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College English is the professional journal for the college scholar-teacher. CE publishes articles about literature, rhetoric-composition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of english. Issues may also include review essays.

ELATE (formerly the Conference on English Education-CEE) serves those NCTE members who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy. ELATE has reliable researchers and educators who can tell the true stories of effective English teacher education.

College Composition and Communication publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field. The field of composition studies draws on research and theories from a broad range of humanistic disciplines—English studies, rhetoric, cultural studies, LGBT studies, gender studies, critical theory, education, technology studies, race studies, communication, philosophy of language, anthropology, sociology, and others—and from within composition and rhetoric studies, where a number of subfields have also developed, such as technical communication, computers and composition, writing across the curriculum, research practices, and the history of these fields.

English Journal is a journal of ideas for English language arts teachers in junior and senior high schools and middle schools. EJ presents information on the teaching of writing and reading, literature, and language. Each issue examines the relationship of theory and research to classroom practice and reviews current materials of interest to English teachers, including books and electronic media.

English Leadership Quarterly, a publication of the Conference on English Leadership (CEL), helps department chairs, K-12 supervisors, and other leaders in their role of improving the quality of literacy instruction. ELQ offers short articles on a variety of issues important to decision-makers in English language arts. (Published August, October, February, and April).

Language Arts is a professional journal for elementary and middle school teachers and teacher educators. It provides a forum for discussions on all aspects of language arts learning and teaching, primarily as they relate to children in prekindergarten through the eighth grade. Issues discuss both theory and classroom practice, highlight current research, and review children's and young adolescent literature.

Research in the Teaching of English (RTE) is a multidisciplinary journal composed of original research and scholarly essays on the relationships between language teaching and learning at all levels, preschool through adult. Articles reflect a variety of methodologies and address issues of pedagogical relevance related to the content, context, process, and evaluation of language learning.

Talking Points is a publication of Literacies and Languages for All, (LLA), and is a benefit of LLA membership. Talking Points helps promote literacy research and the use of whole language instruction in classrooms. It provides a forum for parents, classroom teachers, and researchers to reflect about literacy and learning.

Teaching English in the Two-Year College (TETYC) is a publication of the Two-Year College English Association (TYCA), and is a benefit of TYCA membership. TETYC is for instructors of English in two-year colleges. TETYC publishes theoretical and practical articles on composition, developmental studies, technical and business communication, literature, creative expression, language, and the profession.

Voices from the Middle publishes original contributions by middle level teachers, students, teacher educators, and researchers in response to specific themes that focus on our discipline, our teaching, and our students. Voices offers middle level teachers innovative and practical ideas for classroom use that are rooted in current research; this is a journal for teachers by teachers. Subscribers also receive access to exclusive online content and discussion, and there is an online podcast radio show to enhance each issue.