Writing for English in Education

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John Hodgson (Editor) and Catherine Phipps (Publication Manager) at the journal relaunch

More than 40 international teachers and researchers attended the relaunch of English in Education under its new publisher at the June NATE/IFTE conference in Birmingham.  The relaunched journal will be a hub of quality research, opinion and creative writing by and for the whole English subject community.  It will appear four times a year from 2020: this will allow us to produce more special issues on topical and emerging concerns.   The Editorial Board feel that such matters as the nature of subject English, English and multilingualism, and social media and English education are among current issues that demand attention.  We welcome your suggestions for other topics and your contributions: the autumn issue will include Calls for Papers for Autumn 2019, Newbolt and the Construction of Subject English, and Spring 2020, Multilingualism and English Education.

The Spring 2019 issue on Writing, edited by Jeni Smith and Mari Cruice, is in preparation.  It will present research into the practice and teaching of writing and demonstrate the creativity that is released amongst both teachers and students when writing is nurtured in the classroom to augment personal and social meaning, and indeed pleasure.   The initiative of the previous editor, Sue Dymoke, who instituted a regular “place for poetry”, established a deep connection in the journal between creativity and English education; this forthcoming special issue, edited by members of NATE’s UK National Writing Project, will develop this connection in exciting ways.

Recent debate on Twitter has suggested that the journal’s academic style and long lead-in times are unwelcoming.  We make no apology for insisting on quality reflection and research, but writing for the journal need not involve a long academic haul of interminable peer reviews.   The Editor is happy to discuss your proposed paper before submission, and to comment on a draft if that is helpful.  Formal submission can be made via the EIE website at https://mc.manuscriptcentral.com/eie.  You will be invited to create an account if you don’t already have one.  If you are submitting a research paper, this should normally comprise between 4000 and 6000 words including references, although this requirement is flexible to allow for differing topics and approaches.  Please add an abstract of about 150 words; figures, illustrations and other visual material are welcome.

The forthcoming issue (Autumn 2018) is distinct in both the range and the quality of its research.   Ann Harris and Marie Helks offer a critical consideration of the debates in England and Wales around grammar and grammatical terminology.   Mary Juswik and her colleagues use student essays to compare different approaches to argumentative writing, revealing the possibilities and benefits of engaging students in a broader social conversation.  Todd Reynolds and Bethany Townsend examine transcripts of whole class discussions led by English teachers with differing views of the teacher role in such discussions.  Yvette Murdoch and Alin Kang examine the connections between teachers’ learning and use of students’ names and student experience and outcomes within the English as a Medium of Instruction classroom.  Poetry is not forgotten: Ian McEwen’s Poetry is Not for Kids makes a spirited riposte to the UK Secretary of State for Education’s withdrawal of the A-level (senior secondary) qualification in Creative Writing:

            Poetry is not for kids.

They might decide to write it!

– while Stewart Manley, a lecturer in Trust Law, shows that students’ and teachers’ “home-made poetry” can aid learning of other disciplines and increase authenticity in the classroom.

Books reviewed in this issue include Melanie Shoffner’s exploration of the representation of teachers in fiction and film, appraised by Ann Harris, and two edited collections on the teaching of literature that, in the words of Victoria Elliott, posit English as a conversation between students, texts and teachers – albeit not an unproblematic conversation, given its current social and political contexts.

Your response to our plans for the journal is welcome, as are ideas and contributions for future issues.   Please contact me at the address below.

John Hodgson (Editor)

john.hodgson@uwe.ac.uk

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English in Education special issue 2019: Writing

Edited by  Jenifer Smith and Mari Cruice

Reynolds, Frances, c.1729-1807; Hannah More (1745-1833)
Hannah More, 1745-1833

idea-thinking

Call for papers

Writing might be seen as the most dangerous part of the English curriculum, where individual students can express themselves in ways that are their own – and which may not conform to adults’ expectations. In the 1790s, Hannah More, an influential figure in the establishment of Sunday schools for British working class children, insisted that pupils should not be taught to write. It was not until the twentieth century that “composition” was considered appropriate in the secondary school curriculum, and then at first only for older pupils. This issue comes at a time when the notion of creative writing as a discipline is seriously contested: a high stakes testing regime in several English-speaking countries challenges the validity of subjective judgment, and the UK government recently closed down a new national course for A level (senior secondary) students as insufficiently rigorous. At the same time, undergraduate courses in creative writing flourish. How can the committed teacher and writer best respond to these new times?

We say “teacher and writer” because many believe that a successful teacher of writing should have confidence in and be conscious of their own writing practices. In the UK, NZ and the US, National Writing Projects related to English subject associations hold regular workshops and courses where teachers can explore and experience the process of writing. Such workshops open numerous questions for organisers and participants. Where does writing come from? How far does it depend on unconscious processes of language, and what is the place of explicit instruction? How do we learn from other writers? How do young writers come to understand how writing can work for them and what role does assessment play in that? What is the relationship between the critical writing about other writers’ texts required of students in English (and other subjects) and their own production? How far does the critical/creative binary support good practice? Such questions will doubtless be discussed by contributors to this special issue. In the spirit of such work, we invite submissions of poetry and prose with or without accompanying meta-cognitive reflection.

We hope, even in present circumstances, that this issue will confront and celebrate writing and the teaching of writing as it is now, discovering and rediscovering the possibilities of what writing may be; reclaiming this territory as a vital creative and enlivening human activity. We welcome submissions which engage with the ways in which writing is learned from the earliest years; with writing pedagogies; the affordances of writing; the nature of composition and of writing and thought. We welcome writing (reflective, creative, or both) from teachers at all stages of education and in all circumstances. We particularly welcome contributions from those to whom, for whatever reason, writing remains a challenging, indeed dangerous, aspect of their work.

Please prepare your submission in line with the journal’s guidelines for authors. Submissions should be made via our ScholarOne site by 7 May 2018. Please select the correct ‘Special Issue’ as the Manuscript Type.

To discuss potential submissions, please contact:

Jenifer Smith

Mari Cruice