Skip to content

    Read more about Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy

    Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy

    (8 reviews)

    Christy Wenger, Shepherd University

    Copyright Year:

    ISBN 13: 9781602356603

    Publisher: WAC Clearinghouse

    Language: English

    Formats Available

    Conditions of Use

    Attribution-NonCommercial-NoDerivs Attribution-NonCommercial-NoDerivs


    Learn more about reviews.

    Reviewed by Carol Spaulding-Kruse, Professor of English, Drake University on 12/22/21

    This book is intended specifically for teachers of writing. It discusses the practice of yoga in the writing classroom as one topic within the larger field contemplative pedagogy. While Wenger draws on a variety of sources in the field of... read more

    Reviewed by Patrick Munnelly, Adjunct Instructor of English, Community College of Aurora on 5/24/21

    I wouldn't necessarily say this was comprehensive, or not, as it focused on a specific kind of rhetorical and writing approach. From that standpoint - the one of yoga and meditation writing, it did a great job at addressing everything from... read more

    Reviewed by Kate Koppy, Visiting Assistant Professor, Marymount University on 7/30/20

    Yoga Minds, Writing Bodies sits at the nexus of feminist theory, embodied writing, and contemplative pedagogy within the field of rhetoric and composition. Thorough attribution and citation practice, extensive endnotes and bibliography, Wenger... read more

    Reviewed by Sara Dennison, Professor , Chemeketa Community College on 5/21/19

    The book has a thoughtful and thorough entrance into contemplative pedagogies. It cracks into the field of embodied rhetorics and the juxtaposition of them with feminist pedagogy. It also outlines practical methods to enact "Embodied Change"... read more

    Reviewed by Nancyruth Leibold, Associate Professor, Southwest Minnesota State University on 5/21/18

    What a refreshing perspective to writing! Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy by Christy Wenger is an interesting link of Yoga and writing! The book is comprehensive in areas of promoting writing and developing writing... read more

    Reviewed by Robyn Miller, Lecturer, Bowling Green State University on 2/1/18

    The text was very comprehensive. It covered theory, as well as a very well designed explanation of complative practices. Different theories were also discussed, making the text very diverse. The author examines how yoga and the art of being in... read more

    Reviewed by Leslie Fischer, Adjunct Professor of Kinesiology & E-RYT, Penn State University on 2/1/18

    The author takes an innovative approach to introduce Yoga in the classroom of her University writing students. Wegner hopes they will take this unique experience and make the connection between Yoga and writing on their own. Although this is not... read more

    Reviewed by June Pulliam, Senior Instructor of English, Louisiana State University on 2/8/17

    Wegner's book argues that students can better be taught to write by helping them understand the multiple ways that their bodies are also engaged in this process. She uses her own experience as a yogi to work through how she models this process in... read more

    Table of Contents

    • Introduction: From the Sticky Mat to the Classroom: Toward Contemplative Writing Pedagogy
    • Chapter One: The Writing Yogi: Lessons for Embodied Change
    • Interchapter One: Using "Body Blogs" to Embody the Writer's Imagination
    • Chapter Two: Personal Presence, Embodied Empiricism and Resonance in Contemplative Writing
    • Interchapter Two: Habits of Yoga Minds and Writing Bodies
    • Chapter Three: Situating Feelings in Contemplative Writing Pedagogy
    • Interchapter Three: The Writer's Breath
    • Conclusion: Namaste

    Ancillary Material

    Submit ancillary resource

    About the Book

    In Yoga Minds, Writing Bodies, Christy Wenger argues for the inclusion of Eastern-influenced contemplative education within writing studies. She observes that, although we have "embodied" writing education in general by discussing the rhetorics of racialized, gendered, and disabled bodies, we have done substantially less to address the particular bodies that occupy our classrooms. She proposes that we turn to contemplative education practices that engages student bodies through fusing a traditional curriculum with contemplative practices including yoga, meditation, and the martial arts. Drawing strength from the recent "quiet revolution" (Zajonc) of contemplative pedagogy within postsecondary education and a legacy of field interest attributable to James Moffett, this project draws on case studies of first-year college writers to present contemplative pedagogy as a means of teaching students mindfulness of their writing and learning in ways that promote the academic, rhetorical work accomplished in first-year composition classes while at the same time remaining committed to a larger scope of a writer's physical and emotional well-being.

    About the Contributors


    Christy I. Wenger is Assistant Professor of English, Rhetoric and Composition at Shepherd University, where she directs the Writing and Rhetoric program. Her research has focused on the intersections between feminisms, contemplative traditions and composition. In addition to bringing her own practice of yoga into the classroom, she has partnered with local yoga instructors to create learning communities between first-year experience courses and first-year writing courses and her research has benefited greatly from the generosity of her yoga community. Her work on the materiality of teaching and the value of contemplative pedagogy for writing studies has previously appeared in journals including English Teaching and Practice and JAEPL, and has been shared at conferences held by the Conference on College Composition and Communication, the Rhetorical Society of America, and the Association for the Contemplative Mind in Higher Education, among others. She serves on the board of the Assembly for the Expanded Perspectives on Learning, an organization that allows her to connect with other compositionists interested in alternative pedagogies. Her additional scholarly interests include feminist writing program administration, digital pedagogy and feminist disability studies.

    Contribute to this Page

    Suggest an edit to this book record