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. 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)

Autistic Traits and Social Anxiety Predict Differential Performance on Social Cognitive Tasks in Typically Developing Young Adults

The current work examined the unique contribution that autistic traits and social anxiety have on tasks examining attention and emotion processing. In Study 1, 119 typically-developing college students completed a flanker task assessing the control of attention to target faces and away from distracting faces during emotion identification. In Study 2, 208 typically-developing college students performed a visual search task which required identification of whether a series of 8 or 16 emotional faces depicted the same or different emotions. Participants with more self-reported autistic traits performed more slowly on the flanker task in Study 1 than those with fewer autistic traits when stimuli depicted complex emotions. In Study 2, participants higher in social anxiety performed less accurately on trials showing all complex faces; participants with autistic traits showed no differences. These studies suggest that traits related to autism and to social anxiety differentially impact social cognitive processing