Questionnaire for More Than Mandates:
Reclaiming the Power to Teach

Issue Date:
May 2008
   

We want to know what you think of the latest issue of English Journal. Please use this form to give us your feedback. This brief questionnaire is anonymous; we are not asking for any personal information.

If you have comments or questions that require a response, please consider emailing us instead.

 

1. What is your overall opinion of this issue of English Journal?
Very useful/interesting
Somewhat useful/interesting
Not very useful/interesting
Not at all useful/interesting

2. Which features and columns in this issue did you find most useful or interesting? (You may mark more than one choice.)
  Features  
From the Editor
From the Secondary Section (Younker)
Speaking My Mind (Gardner)
Teacher to Teacher [leave blank; not in this issue]
EJ Extra [leave blank; not in this issue]
Columns  
Research Matters
New Voices  
Stepping into the Classroom
Taking Time
Tools for Teaching
Bold Books for Teenagers  
Poetry
Personal Reading [leave blank; not in this issue]
 
3. How much time did you spend reading this issue?
Less than 1 hour
1-3 hours
More than 3 hours

4. Please comment on each of the articles in this issue by marking the button that best represents your opinion: Very useful/interesting, Somewhat useful/interesting, Not very useful/interesting, Not at all useful/interesting.
"Creating Intentional Communities to Support English Language Learners in the Classroom" by Judith Rance-Roney
Very Somewhat Not very Not at all
“Writing Steps: A Recursive and Individual Experience" by Bonnie Mary Warne
Very Somewhat Not Very Not at all
“Uniting the Disparate: Connecting Best Prectices and Educational Mandates" by Pamela K. Coke
Very Somewhat Not very Not at all
“Moving to the Center: Disorientation and Intention" by Maja Wilson and Michael Niemczyk
Very Somewhat Not very Not at all
“Mandates and the Writing Curriculum: Creating a Place to Dwell" by Sarah Irwin and Cyndi Knodle
Very Somewhat Not very Not at all
“Teaching beyond the Test: The Possibilty of Success" by Kristin L. Main
Very Somewhat Not very Not at all
“The Family Writing Project: Creating Space for Sustaining Teacher Identity" by Marilyn McKinney, Saralyn Lasley, and Rosemary Holmes-Gull
Very Somewhat Not very Not at all
“Sharing Command of the Co-Teaching Ship: How to Play Nicely with Others" by Emily Sims
Very Somewhat Not very Not at all
"Sketching to Create Meaning: The Story of a Second-Language Learner" by Chris Altman
Very Somewhat Not very Not at all
"'The Rose That Grew from Concrete': Postmodern Blackness and New English Education" by David E. Kirkland
Very Somewhat Not very Not at all
"Chatting with Letters: Developing Empathy and Critical Literacy through Writing Communities" by Mary B. Nicolini
Very Somewhat Not very Not at all
"'Do you remember': Confronting Post-9/11 Censorship through Critical Questioning and Poetic Devices" by Jeanine M. Staples
Very Somewhat Not very Not at all
Article 13 [leave blank, not in this issue]
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Article 14 [leave blank, not in this issue]
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Overall Comments (i.e. favorite or least favorite article, feature, or column; 50,000 character limit)

What recommendations do you have for future issues? (50,000 character limit)