Abstract
Like most journal editors, I attend to submissions at the sentence-level as well as at levels of argument and significance. Part of my attention to sentences, as one might guess, involves scrutiny of verb choice, particularly in those cases where an author employs a be-verb (“am,” “are,” “is,” “was,” “were”) rather than something active (“negotiate,” “assess,” “fought,” “created,” “flee”). Probably more than any type of manuscripts I have edited, Journal on Centers for Teaching and Learning (JCTL) submissions draw me into new relationships with forms of the verb “to be.”
