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University of Tennessee, Knoxville
The Journal of the Assembly for Expanded Perspectives on Learning
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Jaepl, Vol. 10, Winter 2004-2005, Kristie S. Fleckenstein, Linda T. Calendrillo
Jaepl, Vol. 10, Winter 2004-2005, Kristie S. Fleckenstein, Linda T. Calendrillo
The Journal of the Assembly for Expanded Perspectives on Learning
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 'Being' …
Analyzing Dominant Cultural Narratives Of Religious Pluralism: A Study Of Oprah.Com, Patricia Webb, Zach Waggoner
Analyzing Dominant Cultural Narratives Of Religious Pluralism: A Study Of Oprah.Com, Patricia Webb, Zach Waggoner
The Journal of the Assembly for Expanded Perspectives on Learning
This essay analyzes Oprah.com, the website for multimedia mogul Oprah Winfrey, to examine the tensions between dominate religious ideologies and pluralism in America.
Image Into Word: Glimpses Of Mental Images In Writers Writing, Hildy Miller
Image Into Word: Glimpses Of Mental Images In Writers Writing, Hildy Miller
The Journal of the Assembly for Expanded Perspectives on Learning
This essay uses thought samples and interviews to show ways writers use mental imagery in non-creative writing task.
Critical Geography And The Real World In First-Year Writing Classrooms, Matthew I. Feinberg
Critical Geography And The Real World In First-Year Writing Classrooms, Matthew I. Feinberg
The Journal of the Assembly for Expanded Perspectives on Learning
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."
Critical Thinking Skills And Emotional-Response Discourse: Merging The Affective And Cognitive In Student-Authored Texts Through Taxonomy Usage, Ed Comber
The Journal of the Assembly for Expanded Perspectives on Learning
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.
Reviews, W. Keith Duffy, Elizabeth Vander Lei, Marian Maccurdy
Reviews, W. Keith Duffy, Elizabeth Vander Lei, Marian Maccurdy
The Journal of the Assembly for Expanded Perspectives on Learning
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).
Back Matter
The Journal of the Assembly for Expanded Perspectives on Learning
No abstract provided.
Front Matter
The Journal of the Assembly for Expanded Perspectives on Learning
Editors' Message
At Risk: Teaching and Writing Outside the Safety Zone
In 1983, the National Commission on Excellence in Education released its damning indictment of American education. In the opening sentence of the report, the authors announce: "Our Nation is at risk." National prosperity, security, and civility are being "eroded by a rising tide of mediocrity" resulting from the failures of our schools and colleges.
Within this context "risk," defined by Webster's as "the possibility of suffering loss," is something to be avoided, or, if that is not possible, something to be managed. Thus, children struggling for success in school …
Listening: Beyond Telling To “Being” What We Want To Teach, Roben Torosyan
Listening: Beyond Telling To “Being” What We Want To Teach, Roben Torosyan
The Journal of the Assembly for Expanded Perspectives on Learning
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.
Connecting, Helen Walker, Joanne Katzmarek, Steven L. Vanderstaay, Irwin Ramirez Leopando, Christopher Sweet, Howard Wolf
Connecting, Helen Walker, Joanne Katzmarek, Steven L. Vanderstaay, Irwin Ramirez Leopando, Christopher Sweet, Howard Wolf
The Journal of the Assembly for Expanded Perspectives on Learning
JoAnne Katzmarek—Thoughts Like Flying Grouse
Steven L. VanderStaay—I'm With You, Huck
Irwin Ramirez Leopando—A Moment of Connections
Christopher Sweet—The Brightening Glance
Howard Wolf—Personal Teaching
The Seven Deadly Virtues, Lynn Z. Bloom
The Seven Deadly Virtues, Lynn Z. Bloom
The Journal of the Assembly for Expanded Perspectives on Learning
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.
Shallow Literacy, Timid Teaching, And Cultural Impotence, David L. Wallace
Shallow Literacy, Timid Teaching, And Cultural Impotence, David L. Wallace
The Journal of the Assembly for Expanded Perspectives on Learning
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.