NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1003153
Record Type: Journal
Publication Date: 2012-Nov
Pages: 7
Abstractor: ERIC
Reference Count: 23
ISSN: ISSN-0013-8274
The Fight's Not Always Fixed: Using Literary Response to Transcend Standardized Test Scores
Avila, JuliAnna
English Journal, v102 n2 p101-107 Nov 2012
In 2004, the National Endowment for the Arts (NEA) concluded that "literature reading is fading as a meaningful activity, especially among younger people." How can educators continue to teach students about the power of literary response when the priority is for them to achieve proficiency on standardized tests, whose scores can only be narrowly descriptive of students' literacy abilities? Although literary response may be a mainstay in English language arts instruction, schools continue to need it, perhaps more than ever, given an increased focus on standardized scores. In this article, the author illustrates how three eleventh graders practiced literary response to transcend their standardized test scores and to revise their academic literacy identities.
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A