JAEPL : The Journal of the Assembly for Expanded Perspectives on Learning (Vol. 22, 2016-2017)

Volume 22 • Winter 2016–2017 | THE JOURNAL OF THE ASSEMBLY FOR EXPANDED PERSPECTIVES ON LEARNING, JAEPL, provides a forum to encourage research, theory, and classroom practices involving expanded concepts of language. It contributes to a sense of community in which scholars and educators from preschool through the university exchange points of view and cutting-edge approaches to teaching and learning. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals. | CONTENTS OF VOLUME 22: Editors’ Message | ESSAYS: SPECIAL SECTION: DEEP READING STRATEGIES Jane Thompkins, Deep Reading | Vajra Watson, Life as Primary Text: English Classrooms as Sites for Soulful Learning | Trisha Ulmer, Using Pre-reading Strategies to Provide Historical Context in a Literature Course | Grace Wetzel, ‘The Most Peaceful I Ever Felt Writing’: A Contemplative Approach to Essay Revision | TEACHING AND LEARNING: Kate Chaterdon, Contemplative Neuroscience and the Teaching of Writing: Mindfulness as Mental Training | Ondine Gage, Resisting a Restrictive Discourse Policy | Michael Rifenburg, The Performance of Literate Practices: Rhetoric, Writing, and Stand-up Comedy | Rosanne Carlo, Getting Centered: A Meditation on Creating Pottery and Teaching Writing | Robbie Pinter, The Transformative Practice of Writing and Teaching Writing OUT OF THE BOX: Pamela B. Childers, Rattling Cages BOOK REVIEWS: Julie Nichols, Threshold Concepts, review of Brad E. Lucas, et al., Adler-Kassner, Linda, and Elizabeth Wardle, eds. Naming What We Know: Threshold Concepts of Writing Studies. Logan: Utah State University Press, 2015. | Maureen Hall, review of Waxler, Robert P. The Risk of Reading: How Literature Helps Us to Understand Ourselves and the World. New York: Bloomsbury, 2014. | Gae Lyn Henderson, review of Goodson, Ivor, and Scherto Gill. Critical Narrative as Pedagogy. New York: Bloomsbury, 2014. CONNECTING: Christy Wenger, Risks and Rewards of Purposeful Vulnerability | Christina Martorana, Embracing Vulnerability in Teaching | Jacquelyn E. Hoerman-Elliott, Writing as a Sea of Oms: A “This I Believe” Essay for Contemplative Writing in First-Year Composition | Beth Godbee and Adrianne Wojcik, Decoding Each Other through Coding: Sharing Our Unlikely Research Collaboration | Laurence Musgrove, Dress Up, Tree | CONTRIBUTORS’ BIOS

Volume 22 · Winter 2016–2017 | THE JOURNAL OF THE ASSEMBLY FOR EXPANDED PERSPECTIVES ON LEARNING, JAEPL, provides a forum to encourage research, theory, and classroom practices involving expanded concepts of language. It contributes to a sense of community in which scholars and educators from preschool through the university exchange points of view and cutting-edge approaches to teaching and learning. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals. | CONTENTS OF VOLUME 22: Editors’ Message | ESSAYS: SPECIAL SECTION: DEEP READING STRATEGIES Jane Thompkins, Deep Reading | Vajra Watson, Life as Primary Text: English Classrooms as Sites for Soulful Learning | Trisha Ulmer, Using Pre-reading Strategies to Provide Historical Context in a Literature Course | Grace Wetzel, ‘The Most Peaceful I Ever Felt Writing’: A Contemplative Approach to Essay Revision | TEACHING AND LEARNING: Kate Chaterdon, Contemplative Neuroscience and the Teaching of Writing: Mindfulness as Mental Training | Ondine Gage, Resisting a Restrictive Discourse Policy | Michael Rifenburg, The Performance of Literate Practices: Rhetoric, Writing, and Stand-up Comedy | Rosanne Carlo, Getting Centered: A Meditation on Creating Pottery and Teaching Writing | Robbie Pinter, The Transformative Practice of Writing and Teaching Writing OUT OF THE BOX: Pamela B. Childers, Rattling Cages BOOK REVIEWS: Julie Nichols, Threshold Concepts, review of Brad E. Lucas, et al., Adler-Kassner, Linda, and Elizabeth Wardle, eds. Naming What We Know: Threshold Concepts of Writing Studies. Logan: Utah State University Press, 2015. | Maureen Hall, review of Waxler, Robert P. The Risk of Reading: How Literature Helps Us to Understand Ourselves and the World. New York: Bloomsbury, 2014. | Gae Lyn Henderson, review of Goodson, Ivor, and Scherto Gill. Critical Narrative as Pedagogy. New York: Bloomsbury, 2014. CONNECTING: Christy Wenger, Risks and Rewards of Purposeful Vulnerability | Christina Martorana, Embracing Vulnerability in Teaching | Jacquelyn E. Hoerman-Elliott, Writing as a Sea of Oms: A “This I Believe” Essay for Contemplative Writing in First-Year Composition | Beth Godbee and Adrianne Wojcik, Decoding Each Other through Coding: Sharing Our Unlikely Research Collaboration | Laurence Musgrove, Dress Up, Tree | CONTRIBUTORS’ BIOS