Sunday November 18 - National Council of Teachers of English

Sunday
November 18
Registration and Information
8:00 a.m.–3:00 p.m.
Exhibit Hall/Marquee Ballroom
Who’s Where Counter
For Locating Convention Registrants
8:00 a.m.–3:00 p.m.
Exhibit Hall/Marquee Ballroom
Exposition of Professional and Instructional
Materials
9:00 a.m.–1:00 p.m.
Exhibit Hall/Marquee Ballroom
Today’s Timetable: An Overview
7:15 a.m.–9:15 a.m. Affiliate Roundtable Breakfast
7:30 a.m.–9:45 a.m. Children’s Literature Assembly
Breakfast
8:30 a.m.–9:45 a.m. L Sessions
10:00 a.m.–11:15 a.m. Sunday General Session
11:30 a.m.–12:45 p.m. M Sessions
11:30 a.m.–1:00 p.m. Luncheon
1:00 p.m.–2:45 p.m. N Sessions
1:30 p.m.–5:00 p.m. CEL Convention
NCTE’s 21st Century Literary Map Project
9:00 a.m.–1:00 p.m.
Top of Escalator, Level Two
In 1957 NCTE encouraged its affiliates to produce literary
maps and at that time 20 states did. Since then affiliates have
continued to create literary maps, alone and with partners
such as tourism boards, humanities councils, and library associations.
Often affiliates also created supplemental materials
to accompany the maps, materials ranging from postcards
to booklists to anthologies.
The NCTE affiliate literary map display has been a feature
of the NCTE Convention since the 1990s. Hundreds of
convention-goers have spent time scanning the fabric walls
now featuring 35+ maps. Others have enjoyed perusing the
supplemental map materials displayed at the Affiliates Booth
in the Exhibit Hall.
In 1993, the Library of Congress assembled a collection of
literary maps displayed both at the main library and in libraries
around the nation. Numerous NCTE affiliate maps were
included in this exhibit and then reprinted in Language of the
Land: The Library of Congress Book of Literary Maps.
In 2007, a new map project was begun—the NCTE 21st
Century Literacies and the 21st Century Literary Map Project.
The 20 new literary and literacy maps, created for this
project with various materials—paper, pencil, ink, computer
Internet, and printer—are the result of collaborative work
with students as well as educators.
Sunday Morning/Afternoon 217
Sunday

Meetings of the Nominating Committees
8:00–9:00 a.m., Open Session; 9:00–10:15 a.m., Closed Session
Grand Ballroom Room 121, Level One
Play a role in NCTE’s future by nominating yourself or a colleague for consideration as a candidate in the 2013 elections.
Members of the nominating committees listed below will accept nominations and answer questions during the “Open
Session” times.
Nominations are needed for the following offices:
Vice President (from the College Section)
Elementary Representative-at-Large
Middle Level Representative-at-Large
Research Foundation Trustees
Nominating Committee
Section Steering and Nominating Committees
CEE Executive and Nominating Committees
TYCA Associate Chair
NCTE Nominating Committee
Chair: Katherine Bomer, The University of Texas, Austin
NCTE Elementary Section Nominating Committee
Chair: Joanne Yatvin, Portland State University, Oregon
NCTE Middle Level Section Nominating Committee
Chair: Zanetta Robinson, Thurgood Marshall Fundamental Middle School, St. Petersburg, Florida
NCTE Secondary Section Nominating Committee
Chair: Tom Beach, St. Ignatius High School, Cleveland, Ohio
NCTE College Section Nominating Committee
Chair: Kendall Leon, Purdue University, West Lafayette, Indiana
CEE (Conference on English Education) Nominating Committee
Chair: Ramón Martinez, The University of Texas, Austin
TYCA (Two-Year College English Association) Nominating Committee
Chair: Carolyn Calhoon-Dillahunt, Yakima Valley Community College, Washington
Sunday Morning, 8:00–10:15 a.m. 219
Sunday

L Sessions
8:30–9:45 a.m.
L.01 AFFILIATE ROUNDTABLE BREAKFAST—
AFFILIATE DREAMS: CONNECTING OUR
COMMUNITIES, IGNITING OUR MEMBER-
SHIP (G)
Grand Ballroom Room 119, Level One
This breakfast will begin at 7:15 with the session beginning
at 8:30 and ending at 9:15 a.m. The breakfast gives affiliate
leaders and other NCTE members the opportunity to discuss
issues of mutual concern. The breakfast also serves as
a forum for the recognition of state, regional, and national
affiliate activity. Affiliates and individuals will be recognized
with awards for excellence, leadership development, membership
growth, recruitment of teachers of color, intellectual
freedom, multicultural programs, and publications,
including journals, newsletters, and websites.
Co-chairs: Barbara Wahlberg, Standing Committee on Affiliates,
Region One, Cumberland, Rhode Island
Teri Knight, Maine South High School, Park Ridge, Illinois
Presenter: Ernest Morrell, Teachers College, Columbia
University, New York, New York, “Our Second Century: A
Grassroots Vision for Affiliates and the Future of NCTE”
L.02 L. RAMON VEAL SEMINAR (G)
Studio Room 8, Main Floor by Grand Garden
Arena
CONSULTANT
The L. Ramon Veal Research Roundtable allows researchers,
graduate students, and teacher-researchers to submit
research papers for review by senior researchers who will
provide constructive feedback to these often new researchers
in the field. The research roundtable is characterized
by friendly yet extremely professional feedback from
participants who offer a variety of perspectives.
Co-chairs: Peter Smagorinsky, The University of Georgia,
Athens
Michael W. Smith, Temple University, Philadelphia, Pennsylvania
Cindy O’Donnell-Allen, Colorado State University, Fort
Collins
L.03 NAPPY HAIR: REVISITING A CLASSIC (G)
Grand Ballroom Room 123, Level One
In this session, presenters will perform Herron’s book,
Nappy Hair, which has been the center of multicultural/
African American controversy since 1998. Following the
performance, the presenters will show K–12 learning modules
derived from Nappy Hair in an interactive classroom
demonstration. They will also connect African American call
220 Sunday Morning, 8:30–9:45 a.m.
and response storytelling to oral literature of ancient epic
literature.
Chair: Neal Lester, Arizona State University, Tempe
Tradebook Author: Carolivia Herron, Arizona State
University, Tempe
Presenter: Neal Lester, Arizona State University, Tempe
L.04 REPORTS FROM CYBERSPACE (G)
Grand Ballroom Room 115, Level One
These presenters are three of our profession’s “cyberspace
superheroes” who are doing things in the classroom that
haven’t even been invented yet! Find out what is possible
and promising when the newest technologies—including
wikis, podcasts, digital stories, and social networks—are
used to develop the newest literacies.
Chair: Jeffrey N. Golub, Seattle, Washington
Presenters: Sara Kajder, Shadyside Academy Middle School,
Fox Chapel, Pennsylvania
Bud Hunt, St. Vrain Valley School District, Longmont, Colorado
Troy Hicks, Central Michigan University, Mount Pleasant
Reactor/Respondent: Helen Wierenga, Ridge Middle
School, Florida
L.05 THE BROWN BAG EXAM: VALIDATING
THE VOICES OF STUDENTS AND
TEACHERS THROUGH ALTERNATIVE
ASSESSMENT (G)
Studio Room 5, Main Floor by Grand Garden
Arena
This session will feature the Brown Bag Exam, a hands-on
alternative assessment strategy. Panelists include teachers,
researchers, and teacher educators who will demonstrate
how to use the Brown Bag Exam across the curriculum to
meet the needs of students in multiple disciplines and at
varying age and ability levels.
Chair: Denise Ousley-Exum, University of North Carolina,
Wilmington
Presenters: Somer Lewis, University of North Carolina,
Wilmington
Jeanne Swafford, University of North Carolina, Wilmington
Elizabeth Scanlon, Cypress Creek High School, Orlando,
Florida
Amber Randall, Union High School, Clinton, North Carolina
Chris O’Brien, University of North Carolina, Charlotte

L.10 RETHINKING THE LITERACY “CLASS-
ROOM”: 21ST CENTURY LEARNING
ENVIRONMENTS (G)
Room 106, Level One
In this session, presenters will show how to ignite student
engagement and connect with the community by offering
unique J-Term and May Term courses. These courses provide
unique learning experiences which are different from
those in the typical school day. Examples will be described,
including when students combined photography and literary
analysis to become characters in their own fairytales.
Chair: Ashley Jorgensen, Price Laboratory School, Cedar
Falls, Iowa
Presenters: Rick Vanderwall, University of Northern Iowa,
Cedar Falls, “Teaching English Online: Solving the Puzzle”
Ashley Jorgensen, Price Laboratory School, Cedar Falls, Iowa,
“Fairytales with a Twist: Dream, Connect, and Ignite during
J-Term and May Term”
L.11 TEACHERS AND RESEARCHERS
LEARNING TOGETHER IN ONGOING
PARTNERSHIPS (G)
Room 102, Level One
This panel will show how to create thoughtful, ongoing collaborations
between teachers and researchers to explore
student learning. Audience participants will have an opportunity
to identify practices that can inform their own
decisions about creating a research-practice collaboration
that supports the teacher in (re)designing the opportunities
for learning for students.
Chair: Judith Green, University of California, Santa Barbara
Presenters: Jeffrey Stewart, University of California, Santa
Barbara and Harvard University, Cambridge, Massachusetts,
and Anissa Stewart, Harvard University, Cambridge, Massachusetts,
“(Re)Defining the Teaching and Learning Experience
in Higher Education”
Beth Yeager, University of California, Santa Barbara, and
Ryan Howatt, Mesa Union School, Ventura, California, “‘I
Want You to Heckle Me’: Unfolding a Long-Term Dialogic
Teacher/Researcher Classroom Partnership”
Denise Greenberg, Culver City Unified School District,
California, and Jomeline Balatayo, University of California,
Santa Barbara, “Co-Constructing Learning about Learning
through SDAIE in a High School Earth Science Class”
Respondent: Laurie Katz, The Ohio State University,
Columbus
222 Sunday Morning, 8:30–9:45 a.m.
L.12 CHILDREN’S LITERATURE ASSEMBLY
BREAKFAST WITH DAVID SHANNON (E)
Grand Ballroom Room 116, Level One
Sponsored by the Children’s Literature Assembly,
open to all
David Shannon, internationally acclaimed and award-winning
picture book author of No, David!, A Bad Case of Stripes, and
the Trucktown series, will discuss his work.
Co-chairs: Diana Porter, Eastern Kentucky University, Richmond
Amy McClure, Ohio Wesleyan University, Delaware
Keynote Speaker: David Shannon, author and illustrator,
Scholastic, Inc., New York, New York
L.13 W, W, W, W, W, AND H OF ARTS
INTEGRATION (E)
Room 108, Level One
Presenters in this session will explain the Who, What, When,
Where, Why, and How of using arts integration to teach
classroom subjects. They will lead participants in this
hands-on, active workshop, and participants will leave with
many lessons to implement in their teaching.
Chair: Deborah Harloff, Rochester City School District,
New York
Presenters: Deborah Harloff, Rochester City School
District, New York
William Chandler, Rochester City School District, New York
L.14 IGNITING A PASSION FOR LITERACY
AND MATH THROUGH STORYTELLING
(E)
Studio Room 3, Main Floor by Grand Garden
Arena
In this session, two kindergarten teachers and a reading
teacher will show how storytelling plays a critical role
in their work with children in diverse Title I schools, and
discuss how storytelling in literacy and math deepens
understanding and develops ownership of learning in the
children they teach.
Chair: Katie Keier, Fairfax County Public Schools, Alexandria,
Virginia
Presenters: Kassia Omohundro Wedekind, Fairfax County
Public Schools, Alexandria, Virginia, “Math Is Storytelling:
Bringing Play and a Sense of Narrative to Problem Solving”
Katie Keier, Fairfax County Public Schools, Alexandria,
Virginia, “From Talking to Writing: Storytelling as an Entry
Point to Making Books and Digital Stories”
Pat Johnson, Fairfax County Public Schools, Alexandria,
Virginia, “Retell, Reenact, Reinforce: Telling Tales in Grades
K–3”

L.15 AUTHORS, LIBRARIANS, AND TEACHERS
DREAMING TOGETHER TO IGNITE STU-
DENT PASSION FOR NONFICTION (E)
Room 103, Level One
While addressing the Common Core learning standards, a
prolific author of creative nonfiction will discuss her craft,
an elementary librarian will describe how she helps bring
creative nonfiction alive for young readers in the library,
and a teacher educator will share strategies for fostering a
love of such titles in future elementary teachers.
Chair: Lois Stover, St. Mary’s College of Maryland, St. Mary’s
City
Presenters: Eva Thomas, Pocopson Elementary School, West
Chester, Pennsylvania, “A Librarian’s Dream to Ignite a Passion
for Reading through Sharing Creative Nonfiction with
Young Readers”
Lois Stover, St. Mary’s College of Maryland, St. Mary’s City,
“A Teacher Educator’s Dream to Ignite a Passion for Using
Creative Nonfiction in Future Teachers”
Kathleen Krull, writer, San Diego, California, “An Author’s
Dream to Ignite a Passion for Reading through Writing
Creative Nonfiction for Young Readers”
L.16 ENERGIZE RESEARCH READING
AND WRITING ACROSS ALL CONTENT
AREAS: ENGAGED NOTE-TAKING,
EXPERT WRITING (E–M)
Room 306, Level Three
The Common Core has shone a new light on learning to
conduct “research.” In every content area, however, our
students either end up with plagiarized paragraphs or
bored stares. Presenters in this session will show how to
recapture the energy that research is supposed to have
with fresh, energizing strategies that promote rigorous
thinking and raise adolescent investment.
Chair: Christopher Lehman, Teachers College, Columbia
University, New York, New York
Presenters: Kate Roberts, Teachers College, Columbia University,
New York, New York
Christopher Lehman, Teachers College, Columbia University,
New York, New York
Maggie Beattie, Teachers College, Columbia University, New
York, New York
L.17 BECOMING LITERATE WITHIN AND
BEYOND THE CLASSROOM (E–M–C)
Room 305, Level Three
Presenters in this session will discuss the many complex
issues that influence the teaching and learning of reading
and writing within and beyond the classroom. From the
in-classroom strategy of mentor texts to the sociocultural
realities beyond the classroom, it is, as Parker Palmer
points out, through conversations that we can influence
our practice and our students’ learning.
Presenters: Susan Piazza, Western Michigan University, Kalamazoo,
“Strengths-Based Instruction in Urban Settings”
Holly Marich, NNRPDP, Nevada, “Ignite a Conversation
around NCTE’s Definition of 21st Century Literacies”
Lara Heine, Round Rock Independent School District, Texas,
“Igniting the Dream: Inspiring Readers and Writers through
Mentor Texts”
Julie Nelson, Round Rock Independent School District, Texas,
“Igniting the Dream: Inspiring Readers and Writers through
Mentor Texts”
L.18 TEACHERS AS WRITERS: MAKING
PROFESSIONAL CONNECTIONS
AND IGNITING CHANGE IN AN
URBAN ELEMENTARY SCHOOL (E–T)
Room 203, Level Two
These presenters will open up the seams of a “Teachers as
Writers” writing group that took place over the course
of a school year at a K–8, diverse, urban school in the
southwest. Six elementary teachers gathered once a month
to better understand themselves as writers and to transform
the writing practices within their respective learning
communities.
Chair: Jessica Early, Arizona State University, Tempe
Presenters: Autumn Warntjes, Landmark Elementary School,
Glendale, Arizona
Tracey Flores, Landmark Elementary School, Glendale,
Arizona
Jessica Early, Arizona State University, Tempe
L.19 NCTE PRESLM PRESENTS: A REVIEW
OF THE NATION’S BEST LITERARY
ARTS MAGAZINES (M–S)
Studio Ballroom B, Main Floor located at
entrance to Garden Arena
This session will showcase exemplary student literary magazines
from across the country—winners of the “Highest
Award” in the 2011 NCTE Literary Magazine Recognition
Program (PRESLM). First, they will illustrate the winning
magazines in a slideshow—with an emphasis on the excellence
and variety of their writing. Then a panel of advisors
from winning magazines will discuss how they teach creative
writing and how they produce their magazines. The
panel will conclude with a demonstration of technologies
(design software, embedded music and video, and longdistance
collaborations) that are changing the landscape of
the 21st century literary magazine.
Chair: Thomas Feigelson, NCTE PRESLM (litmag program),
Brooklyn, New York
Presenters: Thomas Feigelson, NCTE PRESLM (litmag program),
Brooklyn, New York
Peter Elliott, John Cooper School, The Woodlands, Texas
Sunday Morning, 8:30–9:45 a.m. 223
Sunday

L.20 HOW TEACHERS CAN EASILY AND
SUCCESSFULLY INTRODUCE THE NEW
ELA COMMON CORE STANDARDS IN
THE CLASSROOM (G)
Room 301, Level Three
The new Common Core State Standards have already been
nationally adopted and in 2014 the CCSS assessment tests
will become the standardized tests by which students AND
teachers will be judged. Under this directive, high school
English teachers sometimes face difficult and confusing
messages about what to include in their curriculums. In
this session, leading experts will discuss the most important
skills that students need to learn according to the
CCSS, and how to teach them.
Presenters: Micah Sparks, The Novel Learning Series,
Orangevale, California
Rich Wasowski, Ashland High School, Ohio, “Using Classic
and Contemporary Texts to Increase Rigor: It’s Not What
You Read, but What You Ask”
L.21 MIDSUMMER DREAMS AND MOCKING-
BIRD CONNECTIONS: IGNITING A
PASSION FOR CLASSIC TEXTS IN
TODAY’S TEENS (M–S)
Grand Ballroom Room 111, Level One
“Do we REALLY have to read this?” If you hear this objection
when you teach a classic text, this session is for you.
Using a wide variety of strategies, this panel will show
how to transform reluctant readers into eager ones, while
meeting the text complexity expectations of the Common
Core State Standards.
Chair: Lori Kixmiller, Eastwood Middle School, Indianapolis,
Indiana
Presenters: Angela Moore, Eastwood Middle School, Indianapolis,
Indiana, “Shakespeare or a Soap Opera?”
Lori Kixmiller, Eastwood Middle School, Indianapolis, Indiana,
“‘I Dreamed a Dream’: Connecting, Conceptualizing, and
Creating an Altered Book Project for Les Miserables”
Cortnei Freeman, Northview Middle School, Indianapolis,
Indiana, “‘Connecting the Past to the Present’: Creative
Products and To Kill a Mockingbird”
L.22 USING GRAPHIC NOVELS AND COMIC
BOOKS TO INCREASE ACHIEVEMENT
IN THE CLASSROOM (M–S)
Grand Ballroom Room 118, Level One
This session will focus on the use of graphic novels in the
classroom to increase reading comprehension. The presenters
will also demonstrate how teachers can use the
comic form to create and motivate efficient readers.
Chair: Eric Kallenborn, Community High School District
218, Oak Lawn, Illinois
Presenters: Ronell Whitaker, Community High School
District 218, Oak Lawn, Illinois
224 Sunday Morning, 8:30–9:45 a.m.
Eric Kallenborn, Community High School District 218, Oak
Lawn, Illinois
Mike Jacobson, Community High School District 218, Oak
Lawn, Illinois
L.23 BEYOND THE FIVE-PARAGRAPH
FORMULA: RETHINKING WRITING IN
RESPONSE TO LITERATURE (M–S–T)
Room 303, Level Three
Despite the research challenging the use of a five-paragraph
formula, this approach to literary essays persists. In this
session, a teacher educator and a high school teacher
will present research as well as strategies which support
students in writing essays that demonstrate thinking, not
formula.
Chair: Kimberly Campbell, Lewis and Clark Graduate
School, Portland, Oregon
Presenters: Kristi Latimer, Tigard High School, Oregon
Kimberly Campbell, Lewis and Clark Graduate School,
Portland, Oregon
L.24 AMERICAN DRAMA AND “THE
TENACITY OF THE HUMAN SPIRIT”
(S–C)
Studio Room 4, Main Floor by Grand Garden
Arena
Sponsored by the Assembly of American Literature,
open to all
In this interactive session, presenters and participants will
exchange pedagogical ideas and explore strategies for
teaching American drama that speak to “the tenacity of the
human spirit.” Roundtable leaders will each discuss one
play and suggest additional texts that can be paired with
it, and together provide an in-depth exploration of “the
tenacity of the human spirit.”
Chair: KaaVonia Hinton-Johnson, Old Dominion University,
Norfolk, Virginia
Table Numbers Roundtable Leaders and Topics
1 David F. Green Jr., Hampton University,
Virginia, “The Mountaintop”
2 Carol Bedard, University of Houston–
Downtown, Texas, “Trifles”
3 James Varn, Mississippi Valley State University,
Itta Bena, “The Sandbox and The Zoo
Story”
4 Mabel Khawaja, Hampton University,
Virginia, “Long Day’s Journey into Night”
5 Teresita Hunt, Eastern Illinois University,
Charleston, “Fences”
6 Leigh Van Horn, University of Houston–
Downtown, Texas, “Day of Tears”
7 Megan Britt, Old Dominion University,
Norfolk, Virginia, “A Raisin in the Sun”

L.25 ALAN FOUNDATION RESEARCH GRANT
ROUNDTABLES (M–S–C–T)
Studio Room 6, Main Floor by Grand Garden
Arena
Sponsored by the Assembly on Literature for Adolescents
of NCTE—ALAN, open to all
Eight recipients of ALAN grants will share the results and
implications for practice from their research on young
adult literature. Each roundtable will have two researchers
and attendees will visit two roundtables. Handouts, lesson
plans, and applications for ALAN research grants will be
provided.
Chair: Victor Malo-Juvera, University of North Carolina,
Wilmington
Table Number Roundtable Leaders and Topics
1 Terri Suico, Boston University, Massachusetts,
“Older Adolescent Girls’ Interactions
with Depictions of Females in
Popular Young Adult Literature”
2 Lisa Scherff, Florida State University,
Tallahassee, “Reaching for a ‘Literacy of
Promise’: The Social Responsibility Book
Club”
3 Jodie K. Scales, Selma Middle School,
Indiana, “How Do Young Adults Choose
What Is ‘Good’ Young Adult Literature?”
4 Joellen Maples, St. John Fisher College,
Rochester, New York, “Teaching Texts
and Technology: Preparing Preservice
Secondary Teachers to Integrate Young
Adult Literature and Digital Literacies
into Their Future Classrooms”
5 Victor Malo-Juvera, University of North
Carolina, Wilmington, “Teaching Taboo
Topics Using Reader Response-Based
Instruction of Adolescent Literature”
6 Susan Groenke, University of Tennessee,
Knoxville
7 Kevin Cordi, Ohio Dominican University,
Columbus, “Improving Small Group Discussions
Surrounding Young Adult Texts”
8 Amy Bright, graduate student, University
of Alberta, Edmonton, Canada, “Indistinct
Boundaries: Drawing the Lines between
Story and Experience in Young Adult
Fantasy”
L.26 RECOGNIZING THE POTENTIAL OF A
TECHNOLOGY-INFUSED WRITING PRO-
CESS: ENGAGING STUDENTS, CREAT-
ING COMMUNITY, AND REDUCING THE
PAPER LOAD (M–S–C–T)
Grand Ballroom Room 124, Level One
Facilitators in this interactive session will demonstrate how
to use technology during each stage of the writing process.
Technology can help students to be more engaged in and
responsible for their own writing and the writing of others—resulting
in higher-quality products without increasing
teacher workload.
Chair: Sue McIntyre, Humboldt State University, Arcata,
California
Presenters: Sue McIntyre, Humboldt State University,
Arcata, California
Nicolette Amann, Humboldt State University, Arcata,
California
Marsha Mielke, McKinleyville High School, California
L.27 CHALLENGES IN OUR CLASSROOMS:
A CONVERSATION FOR REAL-TIME
STRATEGIES AND SOLUTIONS (S)
Grand Ballroom Room 113, Level One
Yesterday’s gum chewing and note-passing can’t compare to
the challenges of today’s high school ELA teachers! This
session will provide high school teachers with the opportunity
to share their current challenges and brainstorm
solutions as well as allow their voices to be heard to guide
the Secondary Section Steering Committee.
Co-chairs: Jocelyn Chadwick, Harvard University, Cambridge,
Massachusetts
Amy Magnafichi-Lucas, Illinois State University, Normal
L.28 MAKING LANGUAGE MATTER:
EXPANDING STUDENTS’ AWARENESS
OF LANGUAGE USE BEYOND ACADEME
(S)
Grand Ballroom Room 114, Level One
This interactive demonstration will engage the audience in
at least three strategies for applying the ELA curriculum to
language use in the working world. Bringing a linguistic focus
to diverse reading, speaking, and writing contexts helps
students to connect their ELA classroom studies with their
future lives.
Chair: Julie Amberg, York College of Pennsylvania, York
Presenters: Deborah Vause, York College of Pennsylvania,
York
Jill Anderson, William Penn High School, York, Pennsylvania
Julie Amberg, York College of Pennsylvania, York
Sunday Morning, 8:30–9:45 a.m. 225
Sunday

L.29 NARRATIVES OF MIGRATION: LITERA-
TURE OF MEXICAN IMMIGRATION AND
THE NEW NEGRO MOVEMENT (S)
Room 202, Level Two
These presenters will discuss effective strategies for infusing
the traditional canon with short stories about U.S.-Mexican
immigration and the New Negro Movement.
Presenters: Gretchen Lutz, Spring Woods High School,
Houston, Texas
Aimee Hendrix, Round Rock Independent School District,
Texas, “Shifting the Narrative: Harlem Renaissance to New
Negro Movement”
L.30 FIRE UP WRITING! IDEAS TO SPARK
STUDENTS’ IMAGINATIONS (S)
Grand Ballroom Room 117, Level One
The “mid-teen experience” fires up students’ interests in
connecting writing and literature, returns creative and
narrative writing to test-driven curricula, and results in
peer-reviewed student anthologies. These presenters will
illustrate high-interest, multimodal, and innovative ways in
which to spark students’ writing, critical analysis, and publishing
through Internet memes and other innovative methods.
Handouts and time for discussion will be provided.
Chair: Dawn Latta Kirby, Kennesaw State University, Georgia
Associate Chair: Dan Kirby, University of Denver, Colorado,
professor emeritus
Presenters: Erica DiMarzio and Ryan Dippre, Delaware
Valley High School, Frenchtown, New Jersey, “Writing with
a Pulse: Helping Students Find Writing That Matters to
Them”
Dawn Latta Kirby, Kennesaw State University, Georgia, and
Dan Kirby, University of Denver, Colorado, professor
emeritus, “Striking the Spark That Fuels the Fire: Getting
Students Fired Up to Write”
Respondent: Darren Crovitz, Kennesaw State University,
Georgia
L.31 THE STATUS OF POETRY IN THE AGE OF
ACCOUNTABILITY (G)
Room 304, Level Three
Where is poetry writing in the Standards? These presenters
will examine the status of poetry in state standards. After
a careful review of all 50 state standards and the proposed
Common Core, they will discuss the role of poetry and
specifically poetry writing in the standards.
Chair: Hood Frazier, James Madison University, Harrisonburg,
Virginia
Presenters: Danny Wade, Washburn University, Topeka,
Kansas
Hood Frazier, James Madison University, Harrisonburg,
Virginia
226 Sunday Morning, 8:30–9:45 a.m.
L.33 CROSSING THE DIVIDE: TRANSINSTITU-
TIONAL COLLABORATION BETWEEN
HIGH SCHOOL STUDENTS AND COL-
LEGE MENTORS (S–C)
Room 308, Level Three
In this session, the presenters will share the benefits and
challenges of a four-year transinstitutional collaborative
program pairing E.O. Smith High School sophomore
American Literature students with Advanced Composition
preservice education students at the University of Connecticut.
Chair: Denise Abercrombie, E.O. Smith High School, Storrs,
Connecticut
Presenters: Denise Abercrombie, E.O. Smith High School,
Storrs, Connecticut
Jason Courtmanche, Connecticut Writing Project, Storrs
Eric Carroll, graduate student, University of Connecticut,
Storrs
L.34 CRITICAL LITERACY: NARRATIVES,
AGENCY, AND POWER (S–C)
Room 110, Level One
This session will report research projects which were all
juried by members of the Research Committee.
Presenters: Jeanine Staples, Pennsylvania State University,
University Park, “There Are Two Truths: African American
Women’s Creative, Critical New Literacies after 9/11”
Robert Petrone, Montana State University, Bozeman, “Critical
Theorists on Wheels: An Analysis of Critical Literacy
and Agency in Youth Cultures”
Carol Delaney and Lori Assaf, Texas State University, San
Marcos, “A Journey through Justice: Letting Go of the
Power”
L.35 IGNITING IMAGINED TEACHER
IDENTITIES WITHIN THE BOUNDARIES
OF PUBLIC SCHOOLS (S–C)
Studio Room 7, Main Floor by Grand Garden
Arena
This panel will examine how preservice and novice high
school English teachers negotiate their imagined teacher
identity within the boundaries of their institution. Specifically,
three educators will discuss research and initiate
conversation about these dilemmas in relation to Common
Core State Standards, test-driven curriculum, and Advanced
Placement programs.
Chair: Mark Meacham, Burlington, North Carolina
Presenters: Katie Roquemore, Weaver Academy, Greensboro,
North Carolina
Holly Hungerford-Kresser, The University of Texas, Arlington
Amy Vetter, University of North Carolina, Greensboro
Jeanie Reynolds, University of North Carolina, Greensboro

L.36 LOOK WHO YOU PRODUCED: MERGING
TEACHER EDUCATION WITH REMEDIAL
FRESHMAN ENGLISH (S–C–T)
Studio Room 10, Main Floor by Grand
Garden Arena
At California State University, Los Angeles, more than 70
percent of the incoming freshmen must take remedial
English classes. These presenters will describe a pilot
program wherein teacher educators, all former English
teachers, teach remedial English support classes and have
their teacher education students work with the freshmen.
The presenters will explain how they are changing the way
they envision their teacher education program as a result
of this intervention.
Chair: Rebecca Joseph, California State University, Los
Angeles
Presenters: Jennifer McCormick and Robert Land, California
State University, Los Angeles, “From the Inside Out: Rethinking
Secondary Literacies after Working with Remedial
Freshmen”
Rebecca Joseph, California State University, Los Angeles, “A
Two-Way Mirror: Rethinking Our Roles as Teachers and
Teacher Educators”
L.37 DREAMING BIG: HEROES TO INSPIRE
MINDS AND HEARTS (G)
Grand Ballroom Room 120, Level One
Teachers can inspire their students to embrace high ideals
while cultivating the literacy skills which they need to make
a difference in the world. Session participants will learn
strategies for honing reading and writing skills through a
study of heroes. Each participant will receive a set of young
heroes curriculum materials.
Chair: Barbara Richman, Gloria Barron Prize for Young Heroes,
Boulder, Colorado
Presenters: Fran Wilson, Madeira City Schools, Cincinnati,
Ohio
Barbara Richman, Gloria Barron Prize for Young Heroes,
Boulder, Colorado
T.A. Barron, Gloria Barron Prize for Young Heroes, Boulder,
Colorado
L.38 COMMUNITY BUILDING AND COLLABO-
RATION IN THE COLLEGE WRITING
CLASSROOM (C)
Studio Room 9, Main Floor by Grand Garden
Arena
Social integration, whether face-to-face or online, is an essential
component of creating a collaborative, active learning
environment, particularly with basic writers and ELL
students. These presenters will discuss community-building
strategies as well as a learner-centered collaborative writing
project.
Presenters: Sarah Steadman, George Mason University, Fairfax,
Virginia, “What’s YOUR Classroom Hashtag? Evidence
for Social Networking in the ESL Curriculum”
Ruth Osorio, Monterey Peninsula College, California, “Building
a Playful Community: Incorporating Games in the Basic
Writing Classroom”
Lisa Clark, University of Northwestern Ohio, Lima, “Collaborative
Methods for Teaching Key Concepts of English
Composition”
L.39 RHETORIC, WRITING, AND THE REAL
WORLD: REIMAGINING TRADITIONAL
WRITING ASSIGNMENTS FOR THE
FACEBOOK GENERATION (C)
Room 201, Level Two
These panelists have designed discipline-specific composition
courses and created multimodal assignments which help
students to recognize how rhetoric and writing influence
their decisions and actions—and, more importantly, how
they can appropriate different modes of rhetoric and argumentation
on their own terms to impact the world around
them.
Chair: Mark Gifford, The University of Texas, San Antonio
Presenters: Mark Gifford, The University of Texas, San Antonio,
“Welcome to the Dark Side: Using Group Presentations
in the Writing Classroom to Explore Fallacies and
Errors in Thinking”
Lindsay Ratcliffe, The University of Texas, San Antonio, “What
Tangled Webs We Weave: Exploring Consumer Choices
and Their Impacts in the Writing Classroom”
Brooke Lopez, The University of Texas, San Antonio, “Let’s Be
Friends: Using Social Media for Research Collaboration”
Sunday Morning, 8:30–9:45 a.m. 227
Sunday

Featured Session
L.40 College Forum Presents:
Current and Proposed
Legislation, Higher Education,
and Advocacy: Entering the
Conversation (C)
Kent Williamson, Duane Roen,
Patricia Dunn, Barbara Cambridge,
and Carolyn Calhoon-Dillahunt
Grand Ballroom Room 122,
Level One
Kent Williamson Duane Roen Patricia Dunn
Barbara Cambridge Carolyn Calhoon-Dillahunt
Panelists in this session will speak about legislative issues
and questions which are relevant to all college-level sections,
affiliates, and organizations (CEE, TYCA, College
Section, etc.)
Chair: Carolyn Calhoon-Dillahunt, Yakima Valley Community
College, Washington
Presenters: Kent Williamson, Executive Director, National
Council of Teachers of English, Urbana, Illinois
Duane Roen, Arizona State University, Tempe
Patricia Dunn, Stony Brook University, New York
Barbara Cambridge, National Council of Teachers of
English, Washington, DC, “The Federal Scene”
228 Sunday Morning, 8:30–9:45 a.m.
L.41 EMPOWERING STUDENTS TO
TRANSFORM THEIR WORLD (C)
Room 204, Level Two
Three university writing teachers will discuss assignments
that spark their students’ imaginations through reading and
writing about Native American literature, underscore the
students’ connections to all people through reading and
writing about the Holocaust, and move the students to become
active participants in life through reading and writing
about themes in contemporary nonfiction.
Chair: Cheryl Harris, University of Arkansas, Little Rock
Presenters: Cheryl Harris, University of Arkansas, Little
Rock, “The Power to Connect: Writing about the Jewish
Holocaust”
Sally Crisp, University of Arkansas, Little Rock, “The Power
to Ignite: Writing about Contemporary Nonfiction”
Ann Beck, University of Arkansas, Little Rock, “The Power to
Dream: Writing about Native American Literature”
L.42 CONNECTING THROUGH STUDENT
AFFILIATES TO IGNITE CAMPUS
INTEREST IN LITERATURE AND
LITERACY (C)
Vista Ballroom Room 207, Level Two
Sponsored by the CEE Commission on Student Affiliates,
open to all
In this roundtable session, student affiliate leaders and faculty
members will address the challenges they have faced,
the innovative strategies they have used, and the benefits
they have discovered of developing these organizations led
by English education students.
Chair: Thomas C. Crochunis, Shippensburg University,
Pennsylvania
Table Number Roundtable Leaders and Topics
1 Thomas C. Crochunis and Nicole Stouffer,
Shippensburg University, Pennsylvania,
“Rebooting”
2 Bethany Geddings and Robert Prickett,
Winthrop University, Rock Hill, South
Carolina, “Banned Books Reading”
3 Sarah Hunt-Barron, Converse College,
Spartanburg, South Carolina, and Rebecca
Kaminski, Clemson University, South
Carolina, “Building a Stronger Student
Affiliate”

L.43 DISRUPTING PRESERVICE TEACHERS’
MIS/CONCEPTIONS OF POVERTY (T)
Room 107, Level One
Presenters on this panel will explore how English education
classes can address stereotypes about poverty and prepare
preservice teachers to recognize these stereotypes as
they play out in their schools with their students and in
their own teaching practices, thus providing them with
the instructional resources to begin to challenge these
stereotypes.
Presenters: Crag Hill, Washington State University, Pullman,
“Unpacking Stereotypes about Poverty in Virginia Euwer
Wolff’s Make Lemonade Trilogy”
Janine Darragh, Whitworth University, Spokane, Washington,
“How Poverty Affects Teaching and Learning”
L.44 RESEEING OUR TEACHING: THE USE OF
REFLECTIVE SYNTHESIS VIDEOS TO
SUPPORT PRESERVICE ENGLISH
TEACHERS’ LEARNING (T)
Room 109, Level One
Assignments in methods courses are learning opportunities
for faculty as well as for preservice teachers. The teacher
educators and preservice teachers on this panel will describe
how they learned together about pedagogy, reflection,
and learning through the use of a reflective synthesis
video.
Presenters: Susanna Benko, University of Pittsburgh,
Pennsylvania
Samantha Howsare, University of Pittsburgh, Pennsylvania
Sarah Perlmutter, La Academia Charter School, Lancaster,
Pennsylvania
Priscila Murphy, University of Pittsburgh, Pennsylvania
L.45 USING ART TO INSPIRE IMAGINATIVE
WRITING (M–S)
Room 104, Level One
Sponsored by the National Gallery of Art, open to all
By looking carefully at two works of art by George Bellows,
these presenters will use strategies developed by Harvard’s
Project Zero to foster observation and description, in
order to develop imaginative interpretations and first-person
monologues. Then, they will reflect on the experience
and consider further connections between art and writing.
Chair: Elizabeth Diament, National Gallery of Art,
Washington, DC
Presenters: Heidi Hinish, National Gallery of Art,
Washington, DC
Elizabeth Diament, National Gallery of Art, Washington, DC
Sunday Morning, 8:30–9:45 a.m. 229
Sunday

Sunday
General
Session
10:00–11:15 a.m.
Premier Ballroom Room
312/313/314, Level Three
Keith Gilyard
230 Sunday Morning, 10:00–11:15 a.m.
Presiding: Sandy Hayes, NCTE President-Elect and
Becker Middle School, Minnesota
Awards:
Presentation of the NCTE George Orwell Award
for Distinguished Contribution to Honesty and
Clarity: Kenan Metzger, Chair, NCTE Public Language
Committee, Rockhurst University, Kansas City,
Missouri, to Peter Zuckerman and Amanda Padoan,
for Buried in the Sky, published in 2012 by W. W.
Norton and Company, Inc.
Announcement of the NCTE Public Doublespeak
Award
David H. Russell Award: Presented by Carol B. Olson,
Chair, David H. Russell Award Selection Committee,
University of California, Irvine, to Judith A. Langer, for
Envisioning Knowledge: Building Literature in Academic Disciplines,
published in 2011 by Teachers College Press.
NCTE Media Literacy Award: Presented by Bill Kist,
Chair, Media Literacy Award Selection Committee,
Kent State University, Ohio, to Kara Clayton and Erin
Ferris, Lee M. Thurston High School, Redford, Michigan
Presentation of the Barksdale Turner Scholarship
Award in African American/Black Literature, Black
Caucus: Presented by David E. Kirkland, Michigan
State University, East Lansing and New York University,
New York, New York
Introducing Keith Gilyard: Jerrie Cobb Scott, The
University of Memphis, Tennessee
Presidential Address: Keith Gilyard, NCTE President
and Pennsylvania State University, University Park,
“Now Is Always the Time . . . To Move Ourselves Out
of Our Constriction”

Sunday Luncheon
11:30 a.m.–1:00 p.m.
Conference on English Leadership
Grand Ballroom Room 116, Level One
Nicholas Sparks
Presiding: Patrick Monahan, Interlochen, Michigan
Introducing Speaker: Heather Rocco, School District of the Chathams, Chatham, New Jersey
Speaking: Nicholas Sparks is one of the world’s most beloved storytellers with over 80 million copies of his books sold.
His novels include ten #1 New York Times bestsellers, and all his books, including Three Weeks with My Brother, the memoir
he wrote with his brother, Micah, have been New York Times and international best sellers, and were translated into more
than forty languages. He is deeply committed to supporting education: In 2006 he helped to open the Epiphany School in
North Carolina, and in 2012 he and his brother partnered with his longtime publisher Grand Central Publishing to launch
the Novel Learning Series, a line of educational editions of both Sparks’s books and classic titles intended for high school
students.
Those without meal tickets who wish to hear the speaker will find limited seating at the rear of the room. Mr. Sparks will
likely begin his remarks 30–40 minutes after the beginning of the meal, so auditors need not be present at the
beginning of the function.
Sunday, 11:30–1:00 p.m. 231
Sunday

M Sessions
11:30 a.m.–12:45 p.m.
M.01 DREAMING THE FUTURE: CONNECTING
ACROSS TIME AND CULTURES WITH
CHILDREN’S AND YOUNG ADULT
LITERATURE (G)
Studio Room 1, Main Floor by Grand Garden
Arena
What is global literature and how can we use it in the classroom
to learn about ourselves and the world we live in?
In this session, the presenters will explore what it means
to think globally and develop global perspectives as they
share their classroom stories and examples of students’
responses to literature.
Chair: Joan Zaleski, Hofstra University, Hempstead, New
York
Associate Chair: Esmerelda Carini, Windward District
Office, Department of Education, Kaneohe, Hawaii
Presenters: Louise Shaw, Dowling College, Oakdale, Long
Island, New York
Michele Marx, Hofstra University, Hempstead, New York
Stephanie Eberhard, Bayport-Blue Point High School, Bayport,
New York
Stephanie Annunziata, Our Lady of Grace Montessori School,
Manhasset, New York
Amy Livermore, Massapequa Public Schools, New York
Reactor/Respondent: Liza Carfora, Hofstra University,
Hempstead, New York
M.02 RESISTING THE DOMINANT NARRATIVE
(G)
Studio Room 9, Main Floor by Grand Garden
Arena
This session will report research projects which were all
juried by members of the Research Committee.
Presenters: Heather McEntarfer, University at Buffalo, New
York, “Queering the Classroom Narrative: Narrative and
Positioning in a Teacher Education Course Focused on
Gender and Sexuality”
Stephanie Jones, The University of Georgia, Athens, “Reading
Working-Class Mothers Differently through Little Girls’
Writing”
E. Sybil Durand, Louisiana State University, New Orleans,
“Examining the Curricular and Pedagogical Possibilities of
Postcolonial Young Adult Literature: A Narrative Inquiry of
a Book Club with Preservice Teachers”
232 Sunday, 11:30 a.m.–12:45 p.m.
M.03 DREAM! CONNECT! IGNITE! AESTHETIC
EDUCATION SPARKS LEADERSHIP
POTENTIAL IN K–12 TEACHERS AND
ADMINISTRATORS (G)
Studio Room 7, Main Floor by Grand Garden
Arena
In this session, teachers who have created an aesthetic
education professional development group based on their
graduate English education program will demonstrate
techniques for engaging children in meaningful inquiry into
art. They will share the results of their research, which
assessed the impact of aesthetic education on their K–12
students’ reading comprehension.
Chair: Amanda Gulla, Lehman College, The City University
of New York, Bronx
Presenters: Christopher Anest, PS 5–The Ellen Lurie School,
New York, New York
Amanda Gulla, Lehman College, The City University of New
York, Bronx
Adam Fachler, M.S. 331, New York, New York
Holly Fairbank, Maxine Greene Center for Aesthetic Education,
New York, New York
M.04 LGBTQ ISSUES IN EDUCATION:
COACHING TEACHERS AND
STUDENTS TO COMBAT BULLYING (G)
Studio Room 4, Main Floor by Grand Garden
Arena
Sponsored by the LGBT Issues in Academic Studies
Advisory Committee, open to all
This conversation will engage participants in discussions
about how to combat bullying of LGBTQ individuals at
various educational levels. Following the keynote speaker,
a diverse group of experts in LGBT education will lead
roundtable discussions that will provide participants with
strategies for teaching LGBT topics and preventing bullying
in schools.
Chair: Nicole Sieben, Adelphi University, Garden City, New
York and Hofstra University, Hempstead, New York
Keynote Speaker: sj Miller, University of Missouri, Kansas
City, “Losing and Gaining a Self: How Soccer Taught Me the
Discipline of Self-Love, When Everyone Else Faded into
Darkness”

Table Number Roundtable Leaders and Topics
1 Robert Linne, Adelphi University, Garden
City, New York, “It Gets Better: New
Media, Social Media, and Queer Youth
Identity”
2 Roxanne Henkin, The University of Texas,
San Antonio, “Confronting Bullying: A
Multimodal Approach”
3 R. Joseph Rodriguez, The University of Texas,
Austin, and Toby Emert, Agnes Scott
College, Atlanta, Georgia, “The Rainbow’s
Shadow: Depictions of el Maricón in Alex
Sánchez’s Novels”
4 Laura Renzi, West Chester University of
Pennsylvania, West Chester, “Stepping in
Their Shoes: Role Playing Using LGBT
Young Adult Literature”
5 Anna Battaglia, George Washington University,
Washington, DC, “Bullying through
the Political Eye: LGBT Educational and
Social Issues”
6 sj Miller, University of Missouri, Kansas
City, “LGBTQ Issues in Education: Coaching
Teachers and Students through Sports
and Other Metaphors for Life”
7 Joseph Morgan, University of Nevada, Las
Vegas, and Sally Smith, Hofstra University,
Hempstead, New York, “Creating a
Climate of Acceptance and Respect in
the Elementary Classroom: Children’s
Literature Leads the Way”
8 Joseph Dial, Queer Foundation Effective
Writing and Scholar Program, Seattle,
Washington, “LGBTQ Youths’ Speech and
Writing as Contributors to a Rich and
Diverse School Culture”
9 Laraine Wallowitz, Adelphi University,
Garden City, New York, “Teaching Queer
Theory to Teacher Candidates”
Reactor/Respondent: R. Joseph Rodriguez, The University
of Texas, Austin
M.05 OUTSTANDING INTERNATIONAL
BOOKS FOR CHILDREN AND YOUNG
ADULTS AND MULTICULTURAL
LITERATURE IN IMMIGRATION (G)
Studio Room 5, Main Floor by Grand Garden
Arena
Sponsored by the United States Board on Books for
Young People, open to all
Thanhha Lai
In this cosponsored session, an author from the Outstanding
International Book List will discuss her books and her
creative process as she thinks of the young audience who
reads her books. The session will open with a presentation
of the 2012 OIB list and then move to focus on the work
and talk of one of the authors.
Co-chairs: Deborah Wooten, University of Tennessee,
Knoxville
Carmen Martinez-Roldan, Teachers College, Columbia University,
New York, New York
Tradebook Author: Thanhha Lai, HarperCollins, New York,
New York
M.06 CRAFT ACROSS THE CURRICULUM:
AUTHENTIC WRITING PROCESSES
AND PRODUCTS (G)
Grand Ballroom Room 119, Level One
Each discipline’s craft requires specialized skills and knowledge
to create products that reflect the unique nature of
the field. These experts also value multigenre writing and
processes. Presenters from each discipline will provide
practical strategies for engaging students in authentic writing
across the curriculum, including science, history, and
mathematics.
Chair: Kateri Thunder, James Madison University, Harrisonburg,
Virginia
Presenters: Kateri Thunder, James Madison University, Harrisonburg,
Virginia, “Mathematical Modeling and the Design
Loop: When Mathematicians and Engineers Write”
Amy Hale, Monticello High School, Charlottesville, Virginia,
“Change and Continuity over Time: When Historians
Write”
JJ Cromer and Chris Hall, St. Anne’s–Belfield School, Charlottesville,
Virginia, “When Writers Craft across the Curriculum”
Sunday, 11:30 a.m.–12:45 p.m. 233
Sunday

M.07 THE IMAGINATIVE LEAP: EXPERIENCING
ASSOCIATIVE AND METAPHORICAL
THINKING THROUGH READING AND
WRITING POETRY, VIA SLOW READING,
VISUAL ART, AND MUSIC (G)
Studio Ballroom B, Main Floor located by
entrance to Garden Arena
In this interactive session, three teacher/poets will describe
how to use poetry to help students discover the fun and
force of associative and metaphorical thinking. Through
slow reading, writing in response to artworks, and writing
with shared images generated by instrumental music,
students can create “leaping poetry.”
Chair: Judy Rowe Michaels, Princeton Day School, New
Jersey
Presenters: Judy Rowe Michaels, Princeton Day School,
New Jersey
Terry Blackhawk, InnsideOut Literary Arts Project, Detroit,
Michigan
Kate Westhaver, Princeton Day School, New Jersey
Reactor/Respondent: Terry Blackhawk, InsideOut Literary
Arts Project, Detroit, Michigan
M.08 WAKE UP! NO MORE DREAMS DEFERRED:
DECONSTRUCTING LANGUAGE AND
LITERACY APPROACHES IN URBAN
SPACES (G)
Room 101, Level One
This session will offer a critical instructional approach to
African American Language (AAL), promote the critical use
of AAL in urban debate, examine complex spaces between
Spanish and English for Mexican American migrant farmworker
youth, and explore effective ways in which African
American males negotiate critical literacies.
Chair: David Kirkland, Michigan State University, East Lansing
and New York University, New York
Presenters: Raven Jones, graduate student, Michigan State
University, East Lansing, “‘Lift Every Voice’: Implementing
African American English and Critical Literacy Pedagogical
Practices within the Detroit Urban Debate League”
Lorena Gutierrez, graduate student, Michigan State University,
East Lansing, “Uniendo Fronteras de Idioma (Uniting Language
Borders): Code-switching across Spaces of Hybridity”
234 Sunday, 11:30 a.m.–12:45 p.m.
Sakeena Everett, graduate student, Michigan State University,
East Lansing, “We Write because Our Voices Matter:
Examining Critical Literacies in Writing among Urban Black
Males”
April Baker-Bell, Michigan State University, East Lansing, “‘I
Never Really Knew the History behind African American
Language’: The Benefits of Critical Language Pedagogy in
High School English Language Arts Classrooms”
M.10 COACHING YOUR DREAM TEAM (G)
Room 103, Level One
In this session, Kentucky Department of Education Effectiveness
Coaches will demonstrate their literacy coaching
model, developed for use with the Gates Foundation
initiatives, with a virtual visit to a high school mathematics
classroom. Presenters will use classroom video examples,
teacher reflections, and authentic tools to assist participants
in coaching their own dream team.
Chair: Neely Traylor, Kentucky Department of Education,
Frankfort
Presenters: Neely Traylor, Kentucky Department of Education,
Frankfort
Lori Hollen, Kentucky Department of Education, Frankfort
M.11 IGNITING STUDENTS BY CONNECTING
TEACHERS: OUR EXPLORATION OF
COLLABORATIVE ACTION RESEARCH
(G)
Room 104, Level One
Collaborative action research is teacher inquiry supported
by teachers within schools and across the state. These
presenters will discuss the support received from a district
initiative, local universities, and the regional chapters of the
National Writing Project, and explain how this network has
influenced the practices in their classrooms.
Presenters: Leslie Nelson and Nicole Klimow, Clark County
School District, Las Vegas, Nevada, “Teacher Mentoring as
Collaboration”
Susan Giancaspro and Elizabeth Campbell, Clark County
School District, Las Vegas, Nevada, “Collaborating within
and across Schools”
Brett Campbell, Clark County School District, Las Vegas,
Nevada, “Collaborating across the State”

M.12 COACHING AND PLCs: DEVELOPING
TEACHER EFFECTIVENESS AND IN-
CREASING STUDENT ACHIEVEMENT (E)
Room 107, Level One
Presenters in this session will share the journey of one
school in their quest for reform and the influence it had
on teacher knowledge and practice, ultimately impacting
student achievement.
Chair: Kimberly Barrett, Abraham Lincoln School, Aurora,
Illinois
Presenters: Stacey Stout, Glen Ellyn School District 41,
Illinois
Stacy Slater, Glen Ellyn School District 41, Illinois
Janis Pfister, Glen Ellyn School District 41, Illinois
Kimberly Barrett, Abraham Lincoln School, Aurora, Illinois
M.13 CONNECTING WITH CRITICAL
THEORIES: LANGUAGE AS A
HISTORICAL MARKER FOR
UNDERSTANDING SCHOOL
LEADERSHIP AND LEARNING (E)
Room 110, Level One
This panel will explore how discourse surrounding the use
of students’ home languages or language varieties shapes
schooling practices. Each study examines how school leaders,
teachers, and students negotiate policies, discourse,
and spaces to create opportunities for learning that draw
on students’ cultural and linguistic knowledge.
Chair: Christina DeNicolo, University of Illinois, Urbana-
Champaign
Presenters: Joseph Wiemelt, University of Illinois, Urbana-
Champaign and Urbana School District 116, Illinois, “Leadership
and Linguicism in Schools: Critical Literacies, Critical
Care, and Ideological Clarity”
Anne Haas Dyson, University of Illinois, Urbana-Champaign,
“The Relational World of Childhoods and the Construction
of Misbehaving Child Writers: When Children’s Language
Becomes the Enemy”
Christina DeNicolo, University of Illinois, Urbana-Champaign,
and Gabriela Romero, graduate student, University of
Illinois, Urbana-Champaign, “Linguicism and Its Historical
Remnants: Informing Teachers and Leaders”
Discussant: Maria Franquiz, The University of Texas, Austin
M.14 IGNITING CONNECTIONS:
THE SEARCH FOR SELF IN
LITERATURE (E–M)
Room 303, Level Three
This panel will combine the expertise of an author and two
educators as they address the following topics: partnering
with literature to meet the Common Core Standards,
supporting students in making personal connections to
literature, and responding to literature in a manner that
serves as a positive motivator for adolescent readers.
Chair: Cyndi Giorgis, University of Nevada, Las Vegas
Presenters: Karen Hesse, author, Feiwel & Friends/Macmillan
Children’s Publishing Group, New York, New York, “Ideas
and Inspiration for Writing Safekeeping”
Cyndi Giorgis, University of Nevada, Las Vegas, “Rockin’
Response with Adolescents”
Christine Draper, Georgia Southern University, Statesboro,
“The Role of Literature in Middle School Classrooms”
M.15 ALTERNATIVE STRUCTURES FOR ELA:
THE FLIPPED CLASSROOM AND
CO-TEACHING MODELS (E–M–S–C)
Grand Ballroom Room 118, Level One
Looking for new approaches to the writing workshop? How
about shifting your instruction to home via podcasts or
video and coaching independent work during class time?
Or how about meeting students’ diverse needs by coteaching?
Presenters: Nicholas Kuroly and Allison Hicks, New York
City Department of Education, New York, “Co-Teaching
the Reading and Writing Workshop”
Troy Cockrum, St. Thomas Aquinas School, Indianapolis,
Indiana, “Flipped Classroom: Increasing Student Interaction
with Time-Shifted Material”
M.16 ENHANCING STUDENT ENGAGEMENT
DIGITALLY AND VISUALLY THROUGH
STORIES (E–C–T)
Room 105, Level One
Presenters in this session will offer three perspectives on
digital story and visual literacy.
Chair: Ambika Raj, California State University, Los Angeles
Presenters: Sharon Ulanoff, California State University, Los
Angeles
Ambika Raj, California State University, Los Angeles
Jennifer McCormick, California State University, Los Angeles
Sunday, 11:30 a.m.–12:45 p.m. 235
Sunday

M.17 MAKING IT MATTER: ENCOURAGING
STUDENTS TO FIND THEIR VOICES AND
MAKE MEANING THROUGH THE ART OF
LANGUAGE (M)
Vista Ballroom Room 207, Level Two
Beyond standards and assessments, how can we provide
students with opportunities to express themselves in
authentic ways, for meaningful purposes, with a result that
has intrinsic value for language arts? Presenters in this
session will provide examples of how middle and high
schoolers learn to “make it matter” by finding connections
and relevance in response to literature, finding their own
voices, and developing ways to be heard.
Chair: Julie Bernards, DeForest Area Middle School,
Wisconsin
Presenters: Julie Bernards, DeForest Area Middle School,
Wisconsin
Jennifer Breezee, DeForest Area School District, Wisconsin
M.18 BRIDGING THE GAP: QUEER THEORY,
INCLUSIVE CURRICULA, AND GENDER
IDENTITY (M–S)
Vista Ballroom Room 210, Level Two
These panelists will discuss queer inclusive curriculum,
student gender identity, and postmodern theorists such as
Axel Honneth.
Chair: Stephanie Werkema, University of Nevada, Las Vegas
Presenters: Stephanie Werkema, University of Nevada, Las
Vegas, “The Rainbow Connection: Using LGBT Literature
to Bridge the Gap between Language and Gender Identity
in the Secondary Classroom”
David Lee Carlson, Arizona State University, Tempe, “Queer
Theory, Young Adult Literature, and the Grammar of Recognition”
M.19 CLOSE READING AND THE COMMON
CORE (M–S)
Grand Ballroom Room 120, Level One
CONSULTANT
Join National-Louis University professor Katie McKnight and
NCTE author Eileen Murphy in examining the close reading
demands of the 6–12 Common Core Literacy Standards.
Learn how to engage students in sophisticated close
reading using texts across genres from poetry to nonfiction,
including historical and scientific argument, by using a
variety of modalities to explore enduring questions.
Chair: Eileen Murphy, Chicago Public Schools, Illinois
Presenters: Eileen Murphy, Chicago Public Schools, Illinois
Katherine McKnight, National-Louis University, Chicago,
Illinois
236 Sunday, 11:30 a.m.–12:45 p.m.
M.20 ENGAGING DIVERSE LEARNERS WITH
RESPONSIVE TEACHING (M–S)
Grand Ballroom Room 117, Level One
Come explore how to help diverse learners better understand
themselves, others, and the world. Presenters will
model and share practices that draw from students’ prior
knowledge as they engage with and across texts to explore
issues, consider multiple perspectives, and develop their
voice as writers.
Chair: Leyton Schnellert, University of British Columbia–
Okanagan, Canada
Presenters: Leyton Schnellert, University of British Columbia–
Okanagan, Canada
Shelley Moore, Richmond School District, Vancouver, British
Columbia, Canada
Cindy Miller, Fort St. James Secondary School, British
Columbia, Canada
M.21 IGNITING THE COMMON CORE STATE
STANDARDS THROUGH THE “UNIVERSE
OF DISCOURSE” (M–S)
Grand Ballroom Room 114, Level One
This session will help participants to integrate authentic
writing experiences into a curriculum aligned to the Common
Core State Standards, using James Moffett’s Teaching
the Universe of Discourse.
Incorporating Moffett’s model into standards-based instruction
will simultaneously ensure student achievement on
high-stakes tests while unleashing full student potential and
growth.
Chair: Benjamin Koch, Harney Middle School, Las Vegas,
Nevada
Presenters: Milly Joyner, Adelson Educational Campus, Las
Vegas, Nevada
Maria Lantz, J.D. Smith Middle School, Las Vegas, Nevada
Benjamin Koch, Harney Middle School, Las Vegas, Nevada
M.22 HIP-HOP BASED EDUCATION FOR
ACCESSING THE CANON AND
TRANSFORMATION (M–S)
Room 305, Level Three
In this session, the first presenter will discuss the use of hiphop
in the classroom as a tool for critical literacy development.
The second presenter will explain the scholarly
rationale for using hip-hop material as literary texts and
provide guided instruction techniques for its use in lower-
and higher-level student groups.
Presenters: Katherine Whitington, University of Illinois,
Chicago and Chicago Public Schools, Illinois, “Hip-Hop,
Critical Literacy, and the British Canon”
H. Bernard Hall, West Chester University, Pennsylvania,
“Droppin’ Knowledge or Depositing the Real? Additive,
Transformative, and Social Action Curricular Approaches to
Hip-Hop Literacy Education in Urban Public High Schools”

M.23 SO MANY HATS TO WEAR! MELDING
PRESERVICE TEACHERS’ COURSEWORK
AND FIELD PLACEMENTS TO FOSTER
AWARENESS OF TEACHER IDENTITIES
AND ROLES (M–S–C)
Room 306, Level Three
Helping preservice teachers to move beyond simple observations
in their field experiences to more complicated
understandings of teaching and learning is important
but difficult to do. In this session, teacher educators and
preservice teachers will share how they are working to
reframe field experiences to better reveal the complexities
involved in teaching.
Chair: Deborah Vriend Van Duinen, Hope College, Holland,
Michigan
Presenters: Deborah Vriend Van Duinen, Hope College,
Holland, Michigan
Julie Powers, Hope College, Holland, Michigan
Erica Hamilton, Michigan State University, East Lansing
Rebekah Skinner, student, Hope College, Holland, Michigan
M.24 WRITING AS A GATEWAY: DEMYSTIFYING
REAL WORLD WRITING FOR SECONDARY
STUDENTS (S–T)
Grand Ballroom Room 122, Level One
These presenters will demonstrate how to support diverse
secondary students in their transition to college, the workplace,
and life beyond high school, by teaching real-world,
gate-opening writing genres.
Chair: Jessica Early, Arizona State University, Tempe
Discussants: Wendy Williams, Arizona State University,
Tempe
Meredith DeCosta-Smith, doctoral student, Arizona State
University, Tempe, “Bringing Real-World Writing to Life:
Igniting the Flames of Academic, Professional, and Civic
Writing in the Secondary Classroom”
Arturo Valdespino, Da Vinci School for Science and the Arts,
El Paso, Texas
Respondent: James Blasingame, Arizona State University,
Tempe
M.25 HONORING EXPERIENCE, IMAGINING
ALTERNATIVES: PEDAGOGICAL POSSI-
BILITIES IN ENGLISH EDUCATION
(M–S–T)
Room 308, Level Three
Three methods instructors will share their experiences
working with preservice English teachers to honor experiences
and imagine alternatives to traditional English
methods. Central to this project is challenging students
to examine assumptions and passionately engage more
humane and democratic ways of knowing, including actively
participating as professionals and citizens.
Chair: Todd DeStigter, University of Illinois, Chicago
Presenters: Sarah Maria Rutter, doctoral student, University
of Illinois, Chicago
Sarah Donovan, University of Illinois, Chicago
Brian Charest, University of Illinois, Chicago
M.26 DIFFERENTIATE, MOTIVATE, CONNECT:
ENGAGING URBAN YOUTH WITH
MEANINGFUL LITERACY M–S–T)
Grand Ballroom Room 113, Level One
Sponsored by the CEE Commission on the Study and
Teaching of Young Adult Literature, open to all
How can educators establish literacy communities that
encourage adolescents’ sense of belonging and connectedness?
Panelists will share how they incorporate young adult
literature to engage adolescents in critical thinking, new
literacies, and cross-curricular study. Participants will be
invited to pose questions and share their own successful
strategies to continue the conversation.
Chair: Kelly Bull, Notre Dame of Maryland University,
Baltimore
Table Number Roundtable Leaders and Topics
1 Murray Sellers, Lander University, Greenwood,
South Carolina, “From Engagement
to Excellence: A Pathway for Success”
2 Joshua Parker, Windsor Mill Middle School,
Baltimore, Maryland, “Teaching Literacy
with Depth and Meaning to Urban Youth”
3 Cheryl North-Coleman, University of
Maryland Baltimore County, Baltimore,
“Examining the Complexity of Graphic
Novels”
4 Mark A. Lewis, Loyola University, Baltimore,
Maryland, “Diverse Realities of Urban
Adolescents: Critiquing (Mis)Representations
in Young Adult Literature”
5 Lisa Hazlett, University of South Dakota,
Vermillion, “Assisting Educators with
Incorporating Young Adult Literature into
Non-ELA Classrooms”
6 Susan Groenke, University of Tennessee,
Knoxville, and Laura Kildare, doctoral
candidate, University of Tennessee, Knoxville,
“Differentiate, Motivate, and Connect
with Digital YA Lit: Teaching Skeleton
Creek to Urban Youth”
Sunday, 11:30 a.m.–12:45 p.m. 237
Sunday

M.27 CROSS-AGE CONNECTIONS: THE DANCE
OF LEARNING BETWEEN COLLEGE
STUDENTS AND MIDDLE SCHOOL ELLs
(M–C)
Studio Room 3, Main Floor by Grand Garden
Arena
Marginalized ELLs are often thrown into content area
classrooms without the benefit of sheltered instruction or
one-on-one assistance. Can a program that places college
tutors alongside learners throughout the day promote
academic success in middle school ELLs? Presenters will
detail the initiation, implementation, and outcomes of the
program.
Chair: Brynna Hurwitz, Lewis and Clark College, Portland,
Oregon
Presenters: Tiffany Su, student, Lewis and Clark College,
Portland, Oregon
Ethan Schiller, student, Lewis and Clark College, Portland,
Oregon
Anne Marquard, Jackson Middle School, Portland, Oregon
Brynna Hurwitz, Lewis and Clark College, Portland, Oregon
M.28 CREATING A COMMUNITY OF READERS
(S)
Studio Room 6, Main Floor by Grand Garden
Arena
Each year, it becomes a little more difficult to inspire
students to read. Between an overload at school and
technological distractions, picking up a book becomes less
and less of a priority for teenagers. However, creating a
community of readers is still possible.
Chair: Kathrynne Saunders, Hinsdale Central High School,
Illinois
Presenters: Kathrynne Saunders, Hinsdale Central High
School, Illinois
Kerrin Riley, Hinsdale Central High School, Illinois
Lauren Otahal, Hinsdale Central High School, Illinois
Stephanie Hiffman, Hinsdale Central High School, Illinois
Heather Fehrman, Hinsdale Central High School, Illinois
Elizabeth Bannon, Hinsdale Central High School, Illinois
M.29 AM I DOING MORE HARM THAN GOOD?
AN ETHICAL APPROACH TO MULTICUL-
TURAL LITERARY STUDY (S)
Room 108, Level One
Multicultural literary instruction is often perceived by students
as morally didactic, leading to resistance and disengagement.
Using examples from current studies, presenters
will describe an “ethical” approach to multicultural literary
study that addresses these dilemmas by inviting students
to embrace uncertainty, explore tensions, and consider
problems about which they feel conflicted.
238 Sunday, 11:30 a.m.–12:45 p.m.
Chair: Carlin Borsheim-Black, Michigan State University, East
Lansing
Presenters: Amanda Haertling Thein, The University of Iowa,
Iowa City
Mary Juzwik, Michigan State University, East Lansing
Carlin Borsheim-Black, Michigan State University, East Lansing
M.30 ENGLISH FAIR: DEFENDING THE NEW-
COMERS, THE NEGLECTED, AND THE
MISFITS (S)
Room 109, Level One
A teacher and a librarian will demonstrate how students
“sell” a non-canonical, self-selected contemporary play
for approved use in their school. By using research, critical
thinking, and presentation strategies, students discern
whether the text fills a curriculum void (such as with minority
and LGBT topics), consider content appropriateness,
and argue literary merit.
Chair: Christopher DeKuiper, Glenbrook North High
School, Northbrook, Illinois
Presenters: Sherri Koeppen, Glenbrook North High School,
Northbrook, Illinois
Christopher DeKuiper, Glenbrook North High School,
Northbrook, Illinois
M.31 BUST A MOVE: UTILIZING EXERCISE TO
ACTIVATE STUDENTS’ MINDS (S)
Grand Ballroom Room 111, Level One
Are your students drifting off or retaining less than you
expect? Please come and let us model how one small
alternative school in Wyoming utilizes exercise to engage
students’ brains. If you are ready to learn and teach while
being active, physically and mentally, this session is for you.
Chair: Travis Hetland, Casper, Wyoming
Presenters: Travis Hetland, Casper, Wyoming
Lacey Wilson, Casper, Wyoming
Jaime Bachert, Casper, Wyoming
M.32 “COMMONPLACING” AND REINVENT-
ING TEXTS: USING AN EARLY MODERN
TRADITION TO DISCOVER UNQUIET
FORMS AND SELVES IN THE TEXTS WE
READ AND WRITE TODAY (S)
Grand Ballroom Room 123, Level One
Got 2.0 fatigue from the clamor to use warp-speed technology?
In this session, presenters will demonstrate “commonplacing,”
a process for slowing down, reading critically,
discovering relevance, and creatively reinventing texts.
Experience three approaches for transforming passages,
words, and phrases that arrest one’s attention into “uncommon”
forms that become the alchemy of new authorial
selves.

Chair: Margo A. Figgins, University of Virginia, Charlottesville
Presenters: Carly Nicholson, Charlottesville High School,
Virginia, “Helping Students Put Process Back into Their
Thinking to Complicate the Binaries That Surround Them”
Allison Marchetti, Trinity Episcopal School, Richmond, Virginia,
“How 9th Grade Students Commonplace Their Way
to New Understandings of Identity and Power”
Margo A. Figgins, University of Virginia, Charlottesville, “How
Teachers Commonplace Their Way to New and Unquiet
Pedagogical Ways of Thinking and Being”
M.33 TWEET THIS: HELPING STUDENTS
TRANSFER THEIR DIGITAL MEDIA SKILLS
TO COMPLEX READING TASKS (S)
Grand Ballroom Room 124, Level One
A Facebook page for Mr. Darcy, a blog about Raskolnikov, a
PowerPoint on Dickens . . . are these activities simply technology
gimmicks, or can they be alternative assessments
and enrichment lessons? A literacy teacher and a literacy
specialist will present sample activities which teachers
can use to teach students to transfer their digital media
knowledge to complex traditional texts while honing their
evaluative and analytic skills.
Chair: Stacia Keel, Fairfax County Public Schools, Alexandria,
Virginia
Presenters: Stacia Keel, Fairfax County Public Schools,
Alexandria, Virginia
Jennifer Beach, Fairfax County Public Schools, Alexandria,
Virginia
M.34 MOVING BEYOND THE PAGE:
PARTNERING WITH CONTEMPORARY
WRITERS TO DEVELOP VOICE (S)
Studio Room 2, Main Floor by Grand Garden
Arena
In this session, presenters will describe how teachers can
leverage contemporary writers’ robust online presence
to help students not only better understand their works,
but especially to help improve students’ writing and develop
their voice. They will use examples from their own
experiences with writers including Markus Zusak and John
Green.
Chair: Stephanie Cardillo, Tampa Preparatory School,
Florida
Presenters: Meredith Roberts, Tampa Preparatory School,
Florida
Dominick Giombetti, Tampa Preparatory School, Florida
Stephanie Cardillo, Tampa Preparatory School, Florida
M.35 SUFFERING IN SILENCE NO MORE:
THE ROLE OF THE GAY ATHLETE IN
YA FICTION (S–C)
Room 201, Level Two
Presenters in this session will explore the portrayal of gay
athletes in contemporary YA fiction and contend that the
combination of sports and homosexuality provides plenty
of benefits for readers, educators, and scholars.
Chair: Aaron Levy, Kennesaw State University, Georgia
Presenters: David Pegram, Arizona State University, Tempe
Katherine Mason, Wichita State University, Kansas
Bill Konigsberg, author, Dutton Books, New York, New York
M.36 AMERICAN INDIAN LITERATURE IN
NEVADA (S–C)
Room 202, Level Two
Misconceptions about American Indians continue today,
and education is necessary to end those mistaken ideas
and stereotypes. Education about the original inhabitants
of Nevada is important for non-natives to learn and for
Native students to see themselves portrayed accurately.
This panel, which will model strategies for teaching about
American Indians, is directed primarily toward high school
and college instruction.
Chair: P. Jane Hafen, University of Nevada, Las Vegas
Presenters: P. Jane Hafen, University of Nevada, Las
Vegas, “Southern Paiute Memoirs: Acknowledging Local
Communities”
Gregory Wright, Snow College, Ephraim, Utah, “‘If Women
Could Go into Congress’: Political Rhetoric and Cross
Purposes in Sarah Winnemucca Hopkins’ Life Among the
Paiutes”
Patrice Hollrah, University of Nevada, Las Vegas, “Tibalography
and Film: The Life of Katie Frazier, Pyramid Lake
Paiute”
M.37 “I AM A TEACHER”: TEACHER IDENTITY,
AGENCY, AND ACTION IN THE 21ST CEN-
TURY CLASSROOM (S–C)
Room 203, Level Two
Teachers face many professional challenges that have implications
not only for their day-to-day lives and lesson plans,
but also for their understanding of themselves as professionals.
These panelists will examine common narratives of
what it means to “be a teacher” and teachers’ agency to
respond to these narratives in productive and transformative
ways.
Chair: Janet Alsup, Purdue University, West Lafayette, Indiana
Presenters: Elizabeth Homan, University of Michigan, Ann
Arbor, “Authoring Our Identities: Teacher Narratives in the
Digital Age”
Tiffany Sedberry, Purdue University, West Lafayette, Indiana,
“Leaving the Classroom: Beginning, Experienced, and Veteran
Teacher Motivations”
Continued on following page
Sunday, 11:30 a.m.–12:45 p.m. 239
Sunday

Heather Scarano, Purdue University, West Lafayette, Indiana,
“Where Do We Go from Here? One Teacher’s Journey
from Reflection to Action”
Courtney Shuey, Purdue University, West Lafayette, Indiana,
“Teacher Identities and Narratives in Historical Context”
M.38 WORDS ARE DELICIOUS: FOOD WRIT-
ING IN THE CLASSROOM (S–C)
Room 304, Level Three
Because teenagers have a great deal of experience with
food—they eat three meals a day, every day, and have done
so for years upon years—they can read, write, and think
about food-related topics with authority. And because food
is both sustenance for the body and an artifact of culture,
food and food-related topics provide rich opportunities
for reflection on both personal and social beliefs. These
presenters will consider food writing as a way to develop
reading and writing skills, and provide classroom-tested lessons
and handouts.
Chair: April Brannon, California State University, Fullerton
Presenters: April Brannon, California State University, Fullerton,
“Devouring the Metaphor: Poetry of the Edible”
Elle Yarborough, Northern Essex Community College,
Haverhill, Massachusetts, “A French Fry Is a French Fry Is a
French Fry: Comparative Essay Writing”
M.39 LINGUISTIC PLURALISM IN THE
COMPOSITION CLASSROOM:
WHAT IT MEANS TO WRITE IN
ENGLISH IN A GLOBALIZED WORLD (C)
Room 302, Level Three
Regional and world Englishes have created wide-ranging
language diversity in the college composition classroom.
After providing a theoretical framework for the changing
nature of composition instruction in a globalized writing
marketplace, these presenters will explore strategies for
incorporating world Englishes in the classroom and offer
perspectives based on classroom research on how regional
dialects and EFL interference impact students’ writing
development.
Presenters: Shari Wolke, Michigan State University, East Lansing,
“Ending the Practice of Benevolent Omission: Preparing
Students for the Globalized Writing Marketplace”
Pearl Pang, Yonsei University, South Korea, “Privileging the
Writer and Ignoring the Korean EFL”
Debra Knutson, Shawnee State University, Ohio, “Yins Seen
This? The Impact of Autocorrect on Student Writing”
240 Sunday, 11:30 a.m.–12:45 p.m.
M.40 SUPPLEMENTAL INSTRUCTION: HOPE,
UNITE, NOW WRITE! (C)
Room 106, Level One
Supplemental instruction targets courses with high D/F/W
rates, including Freshman Composition, using peer-facilitated
tutoring sessions. In this session, attendees will practice
“hands-on” learning strategies and study skills that help
students who hope to succeed academically to learn material
more effectively. Students who are united in their goal
of learning with peers write better!
Chair: Sarah Nielsen, DeVry University–South Florida, Fort
Lauderdale
Presenters: Lynn Schuchman, DeVry University, Kansas City,
Missouri
Esther Rachelson, DeVry University, Miramar, Florida
Sarah Nielsen, DeVry University–South Florida, Fort Lauderdale
M.41 PRESERVICE TEACHERS AS TEACHER-
RESEARCHERS (C–T)
Studio Room 10, Main Floor by Grand
Garden Arena
Incorporating documentary clips and materials from the
English camp which they organized and led, a professor and
four preservice teachers will outline a model for growing
preservice teachers into teacher-researchers. Participants
will be invited to brainstorm similar opportunities in their
own schools and communities.
Chair: Carey Applegate, University of Wisconsin, Eau Claire
Presenters: Kelsey Thompson, University of Wisconsin, Eau
Claire
Kaitlyn Peot, University of Wisconsin, Eau Claire
Courtney Heaton-Thomas, University of Wisconsin, Eau
Claire
Rachel Engebretson, University of Wisconsin, Eau Claire
Carey Applegate, University of Wisconsin, Eau Claire
M.42 POSITION STATEMENTS AS A FORGOT-
TEN DREAM: DESIGNING COMPOSITION
PEDAGOGY THAT CONNECTS WITH
MULTILINGUAL WRITERS (C–T)
Room 204, Level Two
In this session, presenters will demonstrate strategies for
practically realizing the pedagogical potential of the CCCC
Statement on Second Language Writing and Writers.
Chair: Kacie Kiser, Arizona State University, Tempe
Presenters: Kacie Kiser, Arizona State University, Tempe,
“Gaps, Fissures, and Multilingual Writers: Designing Strategies
for Reforming Writing Programs”
Kevin DePew, Old Dominion University, Norfolk, Virginia, “A
Dialogue of Movements: What Writing across the Borders
and Writing about Writing Should Talk About”
Angela Dadak, American University, Washington, DC, “‘Fighting
for a Voice’: Multilingual Writing in College Composition”

M.44 THE CENSORS ARE COMING: TEACHING
CONTROVERSIAL TOPICS IN THE AGE OF
STANDARDIZATION (G)
Grand Ballroom Room 115, Level One
Sponsored by the Standing Committee Against
Censorship, open to all
If you want to know about issues regarding censorship,
join these teacher educators as they discuss how best to
handle sensitive issues which emerge during reading and
discussing controversial topics with adolescents in a classroom
setting. Handouts and solid advice on how to keep
books in your students’ hands will be provided.
Chair: Jeffrey Kaplan, University of Central Florida, Orlando
Presenters: Joan Kaywell, University of South Florida, Tampa,
“Banning Books: What Teachers Should Know”
Lisa Scherff, Florida State University, Tallahassee, “Current
Censorship Issues”
Carol Revelle, University of North Texas, Denton, “Censorship:
Some Standing Committee Concerns”
sj Miller, University of Missouri, Kansas City, “Literature and
Literacy: Teaching Controversy in a Literary Context”
Teri Lesesne, Sam Houston State University, Huntsville, Texas,
“Naked Reading: Engaging Adolescents in Controversial
Reads”
Sunday, 11:30 a.m.–12:45 p.m. 241
Sunday

Meetings
NCTE Executive Committee Meeting
11:45 a.m.–1:30 p.m.
Studio Ballroom A, Main Floor located at entrance to
Garden Arena
Chair: Sandy Hayes, Becker Middle School, Minnesota
Assembly on Literature for Adolescents of NCTE—
ALAN Executive Board Meeting
2:00–3:00 p.m.
Room 205, Level Two
Chair: cj Bott, ALAN Chair, Solon, Ohio
CCCC Executive Committee Retreat
2:00–5:30 p.m.
Studio Room 8, Main Floor by Grand Garden Arena
Chair: Malea Powell, Michigan State University, East Lansing
242 Sunday, 11:45 a.m.–5:30 p.m.

N Sessions
1:00–2:45 p.m.
Featured Session
N.01 Notable Children’s Books in
the Language Arts (G)
Grand Ballroom Room 117,
Level One
Sponsored by the Children’s Literature
Assembly, open to all
Note that this session will be held from
1:00–4:00 p.m.
Candace Fleming Maggie Stiefvater Monica Brown
Melissa Sweet Floyd Cooper Dianna Hutts Aston
Kate Messner Laura Purdie Salas
The 2012 Notable Children’s Books in the Language Arts
award-winning list will be shared by the committee who
was charged with selecting these titles. Small group
discussions with authors and illustrators will be held at
roundtables during this session.
Chair: April Bedford, University of New Orleans,
Louisiana
Table Number Roundtable Leaders
1 Barbara Ward, Washington State University,
Pullman
2 Yoo Kyung Sung, University of New
Mexico, Albuquerque
3 Tracy Smiles, Western Oregon University,
Monmouth
4 Patricia Bandre, Baker University,
Overland Park, Kansas
5 Donalyn Miller, Trinity Meadows Intermediate
School, Fort Worth, Texas
6 Mary Lee Hahn, Dublin City Schools,
Ohio
7 Nancy Roser, The University of Texas,
Austin
8 Candace Fleming, author, Random
House, New York, New York
9 Maggie Stiefvater, author, Scholastic, Inc.,
New York, New York
10 Monica Brown, author, Henry Holt
Books for Young Readers/Macmillan
Children’s Book Group, New York,
New York
11 Melissa Sweet, author, Houghton Mifflin
Harcourt, Boston, Massachusetts
12 Floyd Cooper, author, Houghton Mifflin
Harcourt, Boston, Massachusetts
13 Dianna Hutts Aston, author, Chronicle
Books, San Francisco, California
14 Kate Messner, author, Chronicle Books,
San Francisco, California
15 Laura Purdie Salas, author, Houghton
Mifflin Harcourt, Boston, Massachusetts
Sunday Afternoon, 1:00–2:45 p.m. 243
Sunday

Featured Session
CONSULTANT
N.02 Going to the Core: Teaching
the Common Core Standards
(M–S–T)
Grand Ballroom Room 111, Level
One
Jeff Wilhelm Michael W. Smith
Alan Lawrence James Burke
Sitomer
This panel will first share its most current thinking about
how to teach middle and high school students the skills
that align with the Common Core Standards, and then
discuss how to engage a wide range of students using
inquiry and active learning.
Chair: James Burke, Burlingame High School, California
Presenters: Jeff Wilhelm, Boise State University, Idaho,
“Get It Done: Teaching the Reading and Writing of
Informational Text to Meet and Exceed the CCSS”
Michael W. Smith, Temple University, Philadelphia, Pennsylvania,
“O Yeah? Teaching the Writing of Argument to
Exceed the Common Core State Standards and Foster
Academic Success across Disciplines”
Alan Lawrence Sitomer, California Teacher of the Year
Foundation, Los Angeles, “Building Bridges of Relevance
and Accessibility to the Common Core Standards”
James Burke, Burlingame High School, California, “Speaking
of the Core: Teaching Kids to Talk About What They
Read and Write”
244 Sunday Afternoon, 1:00–2:45 p.m.
Featured Session
N.03 The Intersection of Sport,
Education, and Society in
English Education (G)
Grand Ballroom Room 114,
Level One
Geoff Herbach Matt de la Peña
Rich Wallace Matthew Quick
During this conversation, which seeks to bridge the gap
between academics and athletics in English education,
attendees will engage in discussions related to the intersection
of sport, education, and society, and examine
the possibilities for utilizing the extracurricular interests
of students to promote adolescent literacy.
Chair: Alan Brown, Wake Forest University, Winston-
Salem, North Carolina
Keynote Speakers: Geoff Herbach, author, Sourcebooks,
North Mankato, Minnesota
Matthew Quick, author, Little, Brown Books for Young
Readers, New York, New York
Rich Wallace, author, Random House, New York, New York
Matt de la Peña, author, Random House Children’s Books,
New York, New York
Table Number Roundtable Leaders and Topics
1 Pamela “Sissi” Carroll, Florida State
University, Tallahassee, “Saving Face,
Finding a Place: Adolescents in Mexican
Whiteboy and Ball Don’t Lie”
2 Luke Rodesiler, doctoral student,
University of Florida, Gainesville,

“Examining Sport and Society with
Documentary Film”
3 Deborah Vriend Van Duinen, Hope College,
Holland, Michigan, “Teen Boys DO
Read: Examining the Literacies of Sports
Websites, Blogs, and Magazines”
4 Nicole Sieben, Adelphi University,
Garden City, New York and Hofstra
University, Hempstead, New York,
“Heterosexism and Homophobia in
Sports and Education”
5 Carmen Peek, Annandale High School,
Virginia, “Hope, Recovery, and Redemption
for Student Athletes in Boy 21”
6 Kara Combs, Green Acres School, North
Bethesda, Maryland, “We’ve Got Next:
Engaging Females in Sports-Related
Young Adult Literature”
7 Joseph Milner and Tiffany Newsome,
Wake Forest University, Winston-
Salem, North Carolina, “Approaching
Issues of Racism and Homelessness
with Maniac Magee”
8 Shanetia Clark, Pennsylvania State University,
Harrisburg, and Shimana Harris,
Central Dauphin School District,
Harrisburg, Pennsylvania, “‘Go for the
Jugular’: Engaging Middle School Boys
with a Rich Wallace Author Study to
Merge Sports, Emotional Heat, and
Memoirs”
9 Michael Opitz, The University of Northern
Colorado, Greeley, “Healthy Reading:
Using Fitness Literature (FitLit) to
Promote Optimal Wellness”
10 Joan Kaywell, University of South
Florida, Tampa, “NOT an Accidental
Sportswriter: The Brave Books of
Robert Lipsyte”
11 Hannah Gerber, Sam Houston State
University, Huntsville, Texas, “Level Up
and Game On: Virtual Worlds, Video
Games, and Sports in Adolescent
Literacy Spaces”
12 Caitlin Murphy, Collins High School,
Shelbyville, Kentucky, and Jennifer
Bonafide, Langley High School, Arlington,
Virginia, “Bullying in Sports and
Education: Learning to Listen through
Whale Talk”
13 Alan Brown, Wake Forest University,
Winston-Salem, North Carolina, and
Kelli Sowerbrower, doctoral student,
Featured Session
N.04 Creating Critical Readers
and Skilled Writers (M)
Grand Ballroom Room 119,
Level One
Kylene Beers Robert E. Probst
Georgia State University, Atlanta, “If
Only Holden Caulfield Had Been Stupid
Fast: Promoting Critical Thinking
through Active Imagination”
Reactor/Respondents: Chris Crowe, Brigham Young
University, Provo, Utah
Robert Lipsyte, author, Clarion Books, New York, New
York
Join these presenters as they share strategies for helping
struggling students to read critically and write persuasively.
Chair: Kylene Beers, educational consultant, The
Woodlands, Texas
Presenters: Kylene Beers, educational consultant, The
Woodlands, Texas
Robert E. Probst, Marathon, Florida
Meeting
NCTE Collaboratives
1:00–2:45 p.m.
Grand Ballroom Room 121, Level One
Sunday Afternoon, 1:00–2:45 p.m. 245
Sunday

Notes
248