Minnesota English Journal

Editors: Bill Dyer, University of MN, Mankato
& Scott Hall, Irondale High School

Contact Bill: straits@mnsu.edu
Contact Scott:
Scott.Hall@moundsviewschools.org

MEJ, the online journal of the Minnesota Council of Teachers of English, publishes scholarly articles, personal narratives, opinion/position pieces on topical teaching issues, and pieces focused on pedagogical strategies of major interest to English and Language Arts teachers of all instructional levels.

MEJ seeks to represent both quantitative and qualitative research—papers that are driven by classroom experiment, observation, description, anecdote, survey, interview(s), case study, and cross cultural comparison directly related to pedagogy, instructional research, content and curriculum, and literacy.

MEJ will also value pieces taking positions on important current issues impacting those teaching as well as being taught in the classroom.

MEJ’s audience consists of teachers from the elementary to the college level who want to learn more about effective teaching techniques, share their own classroom discoveries, and desire a platform for interacting with those who present their work.

MEJ’s deadline for submitting articles for the 2014 issue will be a “ROLLING” one. We’ll be taking papers continuously up and after that date going forward, given the dynamic and evolving magazine and blog-like nature of how we mean to proceed and represent submissions. Authors will be informed of the status of their submissions by just as soon as we’ve read and commented on them, and we will actively interact with the authors throughout the editorial process. The journal will be published before April 1st, shortly before the Spring Conference will convene.

MEJ encourages the submission of a variety of pieces and lengths of papers:

(1) formal qualitative and/or quantitative research-driven articles, driven by theory, that will be peer-reviewed--survey-driven articles; case studies; classroom experiments; traditional scholarly articles on language, literacy, and literature; online or face-to-face pedagogy; bibliographical essays; etc.

(2) researched and/or experiential “praxis” papers that run ten pages or more that may or may not be peer reviewed, depending on the nature of the paper and its originality.

(3) short, informal pedagogical pieces, driven by personal experience in the classroom, that will NOT be peer-reviewed --“teaching tips,” or experiential pieces that come directly from a teacher’s (not always) successful attempts to address a specific classroom challenge; narratives by new teachers adjusting to their new classroom circumstances; effective methods for using technology in the classroom; methods for responding to student work; collaborative learning and how to manage it; requiring more student writing and how to manage the workload; matters of classroom assessment; interviews/conversations with mentor teachers, writers, or exemplary teaching professionals; management of classroom
discussion; assembling teaching units that stimulate and succeed; efforts at enabling students to teach each other; creative projects of substance; effective strategies for helping students to use the internet responsibly and productively; etc.

(4) opinion/position essays on issues of concern to those working in the profession, that will NOT be peer-reviewed--writing across the curriculum; censorship; the role of testing in the educational process; the need for all teachers, at all levels, to continue to write in their disciplines and areas of interest; working in, with, and for the multi-cultural
classroom; creative ways for public school teachers and college instructors to work in the same classroom and enrich the student experience in the process; making peer teacher evaluation a reciprocally constructive process; recognizing the teaching of English as the most important teaching endeavor; issues of educational policy; etc.

MEJ encourage pieces of all lengths, from a couple of paragraphs to thirty pages. Citation of sources (primary or secondary)should be done in accordance with the MLA Handbook for Writers for Research Papers, 7th edition.

MEJ looks forward to hearing from all of you.

 

 

archive of past issues

Volume 48 - 2013
Editor: Brian C. Lewis



download entire journal (1.4 MB)




Articles
Teacher-Student Connections
• The Greatest Job I Never Thought I'd Want ~ Jeanette Lukowski
• Asumptions, Theories, and Best Guesses: Rethinking the Teacher as Audience
~ Rebecca Fremo
• Three Poems:
Letter with No Address ~ Jim Brosnan
Writing Teacher ~ Rebecca Fresno
Seminar at 7 am ~ Jim Brosnan

Connecting through Writing
• Using Rapport to Motivate Students in Online Composition Courses
~ Mike Mutschelknaus
• Deepening the Writing Center's Collaborative Identity ~ Carol Mohrbacher
• Zombies in the Classroom : Using the (Kind of) Dead to Enliven Student Writing
~ Kim Socha

Connecting through Reading
• An Inquiry into the Application of Learning to Read Film Texts and Its Effect on Understanding Classic Literature ~ Jennifer Peterson
• Reviews and Questions for a Multicultural Classroom Library: Empowering Your Students, Raising Reading Scores, and Having Fun Doing It! Sonja Kay Olson
• Independent Reading: The Importance of Choice and Time for Student Learning ~ Greg Heinecke

Connecting through Literature
Filling in the Template: King Arthur as an Exercise in Answering a Generation's Questions ~ Martin Warren
• Growing Readers Who Love Poetry: Incorporating Poems into Everyday Instruction ~ Lindsay Noren


Addenda
List of Contributers
Call for Papers: 2014 Minnesota English Journal

Minnesota English Journal,
student writing issue

The student writing issue publishes writing by students in middle school and high school. Pieces submitted to the NCTE Promising Young Writers and Writing Achievement Award programs are automatically considered for publication. In addition, we are also interested in publishing teacher reflections on teaching writing or on an effective writing assignment with accompanying student examples. It is our sincere hope that in addition to celebrating the excellence of writing of Minnesota's students, the issue will provide teachers with models to use with their own students.

Submissions accepted continuously

Editor: Katie Kritzeck Anderson
Contact Katie:
kkritzanderson@gmail.com

student writing submission form (Word)
student writing submission form (pdf)

archive of past issues

Volume 47 - 2011-2012
Editor: Katie Kritzeck Anderson


 

download entire journal

 

Cover art:
Katie Kritzeck Anderson



Division page art:
Katie Kritzeck Anderson

NCTE Achievement
in Writing Award


Amy McMeeking, John Marshall HS
LaurenRoss, Eagan HS
Brady Ryan, Minnehaha Acade,u
Lauren Schiltz, Eagan HS
Cameron VanDyke, Eagan HS
Erin Pax, North High School

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Division page art:
Katie Kritzeck Anderson

NCTE
Promising Young Writers Award

John Flanagan, The Blake School
Eloho Urhieyovwe, Skyview MS

Bella Roussanov, Wayzata West MS
Luke Soucy, Wayzata West MS

Elizabeth Granlund, Foley Intermediate School
Brie Bednarek, Foley Intermediate

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Division page art:
Katie Kritzek Anderson

Submitted Writing

Ibad Jafri, St. Paul Academy
Sam Wood, St. Paul Academy
Michelle Cass, St. Paul Academy
Ryann Swanson, St. Paul Academy
Matthew Fielder, St. Paul Academy
Hagop Toghramadjian, St. Paul Academy
Lily Rogers, St.Paul Academy
Meghan Heitkamp, St. Michael-Albertville
Kevin Mosher, St. Michael-Albertville
Chance Wellnitz, St. Michael-Albertville

Natalie Brekken, Orono MS
Abbie VandenEinde, Orono MS
Lukas van Dyck, Orono Ms
Marcus Otsvig, Orono MS
Alex Joseph, Orono MS
Olivia Eriksson, Orono MS

Emma VamdenEinde, Orono MS
Anna Hughes, Orono MS
Alex Berger, Orono MS
Nadeen Bunkers, Orono MS

Ivy B., Orono MS
Maria Keller, Orono MS
Lindsy Wayt, Orono MS

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