Despite rapidly shrinking budgets for arts programs and the growing de-emphasis of English as a relevant field of study, the lessons learned and taught in English classrooms still constitute the foundation of learning throughout a student's academic career. For most American students, the English language will serve as a lens through which they view other subjects, and reading comprehension will be the tool that allows them to learn from those subjects. Without an adequate foundation in such a fundamental subject, students are simply thrown into the water and “even if they can swim, we cannot reasonably expect them to enjoy being in the water” (Brown & Broemmel, 2011). Effective teaching in English and language arts, therefore, should focus on providing students with the tools to become better readers and learners. This idea is best expressed through structured instruction. Instructional scaffolding provides students with a broad base of support from which to begin their learning. Scaffolding is included in the most basic lesson plans, where teachers are encouraged to provide checklists and supplementary materials for their students to periodically evaluate their progress through a unit. In Deep Scaffolding: Enhancing the Reading Experiences of English Language Learners, Clara Brown and Amy Broemmel argue that traditional scaffolding methods are insufficient for students' needs. They propose a system of deep scaffolding, in which teachers must both increase the amount of scaffolding support offered to students and focus heavily on the meaning of that scaffolding. Broemmel and Brown's deep scaffolding focuses on recognizing students' potential as learners and provides adequate depth of instruction for external mid-paper activities. “Create” provides a space for students to use richer multimedia technologies than are available in a classroom to complete assignments. Works CitedBrown, C. L., & Broemmel, A. D. (2011). Deep scaffolding: Improving English language learners' reading experiences. Journal of the New England Reading Association, 46(2), 34-39. Callahan, M., & King, J. M. (2011). Remixing in the classroom: Models of pedagogy in a techno-literacy poetry unit. Journal of Adolescent & Adult Literacy, 55(2), 134-144. doi:10.1002/JAAL.00016Santos, A. E. (2011). Blogging as a learning space: Creating speech texts. Contemporary Issues in Educational Research, 4(6), 15-19. Savino, J. (2011). The Shakespeare in all of us: A monumental, multitudinous, premeditated approach to teaching vocabulary. Journal of Adolescent & Adult Literacy, 54(6), 445-453. doi:10.1598/JAAL.54.6.6