Blogs on English Language Arts

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I'm excited to celebrate the 2012 National Day on Writing on October 19th and 20th. Sponsored by the National Writing Project, the National Council of Teachers of English, and a whole host of other great organizations (including Edutopia!), it's an opportunity to share your text with a mass audience, and a great way to bring awareness to the value of writing as a means of communication in the 21st century.

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September 30th kicks off Banned Books Week, a celebration of the freedom to read all across the country. This year is the event's thirtieth anniversary, as the battle against censorship marches on. In this digital society, where we have access to most any kind of information at our fingertips, there are still those who would limit our rights when it comes to what we read. While book censorship is almost always born from the best of intentions -- most often to protect the innocents -- it's a threat to our first amendment rights and something we should all rally to fight off.

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Terry HeickSeptember 17, 2012

Perhaps more than anything else, the English Language Arts classroom is a place of diversity.

There is diversity of academic expectations for teachers. The ELA Common Core assigns literature and informational reading, writing, speaking/listening and language to what is usually a single "class." This is a total of five extremely broad topics, each of which could more than stand on its own as a content area.

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Todd FinleyAugust 29, 2012

Technology can enhance academic conversations, says Anna Des Roches, a community development officer for Collaborize Classroom. The American Association of School Librarians (AALS) agrees, naming Collaborize one of the "Top 25 Best Websites for Teaching and Learning in 2012."

Blake Wiggs, a history and language arts teacher in North Carolina, often uses Collaborize to efficiently "organize classroom participants and sort their contribution to the discussion." He likes that he can integrate audio or video clips and widgets into the discussion pages. Nico Saldana, a high school world history teacher, uses Collaborize to increase student participation: "Nobody can check out of a conversation because everyone is writing."

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Ben JohnsonAugust 24, 2012

In Texas we have a new state test called the State of Texas Assessment of Academic Readiness (STAAR) and some schools like mine, were surprised by the student poor performance in writing. As I was reviewing the low scores, I began thinking, "What else can I do to help my students write better?"

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Laura BradleyAugust 13, 2012

My 8th-graders do their best writing when it is part of a project that is meaningful to them and will be published in some way when they are finished. So over the years, my students have written and illustrated children's books for schools in Uganda, published magazines on topics of their choice, blogged poems from their autobiographies, and showcased their best work in online portfolios.

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Todd FinleyAugust 8, 2012

High school writers often fail to include dialogue in their stories. Perhaps this is because they over-rely on telling narratives. Or perhaps skipping dialogue is a strategy that allows students to elude the punctuation rules that accompany quotations. Regardless, students should be taught that the payoffs for learning a few dialogue-writing skills are ample: dialogue can help develop plot, reveal characters' motivation, create a visceral experience for the reader, and make average stories extraordinary.

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Kerri FlinchbaughAugust 1, 2012

At the 2012 Conference on College Composition and Communication, three well-known writing scholars led a discussion on a writing exercise they'd assigned themselves. For 30 days, each wrote for an hour about a different everyday object. After CCCC, three of us -- all friends, teachers and writers -- were energized by the idea of this activity and decided to try it out.

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Andrew MillerJuly 26, 2012

One of the critically mentioned components of the Common Core is the complex text. This need for complex text came out of studies that students were not arriving at college ready to read college-level texts independently. The Common Core documents also indicate other reasons and rationale. One of the most startling claims is: "Despite steady or growing reading demands from various sources, K–12 reading texts have actually trended downward in difficulty in the last half century." Overall, the common core believes our students are not only ill-prepared to read complex texts, but also not receiving exposure and instruction coupled with complex text.

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