In This Issue
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A LETTER FROM THE EDITORS—ON TEACHING OLD DOGS NEW TRICKS
Bill Dyer
TEACHING, TEXTS, AND AUDIENCES
INTERGENERATIONAL BONDS: MILLENNIALS WRITE LIFE STORIES ABOUT THE “GREATEST GENERATION”
Lynn Ludwig
THE COMPLEXITIES OF IDENTITY: TEACHING MICHELLE CLIFF’S ABENG TO HIGH SCHOOL STUDENTS
Angie Iserman
DISTORT, DISFIGURE, AND DESTROY: THE MANIPULATION OF HISTORY AND THE FAILURE TO REBEL IN GABRIEL GARCIA MARQUEZ’S THE AUTUMN OF THE PATRIARCH
Benjamin Hamborg
THE MERCHANTS OF MACBETH: STRATEGIES FOR SELLING STUDENTS SHARES IN THE PLAY
Bill Dyer
TEACHING READING AND WRITING—FROM THEORY TO PRACTICE, GENRE TO TECHNOLOGY
NAVIGATING THE NEW SEMIOTIC LANDSCAPE: WHY THIS MIDCAREER TEACHER USES VISUAL ART TO CONNECT WITH YOUNG THINKERS
Jennifer Budenski
WIKIS IN THE CLASSROOM—IT’S THE PROCESS, NOT THE PRODUCT
Martin L. Warren
EXCLUSIVE ENGAGEMENT NOW PLAYING: THE GENRE OF A BOOK TRAILER
Sandy Hayes
CHANGING THE LANDSCAPE OF WRITING CENTERS IN THE TWO-YEAR COLLEGE THROUGH ONLINE DISCUSSION BOARDS
Brian Lewis, Gordon Pueschner, Kim Gaffney, & Chris Weyandt
LEARNING INEXTRICABLY LINKED TO WRITING
Corinne Ehrfurth
OF MAPS AND MILES AND METAPHORS: PEDALING/PEDDLING THOUGHTS ON WRITING INSTRUCTION
Sherri Larson
MCTE GRANT: JOURNAL WISH OPENS DOORWAY TO SELF-DISCOVERY
Alison Konkol
THE IDEA EXCHANGE—TEACHING TIPS
MOVING FROM THE “SAGE ON THE STAGE” TO THE “GUIDE ON THE SIDE”: DISCUSSION STRATEGIES THAT BUILD STUDENT OWNERSHIP
Kathryn Campbell
LISTENING CHEC STRATEGY: ASK, DON’T TELL
Peder Engebretson
OOPS, OH! HUH?: CATEGORIZING STUDENTS’ REACTIONS TO ERRORS IN THEIR WRITING
Paul Carney
NO TIME TO PEE: MAKING THE CASE FOR TEACHERS TO EMPOWER THEIR PROFESSION
Karen Morrill-Bryan
MEJ 