Through Eileen Murphy Buckley's 360-degree approach to teaching critical literacy, students investigate texts through a full spectrum of learning modalities, harnessing the excitement of performance, imitation, creative writing, and argument/debate activities to become more powerful thinkers, readers, and writers.

Scott Filkins brings us into his and colleagues' classrooms to demonstrate how high school teachers across the disciplines can engage in inquiry-based reading assessment to support student learning. This book is part of the NCTE Principles in Practice imprint.

Sensitive to the increased importance of valuing diversity and diverse points of view since 9/11, this article describes activities through which ESL students contribute new knowledge to their classes while simultaneously improving their English language skills.

Middle school teacher Huntington Lyman takes a fresh look at the I-Search research method and shows how it can be modified to provide an effective project for middle school students.

What can improve students' engagement in persuasive writing? A strong ethical dilemma and strategies for developing intelligent responses.

Veteran high school English teacher David Dowling demonstrates how teachers can help students connect The Great Gatsby to the value systems of the twenty-first century, offering active reading and thinking strategies designed to enhance higher-level thinking and personal responses to fiction.

This book examines ways of engaging students as they study Harper Lee's novel. Included are collaborative learning, discussion, writing, and inquiry-based projects as well as activities related to the film version of To Kill a Mockingbird.

This book is intended to help middle and secondary school English language arts teachers integrate literature study and composition instruction.

Joanna Dolgin, Kim Kelly, and Sarvenaz Zelkha offer real-world examples, sample student work, step-by-step instructions, and handouts to help teachers incorporate authentic forms of assessment into the middle and high school curriculum.

Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context of literature classrooms.

Dakin explores different methods for getting students engaged--and excited--about Shakespeare's plays as they learn to construct meaning from the texts' sixteenth-century language and connect it to their twenty-first-century lives.

Through teacher-friendly language and classroom examples, Deborah Dean takes a close look at effective, research-based practices for writing instruction.

Heather Lattimer provides practical, classroom-tested approaches to helping students access and critically respond to content-based texts.

Edited by Patrick Sullivan, Howard Tinberg, and Sheridan Blau, this sequel to What Is "College-Level" Writing? (2006) highlights the practical aspects of teaching writing.

Authors Susan L. Groenke and Lisa Scherff offer suggestions for incorporating YA lit into the high school curriculum.

Offering advice from a host of experts in adolescent literacy, this book helps answer real questions from parents across the country about how to best support their teens as readers and writers.

The authors describe their struggles and eventual success with students in constructing a "counternarrative to colormuteness and colorblindness"—the self-imposed student segregation and silencing of voice.

As part of the NCTE High School Literature Series, Tim O'Brien in the Classroom focuses on opportunities for classroom discussion and writing assignments, including lessons, open-ended prompts, and student writing samples.

This article reports on the meaning potential of daily access to drawing/writing media for widening and deepening meaning construction.