This article observes LGBT students using strategies to combat homophobia and transphobia in their communities. They describe their strategy as "comment, correct, and compose." In both online and offline settings, students employed logos, ethos, and pathos in order to defend themselves in the real world. These students are using their high school English skills outside of the classroom, and are creating a safer environment for all by doing so.

It is important to teach students how to use logos, ethos, and pathos properly as to ensure they can create a sustainable argument. These rhetoric appeals, taught in high school English classes, gave students an upper hand when fighting against the injustices they face. By creating cohesive lessons about rhetoric appeals for secondary English students, students of all groups are able to advocate for others in a successful way.

The article touches upon the importance of having a curriculum–or at least a lesson geared towards educating youth on the importance and the intersectionalities of feminism. It also explains that by being able to recognize the importance and value behind this topic it will allow for a more equitable and empathetic society. With this the article discusses the importance of defining feminism rather going on the basis of previous–and most likely wrong–perceptions. Coinciding this, the article also touches upon the importance of outlining gender as a “continuum” rather than a designation. 

 Secondary English Educators can use this by developing a gender-based unit with feminist stories/pieces of literature that can also cover intersectionalities of feminism. To incorporate the idea further, to have a week or day based in a discussion regarding feminism and perceptions and the actuality of it, would be enlightening for students as well as educational. Some pieces of literature: 

• The Color Purple by Alice Walker

• “Still I Rise” by Maya Angelou

The Article opens up on how schools across America are currently doing the bare minimum in accurately teaching Native American culture and history. Regarding this history, they are only taught of certain events that they were impacted by, but not the complexity or importance of their culture. It also discusses how the education system fails to mention how there are different tribes and languages within the indigenous population. The article further discusses how it is important that schools are equipped with the knowledge to teach their students about the history of Native Americans and the oppressive forces they faced. 

Though an English classroom, it is still a necessity to discuss the importance of Native Americans because it is very likely the land the school is on was not originally the schools, but belonged to a Native American tribe. To incorporate the importance of Native American culture and history, the American Literature History curriculum can be redefined to be more inclusive of such a large portion of history. To do so, it would be imperative to include the following texts which also cover intersectionalities: 

• Pushing the Bear by Diane Glancy

• Ceremony by Leslie Marmon Silko 

Within the English classroom, perhaps have a educational curriculum with pieces of literature that discuss incarceration and how the justice system has not always served justice. Looking and shaping the curriculum to reflect issues within society create a mindful youth. An example of this reflection is Just Mercy by Bryan Stevenson. It reflects how systematically oppressive the justice system is in regards to race, and how that system has wronged many people. By covering these topics, it creates a more empathetic and mindful youth. 

This article focuses on listening to LGBT students and what they need from their teachers. Additionally, it discusses how straight, white, cisgender teachers especially can support their students by offering literature that includes LGBT characters. Providing queer literature assists students in understanding the LGBT community. A queer-inclusive curriculum promotes acceptance in the classroom by both teachers and students and encourages students to have productive conversations about gender and sexuality. To add on, teachers should not aim to avoid conflict, as it sparks difficult conversations between students and teachers.

English educators should read this article and apply it in their classrooms by no longer trying to "avoid conflict," as the author states. By avoiding conflict, we are accepting the lack of inclusivity in our classrooms, letting LGBT students become silenced. The author explained how when sexuality and gender identity come up in classrooms, teachers tend to gloss over it and move on quickly, avoiding uncomfortable discussions. Teachers need to advocate for and with LGBT youth by asking about their feelings, perceptions, and experiences in class, especially in moments of conflict. Educators should seek to learn from youth, and make concrete changes to their practice. When engaging in conflict instead of avoiding it, we open up opportunities for activism.