JAEPL, Vol. 8, Winter 2002-2003

Essays Charles Suhor. James Moffett\u27s Lit Crit and Holy Writ. In one of Moffett\u27s final presentations, he traced parallels between literary criticism and the study of scripture from various traditions. He explained the development of his Points of View spectrum as a response to his high school teaching experiences and presented an updated version of the spectrum. Gina Briefs-Elgin. Something to Have at Heart: Another Look at Memorization. After tracing the history of learning by heart, this essay explores its advantages and suggest that we restore this time-honored practice which can enrich our students\u27 relationships with words and books and empower their personal lives. Christopher C. Weaver. The Rhetoric of Recovery: Can Twelve Step Programs Inform the Teaching of Writing? The article examines the spiritual dimensions of recovery programs and explores some of the ways the rhetoric of these programs as well as the structure of twelve step meetings may illuminate the nature of composition classes and particularly of peer writing groups. Brenda Daly. Stories of Re-Reading: Inviting Students to Reflect to Their Emotional Responses to Fiction. Although most literature courses teach students to focus on textual analysis, this essay argues that students should be given opportunities for exploring their emotional responses to the text. Devan Cook. Successful Blunders: Reflection, Deflection, Teaching. Often we expect students\u27 experience with assignments to reflect our own or those of previous students, but we may blunder when we base our teaching on past successes. By deflecting such assignments and constructing unexpected identities, students and instructors alike learn and teach. Terrance Riley. The Accidental Curriculum. True learning—learning which results in some permanent cognitive change—is far too unpredictable to be controlled by format curricular designs. The formal curriculum of English studies is valuable largely as a stage setting for educational accidents. Robbie Clifton Pinter. The Landscape Listens—Hearing the Voice of the Soul. This essay offers a view of Mary Rose O\u27Reilley\u27s radical listening, applying it to the classroom as a way for teachers and students to learn to their lives. Helen Walker. Connecting. Lisa Ruddick—We Are the Poetry Kathleen McColley Foster—Becoming a Professional: A Coming of Age Narrative from the 4C\u27s Chauna Craig—Writing the Bully Steven VanderStaay—Discipline 101 Meg Peterson—To Live Wildly Linda K. Parkyn—Coming Full Circle Reviews Nathaniel Teich. Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word. (Linda Christensen, 2000). Hepzibah Roskelly. Everyone Can Write: Essays Toward a Hopeful Theory of Writing and Teaching Writing. (Peter Elbow, 2000). Emily Nye. Saying and Silence: Listening to Composition with Bakhtin. (Frank Farmer, 2001). Dennis Young. Teaching With Your Mouth Shut. (Donald L. Finkel, 2000)

JAEPL, Vol. 9, Winter 2003-2004

Essays Kilian McCurrie. Spiritual Identities, Teacher Identities, and the Teaching of Writing. Through a case study, this article examines the ways teacher identity and spiritual identity intersect in the teaching of writing. By showing that a teacher\u27s pedagogy is prodoundly informed by a basic spiritual disposition, the author offers a view of teaching that is often neglected in studies of teacher identity. Robert Root. The Experimental Art. Nonfiction is an experimental art, as contemporary examples make clear, and writing teachers need to show students both how meaning arises from writers\u27 experiments with material and also how form from writers\u27 experiements at representing meaning. Candance Walworth. Engaged Buddhism & Women in Black: Our Grief Is Not a Cry for War. This paper explores principles, practices, and manifestations of engaged Busshism in the United States. It includes a personal narrative based on the author\u27s participation in Women in Black (a silent, symbolic protest against war) and classroom stories based on the author\u27s experience teaching at a Buddhist-inspired university. Laura Milner. Compos(t)ing Loss: Transformation in the Telling. Using composting as a metaphor, this author examines the transformative protential in writing about and bearing witness to stories of loss, particularly the death of a parent. Cristina Vischer Bruns. Encounters: Relationship in the Study and Teaching of Literature. While trends in the teaching of literature of the last few decades may seem at odds with one another, the thread that can weave them together is a recognition of relationship among readers, text, author, and other readers. Kia Jane Richmond. An Unspoken Trust—Violated. Reflecting on our decisions in the classroom, both when we are honest with our students & when we are not, can offer teachers opportunities for growth and change. Carolyn L. Piazza and Christine Jecko. Multiple Forms of Prewriting in Elementary Writing Literature. Multisensory prewriting invitations (creative visualizations, art, music, dreams, and mediations) affect writing fluency and idea generation in the first draft writing of elementary students. W. Keith Duffy. Community, Spirituality, and the Writing Classroom. From a spiritual perspective, this article critiques the concept of community as defined by scholars of rhetoric and composition; the author suggests that our experience of community in the writing classroom cab be enhanced if we strike a balance between doing and being. Helen Walker. Connecting. Jim Super—Fearless Pamela Hartman—English? I\u27d Rather Read A Book Nancy Myers—B Andrea Siegel—Walking the Talk, Breathing the Breath Traci L. Merritt—The Day Jenny Died Susan A. Schiller—Touched by the Spirit in AEPL Topics Wilma Romatz—On the Delicate Art of Teaching Reviews Dale Jacobs. The Energy to Teach (Donald H. Graves, 2001) Stan Scott. Writing with Elbow (Pat Belanodd, 2002) Sue Hum. Unfolding Bodymind (Brent Hocking, Johnna Haskell, Warren Linds, 2001) Lita Kurth. The Unconscious (Athony Easthope, 1999