Helman, Anne Ittner, Ezekiel Joubert, Keitha-Gail Martin-Kerr,...
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Secondary Students' Perceptions of Peer Review of Writing
IntroductionRecent research has shown that secondary students have few opportunities to produce extended pieces of writing or participate in classroom activities that help build their understanding of academic writing, even though provision of multiple...
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An Evaluation of Extensive and Intensive Teaching of Literature: One Teacher's Experiment in the 11th Grade
While the controversy about what literature to teach and how to teach it has always been a part of language arts history, the debate concerning the teaching of literature did not reach its height until the 1930s (Applebee, 1974). The Commission on English...
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What Makes a More Proficient Discussion Group in English Language Learners' Classrooms? Influence of Teacher Talk and Student Backgrounds
Quality classroom talk is associated with improved student problem solving, understanding, and learning (e.g., Applebee, Langer, Nystrand, & Gamoran, 2003; Mercer, 1995, 2002; Nystrand, 1997; Webb, 1991). Instructional approaches emphasizing student...
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A Governmentality Perspective on the Common Core
The Common Core State Standards (CCSS) are the latest iteration of a standards and accountability movement that (re)emerged in the aftermath of the 1983 publication of A Nation at Risk (Shannon, 2013; Taubman, 2009). Since 2009, these standards have...
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Vol. 51, No. 1, August

Reading and Writing Identities in English Language Arts
In this 51st volume year of Research in the Teaching of English, the journal turns toward classroom-based examinations of the English language arts in the twentyfirst century, looking across a range of settings to conceptualize ELA at the present historical...
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Resources Preservice Teachers Use to Think about Student Writing
Writing teacher educators often notice puzzling disconnects between what we teach preservice teachers and what happens when they plan lessons, coach students, and respond to writing. We wonder: "We constantly emphasized rhetoric. Why is he tallying comma...
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The Intersection of Reading and Identity in High School Literacy Intervention Classes
Many students struggle with reading in secondary school. The reasons for students' difficulties, however, are as diverse as the students themselves. Some students continue to have trouble recognizing or decoding words. Others find it difficult to comprehend...
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"I Don't Really Have Anything Good to Say": Examining How One Teacher Worked to Shape Middle School Students' Talk about Texts
Reading and discussing texts is a central expectation for students in English language arts classrooms (Zwiers, O'Hara, & Pritchard, 2014). The complexity of texts, and of the ways students are expected to read and discuss them, increases as students...
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Resisting Readers' Identity (Re)Construction across English and Young Adult Literature Course Contexts
Young adult literature [class] has definitely supported me as a reader. English has not helped at all because English class just . . . they give you boring books, so it is kind of hard for you to want to read if you don't have a good book. But in young...
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Teaching Close Reading with Complex Texts across Content Areas
Over the course of their K-12 education, students are expected to engage with increasingly specialized knowledge in content area learning. This knowledge is presented to students primarily through written texts that become progressively more technical,...
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Vol. 50, No. 4, May

Reading, Writing, and Teaching across Borders: The Nation-State, Citizenship, and Colonial Legacies of Linguistic and Literate Practice
In this capstone issue of the 50th volume year of RTE, the articles spotlight language, learning, and the teaching of English(es) within, beyond, and across the borders of the nation-state. In taking up a focus on borders themselves, the issue challenges...
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Textbooks, Literacy, and Citizenship: The Case of Anglophone Cameroon
Education in Africa and ColonialismIn Decolonising the Mind, Ngugi wa Thiong'o (1986/2011) draws attention to the different ways Western colonialism has impacted African cultures and shaped African consciousness. While his central argument revolves around...
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Fostering the Hospitable Imagination through Cosmopolitan Pedagogies: Reenvisioning Literature Education in Singapore
In the early fifteenth century, the Chinese admiral Zheng He commanded over three hundred ships setting sail from China toward major trading sites along India's southwest coast. Years later, Italian explorer Christopher Columbus would discover the New...
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Writing Remittances: Migration-Driven Literacy Learning in a Brazilian Homeland
"Ai, que saudades!" (How I miss him!), Eliana1 says of her brother, who has lived in the United States for 12 years. We are sitting in her spotless living room in the midsized Brazilian town of Jaú, which I have visited at regular intervals since 2001....
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Sanctioning a Space for Translanguaging in the Secondary English Classroom: A Case of a Transnational Youth
Within the field of bilingual education, there is a growing movement to view students' multiple languages as resources (García & Sylvan, 2011; García & Wei, 2014; Ruiz, 1984). This paradigmatic change supplants decades of schooling in which bilingual...
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RTE from 2003 to 2008: The View from Our Editors' Perch
We assumed the editorship of RTE in 2003. In March of that year, George W. Bush invaded Iraq with the idea of changing the direction of that country toward democratic and peaceful existence in the Middle East. In the same year, on the technology front,...
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Vol. 50, No. 3, February

Spatial and Material Relationships in Teaching and Learning English
Our last three editorial introductions have reflected upon the goals, enactments, and revisions of research, teaching, and English as they manifest themselves some 50 years after the first publication of this journal under the editorship of Richard Braddock....
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Scaling as a Literacy Activity: Mobility and Educational Inequality in an Age of Global Connectivity
A central concern of contemporary literacy studies has been rethinking relationships between movement, context, and space (Brandt & Clinton, 2002; ComptonLilly, 2014; Leander & Sheehy, 2004), particularly in the pursuit of understanding the challenges...
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Rewriting Struggles as Strength: Young Adults' Reflections on the Significance of Their High School Poetry Community
In his NCTE Presidential Address, Keith Gilyard argued that creating opportunities for youth to express themselves creatively and in their own words could transform schooling into a space of possibility for youth. He claimed that the "creative representing...
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"The Hangout Was Serious Business": Leveraging Participation in an Online Space to Design Sims Fanfiction
By studying a novice writer in an online space, this article explores the convergence of factors shaping young people's networked writing and addresses recent critique of the New London Group's (1996) Designs of Meaning framework. A growing body of research...
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English Research from 1984 to 2015: A Then, Newer, and Now Look through the Eyes of Our RTE Editorship
With delight at the chance to be at the center of change in our field, we assumed the editorship of RTE in February 1984, leaving in December 1991. These eight years were intellectually exciting and proved to be a period of scholarly growth for us personally...
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Critical Approaches to Language Research with the Potential to Change Educational Practice: This Year's Purves Award Honorees
In humanizing research, language researchers must ask the question "Critical for whom?" as we seek to take a critical stance. Not doing so would be equivalent to colonizing participants-or, at the very least, to ethnocentrically imposing our own understandings,...
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The 2015 NCTE Presidential Address: Advocacy as Capacity Building: Creating a Movement through Collaborative Inquiry
The following is the text of Kathy Short's presidential address as delivered at the NCTE Annual Convention in Minneapolis, Minnesota, on November 22, 2015.In a dialogue at the beginning of the 2014 NCTE Annual Convention, Ernest Morrell and I said "enough...
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Announcements
Promising Researcher Award WinnerThe recipient of the 2015 NCTE Promising Researcher Award Competition in Recognition of Bernard O'Donnell is Logan Manning, an assistant professor of literacy education in the Department of Interdisciplinary Learning...
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Vol. 50, No. 2, 2015

Annotated Bibliography of Research in the Teaching of English
IntroductionThe November issue of RTE once again contains the annual "Annotated Bibliography of Research in the Teaching of English." For the first time, this project was led by an editorial team: Jessica Dockter Tierney, Ann Mogush Mason, and Amy Frederick....
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Vol. 50, No. 2, November

The Teaching of English
Saying that we care is easy and trivial. Making such caring manifest consistently in every class is neither easy nor trivial. I believe that consistent manifestations of caring can take place only if the teacher has first a deep understanding of her...
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Silence as Shields: Agency and Resistances among Native American Students in the Urban Southwest
When I first met Eileen,1 she was a senior at Desert View High School, an urban school in the Southwest United States. She was one of sixteen students (and one classroom teacher) with whom I worked and developed humanizing relationships (Paris &...
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"We Always Talk about Race": Navigating Race Talk Dilemmas in the Teaching of Literature
A decade ago, Allan Luke described English education as a primary curricular space for "political interventions, struggles over the formation of ideologies and beliefs, identities and capital" (2004, p. 86). One such political intervention, desperately...
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Disinviting Deficit Ideologies: Beyond "That's Standard," "That's Racist," and "That's Your Mother Tongue"
Ultimately, both black and white students must be prepared for life in a multilinguistic, transnational world.-Smitherman, 1986, p. 219The big deal is that for White people, [code-meshing]'s okay. But when minorities do it . . . we judge them negatively....
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The Contributions of Writing to Learning and Development: Results from a Large-Scale Multi-Institutional Study
For those seeking to identify and encourage teaching strategies that increase student learning in undergraduate education, writing has achieved a prominent status. Although problem-based learning, inquiry-guided instruction, active learning, and other...
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A Tribute to George Hillocks, Jr
Introduction: Peter SmagorinskyRTE editors Ellen Cushman and Mary Juzwik have asked me to serve as Forum editor for this year's volume of the journal. The four Forums will include retrospectives from three former editorial teams, to follow in subsequent...
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Vol. 50, No. 1, August

Storying Our Research
We ended the previous volume year in deep contemplation about the final word of this journal's title: English. We asked, Why English? Why English only? Why not Research in the Teaching of English(es)? We begin this new volume year-RTE's 50th anniversary-thinking...
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On the Ascendance of Argument: A Critique of the Assumptions of Academe's Dominant Form
In the spring of 2009, I received a phone call from my friend Bob, who for over 20 years has worked as an English teacher and assistant principal at Tejada Community Academy,1 a public high school of about 1,700 students (over 94% of whom are Latino),...
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The Dialogic Interplay of Writing and Teaching Writing: Teacher-Writers' Talk and Textual Practices across Contexts
One spring Sunday in New York City, Lisa1-an urban public middle school English language arts teacher-sat down for an hour-long session with her creative writing instructor, Will, at a bookstore and café on Houston Street. Lisa described the place as...
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#WhoNeedsDiverseBooks?: Preservice Teachers and Religious Neutrality with Children's Literature
In May 2014, the grass roots organization We Need Diverse Books invited people to share tweets and posts about increasing the visibility of diverse authors and books to empower a broad spectrum of global readers. The campaign provided a platform for...
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The Sociohistorical Mandate for Literacy and Education in the Rural South: A Narrative Perspective
IntroductionI am from Pinesville;It is 1965.I hear Civil Rights workers from the North and the SCLCcame down to register black voters.The newspapers report that 80 per cent of the black populationis registered to vote-One of the highest percentages in...
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The Popularization of High School Poetry Instruction, 1920-1940
In 1922, "Sunrise," a poem by New York City high school student Katherine Kosmak, was selected for inclusion in the annual Anthology of Magazine Verse and Yearbook of American Poetry. Reproduced alongside poems by Amy Lowell, Claude McKay, and Wallace...
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Announcements
2015-16 CCCC Research Initiative Call for ProposalsCCCC's Research Initiative speaks to our belief that bold, creative research furthers the organization's mission to become a clear, trusted public voice on issues of writing and writing instruction....
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Vol. 49, No. 4, May

Decolonizing Research in the Teaching of English(es)
The history of knowledge-making in modern Western history from the Renaissance on will have, then, theology and philosophy-science as the two cosmological frames. . . . Both frames are institutionally and linguistically anchored in Western Europe. They...
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Toward a Critical ASD Pedagogy of Insight: Teaching, Researching, and Valuing the Social Literacies of Neurodiverse Students
Despite a near-dizzying amount of media coverage of Autism Spectrum Disorders (ASD) in the past decade, there remains much to explore about the experiences of ASD students in colleges and universities, especially from the perspectives of students themselves....
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Beyond the Language Barrier: Opening Spaces for ELL/Non-ELL Interaction
"I learned English by fighting with people," Marisol told me matter-of-factly. As a nine-year-old Cuban immigrant, her first year in the United States was tough. The other kids teased her because she didn't speak English. She couldn't understand her...
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"It's like a Script": Long-Term English Learners' Experiences with and Ideas about Academic Reading
Eliza Stone,1 the teenage daughter of Salvadoran immigrants, was born and raised in Los Angeles, California. Since her infancy, Eliza's father had spoken to her in English while her mother had spoken to her in Spanish. Her parents hoped that this linguistic...
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"It's Pretty Much White": Challenges and Opportunities of an Antiracist Approach to Literature Instruction in a Multilayered White Context
Ms. Allen (all names are pseudonyms) felt unsatisfied with the ways she and her ninth graders typically talked about racism during their study of To Kill a Mockingbird (TKAM). Ms. Allen, a White woman, worried that her students, most of whom were also...
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Moving, Feeling, Desiring, Teaching
Introduction: Moving, Feeling, Desiring, TeachingGail BoldtIn an essay written shortly before her death, the French social theorist and early childhood researcher Liane Mozère (2014) joined a reflection on her long friendship with Félix Guattari and...
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Vol. 49, No. 3, February

Editors' Introduction: (Dis)orienting Spaces in Literacy Learning and Teaching: Affects, Ideologies, and Textual Objects
Given that the last issue focused on teacher epistemologies, this issue could be considered a foil as these authors nudge readers to consider what is not known or, perhaps, not clearly seen. In a sense, the papers in this issue subvert traditional conceptualizations...
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Examining Emotional Rules in the English Classroom: A Critical Discourse Analysis of One Student's Literary Responses in Two Academic Contexts
I don't think when [Glen] married Anney that it was his intention to abuse his daughters or abuse her daughters. I remember them describing him at first, and him being like very possessive and very quiet. And you know, I sometimes, I wonder what his...
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Searching for Full Vision: Writing Representations of African American Adolescent Girls
The making of a literary history in which black women are fully represented is a search for full vision to create a circle where now we have but a segment (Washington, 1987, p. xxvii).In this line from her introduction to collected narratives by African...
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Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language
Much research on the literacy development of students learning English as a second language has focused on why this population struggles to learn English, and how to make English literacy instruction more "accessible and comprehensible" (cf. Goldenberg,...
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Dialogic Teaching and Dialogic Stance: Moving beyond Interactional Form
The whole is not graspable but it is in some way relatable.-(Wegerif, in Matusov & Wegerif, 2014, p. E9)Through classroom interactions that invite, model, direct, and develop cognitive activity and classroom community relations that support safe...
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Forum: Where the Machine Stops: Software as Reader and the Rise of New Literatures
In his short story "The Machine Stops," E. M. Forster (1909/2009) describes a postapocalyptic world where airships circumnavigate the globe. Human beings communicate their needs to the Machine by pressing a button. The Machine provides, automatically....
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Announcing the Alan C. Purves Award Recipient (Volume 48)
We are pleased to name Victoria Purcell-Gates as the winner of this year's Alan C. Purves Award for her article "Literacy Worlds of Children of Migrant Farmworker Communities Participating in a Migrant Head Start Program." The Alan C. Purves Award is...
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The 2014 NCTE Presidential Address: Powerful English at NCTE Yesterday, Today, and Tomorrow: Toward the Next Movement
The following is the text of Ernest Morrell's presidential address, delivered at the NCTE Annual Convention in Washington, DC, on November 23, 2014.I initially conceptualized this address as dealing with powerful English at NCTE today and tomorrow moving...
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Vol. 49, No. 2, 2014

Annotated Bibliography of Research in the Teaching of English
IntroductionThis November issue of RTE once again contains the annual "Annotated Bibliog- raphy of Research in the Teaching of English." This bibliography includes abstracts of selected empirical research studies as well as titles of other related studies...
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Vol. 49, No. 2, November

Adolescents' Writing in the Content Areas: National Study Results
In light of the current trend toward increased expectations for disciplinary writing at the secondary level, in this report we discuss the kinds of writing adolescent English learners and native English speakers are producing in US secondary schools....
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Teacher-Writers: Then, Now, and Next
Many developments in English education-such as process-oriented pedagogy, the National Writing Project, and teacher inquiry-have grown from the simple idea that teachers can be writers. As scholars who focus on teachers and writing, we want to assert...
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Teacher Epistemology and Ontology: Emerging Perspectives on Writing Instruction and Classroom Discourse
The articles in this issue make teachers the central focus of attention, examining how teachers know, understand, and approach writing, the teaching of writing and, more broadly, classroom discourse. Across the articles, teachers, rather than students,...
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High School English Language Arts Teachers' Argumentative Epistemologies for Teaching Writing
School districts have launched professional development programs and curricular reforms for teaching and learning argumentative writing following the recent development of the Common Core State Standards' (National Governors Association Center for Best...
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Cultural Constructions of Plagiarism in Student Writing: Teachers' Perceptions and Responses
(ProQuest: ... denotes non-US-ASCII text omitted.)IntroductionPlagiarism, and ways to handle this kind of academic dishonesty, have concerned academics in Western societies for a long time. Nevertheless, not all societies may have the same viewpoint...
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Indirect Challenges and Provocative Paraphrases: Using Cultural Conflict-Talk Practices to Promote Students' Dialogic Participation in Whole-Class Discussions
English-education researchers have demonstrated the importance of whole-class discussions for literacy learning. Several national studies (e.g., Applebee, Langer, Nystrand, & Gamoran, 2003) have correlated discussion-based approaches with literacy...
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Vol. 49, No. 1, August

Developing the International Presence of Research in the Teaching of English
English has increasingly become the global lingua franca. To be sure, having a shared language for commerce makes for efficiencies in everyday, business, and other communications in transcultural environments. For many communities, historically, the...
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Reconceptualizing Cosmopolitanism in Language and Literacy Education: Insights from a Singapore School
IntroductionThe reemergence of the construct of cosmopolitanism in fields such as education, sociology, and cultural studies has prompted Hull and Stornaiuolo (2010) to de- scribe this interest in cosmopolitanism as a "cosmopolitan turn." Within literacy...
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Discourse and Identity among ESL Learners: A Case Study of a Community College ESL Classroom
We guess there would be little debate among educators that a key goal in the schooling process is to help students to thrive academically as they grow into the life around them (to take a phrase from Vygotsky [1978]), and, as individuals with their own...
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Managing Control and Connection in an Adult ESL Classroom
IntroductionIn Tannen's (2003) illuminating account of power, control and connection are not mutually exclusive but coexistent. Although Tannen's model has mostly been ap- plied to the analysis of gender and family interaction, tensions between control...
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Why This Humanist Codes
Several years ago, an applied linguist in Sweden emailed to introduce herself and tell me that she had published an article that tested my hypothesis about patch- writing. (The term is one I coined, defining it as "copying from a source text and then...
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Announcements
Call for SubmissionsThe CCCC James Berlin Memorial Outstanding Dissertation Award Committee calls for submissions for its 2015 doctoral dissertation award in composition stud- ies. This award is given annually to a graduate whose dissertation improves...
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Vol. 48, No. 4, May

Editors' Introduction: Power and the Schooling of English: Ideologies, Embodiments, and Ethical Relationships
In this issue, a group of emerging scholars take up diverse and timely questions about language ideologies, literate embodiments, and the ethically consequential relationships that come to be constructed, reflected, and contested at the scenes of written...
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"Words That You Said Got Bigger": English Language Learners' Lived Experiences of Deficit Discourse
IntroductionOver the past few decades, educational outcomes for English Language Learners (ELLs) have been the focus of a great deal of educational research and public debate. These students currently comprise more than 20% of the US K-12 student population,...
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Speak: The Effect of Literary Instruction on Adolescents' Rape Myth Acceptance
IntroductionThis study addresses scholars' call for more rigorous examination of the effects of literature reading on the attitudes and moral development of adolescents (e.g., Juzwik, 2013), and for more research on the contributions of young adult litera-...
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Embodied Composition in Real Virtualities: Adolescents' Literacy Practices and Felt Experiences Moving with Digital, Mobile Devices in School
Youth practice digital literacies "anytime, anywhere" with the mobile devices now firmly entrenched in their lives (Watkins, 2009). Now 78% of adolescents own cell phones, compared with the 45% who did in 2004, and one in four adolescents is a "cell-mostly"...
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On the Instability of Disciplinary Style: Common and Conflicting Metaphors and Practices in Text, Talk, and Gesture
Every day, people grope to describe what a particular piece of writing looks and sounds like. When asked how he understood style in scientific writing, entomolo- gist Claudio Gratton1 laughed, commenting that scientific writing seems almost "style-less"...
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Vol. 48, No. 3, February

A Framework for Using Consequential Validity Evidence in Evaluating Large-Scale Writing Assessments: A Canadian Study
A defining characteristic of Canadian identity is diversity, and the multicultural and multiethnic constitution of the Canadian population is as diverse as the country's geographic regions. Aboriginal peoples, for example, are the fastest- growing population...
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The Spatialized Practices of Teaching Writing in Australian Elementary Schools: Diverse Students Shaping Discoursal Selves
Currently in many countries around the world, the teaching of writing is beset by converging and at times contradictory spaces for enacting pedagogical priorities. These spaces can include daily practices, locations, infrastructure, relationships, and...
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Theorizing Failure in US Writing Assessments
Failure in writing classrooms may very well be one of the most important yet undertheorized concepts in composition studies. Past discussions about remedia- tion and basic writing and writers have questioned the nature and production of failure by questioning...
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Writing Assessment in Global Context
A public examination is already a sort of lottery of the graduated species [but] . . . [i]t is a species of sortition infinitely preferable to the ancient method of casting lots for honours and offices. (Edgeworth, 1888, p. 626)A History of SortsMore...
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Announcing the Alan C. Purves Award Recipient (Volume 47)
The 2013 Alan C. Purves Award Committee is pleased to announce this year's award recipients, Maureen Kendrick, Margaret Early, and Walter Chemjor, for their article "Integrated Literacies in a Rural Kenyan Girls' Secondary School Journalism Club," which...
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The 2013 NCTE Presidential Address: Standards, Students, and the Meaning of Life
The following is the text of Sandy Hayes's presidential address, delivered at the NCTE Annual Convention in Boston, Massachusetts, on November 24, 2013.Last spring, in a burst of optimistic energy, I tackled my File Cabinet of Doom, sorting through forty...
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Special Issue on Diversity and International Writing Assessment
Writing assessment draws on the field of writing studies; it draws on language studies in that writing is an advanced application of language skills and ability; and it draws on the field of educational measurement, or more specifically, performance...
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The Consequences of Writing Assessment
The title of this special issue on diversity and international writing assessment signals both the complexity and potential of contemporary writing assessment. Writing assessment today is neither a narrow practice designed to sort writing samples neatly...
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