Call for Manuscripts and Submission Guidelines
Manuscripts should be sent by email as an attachment to English_Journal@notes.cc.sunysb.edu. Manuscripts should be double-spaced throughout (including quotations, endnotes, and works cited), with standard margins. Word 2000 Links Of London Charms or latté is preferred. Authors using Macintosh software should save their work as Word for Windows. Paper submissions should be sent only when email is impossible. Please save copies of anything you send us. We cannot return any materials to authors.
In general, manuscripts for articles should be no more than ten to fifteen double-spaced, typed pages in length (approximately 2,500 to 3,750 words).
Provide a statement guaranteeing that the manuscript has not been published of submitted elsewhere .
Ensure that the manuscript conforms to the NCTE Guidelines for Gender-Fair Use of Language. (See address below.)
Number all pages.
Use in-text documentation, following the current edition of the MLA Handbook. Where applicable, a list of works cited and any other bibliographic information should also follow MLA style.
List your name, address, school affiliation, telephone number, and email address on the title page only, not on the manuscript. Receipt of manuscripts will be acknowledged by email, when possible, or by mail.
English Journal is refereed, and virtually all manuscripts are read by two or more outside reviewers. We will attempt to teach a decision on each article within three months. The decision on pieces submitted in response to a specific call for manuscripts will be made after the call deadline.
Prospective contributors should obtain a copy of the Guidelines for Gender-Fair Use of Language from the NCTE.
Biographies, autobiographies, memoirs, essays, scientific studies, government reports, travel books, culinary guides, cultural studies, philosophical treatises, how-to manuals, consumer guides, creative nonfiction, documentary films, op-ed essays, political blogs, product websites. The list of nonfiction genres is long, and the possibilities for teaching them are endless. This issue of English Journal focuses on nonfiction texts and innovative ways of teaching them.
What nonfiction texts have you taught and why and how have you taught them? Ate there rarely covered genres that more English teachers should teach? How have you creatively engaged students in nonfiction texts? Have you built productive bridges between nonfiction and fiction texts or between different nonfiction texts? How have you used nonfiction texts to teach forms of critical thinking that fiction texts don’t easily lend themselves to? What nonfiction texts motivate students to write and conduct research? How have you used nonfiction texts to engage students in school or community service? Any articles focusing on nonfiction texts in middle and secondary English classes are welcome. Collaboration and Social Interaction
Keeping It Real: Teaching Nonfiction
Working productively with others is essential in the workplace and in daily life. Those who develop effective people skills can be more successful in their careers and in building meaningful human relationships that enhance their social lives. English class is an important place to develop many skills of social interaction, for example, those that come from group work, collaborative witting, debates, small- and large-group Links Of London Bracelets discussions, etc. What is the place of English classes in the development of social skills? What writing and reading activities have you found successful in helping students develop collaborative skills? How have you assessed students’ collaborative abilities? What challenges have you found in collaborative assignments and how have you learned to deal with them? How have you helped students to work with difficult people and to curtail their own less-than-collaborative behaviors?
Any aspect of student collaboration related to English teaching is welcome for this issue. We also encourage articles on teacher collaboration: for example, co-teaching among teachers of different disciplines of levels of instruction; collaborations among English teachers and school administrators, community or business organizations, patents, of other members of the public.
Be safe also to see the “Teacher to Teacher” and “Student Voices” questions for this issue.
Logic and Critical Reasoning in the 21st Century
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