Stepping Beyond, In, and With JAEPL: Twenty Years of Hope

Treating readers to a detailed tour through JAEPL’s pages, the journal’s coeditor of 10 years touches on high points, also remembering the conference that initiated her relationship with its authors and readers

The Osmotic Self and Language Arts Pedagogy

Educators should evolve a pedagogy that privileges a participatory self, in which ego boundaries are permeable

Emotional Implication: Performing Within Emotional Gaps

The role of emotional implication is a process by which writers leave and fill emotional gaps within a text, thus creating their readers, text worlds, and themselves

JAEPL, Vol. 10, Winter 2004-2005

Essays Lynn Z. Bloom. The Seven Deadly Virtues. The university stifles most creative writers except the most intrepid—even reckless, the good along with the bad—in the process of teaching them to write according to the conventions of the academy in general, and their specific disciplines in particular. David L. Wallace. Shallow Literacy, Timid Teaching, and Cultural Impotence. Any attempt to move to a deeper notion of literacy in our theory and pedagogy must—among other things—involve us facing our own self interest and expecting disruption in our own classrooms, departments, and universities. Roben Torosyan. Listening: Beyond Telling to \u27Being\u27 What We Want To Teach. In response to a culture of polarized argument, this paper shows a way to provide people with practice at deep listening and understanding. The author examines ways in which self-disclosure about problems of dialog may be an ideal means for teachers or leaders to show people alternate ways of being in the world of meaning making. Patricia Webb and Zach Waggoner. Analyzing Dominate Cultural Narratives of Religious Plurlaism: A Study of Oprah.com. This essay analyzes Oprah.com, the website for multimedia mogul Oprah Winfrey, to examine the tensions between dominate religious ideologies and pluralism in America. Matthew I. Feinberg. Critical Geography and the Real World in First-Year Writing Classrooms. By helping students confront the ideologies that shape their physical and cultural experiences, critical geography in first year writing classrooms may be one means of collapsing the perceived distance between the classroom and the real world. Hildy Miller. Image into Word: Glimpses of Mental Images in Writers Writing. This essay uses thought samples and interviews to show ways writers use mental imagery in non-creative writing task. Ed Comber. Critical Thinking Skills and Emotional-Response Discourse: Merging the Affective and Cognitive in Student-Authored Texts through Taxonomy Usage. This essay discusses a taxonomy designed to help students identify emotive-response discourse in their evolving texts, a process that joins emotion and cognitive to foster critical thinking. Helen Walker. Connecting. JoAnne Katzmarek—Thoughts Like Flying Grouse Steven L. VanderStaay—I\u27m With You, Huck Irwin Ramirez Leopando—A Moment of Connections Christopher Sweet—The Brightening Glance Howard Wolf—Personal Teaching Reviews W. Keith Duffy. Memoirs of Soul: Writing your Spiritual Autobiography. (Nan Phifer, 2002). Elizabeth Vander Lei. A Communion of Friendship: Literacy, Spiritual Practice, and Women in Recovery. (Beth Daniel, 2003). Marian MacCurdy. Writing To Save Your Life. (Michele Weldon, 2001)

JAEPL, Vol. 12, Winter 2006-2007

Essays Lynn Z. Bloom and Carla Hill. High Stakes Gambling in the Master Class High Stakes Gambling in the Master Class explores some of the unarticulated intangibles in a relationship between Master Teacher and Honors Student (who collaborated in writing this essay), calculated to produce a distinguished honors thesis, sometimes out of thin air, gambling, playing the hunches that will allow a gleam in the eye to metamorphose into gold on the page. Judith Beth Cohen. The Missing Body—Yoga and Higher Education. Using her own yoga practice as a basis, this author argues for more bodily involvement in learning and offers several exercises she has used to accomplish this. Carolina Mancuso. Bodies in the Classroom: Integrating Physical Literacy. This essay, based on research in Masters level classrooms for education students enrolled in a Graduate Literacy Program, addresses issues of mind-body-spirit teaching and learning.. Hildy Miller. Writing Aphrodite: Imagining a Rhetoric of Desire for a Feminist Writing Course. Reaching back to the post-Jungian goddess feminism of decades past, this essay shows how the mythical figure Aphrodite can serve as an image for an alternative rhetoric of desire in a contemporary feminist writing class. Stephanie Paterson. Lashing Out at \u27Intellectuals\u27 : Facing Fear on Both Sides of the Desk. The author identifies stages in working through a personal attack in a student\u27s composition. Turning toward conflict in a teacher researcher stance is a creative, self-renewing way to conduct the ongoing (often unexplored) intellectual-emotional work of writing teachers. Rich Murphy. McLuhan\u27s Warning, Frye\u27s Strategy, Emerson\u27s Dream. McLuhan\u27s Warning, Frye\u27s Strategy, Emerson\u27s Dream argues the vital function of literary writing in the academy. The essay maps a road from the warnings of catastrophe by Marshall McLuhan to Emerson\u27s dream of all American citizens being poets through the writing strategies of Northrop Frye. It is argued that what one learns through literary writing is especially important during the crises that are ongoing in the West. Susan A. Schiller . Uniting Creativity and Research; A Holistic Approach to Learning. The academy needs to move closer to a holistic form of education, one that values creativity and research equally. Helen Walker. Connecting. Danina Garcia —Message from a Student Writer. Libby Falk Jones—Anger in the Teaching Life Ryan Skinnell —Connections of a First-Year Teacher Lee Roecher —Guiding the Passion. Louise Morgan —Emails to Blow Off Steam. Reviews Mary Pettice. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. (Ed. Anne Frances Wysocki, Johndan Johnson-Eilola, Cynthia L. Selfe, and Geoffrey Sirc, 2004). Kerrie R. H. Farkas. Writing at the End of the World . (Richard Miller, 2005). Edward Sullivan. Field Notes on the Compassionate Life: A Search for the Soul of Kindness. (Marc Ian Barasch, 2005). Brad Lucas. (Re)Writing Craft: Composition, Creative Writing, and the Future of English Studies. (Tim Mayers, 2005)

JAEPL, Vol. 15, Winter 2009-2010

Essays Peter Elbow - Reflections from a Grateful Guest Editor Sheridan Blau - Believing and Doubting as Hermeneutic Metbod: Reading and Teaching Paradue Lost Tim Doherty - Lessons from tbe Believing Game Anne Ellen Geller - The Difficulty of Believing in Writing Across the Curriculum Shelly Sheats Harkness, Catherine Pullin Lane, Sue Mau, Amber Brass - The Believing Game in Mathematics: Stories in a Discipline of Doubt Judy Lightfoot - Saying Yes to Freestyle Volunteering: Doubting and Believing Clyde Moneyhun - Believing, Doubting, Deciding, Acting Irene Papoulis - A Refiection on Habitual Belief and Habitual Doubt Stephanie Paterson - Friday Writes: An Exercise in the Believing Game Donna Strickland - Before Belief: Embodiment and the Trying Game Peter Elbow - A Highly Incomplete Bibliography Reviews Julie J. Nichols - Meaning and The Evolution of Consciousness: A Retrospective on the Writing of Owen Barfield Charles Suhor - The Great Transfonnation: The Beginnings of Our Religious Traditions Charles Suhor - The Chalice and the Blade Edward Sullivan - The Art of Learning: An Inner Journey to Optimal Performance Connecting - Helen Walker Andrew Statum - The Question Vic Kryston -Conflict Resolution Jie Li - Teaching with Accent Dominique Zino - Space Joonna Smitherman Trapp - Composition Class 7:45 A

JAEPL, Vol. 7, Winter 2001-2002

Morris Berman tells the story of his maternal grandfather, who, when he was five years old in 1883 or 1884, was sent to a Jewish elementary school in Belorussia. On the first day of class, the teacher startled the young boy by taking each child\u27s slate and smearing the first two letters of the Hebrew alphabet—aleph and beys—on it in honey. His grandfather\u27s first lesson consisted of eating the letters off the slate. The symbolism of this act is complex, Berman muses, but central to the ritual is the belief that what is real must be taken into oneself, ingested: we literally eat the other, take it into our guts, and as a result are changed by it (267-68). A similar, although usually unspoken, belief continues to weave through literacy teaching in this century, in this country. Writing and reading, all acts of rhetoric, involve communication by the signs of consubstantiality, the appeal of identification, Kenneth Burke writes in A Rhetoric of Motives, and identification is hardly other than a name for the function of sociality (Attitudes 144). The quintessential word man who saw in language the poetic function of making, resonating to the original sense of the term poiesis, Burke tied our language and our making to our bodies. We are, after all, symbol-using animals, a definition that gives equal weight to body and language ( Definition 3-9). The lure of language is that it offers us the means to bridge our separations from one another; we can become consubstantial, of one substance. We can engage, and through that engagement we can write and read for tolerance and contemplation (Rhetoric xv). The seven articles in this issue honor the call of engagement, of identification for tolerance and contemplation, through sense-able teaching: teaching with the senses to the senses. We open with W. Keith Duffy who, in Imperfection: The Will-to Control and the Struggle of Letting Go, finds in a spiritual balance the ability to embrace the essential role of imperfection in the writing classroom. By engaging with our paradoxical and mixed-up natures, we can unite in meaningful ways. Randall Popken in Felt Sensing of Speech Acts in Written Genre Acquisition explores the necessary engagement of student writer and multiple texts as a means to evolve a felt sense of a new genre. Drawing on Eugene Gendlin\u27s concept of felt sense, Popken traces the connection between the development of a physical, tacit sense of genre knowledge and the development of rhetorical expertise in that genre. While Popken shapes the growth of rhetorical expertise, Caroline Mancuso shapes the rhetorical value of growing pains in Teacher Growing Pains. By acknowledging and attending to growing pains, what Dewey calls the travail of thought required to evolve a new perspective, readers and writers can grow in wholeness individually and in community, Mancuso argues. The sense of growing into new thinking by allowing it to enter our souls is the focus of Dennis Young\u27s A Poetics of Student Writing. The poetics of Young\u27s title refers to the soul-making, aesthetic dimension of student writing, a process that can be enacted only when we are actively involved with the making. Through an examination of student texts, Young promotes a poetic basis of mind in which students and teachers can foster an awareness of their own soul work. The necessity of engagement if further underscored by Dale Jacobs in Being There: Revising the Discourse of Emotion and Teaching, who argues that a teacher must be fully engaged in the classroom to create an atmosphere that fosters a student\u27s intellectual, emotion, and physical growth. Inviting us into his experience of learning of to listen deeply to his students, Jacobs teaches us how to enact that same deep listening in our own literacy classrooms. Central to engagement is the quality of unity, a dissolution of a dualistic mind set. Marilyn Middendorf tackles the issues of dualism directly in Discredited Metaphors of Mind Limit Our Vision. Middendorf claims that metaphors of mind steeped in dualistic, hierarchical imagery undermine our effectiveness in the classroom. She offers us a different vision of mind based on the materialism of current neurological theories of the mind, a version that explodes the mechanic sender-receiver, information transfer model of communication for a one that foster the engagement of dialogic communication. The cognitive and somatic learning involved in dressage serves as the start for effective teaching for Lorie Heggie in Flow, Centering, and the Classroom: Wisdom from an Ancient Friend. Drawing on her experience in learning how to center while engaged in classical riding, Heggie explores how such experience enables her to center in her writing classroom and how such experience enables her to help her students center as well. This physical-intellectual process, Heggie argues, requires our immersion in the task at hand so that we are one with the task, drawn into the marvelous current of flow. We are symbol-using animals who find in language the means of identification, of consubstantiality, and the need for it. Can we do less in our classrooms that teach sense-ably for engagement? In the spirit of sense-able teaching and the importance of the myriad faces of engagement, we introduce a new section: Connecting. Consisting of teacher narratives and edited by Helen Walker, each contribution serves to connect us more fully to our students\u27 growth and our own

JAEPL, Vol. 11, Winter 2005-2006

Essays Kami Day. We Learn More Than Just Writing. In a composition class, students learn a great deal more, for good or ill, than just strategies for writing. This article shows that, as students and teachers learn to recognize and value their own inner teachers, they can also develop relationships with each other that nourish their spirits as well as their intellects. Gina DeBlase. \u27I Have a New Understanding\u27: Critical Narrative Inquiry as Transformation in the English-History Classroom. This case study highlights what roles classroom discussion and activity around literature, history, and society play in developing one student’s understanding of complex social issues, and what ways of talking and thinking develop over time. Geraldine DeLuca. Headstands, Writing, and the Rhetoric of Radial Self-Acceptance. By emphasizing the importance of patient practice as an end in itself, yoga offers a model teaching and learning writing that can help students move forward in a context of self-acceptance and find the sources of their own talents and values. Sue Hum. Idioms as Cultural Common Places: Corporeal Lessons from Hokkien Idioms. This essay uses idioms, especially Hokkien idioms, to counter the western predisposition of separating mind and body, arguing that they underscore the mind-body shift that occurs with the acquisition of academic discourses. Laurence Musgrove. What Happens When We Read: Picturing a Reader’s Responsibilities. A graphic representation of reading as a process enables students to respond more fully and responsibly to literature by attending to what they contribute to the act of reading, what the world to the text can offer, what kinds of responses are available to them, and what they can do to make sure they have responded as thoughtfully as possible. Alexandria Peary. Mindfulness, Buddhism, and Rogerian Argument. Use of Buddhist mindfulness practices with Rogerian argument highlights Roger’s ideas of empathy and conscious listening which help develop a rhetorical imagination in the student. Stan Scott. Poetry and the Art of Meditation: Going Behind the Symbols. Combining reader-response theory with spiritual teachings, this article explores how reading poetry may serve as an introduction to the art of meditation. Helen Walker. Connecting. Louise Morgan—Street Science: An English Teacher’s Introduction to Street Life. Amy Wink—\u27In the Middle of Difficulty Lies Opportunity\u27— Albert Einstein Marcia Nell—The New Partnership Gergana Vitanova—Negotiating an Identity in Graduate School as a Second Language Speaker. Judy Huddleston—A Cat in the Sun: Reflections on Teaching. Reviews Edward J. Sullivan. Ken Wilber: Thought as Passion. (Frank Visser, 2003). Gabriele Rico. A Way to Move: Rhetorics of Emotion and Composition Studies. (Ed. Dale Jacobs and Laura R. Micciche, 2003). Megan Brown. Living the Narrative Life: Stories as a Tool for Meaning Making. (Gian S. Pagnucci, 2004). Kim McCollum-Clark. Personally Speaking: Experience as Evidence in Academic Discourse. (Candace Spigelman, 2004)

JAEPL, Vol. 14, Winter 2008-2009

Essays Peter Elbow - The Believing Game or Methodological Believing Nathaniel Teich - The Rhetoric of Empathy: Ethical Foundations of Dialogical Communication Mary Rose O\u27Reily - Splitting the Cartesian Hair Patricia Bizzell - Faith-Based World Views as a Challenge to the Believing Game Gina Briefs-Elgin - Lessons With the Mystics: Refreshing Our Vision in Mid/Late Career Gesa E. Kirsch - Creating Spaces for Listening, Learning, and Sustaining the Inner Lives of Students Sue Hum - The Persuasiveness of Pleasure: Play, Reciprocity, and Persuasion in Online Discussions Reviews Brad E. Lucas - Teaching Multi writing: Researching and Composing with Multiple Genres, Media, Disciplines, and Cultures Heidi Estrem - CoUege Writing and Beyond: A New Framework for University Writing Instruction Yufeng Zhang - Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric William FitzGerald - Geographies of Writing: Inhabiting Places and Encountering Difference Connecting - Helen Walker Louise Morgan - Email about the Ego Danielle Sahm - The Poet Rewritten Laurence Musgrove - People Get Ready Rae Ann De Rosse - Authority Issues Joonna Smitherman Trapp - The Importance of Being Ernie Beverly Faxon - Why I Read Them Poetr

JAEPL, Vol. 13, Winter 2007-2008

Essays Bell Hooks. Writing for Reconciliation: A Musing Devan Cook. The Value of Mutual Respect: What We Learn from Student Complaints . This essay discusses the emotional labor of teaching and the ways writing programs can support that work. Elizabeth Gardner, Patricia Calderwood, and Roben Toroysan. Dangerous Pedagogy Using data primarily drawn from undergraduate psychology classes, we reflect upon what humane but dangerous pedagogy illustrates about our teaching and our students\u27 learning. Karen Surman Paley. Applying Men and Women for Others to Writing about Archeology. This essay explores one archeology professor\u27s pedagogy of caring during a summer field study of a former state school and orphanage. Elizabeth Oakes and others. Reading Othello in Kentucky. Members of a graduate Shakespeare class at Western Kentucky University discuss Otherness in the context of Othello and national perceptions of Kentucky. Rachel Forrester. The Not Trying of Writing. A very spiritual not trying, or non-work, is at the heart of composition. Eudora Watson, Jennifer Mitchell, and Victoria Levitt. The Other End of the Kaleidoscope: Configuring Circles of Teaching and Learning. To reflect on and participate in reconsideration of convention in academic discourse, this essay presents three voices in three genres. Helen Walker. Connecting. Steven DeGeorge —The Things They Bring to School . Johanna Rodgers —Translating Authority Jeremiah Conway —Emily\u27s Cave Reviews Kabi Hartman. Writing With, Through and Beyond the Text: An Ecology of Language. (Rebecca Luce-Kapler, 2004) Caleb Corkery. African American Literacies Unleashed: Vernacular English and the Composition Classroom. (Arnetha F. Ball and Ted Lardner, 2005) Joel Kline . Race, Rhetoric, and Technology: Searching for Higher Ground. (Adam J. Banks, 2006) Terri Pullen Guezzar. Why Is Corporate America Bashing Our Public Schools? (Kathy Emery and Susan Ohanian, 2004