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Engaging Students in the Disciplines of English:
What Are Effective Schools Doing?

Arthur N. Applebee

ABSTRACT  

In this article, Applebee discusses the characteristics of effective curriculum and instruction.

  • Higher order talk and writing about the curriculum
  • Cohesiveness of curriculum and instruction
  • Diverse perspectives that deepen discussion and enhance learning
  • Alignment of curriculum and assessment
  • Scaffolding of new and difficult tasks
  • Special help for struggling readers

This article appeared in English Journal, 91(6), pp. 30-36, 2002.

Related CELA Reports and Articles

Report 1.10
Applebee, Arthur N. - Toward Thoughtful Curriculum: Fostering Discipline-Based Conversation in the English Language Arts Classroom

Report 11001
Nystrand, M., Gameron, A., Carbonaro, W. - Towards an Ecology of Learning: The Case of Classroom Discourse and Its Effects on Writing in High School English and Social Studies

Report 11007
Pressley, M., Allington, R., et al. - The Nature of Effective First-Grade Literacy Instruction

Report 12002
Langer, J. - Excellence in English in Middle and High School: How Teachers' Professional Lives Support Student Achievement

Report 12014
Langer, J. - Beating the Odds: Teaching Middle and High School Students to Read and Write Well  

Creating Continuity and Coherence in High School Literature Curricula (http://cela.albany.edu/publication/article/creating.htm )

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