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Issue 17.3: Spring 2023
THE INKWELL QUARTERLY
Lessons from Annie
Ernaux , 2022 Nobel Prize
in Literature Winner
By Alexis Charowsky
On December 7th, 2022, the Nobel Prize awards ceremony was held at
Konserthuset Stockholm. There are five prizes that are awarded annually
to individuals with high achievements in the areas of Chemistry, Physics,
Literature, Peace, and Physiology. This year, the Nobel Prize in Literature
was awarded to the French writer Annie Ernaux. In the press release for this
event, it was stated Ernaux received this award “for the courage and clinical
acuity with which she uncovers the roots, estrangements and collective
restraints of personal memory.”
Before Ernaux’s winning of the Nobel Prize, I had not heard about her.
I wanted to learn more about her background and what caused her to start
writing in the first place. I found that Ernaux’s writing career consisted of
stories about her own life and important events that occurred throughout
history. Growing up in France in the early 1940’s, she published a narrative
titled Les Années (The Years) that focused on living there after WWII. This
was said to be considered her magnum opus. After researching more about
Ernaux’s literary career, I wondered how the Nobel selections work and
how Ernaux was chosen to be the winner. On the Nobel Prize’s website, I
found that they had an entire section dedicated to the procedures selectors
have to go through in order to pick a winner.
The process of selecting who wins this title is complicated. In order
for an author to be considered a candidate for the Nobel Prize, the Nobel
Committee for Literature has to send an invite to qualified nominators
who are able to suggest a person that they find worthy enough to fit this
role. Invitations are sent out in September to over hundreds of different
nominators. By January 31st of the next year, nominators’ submissions have
to be turned in, and by April the Nobel Committee will have a first round of
about 15 to 20 candidates that they will then take into consideration. This
list of people is decreased to only five final candidates in May. Throughout
the summer months, the committee has the job of reviewing the works
each nominee has created and of taking notes on what they favored and/or
disliked about the pieces. In early September, all of the committee members
In This Issue:
Lessons from A nnie
Ernau x , 2022 Nobel Prize in
Literature Winner
Finally A Normal
Spring Semester
Turtles A ll the Way Down
Book Rev iew
The Impact of Chat GPT
Junior Spotlight
Thoughts on a Novel:
The Shape of Things
Being a Senior in Their Final
Semester
Accessed from https://www.nytimes.com/
Story Continued on Page 4
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�The Inkwell Quarterly
Finally, a Normal Spring Semester
By Emily Cherkauskas
I am a senior University student, about to graduate after
four years at Wilkes. I’m in my eighth and last semester.
Since I’ve been a college student, this is my first normal
spring semester.
By “normal,” I mean normal, as in not worrying about the
perpetual doom of yet another shutdown blocking away all
physical contact and presence with each other.
As I began this semester, things felt weird, and I wasn’t
the only one who felt that way. No longer were we talking
about COVID every single day, every single class. We were
just going along with our syllabi and assignments.
Here and there, a student would test positive and be back
within the week or so like nothing happened. No longer
though did that student have to announce themselves to a
multitude of individuals that they potentially had infected
others with a dangerous respiratory virus. Now, you
quarantine for a couple of days and wear a mask. Then it’s
back to normal. No longer are you out for two weeks at the
bare minimum. Normal is a strange word here, because are we truly back to normal? The collective trauma and
anxiety of the COVID-19 pandemic still lingers, spiritually and physically. In some spots you can still find social
distancing stickers and mask dispensers. Heck, I even just bought a pack of 100 masks a few weeks ago, because I
felt weird after realizing the supply my family had had finally depleted. When something happens for three years
with seemingly no end, it’s hard to readjust yourself to how life used to be.
I’ve changed a lot in those times, too. Like I said, I’m now in my senior year. In my first semester, in the fall of
2019, I had a sincere innocent perspective of college, quite literally only taking 101-level classes and gen eds. In
January 2020, though, weird things started to come about regarding a strange virus over in China.
Luckily, I had decided to take environmental science that spring semester, so our professor was giving us an
update every class about this airborne illness. Eventually, discussion came to the entire University, with rumors
and fears of shutdowns that would soon one day reach us.
And they did.
For some, it was a dream, and for others, it was a nightmare. I got the taste of both worlds, with myself stuck
at home attending Zoom University, while my parents faced the pandemic in their essential worker positions.
Even when we came back in person after several months, the anxiety was still there, perhaps at its worst in the
initial days, where we did not grasp the severity of the virus. When we came back, the threat was right in front
of us. Two years ago, the University emphasized the virus’ power in threatening to close the institution due to
a rise in COVID positives. Last year, the Wilkes showed that they can certainly do that, beginning the spring
semester entirely virtual for an entire two weeks—quite the haunting and dystopian callback to the initial “15
days to stop the spread” mantra. The distorted sense of pandemic collectivism and isolation altered our own
means of communication and socialization, potentially for decades, at the very least. As a senior college student,
the change in behavior is especially obvious in the underclassmen. College was always advertised as not just
an educational growth opportunity, but as an extra four or so years of escape before entering the real world of
the workplace. How, exactly, can we acknowledge college as an escape when a very real threat has been present
around us for the past three years?
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Story Continued on Page 3
Issue 17.3: Spring 2023
Finally, a Normal Spring Semester
Continuation of Page 2
Accessed from https://www.stock.adobe.com/
Where am I going with this reflection? I’ve realized that the current juniors, sophomores, and first-year
students haven’t experienced pre-pandemic academic life. I admit, my experience with it was very limited, but I
feel the need to share some advice on how to adjust to university life, because those first few months are certainly
core memories regardless.
Firstly, don’t be afraid to step out of your comfort zone.
College is a time to grow and develop not just your education and professional skills, but also yourself. Take
some time to go to a lecture or seminar, or to an event hosted by a club outside of your department, or one
hosted by the mega councils. Even if it’s just one, getting a slice of that life outside of your classes will remind you
to decompress and learn some new stuff.
Second, do what you want.
Because of the shutdowns, I ended up having a lot of time to focus on myself. I learned more about my own
interests and priorities. It was a spur of the moment when I declared my English double major, because why
not? The workload has been a lot, but I don’t regret it. I’ve been able to take so many interesting and fulfilling
classes that renewed my love for literature and writing, after my not-as-good-quality high school English classes
seemingly made me forget that passion. Even this English department’s ENG 101 and 120 classes offer a sense
of newfound creativity and destination for research and writing, and it only grows more with the upper-level
classes.
If I did not demonstrate it enough already, it’s important to realize that time flies. Which brings me to my final
point for you:
Take one day at a time.
Yes, challenge yourself and follow your passions, but remember that you are a human who can only do so
much in a day. Create realistic boundaries for yourself and your schedule. If you put too much on your plate, you
will (not might—you will) become burnt out like a firework dud. Believe me, I’ve learned that the hard way. Not
only did it cost me my mental health, but my physical health, too.
Don’t get yourself caught up in the arms race to get all your work done within four years. Of course, it’s
hypocritical for me to say this as someone graduating in the “standard” four years, but I would be even more
horrible if I did not address it. Everyone faces a variety of obstacles, internal and external, and it plays a role in
their academic performance and student livelihood.
I have met people who have tried to graduate with two degrees and a minor or two in three years. Meanwhile,
I know people who have taken five or six years to graduate with just one major, nothing more. I’ve also
contemplated the possibility of staying an extra semester or two when I was still window-shopping potential
secondary majors and a minor. Both timelines have their pros and cons, and it is all up to the individual themself
to work on what timeline is best for them.
I’m bringing this last point up to encourage empathy among students and faculty. Nothing is a competition in
the game of education. All in all, do what works for you. If you’re a senior or first-year student (or even a visitor
or an alum) reading this, I want to emphasize this message to you: I, along with the entire Wilkes community, am
proud of you.
3
�The Inkwell Quarterly
Lessons from Annie Ernaux , 2022
Nobel Prize in Literature Winner
Issue 17.3: Spring 2023
Prompting Pen to Paper
Continuation of Page 1
meet with one another to discuss what they have observed about the final five candidates. The applicant with the
most votes is to receive the Nobel Prize in Literature, which is announced in October, and the award ceremony
follows in December.
On the night of the awards ceremony, Ernaux presented a beautiful speech that brought light to her idea of
what literature means to her. She focused on how in her younger years she would often see people face social
injustices and took on the activity of writing books in order to speak upon these discriminations. Ernaux
remembered that she was always reading from a young age, which had an impact on her decision to continue
learning more about literary studies. Before becoming a well-known writer, she attended college at the
Universities of Rouen and Bordeaux, receiving her degree in literature and eventually working as a teacher. Her
writing career started in 1974 with her first book Les armoires vides (Cleaned Out), which is an autobiography
of her life growing up in France and how things had begun to change as she reached adulthood. In her speech,
she mentioned that this narrative was used to talk about a female’s body and the stages it goes through while also
engaging in the fact that a woman’s existence is often defined by males in society. Ernaux states that “finding the
words that contain both reality and the sensation provided by reality would become, and remain to this day,
my ongoing concern in writing, no matter what the subject,” focusing not only on the struggles she faced while
growing up, but also speaking upon what others have experienced as well in her writing.
Accessed from https://www.stias.ac.za.com/
The English Department had the honor of hosting and hearing from Dr. Zakes Mda, a South African and American-African
Appalachian writer, painter, and music composer. He spoke with our Victorian Literature students to discuss his experience in
familial and communal storytelling, how he grew up with the practice of improvising a story, and the importance of narrative
voice within historical contexts. While he explained a great many things, one notion that he shared concerning the beginning of
a story really struck a chord. He said that many of his stories have begun from being within a place, and thinking it was either
so beautiful, or so ugly, that it deserved a story. Perhaps, you could try a similar method for beginning your own narrative! Try
starting a story with one--or both--of the pictures above as your starting point!
Lessons from Annie Ernaux , 2022
Nobel Prize in Literature Winner
Continuation of Page 4
Accessed from https://www.cultra.com/
4
Accessed from https://www.decitre.fr/
Accessed from https://www.goodreads.com/
As Ernaux continued her speech, she brought up the idea of the word “I” often found in her books. Although
this is referred to as the first person, Ernaux wanted to push past the typical standards of “I” meaning the
“author’s experience” and broaden the understanding of “I” to capture the experiences of “all individuals”
who might be reading her narratives. She wanted readers to feel some sort of comfort in knowing that similar
encounters have happened to others and that they are not alone in any struggles they might face. For those
who were unable to have their voices heard, Ernaux said she used her books to enlighten those of society of
injustices happening that were often not discussed enough. She concluded her speech by speaking to those who
Story Continued on Page 5
have power, noting that more often than not, this power is used to disadvantage those looked to be lower in the
hierarchy of class, race, and gender. She claimed that “to decipher the real world by stripping it of the visions
and values that language, all language, carries within it is to upend its established order, upset its hierarchies.”
By discussing these different issues in her work, Ernaux is able to have those who faced discriminations from
lower hierarchies have their voices heard. In winning the Nobel Prize, Ernaux said that she did not want it to be
looked at as a “victory” but instead wants to share this pride with those who “hope for greater freedom, equality
and dignity for all humans, regardless of their sex or gender, the color of their skin, and their culture.” She said it
was her one desire to have voices be heard and changes be made, and in ending her speech she affirmed that she
will continue using literature as a way to revolt against and change the hardships placed among people in society
today.
I think that overall Ernaux presented an insightful speech. In the beginning of her speech she mentioned that
she did not start her literary career for herself, but instead to “avenge her people” as she was “an inferior race
for all eternity.” Many of the problems written in her narratives focus on social injustices that people face due
to the social class they were born into. Ernaux wanted to push away from these standards and not base one’s
ability to succeed in the world class on their class. She did a great job at putting these individuals before herself
and speaking upon injustices that need to be addressed. After learning more about Annie Ernaux and the many
works she has published, I want to begin reading some of her works. One piece of hers that really interests me is
titled L’usage de la photo, which includes the different experiences she faced while living with breast cancer.
5
�The Inkwell Quarterly
The Impact of Chat GPT
By Bailey DeJesus
With technology growing exponentially and infiltrating every aspect of our lives, it really comes as no surprise
that there are now computer systems that can write conventional, worthy papers for students. This power to be
able to create entire essays, lectures, and content from a computer system is a great step for the technology, but
a negative setback for writers and creators. English and Liberal Arts majors who are required to write and create
their own individual content now have a new avenue to cheat. They can input basic ideas into a system that spits
out full papers in minutes. In doing so, students and creators lose the ability to learn from their own writing
process and mistakes. It takes away all kinds of creativity and individualism. These bots become one, similar
voice regurgitating facts and bits of information learned from internet archives. Humans always will seek the
easiest way out of a situation, and Chat GPT is an ingenious system that will help many, but its risks are so much
greater than its rewards. If people and students become dependent on generative technology to create, there will
be no individualism. Literacy, understanding, and creativity rates will decline rapidly to the point where most
will begin to have the same voice: the voice of the computer.
As English majors continue to fight a long-winded battle against society’s push for STEM, and in an economy
built around capitalism, this new Chat bot is just another threat signaling the death of the authentic human
voice. There is a call for all arts and English departments to limit their funding, giving room to science and
math in this growing technology and fast-facts world. All Liberal Arts majors are encouraged to find who they
are, their own style, and expand their knowledge for the sake of learning. This path creates people that are well
rounded and can see many points of view and empathize with many situations. Scholars in these areas can
easily pick apart complex situations, see different outcomes, and choose the best solution because they have
been presented with problem-solving challenges all throughout their learning careers. They learn about the
human psyche, anatomy, and patterns through history so that they are well equipped to handle real people
and situations. Unfortunately, through the push of technology and the sciences only, human connection and
creativity is likely to decline. In science, there is what’s fact and what is not. There are hard and fast solutions
to every problem, so students begin to expect life to be the same. Chat GPT is bringing the same mindset and
mentality to literature and creative writing tracks.
Accessed from https://www.stock.adobe.com/
If a student is struggling with a paper topic, they can easily access this forum to guide their ideas, give them
a lengthy outline, and then the student could potentially hand in the paper that was generated or edit the paper
to their liking and turn it in. As an English major, I have often been faced with challenging paper topics and
assignments that I have had to work through and build on my own. Recently, I had been struggling with a paper
topic and writing style that called for a fluid, stream of consciousness style of writing that was still structured
enough to inform and incorporate research and fact. By meeting with my professor and revising edition after
edition, I was able to hone my descriptive skills and writing skills and have a much better understanding of not
only my topic but also how to work through writing blocks. By being able to have a computer do all thinking for
you, this new development cuts out the learning process of writing. If a student is unable to create rough drafts
and edits of their own papers, they will not be able to move on to jobs that require the same skills. The student is
unknowingly setting themself up for failure and hurting their communication skills. They are also significantly
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Story Continued on Page 10
Issue 17.3: Spring 2023
JUNIORSPOTLIGHTINCOMING:
By Lily Hebda
Marina del Carmen Martinez Sinclair is a Wilkes junior studying English and Secondary
Education. Marina is a participant in the Wilkes University Panamanian partnership program,
and looks forward to teaching English back home in Panama following graduation.
Q: Which professor has
influenced you the most?
A: The college professor who
has influenced me the most has
been Bob Richards from my
second major in Education. I
love how he imparts the passion
of education to his students. He
is understanding, he is balanced,
and he is very interested in us
learning and becoming effective
future teachers. Without a doubt
he has influenced me the most.
Also Dr. Tindell from Psychology
101, although she only taught me
one general education course.
Meet Marina!
She was so influential, to the
Marina del Carmen
point that I considered taking
Martinez Sinclair
more psychology courses. She
Q: If you could go back in time,
was very helpful in making me
what would you change about your lose my shyness and share my
college experience so far and why?
opinions in class.
A: I would love to be able to
change the times that due to lack
of maturity I dropped classes that
were difficult for me, and by doing
this I will now graduate a semester
later than I thought I would. But
that’s okay; it helped me learn not
to waste my time and not to give
up so easily.
Q: Do you feel prepared to take
on your future career?
A: Yes, thanks to God and the
excellent teachers who have
taught me what I need to know, I
believe I am prepared.
Q: Which English class has been
your favorite so far?
A: My favorite English class so
far has been ENG 324. Although
I found it very difficult in the
beginning, I started to enjoy
it because I got to know the
history of English. I found it fun
and interesting to practice the
pronunciation of Middle English
words in class.
Q: If you could give freshman
English majors one piece of
advice, what would it be?
A: If I had to give one piece of
advice it would be not to get
frustrated when things don’t
go your way. A lot of times in
English, or any other major for
that matter, you will have big
projects like essays. When the
big paper or essay develops and
it doesn’t look like it’s in good
shape, don’t give up. Just take
a break, and go back to work
on your essay later. Getting
frustrated won’t help you. That
would be my advice.
7
�The Inkwell Quarterly
Turtles A ll the Way Down Book Review
Turtles A ll the Way Down Book Review
Accessed from https://collider.com/
a flat plane resting on a turtle’s back. When the scientist asks the lady what
she thinks the turtle is standing on, she responds that it is standing upon the
shell of another turtle. She further explains each turtle is standing on the back
of another turtle making it “turtles all the way down.” I found it interesting
that although the characters understand the scientist is right that the Earth
is round, they still find value in the old woman’s claim. Aza comments that
the story is “somewhat akin to a spiritual revelation.” Being that her anxious
thoughts seem to have no clear start and no clear end point, the idea of an
infinite amount of turtles supporting the world is a good metaphor for her
constant mental health struggles. In an interview about the exchange between
the scientist and old woman, John Green said, “They’re both right
because obviously the world is a sphere — I’m not like a flat-Earther or
anything — but the world is also the stories we tell about it. The stories we
tell about it matter. They shape the actual world and they shape our actual
lives.” I found this to be very interesting because as we talked about in
Dr. Kelly’s class when discussing “Creation Story,” we use stories to make
sense of the world around us. The stories we hear and read impact how
we understand the world and our place in it. I thought that Green’s use of
that metaphor in the novel was really illuminating. Furthermore, it goes
to show why a myth like “Creation Story” is part of the coursework for a
college English class. Even though it is a story that was made up hundreds
of years ago and science has proved that the Earth is in fact a sphere
floating in space and not on top of a turtle’s back, the turtle myth still has
value as is evidenced by the fact that it is still being read today.
One place I felt the novel was lacking was in Green’s overgeneralization
of what it means to be an American teenager. The characters in the novel
go to Applebee’s nearly every day, the movies they watch are always Star
Wars movies, and they have homework like writing reports on the Civil
War. Green developed the main characters' major quirks and character
traits really well, but when it came to the more mundane details of their
lives it seemed to me like he did not pay as much attention to detail. I
imagine that Green did this to make his characters more relatable to his
teenage readers, yet I found his characters to seem more like teenage stock
characters than relatable beings. To me, it almost seemed like he came up
with the most generic examples of what teenagers like and what they do in
their free time and went with it. In this way, his characterization seemed
to be lacking the detail he put into other aspects of the book.
Overall, I really enjoyed rereading Turtles All the Way Down. I
found some aspects of the book to be a little childish and unrealistic,
yet Green balanced out the silliness with discussions of mature topics
such as socioeconomic class and mental health as well as including some
introspective philosophical discussions about life. I am glad that the
Native American “Creation Story” reminded me of this novel, as it was a
fun book to reread.
By Mya Corcoran
I first read Turtles All the Way Down by John Green when I was in high
school. Even though I remember thinking it was a good book, the novel
sat untouched on my bookshelf for several years and in that time nearly
escaped my memory. Only recently was I reminded of Turtles All the Way
Down after reading a work in Dr. Kelly’s Survey of American Literature I
class which reminded me of the book and prompted me to reread it. The
work that caused my memories of this book to resurface is “Creation Story,”
a Native American myth that details how the world was created. The myth
explains that once all of humankind lived in what is referred to as the
“upper world” and that below them was a world of darkness and monsters
dubbed the “lower world.” One day, a woman living in the upper world
begins to sink down into the lower world. Upon seeing her plight, the
animals of the lower world begin to devise a plan to help her. Ultimately,
they save her by catching her on a turtle’s back. The myth claims that it
was on this turtle’s back that the world was created. Admittedly, this Native
American “Creation Story” and a contemporary novel by John Green do
not have much in common, and my sense of connections between the
two works may seem a little odd. Nevertheless, the reason why this myth
sparked my memory of Turtles All the Way Down is that the novel utilizes
the metaphor of the world being on a turtle’s back, the idea of which was first proposed in “Creation Story.”
Upon rereading Turtles All the Way Down, I found that the beginning was a little slow and it took a couple
chapters to really capture my interest. The novel seems to start out like any other cheesy mystery novel with two
best friends, a missing person, and a love interest. The fact that the missing person is a billionaire named Russel
Pickett, and that the best friends, Aza and Daisy, are out to solve his case for the $100,000 prize makes the novel
seem kind of absurd at first glance. It seems like you know exactly where the plot is going even before you start
reading, but I was pleasantly surprised to find that the plot did not follow the trajectory that I initially expected.
Despite the main plot point of the novel being centered around Russel Pickett, the mystery of his disappearance
was something that drove the plot instead of consuming the plot. I was happy to find that there were many
subplots that complimented the main mystery of the novel including Asa’s internal struggles with anxiety and
OCD, the dynamics of Asa and Daisy’s relationship, and Asa’s relationship with the missing billionaire’s son,
Davis. Once these further complexities were introduced, I became much more interested in the book. One of the
aspects of this book I ended up liking the most was the fact that there was much more than just one thing going
on – there were several different conflicts that I wanted to see an end to.
Another aspect of the book that I really liked was how Green depicted Asa’s mental-health struggles. For
sometimes entire pages at a time, Green allowed readers to get a glimpse of what it is like to live with anxiety
and OCD by using a stream-of-consciousness narration style. I found it interesting how he put Aza’s intrusive
thoughts into conversation with her rational thoughts, so that readers can really see the internal struggle as she
battles to have control of her own thoughts and consciousness. In this way, Green took something that is hard
to understand if you have never actually experienced it and represented it in a way so readers could see exactly
what Aza’s mind is going through during what she describes as her “thought spirals.”
Another aspect of the book that I liked, perhaps because it was the reason I picked up the book again after so
many years, was the metaphor of the world being on a turtle’s back. This idea comes up when Daisy tells Aza a
story that her mother once told her. The story is about a disagreement between a scientist and an old woman.
The scientist argues that the Earth is a sphere floating in space, while the old woman argues that the world is just
8
Issue 17.3: Spring 2023
Story Continued on Page 9
Continuation of Page 8
Collage Images Accessed from https://stock.adobe.com/
Artist: Toshka
9
�The Inkwell Quarterly
Thoughts on a Novel: The Shape of Things
The Impact of Chat GPT
By Bailey DeJesus
Continuation of Page 7
harming their critical thinking and critical writing skills. Through writing, people are able to become very good
at expressing their thoughts and communicating with others in logical paragraphs. Logical thinking then allows
students to be able to analyze evidence and many situations so that they can have their own individual thought.
This leads right into students' ability to create a well thought out argument and present their own informed
ideas fluently. Without this practice, humans will become that much more dependent on technology to think
and communicate for us. Moreover, stories and creative writings will become nauseatingly similar. There will be
similar minds and voices and thinking about the same few problems in the same few ways. Computers will easily
infiltrate our creations and take away everything that is compelling about literature and the creative arts.
Nothing is ever going to stop technology from advancing. Programs like ChatGPT are going to continue to pop
up and become increasingly intricate in expediting many tasks for many people, but for students, it will create an
environment of decreased literacy and overdependence on technology. English studies will become increasingly
scarce because fewer and fewer people will be interested in not only writing but reading as well. There will be
little interest in discussing old literature and how we have developed different ideas and voices throughout
the ages. There will be no interest in dissecting poems and short stories for all of their hidden imagery and
meanings. People will want the fast answers spit out to them that social media and movies offer. Letter writing
and essay development will become an outdated scholarly tool that the last few true Communication and
English majors are trying to hold on to in an ever progressing society. There will be no room for the writers.
Obviously, writers and writing will never be completely out of style. People will always read books, write
plays, write movies, even write dialogue and storylines for video games. However, the percentage of people
able to actually write and develop ideas well will most likely diminish greatly. If our English majors and high
school students in English classes are able to coax a computer program into developing pages-long essays about
whatever topic they need, these students will feel no real need to gain the skills themselves. For as exciting as
every advance in technology is, there are always real consequences and this one may have very detrimental
effects. Without students who want to learn how to write critically, English programs will continue to be
underfunded, underpopulated, and undervalued . People need to be taught the importance of being able to write
out one's thoughts and ideas or there will be some sad changes in the near future. The battle between the human
mind and artificial intelligence is only going to get more severe.
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THE INKWELL QUARTERLY
STAFF ::
STAFF
10 Photos accessed from https://www.stock.adobe.com/
Staff Writers:
Caitlyn Bly, Alexis
Charowsky, Emily
Cherkauskas, Bailey DeJesus,
& Juliana Lueders
Issue 17.3: Spring 2023
Editor in Chief & Layout Editor
Jessica Van Orden
Copy Editors:
Mya Corcoran & Daniel Stish
Faculty Advisor
Dr. Thomas A. Hamill
Accessed from https://www.stock.adobe.com/
Empathy is an important emotion for human beings. It is what keeps
us connected. Empathy is often pushed aside when people begin to
misuse their intellect or higher visions. Some creators forget that they
are not above the natural ways of life. They begin to act outside of moral
obligations, and this is where major problems occur. These issues are
wonderfully portrayed in the novel The Shape of Things. The book
highlights key features of a passionate, harmfully driven, outspoken
woman named Evelyn who lives entirely for her art and the revelation of
truth. These goals become incredibly muddled when she meets the main
character Adam, and they begin an irregular love story. The Shape of
Things is a must read for all who love twisted characters, gray moral areas,
and the pursuit of true, honest art. These two characters become both
sculptors and sculpted in intricate ways, and their story reveals the insane
power that people have over each other, especially the highly intelligent
who know how to manipulate, and manipulate well, for their art.
Evelyn is, as stated before, the main protagonist of the story. She is an
extremist who fears no judgment or consequences. For as aggravating as
her character is, her ability to stay entirely true to her beliefs and ways
is refreshing. We first meet her in an art museum attempting to deface a
false sculpture, no small feat. Her character is solely driven by her passion
for the arts and the truest expression of humanity and reality. In each
conversation she has, there is seldom a time that she does not mention a
philosophical or creative issue. Her outspokenness is what sets her at odds
with her love interest, Adam, who is completely introverted and awkward.
From their first meeting underneath the Sculpture of Adam (the famous
biblically inspired sculpture of God’s first creation of man) readers can
get a hint of the work she might do to him through their relationship. The
banter is playful, but the seriousness of her thoughts and words shows
that she is never one to back down from a project. She ignites in Adam a
spark of change and a shake in his groundwork as a person that she can’t
help but feed. What is most interesting is that she does seem to truly fall
for him amidst her poking, prodding, and molding of his psyche. When
he ends up cheating on her, she tries to appear as callous as possible but
her hurt and betrayal is evident. Clearly, she felt more towards him than
she may have planned, much more than a scientist would feel towards her
subject.
Adam is introduced to readers as a loveable, tame soul who doesn’t
take too much care of his appearance. He is funny and smart, but shy
and predictable, so not much happens in his life. Until he meets Evelyn.
From their first encounter, Adam becomes obsessed with the woman
who is his polar opposite and senior in both age and grade. This extreme
infatuation quickly turns to love and adoration which is problematic
for many reasons. For one, he struggles getting to know the real Evelyn,
Story Continued on Page 12
11
�The Inkwell Quarterly
Thoughts on a Novel: The Shape of
Things
Continuation of Page 11
and even when he asks, the conversation is kept short and often turned back on him. Without getting to know
who one is in love with, they often become idealized and unobtainable which can cause many arguments and
disconnects. Yet, Adam loves completely so he does everything he can to show his love and attempt to keep her
in their relationship. He gets tattoos, facial surgery, gym memberships, and an engagement ring all in an attempt
to cling on to her and prove that they love each other, and as the novel makes clear he loses himself and two of
his closest friends in the process. It is his dangerous obsession with her and the need to be validated by her love
that drives everyone, including Evelyn, away from him. He loses who he was, who he wanted to be, and those
closest to him.
The relationship between Adam and Evelyn comes to an abrupt end at the end of the story. From the
beginning, Evelyn has been creating and planning her grand thesis that she has to present at the close of the
school year. She never tells anyone what it is, but she mentions it fairly often. Adam and his two (now ex-)
friends are there at her showing, and Evelyn becomes publicly unhinged. She reveals that Adam and his
transformation from a chubby, shy, nobody to a fit, outgoing somebody was her project the entire time. Her
main objective was to see just how far one human could push and change another person without coercion, just
love and affection. She has molded him through their relationship into a more superficially desirable romantic
candidate, and is proud of her accomplishments. Evelyn is clear to note, however, that with every change and
improvement Adam made, his character became more and more flawed. As his attractiveness grew, his morality
lessened, like a modern Dorian Gray without a magical portrait to keep track. This thesis brings about many,
many social issues, the biggest being the trauma Adam has to endure. Evelyn reveals her truest form through this
honest but ruthless act: an unforgiving and manipulative self-proclaimed deity.
This deity image also brings an overarching metaphor in the play from the character’s names. From the Bible
story of Adam and Eve, we receive these two characters, Adam and Evelyn. Evelyn contains the temptation
and cunning of the serpent that tricked Eve into eating the apple, which comes out when Evelyn in the story
is able to manipulate Adam once more and continues trying to obtain the powers and knowledge of a god.
Adam is still seen following his Eve (or Evelyn in this story) and falling to her tricks. What is interesting about
this comparison as well is that Adam, in both cases, has knowledge himself and is still able to make his own
informed decisions, yet still follows the female’s instructions. Evelyn takes on this god-like role of trying to be a
creator molding her own creation out of Adam so that she can step outside of her own mortal and limited being.
The last few pages of this novel are what make it the infatuating yet frustrating story that it is. Evelyn’s dance
with what is morally correct and what is scientifically necessary is so intriguing. On one end, people despise
Evelyn for the damage she has done to Adam both physically and mentally. She put him through months of
12 Photo accessed from https://www.stock.adobe.com/
Story Continued on Page 13
Issue 17.3: Spring 2023
Thoughts on a Novel: The Shape of
Things
Continuation of Page 12
psychological torment and deceit for her own gain. She treated him like a lab rat and did not show any signs of
remorse. This kind of thinking and way of going about “sculpting” is terrifying because anyone could toy with
another person’s life and then turn around and say it was for art. It was for truth. It was for science. Without
adding in an element of humanity and empathy, our world could easily fall to chaos. It is vitally important to
humble oneself and value others lives before the pursuit of our own gain. Others can argue that without the pain
and suffering of many science experiments before us, we would not be as medically advanced as we are now. But
even so, emotions and feelings should be valued as much as science because there are always other ways to go
about things now without harming others. All creators must be held accountable.
This story is a great example of the dangers of extremes. The searches for truth, art, and life in society are
always tempting. These are the greatest achievements that we as a collective can achieve so why would one push
away an opportunity for greatness? The Shape of Things takes these concerns all one step further by including
an emotional and romantic involvement with the experiment. This exploitation of another one of humanity’s
greatest finds and most sought after feelings brings together two extremes (much like our polar opposites
Adam and Evelyn were brought together) to show the torture one can set on another through a connection
like they had. Both inflicted pain on the other and both were in the wrong for several actions they committed.
Yet, Evelyn’s abuse of her power is the greater evil because she perpetuated hers from a state of all knowing.
Knowingly manipulating someone and not even considering the repercussions of one’s actions, nor caring about
the repercussions, makes Evelyn’s actions insurmountably crueler. She knew exactly what she was doing from
the time she started, and with all her other intelligence, there is no way she didn’t consider the moral wrongs
of her actions. What is most frustrating is that readers know she wants to gain acclaim and change public view,
but her public display of her lack of empathy just stains her reputation. Her findings become obsolete because
everyone who learns what she did will know that she does not obtain her research ethically. Without empathy
and restraint, many gains are not worth the pain they inflict on others.
Prompting Pen to Paper
The English Department had the honor of hosting and hearing from Dr. Ann Wallace, a poet, professor, and memoirist, who
spoke to how writing—and poetry particularly— fosters healing and energy for her as a writer and person. She guided Dr. Davis’s
Victorian Literature students through engaging with poetry in a collaborative manner, and worked with tools that made writing
that first line all the more easy. Perhaps you can try out some of these templates to help make putting pen to paper not so daunting!
Try Some of these Prompts to Get Your Pen Moving!
1. Write a poem in which you introduce yourself, or speak about yourself,
but nothing that you say is true.
2. Create a piece of narrative poetry where you spend the whole first
stanza world building.
3. Create a poem with part, or all, of a language of your own creation.
4. Write a poem from the perspective of a speaker who has experienced
vanishing years.
5. Write a poem that directs someone through something: “How to....”
Accessed from https://www.womensmediacenter.com/
13
�The Inkwell Quarterly
Being a Senior in Their Final Semester
By Alexis Charowsky
There’s a saying about college that goes something along the
lines of “These next four years are going to fly by.” Being at the
final stage of college with graduation only two months away
in May is a bittersweet moment. All the hard work, hours of
studying, and lack of sleep are all about to end. I want to say that
I’m happy that I have been able to receive a higher education,
and I’m grateful for all of the friends/teachers I have met
along the way, but as this chapter comes to an end, so do these
moments that I will remember for the rest of my life.
As a senior in high school, I remember being scared to come
to college. I didn’t want to leave all the friends I had back home
and be separated miles away. My parents had raised me in my
childhood home for eighteen years of my life, and I was not
ready to leave from the place that I found the most comfort in.
As my final year of high school was coming to end, my decision
of what college I wanted to further my education at had to be
made. I was stuck between two schools, Wilkes being my first choice, and finally I chose that I would want to
live in Wilkes-Barre for the next four years of my life. In coming here, I was undecided on what major I wanted
to pursue. Since high school, I was always interested in a career in dermatology and studying the skin and what
procedures best fit a person's lifestyle. Upon taking classes in Chemistry and Biology and having a miserable time,
I knew that I did not want to go further in that career. Along with the stress of taking classes that I was doing
poorly in, I noticed during my freshman year that I developed really bad anxiety. I would often have anxiety
attacks about getting my work done and had no motivation to do anything other than stay in my dorm. This was
not the lifestyle that I wanted to live during some of the best years of my life, and I made it a point to go to my old
advisor and take tests to determine what classes I should take in order to make myself happier.
We made the decision that trying out English courses might be beneficial to me. I had always been a big reader
growing up and don’t know why I didn’t enter this field right away. It is a requirement of Wilkes that we take ENG
101 and ENG 120 in order to graduate. I found that I enjoyed both of these classes and wanted to further pursue
my path on the road of English. As I began to take more and more courses, I noticed that my grades started to
improve each semester. I would say that the English program has had a big impact on who I became as a person.
It is where I have made really close friendships and relationships with teachers who actually care about how well
I am doing in school and daily life. The English program is not only an educational based department but is
charismatic in student development and furthering one’s education.
As I became more involved in the English program, I was asked to join the Inkwell Quarterly staff. Any
student majoring or minoring in English is able to join this program and write about topics that interest them.
We frequently have guest visitors at Wilkes or current events going on around the area that students will review.
Other popular topics include book reviews, faculty updates, and spotlights on students who are a part of the staff
or English program. I’ve found that joining the Inkwell Quarterly staff has helped me to advance my career in
English. Writing for Inkwell Quarterly requires three crucial steps: deliberation of a topic, drafting, and editing/
revision. Since we have the choice of what topic we want to write about, there are a variety of options we are able
to choose from which forces us to pick which one we like best. From there we write a rough draft on our selected
topic that we publish onto Inkwell’s Google Drive that will be reviewed by the faculty advisor, with commentary
on what we need to revise or add to our articles. From there, the final step before our articles can be published
is to make any edits that were required or we thought to be useful for our final draft. After these three tasks are
performed, our articles can be published in the next edition of Inkwell Quarterly.
Story Continued on Page 15
14 Photos accessed from https://www.stock.adobe.com/
Issue 17.3: Spring 2023
Being a Senior in Their Final Semester
Continuation of Page 14
Being a part of the Inkwell staff for the past two years has not only had a big influence on my growth as a
person, but has also allowed me to write down thoughts I have for others to read. As this is one of my final
articles before graduating, I thought that I could include some words of advice for those who are just entering at
Wilkes or soon to be seniors in the same position as I:
1. Go to class: I know that some days you will dread going to class and will want to stay in your dorm/
apartment. I’ve been in the same situation. As someone who skipped classes frequently as a freshman,
I promise it is worth it to take the extra hour out of your day to attend. You’re spending thousands of
dollars to receive a higher education. Appreciate it.
2. Take a break: College can be a workload. At some points you will feel like you are a tiny human all
alone in this huge world. There will be nights you will stay up too late, and then you will be exhausted
for days. Listen to your body. Do not feel ashamed to put away work and get some rest. Things will get
better, you will get the work done, and you will not always feel this way.
3. Study: Even if you think you know the materials, review them again before a test. Not everyone
studies the same, so make sure you choose a place where you can concentrate. I’ve found that the
most beneficial way for me to study is by retyping notes. Whatever your method may be, make sure
you take some time in the days before your exams to refresh your memory on what you’re learning.
While taking a test, answer the questions you know for sure first and then proceed to ones you were
unsure about. This will help you have more time to think about the questions you are stuck on.
4. Make friends: College is a new environment for every student. I came into college scared, thinking
that I would be unable to make friends. Most students feel this way. If there is one thing I could have
changed about living here the past four years, I would be more open to creating new friendships. Be
the person who compliments others or starts a conversation. The students at Wilkes are some of the
nicest people I have met, and I can reassure you that you can make many friends here as long as you
open yourself up to others.
5. Check in on your loved ones: When moving to college, you’re leaving the people who have raised you
for all or most of your life. Just as you may have been scared or sad to leave the people you care about
the most, they feel the same way. Give them a call or text here and there to update them. Even if you
don’t talk for long, they will appreciate every minute they get with you. Don’t take these small
conversations for granted.
In conclusion, I want to wish my younger peers well on their remaining time at Wilkes. Soon, you’ll be in the
same boat as me, preparing for your final days of school. My last token of advice for you is not to take advantage
of the time you have in college. I remember like it was yesterday moving into Evans Hall and feeling like I had
forever to go. Now, with May coming very soon, I will be packing up my college apartment and moving away
from what I considered home over the past four years. The friends that I’ve made will now not be five minutes
away, but hours. Cherish every little bit you can in your college years, as you will soon realize that the time spent
here goes by faster than you think.
15
�
Issue 17.3: Spring 2023
MANUSCRIPT UPDATE
The Manuscript Society is currently accepting submissions for its upcoming 2022-2023 issue!
The submission period will be open through 31 March 2023.
If you are interested, please submit your work to magazine@wilkes.edu with your Wilkes email.
If you would like to learn more about The Manuscript Society or about upcoming Manusript
events, please contact magazine@wilkes.edu. You can also stay connected to Manuscript
by folloiwing our social media on Facebook (Mauscript @ Wilkes University), Twitter (@
WilkesMag), and Instagram (@wilkes_manuscript_).
Writing Center
Hours
The Writing Center, located in the
Alden Learning Commons, is open
and offering support to student
writers across the Wilkes curriculum.
Throughout the Spring 2023
semester The Writing Center is
offering in-person as well as online
support for all members of the
Wilkes community who need writing
assistance.
Stop by the Alden Learning
Commons, or access online support
via https://www.wilkes.edu/
academics/english/the-writingcenter/index.aspx
For more information, contact:
Dr. Chad Stanley
email: chad.stanley@wilkes.edu
16
Fall 2023 Upper-Level
Class Listings
Course Number/Name
Date/Time
Instructor
ENG 201: Writing About Lit &
Culture/WGS
MWF 12:00-12:50
M
1:00-1:50
Dr. Hamill
ENG 202: Technical Writing
MWF 9:00-9:50
Prof. Brown
ENG 202: Creative Writing
MWF 11:00-11:50
Prof. Kovacs
ENG 225: Comparative Grammar
MW
3:30-4:45
Dr. Stanley
ENG 228: Professional/Workplace Writing MWF 1:00-1:50
Prof. Mayk
ENG 233: Survey of English Lit. II /WGS/&H MWF 10:00-10:50
Dr. Hamill
ENG 282: American Lit. II / WGS
TR
8:00-9:15
Dr. Kuhar
ENG 337: Studies in Am. Romantic Lit
TR
1:00-2:15
Dr. Kelly
ENG 397: Seminar in Postmodernism
TR
9:30-10:45
Dr. Kuhar
�
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The Inkwell Quarterly, 2006-present
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The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program.
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Wilkes University's English Department
Publisher
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English Department
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English
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Inkwell Quarterly, Spring 2023
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English Department
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Spring 2023
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Publication
-
https://omeka.wilkes.edu/omeka/files/original/e15201ab8221dd45a151544887d9cdf6.pdf
1b49ab8da953bb2c9187f2141b02121b
PDF Text
Text
The Inkwell
Inside this issue:
•
Fall/Winter 2006
Students in
Action
2
•
Internship
Opportunities
3
What do you do
with a B.A. in
English?
3
Faculty Blurbs
4
The English
Major. . .
6
Special Spotlight
8
“Highway
Medicine”
9
• The Writing
Center Reaches
Out
9
•
Club Updates
Volume 1
Issue 1
CC'
The pen is the tongue of the mind.
- Miguel de Cervantes -
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|
■
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11
1
GRE Highlights 12
H
Dear Inkwell Readers,
I was once told by a close friend that
writers do what they love because they have
to. Writers are not the type to easily chase some
other idea that they are uninterested in just because
it pays well. They do what they must to get by because
it is in their blood, because to do otherwise would be
to deny their own existence. And if you have that job
we mention above with the "bad pay," if your parents
cluck their tongues any time the subject of careers or
majors is mentioned, or if you spend your life trying
whatever talent that you own and still don't make your
mark, but still continue to reach—this newsletter is
for you.
The Inkwell has been a long time coming.
This newsletter is a project about us as writers and
English majors and minors. Both your enthusiasm and
voice for this project has inspired us to produce
something solid. Although the newsletter has only
started as a tiny spark of idea, we continue to
build.
’’ ’. The pieces you see here are not just written
by the staff, but you, as well. Some of them are
funny. Others wracked with emotion. And some are
simply just stories that had to be told.
The Inkwell is not just a newsletter, but
our opus—a way of saying, "I love this, and I am not
sorry for it." Please enjoy what all of us have
offered, for these are not only our words and voices,
but yours, as well.
Sincerely,
Stefanie McHugh &
The Inkwell Staff
©
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Students in Action: Amanda McMahon
By: Kacy Muir
Amanda McMahon is a name that is prominently known
throughout
the Humanities department. McMahon is a senior
'nun
English major with minors in Women's Studies and Secondary
Education. While concentrating in English, she also has
ESL certification and a service roster that could make
most students turn heads as though they were indeed Regan
Photo Courtesy of Kacy MacNeil.
As the president of Sigma Tau Delta, McMahon has
Muir
________________ worked diligently to become acquainted with all members,
ensuring that their time with her is memorable. Among her participation in
other clubs on campus she is also an E-mentor for freshmen, a writing
associate for English 101, a Vagina Monologues participant, and has been a
Student Government representative up until her sabbatical this year.
Most of her clubs involve community service within the Wilkes-Barre
area, but not all of them do. Last year, she participated in the
Alternative Spring Break to Peru held by Wilkes University's community
service club. While some students were taking relaxing breaks from their
hectic semester, McMahon was building homes for families in crisis and
helping the elderly. "Being an English major in a Spanish speaking country
is an interesting thing. I learned how to communicate without words, and it
was truly a beautiful thing," says McMahon. She continues to work with
young children at the McGlynn Learning Center, which has given her proper
experience in teaching. "I think it is important to find at least one
opportunity a semester, no matter how big or small, to give your time and
effort toward a cause that may make the life of someone else a little bit
better because you. cared," says McMahon.
Her work with children will enable her to conquer her dream of
becoming a high school English teacher. "I feel there is nothing more
rewarding than touching a person's life in a significant way, especially if
it can be done through education," says McMahon. Along with her pursuit of
teaching she hopes to one day become a successful author. When McMahon
graduates this spring, she will leave behind many memories, especially for
the lives that she has touched. She concludes with some advice to her
fellow undergraduates to find escape: "students are stressed, overworked,
and, if involved in extra-curricular activities, pressed for time. Maybe
your place of escape is a bubble bath on Sunday nights or an uninhabited
corner of the library. Whatever it is, wherever it may be, find it and use
it to your advantage. Without it you insult your soul and lose your
sanity."
Inte
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The Inkwell Staff
Faculty Advisors: Dr. Maria Hebert-Leiter & Dr. Marcia Farrell
Managing Editor: Kacy Muir
Copy Editors: Melissa Bugdal & Lauren Carey
Layout & Design: Stefanie McHugh
Staff Writers: Ashley Fiorucci & Catherine Gallagher
Guest Contributor: Dr. Larry Kuhar (Department Chair)
©
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Volume 1
Issue 1
Internship Opportunities
Compiled by: Ashley Fiorucci
Here are some, but
1
not all of“ the internship opportunities available from
Wilkes University for the Spring 20071 semester:
♦ The Weekender
♦ The Times Leader
♦ Vintage Bath and Tub
Internships can replace a class and are worth three credits. Reflection and
progress papers are written throughout the internship, almost like an assignment
you would write for class. Depending on the internship, most require at least
fifteen hours per week and are unpaid.
If you are interested in an internship, or are looking for a complete listing,
please contact Sharon Castano at sharon.castano@wilkes.edu.
What Do You Do with a B.A. in English?
By: Catherine Gallagher
People become English majors for all sorts of different reasons, but one thing they
have in common is their love of reading and writing. What other major allows you to
travel abroad without ever having to leave the comfort of home, or can take you on a
detailed search for a convicted murderer? Just as there is an endless amount of stories,
so too are there endless amounts of possibilities for the book worm. I'm sure most of
you reading this have been asked, "What can you do with an English degree?" Luckily, the
answer to that question is that the study of English is a very broad field, and likewise,
there are multitudes of professions that require English skills. For instance, some
fields that you may consider entering might include teaching, public relations,
publishing, or critical writing.
Brent Spencer is the perfect example of a man who let his love and study of English
lead him to his success. Dr. Spencer is a widely-known author who received his English
degree from Wilkes University. After graduating from Wilkes University in 1974, Dr.
Spencer went on to the University of Michigan, the University of Iowa, Penn State, and
Stanford. He received two masters degrees, one in Fiction Writing and one in Literary
Criticism. He also received a Ph.D. in Twentieth-Century American Poetry. Although he
received quite a bit of higher education, he feels that whatever success he has had or
will have is owed "in large part to the Wilkes English department." He feels that Wilkes
gave him the building blocks that he would need to become successful and that this "good
education [won't] end after four years but [will] last a lifetime." Clearly, he is a man
of hard work and dedication. His studies and perseverance have paid off: he currently
serves as'the Chair of the English Department at Creighton University in Nebraska, where
he is both an influence and an inspiration to his students.
Along with teaching and writing books, Dr. Spencer has also written screenplays,
■ ’ ’ . Although he is a professor, he is first and foremost a writer. I
poems, and articles.
■ • ' you
—i all learn
a bit more about this man as well as take from this interview
hope that
1-of his
insightful advice and realize that a Wilkes education can take you to the
some c_
-- -places of your dreams.
(f)
4
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What did you want to do with your English degree?
I was—and remain-deeply interested in creative writing, the writing of poetry
and fiction in particular. The many fine teachers who taught me at Wilkes made me
think teaching might be a good "day job" while I worked on my writing.
(continued on page 5)
4
4
�To make contributions to The Inkwell,
please contact:
Dr. Marcia Farrell (marcia.farrell@wilkes.edu)
or
Dr. Maria Hebert-Leiter (maria.hebertleiter@wilkes.edu)
for details.
"I
The Inkw
(contii
I
i
i
Faculty Blurbs
Dr. Weliver is proud to announce that her latest work, The Musical Crowd in
English Fiction, 1840-1910: Class, Culture and Nation, is now available through
Palgrave Macmillan. The book examines the "music crowd" as an insightful means of
exploring larger cultural perspectives of class and national identity in works
from Charlotte Bronte, George Meredith, Samuel Butler, George Bernard Shaw,
Vernon Lee, and E.M. Forster.
Dr. Anthony received a grant to examine P.D. Manvill's Lucinda; Or the Mountain
Mourner. Some of her findings will be published in an article in Early American
Literature and in two other essays that are under review at Legacy journal and a
collection on letters in early America. She also recently returned from the
Society for the Study of American Women Writers conference in Philadelphia, where
she and others discussed the work involved with forming a scholarly edition of
Manvill's book.
■» Dr. Starner traveled to the Bodleian Library at
Oxford University and the British Library in
London this summer to examine manuscripts of the
•
poem "Jack on Both Sides." This study can only be
accomplished by examining the manuscripts in
person to answer questions about format, ink
color, handwriting, and context because it was
written in italic hand in a manuscript otherwise
filled with secretary hand (a variety of
handwriting that is no longer used).
The poem,
read
horizontally,
as
long
lines
of
iambic
.CfjL
pentameter,
is a loyal affirmation of the Church
''
F®
11 ucuuc
J. ,
1of England.
_
. Read contrarily, as two vertical
columns of shorter "half" lines, it scathingly
“The Burger King and His Jester”
rejects Protestantism. After examining nearly two
Photo Courtesy of Dr. Farrell
dozen copies of the poem (one at Yale University),
she noticed that this sort of "performance" is a clever structure which provokes
questions about the authors' composing strategies and readers' responses, the
plasticity of language, and revelations about the nature of readers-as-writers
and their responses to early modern texts.
■
I holde as faythe
What Romes Church faith
Where the king is head
The flock's mislead
Where the Altar's Drest
The People's Blest
He's but an Asse
Who shun's the Maker[master?]
Wherefore I pray
That Rome may sway
What Englands Church allowes
My conscience dissavowes
The Church can have no shame
That hath the Pope Supreame
Ther's Service Scarce Divine
With Table Bread and Wine
Who that Comunion flyes
I, Catholique and Wise
That England flourish best
Shall ne're be my request.
(cont
�The Inkwell
Volume 1
Issue 1
(continued from page 3)
Did you always see yourself as a teacher or a writer?
As a writer, anyway. It was the thoughtful, energetic, and insightful teachers
in the English department who made me think teaching might be a meaningful way to live
my life.
1 '
Talking with smart people about great poems, novels, stories, etc. seemed to
me like a great way to live a life. I still believe this.
n
rough
eans of
orks
ntain
rican
and a
he
, where
n of
rary at
I noticed that you have many different types of writing under your belt, You have
books, screenplays, poems, etc.
Where do you get your inspiration from?
Ideas, images, scraps of dialogue, situations, and characters come to me all the
time. They wake me in the middle of the night. They stop me in mid-bite at lunch. They
chase me down the street. The poet Muriel Rukeyser was right: "The universe is made of
stories, not atoms." I never have to look for ideas; I have more ideas than I can ever
write in a lifetime. I write them all down in a notebook. When I'm eager to start a
new story, poem, or screenplay, I look through the notebook and usually find something
pretty quickly. I also keep a file of newspaper clippings—stories of the odd behavior
of people. I recently cut one out about a fellow who got his revenge on his neighbor
by sawing off his deck and burning it in his burn barrel. I'm fascinated by this. What
could have driven him to such a difficult and time-consuming revenge? And what did the
neighbor think when he tried to step out onto his deck to drink his morning coffee?
Another source of ideas for my work is strangers. I seem to attract strangers who come
up to me out of nowhere and tell me the most private things about their lives. One
time a woman told me her husband died when he fell into a vat of caustic soda, leaving
nothing but his rodeo belt buckle. I got a whole story out of that line.
What advice would you give to the aspiring writer?
Read everything—stories, novels, poems, screenplays, biographies—all of it. And
then read it again. Don't read it in order to pass judgment. Read like a magpie,
collecting everything you can for your art. And while you're doing all that reading,
write. A lot. Hard.
i
: the
inly be
1
c
/as
:wise
)em,
lurch
jiy
_y two
rsity) ,
evokes
the
ters
Do you find it more challenging to write a book or a screen play? Why?
Since I've just finished a new book, I think books are the hardest thing to
write. They're long, for one thing. And to write one well, you have to hold it all in
your head at once and over an extended period of time. A novel is a world, and you
need to know everything about that world in order to write well about it. But as I
think about it, screenplays are hard, too, but in a different way. The form is so
structured that it's difficult to fit your ideas to the narrow confines of the form. A
novelist can convey so much through dialogue, description, and narration. But a
screenwriter has to do almost everything through dialogue. That's a challenge. But
it's very satisfying when it all comes together. My wife and I recently finished a
screenplay that's being produced by the legendary Hollywood producer Roger Corman.
It's great fun to see your work come alive on-screen. We can't wait for it to be
finished.
What do you feel is the best piece of writing you have written and why?
My opinion changes depending on what I'm working on. Right now I'm very proud of
the book I've just finished. It's a non-fiction book about my father's mysterious life
and death. For the last ten years of his life, he lived in a camper and drove along
the US-Mexico border. After his death, I retraced his steps, tracking down his border
friends, visiting the places he visited, etc. The resulting book is a true-life
mystery and a tribute to the troubled relationship between fathers and sons. But I'm
also very eager to begin a new novel that I've been planning for a while about a
small-town lawyer in Nebraska.
Do you think that any of your material will ever be taught in schools?
I hear- from teachers and students now and then when a story of mine is taught in
a college creative writing class. It's very flattering. In general, though, I try
think about signs of success like that. I try to keep my focus on the work
not to
itself, though it's hard not to think about those forms of success.
©
(continued on page 6)
©
�The I
(Continued from page 5)
How many books/articles, etc. have you written.
Well, I've written five books, but only
novel called The Lost Son and a book of stories
about 15 stories, and I've got another 15 or s
I've got a countless number of story fragments
though I'
don't write so much poetry anymore, though
I ve
two full-length screenplays, one of which so
treatments that sold. A treatment is a detailed
published so far, a
•0 of them are
Not Men? I've published
called Are We
c_ various states of completeness, and
I work on from time to time. I
..^pishedI a dozen or so. I've written
po Hollywood, I've also written two
°outline of an idea for a screenplay.
What advice would you give about careers to Eng is
qead to any career that
English is an incredibly flexible major t a
thinking, and imagination. My
requires a high level of communication skills, cri i
Instead, decide the kind of
advice is not to look at classified ads and job lists,
is s.
nrofession. In time this
career you'd like, and then interview people who are ikind of networking will result in a job.
became an established
Could you briefly explain the challenges you faced before you
author and professor?
"established," but over the years I've
I don't know if I'd describe myself as
held an amazing number of jobs in an effort to- --V
pay the rent. I used to feel bad about
how these jobs took away from my writing time. But
E-- then I realized that the jobs were
teaching me a lot about how people live, and that this was very useful for my riting.
How do you feel about having your thoughts and ideas read by hundreds of people.
Frankly it feels strange. I'm a basically private person. It s o
w en a
perfect stranger writes to you and talks to you about things you wrote in the privacy
of your own heart and mind. I'm flattered, of course, but I also feel a little
exposed, like a cockroach when the lights go on—got to run for cover!
What do you think is the most important thing one can learn from being an English
major, or from writing a book?
That's a good question. I think the most important thing you learn about from
studying literature and from writing stories is how and why we live, what we're
capable of, what we're afraid of—the mystery of the human heart. It's an endlessly
fascinating, complex, and important subject.
The English Major and your Career Narratives
By: Dr. Larry Kuhar, Department Chair
"In you are natural powers,
great." ~ Chief Crow
You already possess everything necessary to become
A f^vey
i
?f22.?_ma2°L?OrpOratiOnS emPloying nearly 88 million
million people
people coneludes that in today's workplace writing is3 a "threshold skill" for hiring and
promotion. Your English degree provides you with writing skills and much more.
By providing you with critical, creative, and interpersonal skills, the English
major uniquely prepares you to succeed in today's workplace.
EBut to do so y°u
will need to negotiate the ideas implicit in
f^W2rkp}ace ‘
Chief Crow's words.
In The Rise of the Creative Class and How It's r"__
Transforming Work, Leisure,
Community and Everyday Life (2002), Richard Florida desert
------ an
structure" in which "property" is constituted
° "emerging class
as the "creative capacity"
___
of its
members. The defining characteristic of this emerging "creative
class"structure,"
4 *cue auiiicy
Florida argues, -LO
is the
ability or
of Its
its 1members
to 'create meaningful new forms."
< Members of this emerging class include: scientists,
engineers, professors, and po7 ets, "as well as t
1
J
~*
--’
■
’
the thought leadership of modern
society: nonfiction writers,
« editors . . . analysts and other opinion-makers.
4
©
4
4
4
4
(Continued on page 10)
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�The Inkwell
_____ _
Volume
... ._1_
Special Course Topics in English
Issue 1
By: Melissa Budgal
Courses in English numbered 198, 298, or
or 398
398
courses. As stated in the student bulletin, these coursesWarpS1 special topic
these
special topic m language, literature, or criticism
'meant as a study of a
The prerequisite for any of
these courses is Eng. 101, and credit varies based
on the course.
For the spring semester, Eng. 398 will be offered. This 3.0 credit course
will be taught on Tuesdays and Thursdays from 2:30-3:45 and
J taught by Professor
Farrell. The topic of the course is Postcolonialism.
Course Description:
The development,of anti-imperial literature met its heyday at the end of the
Victorian period, incited by the reaction against the Boer War. With the fall of
the British Empire during the early twentieth century, writers all over the
Commonwealth attacked imperialism.
Students in this course will examine the
trajectory of anti-imperial literature by writers, including Mulk Raj Anand,
Elizabeth Bowen, E.M. Forster, and J.M. Coetzee.
Through weekly discussions, a
midterm exam, paper proposal, conference paper, a researched essay, and a final
exam, students will interrogate anti-imperial texts and accompanying postcolonial
and colonial discourse theories in order to address the following questions: To
what degree is decolonization and the fall of the British Empire attributed to or
influenced by anti-imperial literature? What are the central arguments of these
anti-imperial texts? What is the relationship between resistance and complicity?
What do these texts suggest about our contemporary understandings of empire and the
ambivalence associated with it?
All students majoring in English are reguired to take the Eng. 397 seminar. A
3.0 credit course involving presentations and discussions of selected topics, this
course is generally taken during senior year; however, juniors often take the
seminar.
The decision to take this course before senior year is made based upon
examination of the student transcript (courses taken and performance in those
courses).
Students interested in taking 397 before their senior year should seek
approval from Dr. Kuhar.
The
The topic
topic for
for the
the spring
spring semester
semester is Contemporary Irish Literature and will be
taught by Professor Stanley on Thursdays from 6:30-9:15.
Course Description:
.
In this seminar we will study the comedic fictions of contemporary Irish
authors Roddy Doyle (A Star Called Henry, The Snapper, The Woman Who Walked into
Doors) and Patrick McCabe (The Butcher Boy, Breakfast on Pluto)
Our
will cover nearly the entire body of prose work authored by each of these two
ii cover nearly u
consideration will be determined based upon student
significant writers.
Topics or consiue
.
Tr-i^h rnmariir
interests, but will certainly include: the traditional conventions of Irish comedic
literature- class distinctions in Irish Society, the religious,
,
literature, class d
with "the troubles" and Irish nationalism; relevant
political conflicts ^soc atefl violence, with reference to their literary
forms of domestic an P
global media culture and American media culture;
representations; the influenc*
g
orientations. We will also view
and the social poll J
required texts. Course requirements will include
film adaptations o
ti s research presentations, an annotated bibliography, ©
textual analysis presentations, research p
final research paper, and a final exam.
©
�The Inkw
Senior Spotlight: Interview with Matthew Faraday Jones
(Contii
By: Kacy Muir
at- Wilkes
wiiites University is
No wonder that Matt Jones, a senior Englisht major
major at
a.
f their skill,
Both geniuses
linked to the great scientist, Michael Faraday. Both
genius
relative a name
Jones was given Faraday as a middle name in homage to his amous
other Matthew
that is as rich as it is unique, and distances him from all t e
Joneses of this world.
Originally from Plainfield, New Jersey, he and his mother move
+-hat
Pennsylvania to be closer to her family. Growing up in Kingston,
e am
he found himself in some troubling situations, extending into his res men y
Wilkes University. Jones, now 24 years old, looks at his experience wi
different schools. "What I've learned is that small matters. The two sc„oo s
transferred to after my freshmen year were supposed to be great schools,
Jones „
goes on to mention that what they lacked were professors who were inspirations
In the end, Jones had enough experience in coursework, but sadly no credits t at
were transferable. Even considering his loss, Dr. Kuhar made him realize that
graduating was still worth it.
"[He] has had a major impact on me.
Having„him as
a professor, I knew I made the right choice about becoming an English major says
Jones who learned that starting over was one of the best choices he has ever made.
Like most poets, Jones contrives his writing from life. But, his writing is
anything but ordinary, especially in his approach towards how he wants to make his
readers feel: "I want someone to feel claustrophobic when they are reading, but
only temporarily." Jones describes his writing as "a darker and lighter side to
the gray area of writing." His writing addresses these grey areas but also does
not preclude hope. Writing, as he expresses, is "extremely therapeutic" to him.
Writing makes you think, and Jones furthers that by saying, "it's a reminder that
you're alive."
I couldn't help but ask Jones the most predictable question of all: Had he
always wanted to be a writer? Jones, smiling, says to me, "I knew I wanted to
write, but I had no pure intention of being a writer."
He said that writing has
always been an aspiration of his, but becoming a professor was the goal he
intended to reach. From the beginning, his parents, George Garfield Jones and
Laurie Burnside Cummings, have been supportive of him. While his mother
understood him and accepted his intentions no matter what the choice, his father
believed that finances were top priority, But everyone knows that, and even Jones
mentions, anyone who is a writer or English-oriented probably isn't doing it for
the money.
Jones spends most of his free time watching movies, listening to music,
preferably his favorite band Tool, reading, <and of course, writing.
He mentions
that he does not read enough poetry, but of all the writers in the world, Jones
claims Walt Stevens to be the most inspiring:
He talks about intangible things in
a tangible way. He is understated, which I appreciate and admire."
For those who have ever been told that writers rare born, Jones proves that
sometimes that is not the case, especially for fellow writers
--- _s seeking advice.
Revision makes the writer.
In the beginning Jones never revised because he
treated his poems as "found
found pieces" which he now realizes was naive
naive.
He stresses
that revision is not only helpful to the writer
------ to express his feelings, but to
« connect with the reader, as well. Criticism follows that - -’..-c says
same’jones
pattern.
"I wish
4 people would.be harsher to be honest; I need criticism,"
“
----Bad
or
; good, criticism is the best guide for a writer.
unes.
collec
likely
have a
the tr
infamc
each i
behinc
Hig
I can
closi
few c
a gre
when
we b'
ten
fog
any
are
the
vita
are
alw
T
sil
th
Ma
Un
th
Th
wi
ii
t:
S'
d
t
c
c
(Continued on Page 9)
�The Inkwell
Volume 1
Issue 1
(Continued from page 8)
sity is
skill,
e—a name
.tthew
Kingston,
its that
en year at
h
hools I
" Jones
rational."
its that
e that
ing him as
jor" says
3ver made.
writing is
> make his
tg, but
side to
so does
to him.
her that
Had he
;d to
:ing has
Jones is currently in the process of finishing his senior capstone, a
collection of poetry with a critical introduction. The last semester will most
likely be the hardest for Jones, who will graduate and leave Wilkes behind. "I
have a single class here at
i at Kirby this semester; it feels sacrilegious to tell
the truth," expresses
_ ____ Jones.
__ . As new transfers and freshmen English majors enter
infamous Kirby’ Hall
I’ ’' they must always remember that no shoes can be filled, and
each individual who
..’..o leaves this great institution will always leave his words
behind.
don't
you
the
that
Highway Medicine
By: Matt Jones
I can make this all disappear without
closing my eyes or yours,
few certainties make sense, I know
a great illusion, maybe the best, happens only
when
we both believe it to be true—
ten and two
fog lines manifest the margins
any misdirectional interchange available,
are you watching closely?
the remains are circular and I've choked through
vitriol just to drive and stop caring,
are you watching at all?
Photo Courtesy of Kacy Muir
always ten and two
and
father
en Jones
it for
LC,
itions
rones
lings in
that
e.
resses
out to
"I wish
or
The Writing Center Reaches Out
By: Lauren Carey
The National Conference on Writing Centers as Public Space was held at the Univer
sity of Illinois, Chicago campus from September 29th to October 1st. Wilkes University sent
three capable representatives to the conference: Dr. Chad Stanley, Writing Center director;
Matt Zebrowski, 2006 Wilkes graduate, former Writing Center Peer Consultant, current Temple
University graduate student; and Pat Austin, Writing Center Peer Consultant. The theme for
the conference was, "Negotiated Alliances: When Writing is Academic, Public, and Urban."
Dr. Stanley presented a paper and led a panel discussion on Saturday, September 30th.
The paper was entitled "The Writing Center as a Clinic." It examined the ways in which
writing is "an extension of the human self" and how this idea shapes the practice of writ
ing consultation. Dr. Stanley said that "consultation involves a type of clinical examina
tion, even dissection, of the writer." He acknowledged that this consultation process can
sometimes be uncomfortable for the writer.
In an effort to alleviate this discomfort, Matt Zebrowski and Pat Austin led a panel
discussion about "Comfort and Communications: Online Conferencing with the MySpace Genera
tion." They presented a project for developing a new website-based online conferencing
software system. Zebrowski felt that "the potential for the online medium of writing con
sultation wasn't being fully realized." He described the idea that he and Austin came up
with as "a useful and highly functional step in the right direction."
s
4
4
4
4
4
4
4
(Continued on page 10)
4
�The Inkwell
(Continued from page 6)
■ ’ / s "creative class."
Chaucer and Chopin,
membership
As English majors, you court membersnip m
and Woolf,
develop your
Reading, researching, and writing about Shakespeare
'African-Mexican
skills are
Native-American oral narratives and
thinking capacities.
analytical, creative, and criticalworld and workplace that values^ as Florida
more importantly,
commodities for circulation in a w~.
suggests, "problem solving" and "problem finding ski
who you are and who you
these "capacities" prepare you to negotiate the gap
tQ project who you can
want to be; that is, they serve your imagination sail
You
become.
_
.
. • _n>
' gs dreams come true?
What values will you need to make your imagin
A = k "What can an
will need to practice patience and discipline. Students often as
_
n old and outdated
English degree do for me?"
This question constructs aroun
de/reconstruct this
narrative of education and work. You will need discipline to
work>
narrative and to advance your imagination's vision for w o you. can career
Only two
times in
your
Studies show that you will probably change jobs many times
in you
.
. . .
,
of thirteen professionals,
'
' , including a lawyer, newspaper editor, 9ra
HR director, who visited my "Writers at Work" class in f.
fall 2
sai
. ,
,
now in careers that they started in after their college graduations.
i
. eac
class, course, and semester you complete, you demonstrate the kind o
iscip me i
will take for you to achieve your dreams.
You will also need patience. Career plots can be as paradoxical and
unpredictable as plot in a postmodern novel. Be patient with your story.
In Thomas
Pynchon's The Crying of Lot 49, Oedipa Maas asks, "Shall I project a world?
Her
question underscores our human need to question the value of experience, to make
sense of our stories, and to imagine a progress toward fulfillment.
You are right
to question the value and meaning of your experiences. You are right to question
your education and to 'read for the plot' as you embark on your career journey.
Be
patient with your story even as you question how you will get to where you want to
be.
Few people who have found genuine happiness and fulfillment in career knew
absolutely where their career journey would take them. Simply stated, your English
degree prepares you to ask the right questions, to investigate answers, and to
anticipate how your career narrative will form: One chapter at a time.
Finally, Chief Crow's words anticipate a lifelong journey toward knowing
yourself.
This quest to realize your dreams begins now. Whether you dream of
becoming a writer, editor, teacher, business owner, lawyer, or leader, you should
embark on your journey with an awareness that "you already possess everything you
need to become great."
(Continued from page 9)
Zebrowski recalled an anecdote about <one
— of
- ” the speakers at the conference. He said
she was treating a community farm near her college
as a sort of’ "impromptu writing center."
The farm was maintained by a variety of immigrant populations"
English)
. He noted that,z in that kind of situation, people are with no common language (save
—
necessity for effective communication." This realization drove1 'forced to recognize the
' home the point that the
role that
Dr. Stanley felt that representing Wilkes at this tvne nf
ccareer path."
noted that those in attendance at the panel sessions "r
t
conference was important. He
presentations and papers, and that they had "much to offe0"^ Very,favorably" to the
topics considered. Most of all, Dr. Stanley was "thrill d" regardln9 the ongoing work in the
university with a view of Wilkes. He felt that those n/
tO
able tO Provide another
clearly see the "mentoring culture that Wilkes is prom5^
Conference were able to
-cl / 7'“.. .'"7'7“
__
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(Continued 01
�The Inkwell
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Volume 1
Issue 1
Club Updates
The! Manuscript Society:
In preparation for a career in editing, publishing, or creative writing, work on
the editorial board of the Manuscript Society and critigue a variety of creative
pieces, including visual art, from the Wilkes faculty, staff, students, and alumni.
This process includes copyediting, layout, Adobe InDesign work, and communicating with
Offset publishers. Meetings are held during club hours, twice weekly, during the
second and third month of the semester. Attendance at monthly evening poetry readings
is also required. The end product is a published, award-winning magazine. Join us in
the Spring semester! For more information, contact our Executive Editor, Chris
Hodorowski (magazine@wilkes.edu ) or the faculty advisor, Mischelle Anthony
(mischelle.anthony@wilkes.edu).
The Halloween reading was a rousing success with plenty of costumed readers,
creepy performative readings, seasonally appropriate refreshments, and prizes. Sarah
Hartman, freshman English major, won a Vintage edition of Edgar Allen Poe's works for
her Aztec sacrifice costume. Keith Hubbard, senior English major, received a spoken
word collection of poetry (with CD) for his performance of his short story involving
reject Satanists and Sean Connery as demon bovine. Patrick Austin, senior English
major, won a gift certificate to the Barnes & Noble Cafe for honorable mention for his
original short fiction reading.
Come to our Fall 2006 unveiling, Thursday, December 7 at 11 am, in the Sordoni Art
Gallery. Copies of the latest issue of Manuscript will be available along with
readings from the published authors.
Sigma Tau Delta:
o
Sigma Tau Delta has had an active Fall semester, and we look forward to an
eventful end of term and an exciting Spring. In September, we elected new officers
and set out our plan for campus and community service activities for the 2006-2007
Academic Year. On September 22nd, we hosted an all-day public reading event in the
Henry Student Center in commemoration of the American Library Association's week-long
celebration of Banned Book's Week. We may host another such event on the Greenway in
the Spring. More recently Sigma Tau Delta members spooked out Kirby Hall in a series
of chilling literary scenes for the first annual Haunted Wilkes Halloween Tour
(sponsored by the Admissions Office and geared toward high school juniors—and
prospective Wilkes students). Sigma Tau Delta's display, which featured Ophelia's
revival of the grand bathtub on the second floor for her drowning scene, of course, a
series of students haunted and killed by books and reading, wonderfully shrill
screams, and a scene from Poe's "The Cask of Amontillado," was awarded second place by
the participant-panelists.
•
For the remainder of 2006-2007, Sigma Tau Delta plans, among its other activities,
to engage in various literacy outreach projects at the new Barnes & Noble on Main
Street and at ArtsYOUniverse on Franklin Street. We also hope to continue the
tradition of some of our already established community service work in support of The
McGlynn Learning Center.
' ‘
'
’
. ■ to
.
•
If you are interested in applying
for
membership
Sigma Tau ~Deltat or in learning
more <about the Honor's Society, please contact Dr. Hamill at thomas.hamill@wilkes.edu.
Study Abroad:
Through Wilkes University's Study Abroad Program students have the opportunity to
travel and to study courses abroad, which gives them the chance to gain a new cultural
experience. Currently, one of the most popular programs is the summer study abroad trip
to Spain, which includes four weeks in Madrid, Spain for the month of July. Students
receive six credits through the classes they choose to take and these credits are
can take
classes
for1-their
major, minor,
transferable back to Wilkes University. JStudents
-- ---- -—I— -1
---- --general education, or also free electives. Classes that are taught in English are courses
in art, culture, and history. Courses taught in Spanish are in the areas of Spanish
language, art, culture, and literature.
The cost for this trip is $3,495, and scholarships are available. Students also
have the opportunity to spend four days in Paris as part of this package. This price
includes the following items:
(Continued on page 12)
�GRE Highlights
Fiorucci
Compiled by. Ashley
Effective Fall 2007, the Graduate Record
changes will include the following:
Examinations (GRE)
will be revamped. The
The New Verbal Reasoning Section:
■ ■ enn material and
Measure of ability to analyze and evaluate ^■ “
1----- J
relationships among
♦
synthesize information obtained from
it, analyze
recognize
relationships between words and
component parts of sentences, and i_
concepts in context
such as complex reasoning
Emphasis on skills related to graduate work,
♦
and less dependence on
Greater emphasis on higher cognitive skills
♦
vocabulary knowledge alone
More text-based materials, such as reading passages
♦
A broader selection of reading passages
♦
Expansion of computer-enabled tasks (e.g., highlighting a sentence in a
♦
function
described in the question)
passage that serves the f
----------Two 40-minute sections
♦
The New Quantitative Reasoning Section:
Measure of ability to reason quantitatively and solve problems in a
♦
quantitative setting
Measure of basic mathematical skills and understanding of elementary
♦
mathematical concepts of arithmetic, algebra, geometry, probability, and
statistics
♦
Quantitative reasoning skills that are closer to skills generally used
in graduate school:
+ Proportion of questions involving real-life scenarios and data
interpretation increased
+ Proportion of Geometry questions decreased
+ On-screen four-function calculator with square root
Inclusion of question types other than multiple-choice, including
computer-enabled tasks such as entering a numerical answer via a
keyboard
Two 40-minute section
♦
Kaplan offers a GRE service to help students prepare for the GRE. These are classes
similar to the SAT prep classes you may have taken in high school. The classes are rather
pricey but to register just go to www.kaptest.com. We have several locations here in WilkesBarre where GRE classes are given. For more information about the GREs, visit the website
www.ets.org/gre.
(Continued from page 11)
♦ International Airfare: Round trip airfare from New York to Madrid and back
to New York (via Paris)
♦ Airfare from Madrid to Paris
♦ The tuition for the 6 credits
♦ Lodging and Meals: In Madrid students have residence and also have three
meals daily, except for Sunday evening. In Paris, students stay at a three
star hotel for three nights and receive a cold buffet breakfast.
♦ Airport Transfers
♦ Cultural activities and a dinner in a typical Spanish restaurant with all
students.
♦ Health Insurance for the trip
©
4
4
4
4
4
4
Students who are interested in studying abroad are not just limited to our summer
trip to Spain. They can also study in France or Italy for a month or more at different
dates throughout the year, usually leaving the first of the month. They can also choose
to study for a whole semester or even a year in another country such as Australia.
For more information, please contact Dr. Paola Bianco.
4
@ *■ *■ ■» ■* 4 A A A * * * * * * *
�
Dublin Core
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Title
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The Inkwell Quarterly, 2006-present
Description
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The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program.
Creator
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Wilkes University's English Department
Publisher
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English Department
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PDFs
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English
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Dublin Core
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The Inkwell Quarterly, Fall and Winter 2006 (Volume 1, Issue 1)
Creator
An entity primarily responsible for making the resource
The English Department
Date
A point or period of time associated with an event in the lifecycle of the resource
Fall and Winter 2006
Format
The file format, physical medium, or dimensions of the resource
PDF
Type
The nature or genre of the resource
Publication
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Wilkes University retains copyright of this publication.
-
https://omeka.wilkes.edu/omeka/files/original/ec0ffe6a0a8bcadc7194d595d387a5a7.pdf
cc6f8a438cad8c1b422983971ffe354d
PDF Text
Text
tebmgfji, felj® Wfj©#
h
In This Issue:
An Interview with
Dr. Starner
o
Faculty Blurbs
Best of English
101
o
and 120 Contest
Kudos
Student and Club
Updates
Student Services: At
Wilkes and on the
Web
o
Dr. Jtaftnjgr
By: Shannon Curtin
i
i
All of the professors at
Wilkes, regardless of what some
students might think, are
2 1 involved with multiple school
functions, class work, and
personal research, which is
3 especially the case for Dr.
Janet Starner. Dr. Starner is
not only a full-time faculty
member in the Wilkes University
3 ! English Department but also is
responsible for the previous
growth and development of the
4 i Writing Center. She is now
i involved in co-editing a collection of essays on "anonymity" in
"the early modern period." Throughout the following interview,
Dr. Starner explains her research, offers advice for future
5 1 teachers or professors, and provides some of her personal feelings
towards the subject we all love: literature.
I
Senior Spotlight
6I
Guest Author
6
Kuhar’s Corner
7
Celebrating V-Day at
Wilkes
8 : Can you explain your findings? Could you explain your research;
How long have you been teaching at Wilkes? What do you like about
it?
I have been at Wilkes since the fall semester of 1999. I
like lots of things about my job: I love the class discussions I
have with my students; I love learning new things as I prepare to
teach them to my students; I love learning from my colleagues
about good teaching practices; I love being paid to read books and
talk about them; and I like sharing my research findings with
interested listeners.
What are you currently working on? What have you found thus far?
Teacher’s Pet
10
what is "A Manuscript Miscellany?"
The big project that I am currently at work on is co-editing
a collection of essays centered on the topic of "anonymity" in the
| early modern period. My chapter in the volume is titled "Jack on
Both Sides: Appropriating Equivocation." In this essay I focus on
i a 10-line poem that I discovered in a 400-year-old manuscript
several years ago. This poem equivocates. Read horizontally, it
affirms loyalty to the doctrine of the Church of England; read
contrarily as a twenty-line poem in two vertical columns, it
vehemently rejects Protestant practices. Interesting—but the poem
is transcribed in at least two dozen different manuscripts. But
in several of those manuscripts, the compiler has changed the
I
Continued on page 9
�Issue 2
Volume 1
The Inkwell
The Inkwell
Continued fron
Faculty Blurb/
•
Mischelle A
Association
Autobiograp
memoir cour
Mountain Me
nineteenthAnthony's p
poetry mags
Larry Kuhar organized and facilitated
the 2nd annual "Writers at Work" panel
discussion on December 11, 2006, in the
Kirby Salon (photo at
right).
The event offered our students,
faculty, and local community the
opportunity to hear career stories and
learn about communication practices from
professionals working in business and
industry. Panel guests shared their career
stories and answered questions on careerrelated topics, including
technology, leadership, organizational
culture, gender, and
diversity. Additionally, over the January
break, Dr. Kuhar completed a Leadership
Communications program at a local
business.
On December
Miss More t
Language As
consequence
New Orleans
representat
damage's ef
Orleans tie
reached out
devastation
Last October, Marcia Farrell participated in the 2006 Modernist Studies Association
conference in Tulsa, OK, where she presented the short paper "(Re)fashioning Utopia in
Stella Gibbons' Cold Comfort Farm" as part of the seminar: Modernism and the
Utopian. The paper examined the roles of the marketplace and consumer culture in
developing seemingly utopian societies. Also, Dr. Farrell completed a bibliography
project on the Anglo-Irish writer, Elizabeth Bowen, which will be published as a
selected bibliography in an upcoming special issue of Modern Fiction Studies.
Phyllis Weliver will co-convene "Words and Notes in the Nineteenth Century," an
interdisciplinary conference on musical writing jointly hosted by the Institute of
Germanic and Romance Studies and the Institute of Musical Research at the University
of London School of Advanced Study. The School of Advanced Study acts as a hub,
nationally, for researchers in the ten disciplines which it represents, and also runs
research programs of international caliber. The conference will take place on July 23, 2007, and is organized on a theme devised by Dr. Weliver.
In addition to her many
responsibilities, Dr. Weliver will also chair the final plenary and the session on
women and fiction.
Conference Link: http://music.sas.ac.uk/imr-events/imr-conferences-colloquta
per formance-events/words-notes-19c .html#1241
Agnes Cardoni, author of Women's Ethical Coming-of-Age: Adolescent Female Characters
in the Prose Fiction of Tillie Olsen, wrote a memorial piece, at the request of
Olsen's daughter, Julie Olsen Edwards, celebrating the writer's life that was shared
on February 17, in Oakland, California. Tillie Olsen passed away on January 1, 2007,
just a few days shy of her 95th birthday, a loss that Dr. Cardoni is still mourning.
For interested readers, Dr. Cardoni's book is located in the Farley Library.
Saids
The Engl
Best of Englis
of student wri
year. Prizes w
All stuc
academic year
consisting of
be May 12, 200
copy, and will
winners will b
will be awarde
At prese
for this publi
the 1st floor c
take place by
Continued on Page 3
The Inkwell Staff
Faculty Advisors: Dr. Maria Hebert-Leiter & Dr. Marcia Farrell
Managing Editor: Kacy Muir
Copy Editors: Melissa Bugdal & Lauren Carey
Layout & Design: Stefanie McHugh
Staff Writers: Shannon Curtin, Ashley Fiorucci, & Catherine Gallagher
Guest Contributors: Dr. Larry Kuhar (Department Chair) & Dr. Chad Stanley
2
Ir^d©/ To:
Shannon Curtin
February 16, 2
continued effo
women.
�Issue 2
" tS'“ “3^
The Inkwell
kx-*”"
Volume 1
\:;T~ “ '~StSsl.T-’-vxH'SE'-
Issue 2
Continued from Page 2
°
’ r
I
1
Mischelle Anthony will present two essays of at this year's American Literature
Association conference in Boston.
"Teaching the Unpublished: Eighteenth-Century Women
Autobiographers in New England" discusses her experience teaching in the ENG 397
memoir course last fall, and "'Innumerable Judgments': P.D. Manvill's Lucinda; Or, The
Mountain Mourner" investigates how an 1807 letter collection complicates early
nineteenth-century concerns about audience, purpose, and the publishing industry. Dr.
Anthony's poem "Six-Foot Fetus" will appear in Mudfish 16 (2007), a Manhattan-based
poetry magazine.
On December 28, Maria Hebert-Leiter presented her paper "Cajuns Know What It Means to
Miss More than New Orleans" for the Ethnicity and Literature Panel at the 2006 Modern
Language Association Conference in Philadelphia.
This panel focused on the
consequences of Hurricane Katrina and the 2005 levee breaks on the ethnic makeup of
New Orleans.
Dr. Hebert-Leiter's work expanded this topic to address literary
representations of hurricane and flood damage in Louisiana literature and such
damage's effects on ethnic communities. As a native Louisianan with strong New
Orleans ties, she would like to thank all of you in the Wilkes community who have
reached out in any way to the people along the Gulf Coast who experienced the
devastation in 2005.
on
la in
>hy
>f
iity
runs
ily 2many
>n
:ers
ired
2007,
ng.
By: Dr. Chad Stanley & Dr. Marcia Farrell
The English program would like to announce the creation of a new—as yet unnamed—
Best of English 101 and 120 publication. This publication will include exceptional pieces
of student writing from ENG 101 and ENG 120 courses taught during the 2006-2007 academic
year. Prizes will be awarded for the strongest work in a variety of categories.
All students enrolled in ENG 101 or ENG 120 at any time during the 2006-2007
academic year are encouraged to submit work. Submissions will be judged by a panel
consisting of both Wilkes University faculty and students. The submission deadline will
be May 12, 2007. Submissions may be of any length, but must be in the form of a hard
copy, and will be collected in the English office on the 2nd floor of Kirby Hall. Contest
winners will be notified over the summer. The publication will be distributed and prizes
will be awarded at the start of the Fall 2007 semester.
At present, Drs. Farrell and Stanley are collecting your ideas for possible names
for this publication. Please fill out a ballot form and deposit it in the box located on
the 1st floor of Kirby Hall by March 19, 2007. Voting for the best contest name will
take place by March 24, 2007.
3SS
Page 3
t^yd©/ T©s
Shannon Curtin ('07) and Dr. Chad Stanley for being named "Vagina Warriors" at the
February 16 2007 presentation of The Vagina Monologues.
This honor recognizes their
continued efforts to raise awareness of social gender issues, especially those affecting
women.
3
�The Inkwell
Issue 2
Volume 1
Ibudeqt
Jbudeqb ciqd Club Update/
•
The Inkwell
On December 2, 2006, all thirteen members of Dr. Hamill's Chaucer class (ENG 340)
presented papers at The Undergraduate Conference in Medieval and Early Modern Studies
____ _ _in Bethlehem,
__
The one-day conference featured presentations
at Moravian College
PA.
from more than 70 students from colleges and universities throughout the Northeastern
United States, as well as Louisiana and Ohio.
For ENG 340 students, the conference
was the culmination of a nearly semester-long process during which they submitted
paper proposals to the conference organizers and then worked to prepare their papers
for public presentation at Moravian. The students produced first-rate papers, and
they took their work to a public, and an intense, academic setting with great success.
Dr. Hamill met several faculty members at the Conference who spoke directly to the
quality of the work they saw from Wilkes that day, noting that the students should be
proud of their accomplishments.
Dr. Hamill could not agree more.
Congratulations,
class 1
Conference Participants: Sam Chiarelli, Ashley Fiorucci, Jennifer Hameza, Meagan
Harkness, Henry Hunsinger, Corrine Medvec, Maggie Merkle, Conrad Miller, Kacy Muir,
Elisa Phillips, Mollie Rance, Brian Redmond, and Angelina Teutonico.
Writing Center News:
° The Writing Center is pleased to announce that staff and English faculty will be
attending two writing center conferences in March of 2007. In conjunction with writing
center staff and Writing Mentors, Dr. Chad Stanley will be leading a panel on the
topic of the Wilkes University Writing Mentor program, given at the 2007 NEWCA (New
England Writing Center Association) conference hosted by the University of
Connecticut. Wilkes students will also lead a second panel at this conference. Dr.
Mischelle Anthony will lead a panel session, in cooperation with Wilkes students, at
the 2007 MAWCA (Middle-Atlantic Writing Center Association) conference in
Philadelphia. The student participants are Jeremy Zuckero from English and Math,
Sarah Doman from English and Elementary Education, and Michalene Davis from
Psychology. Both conferences are scheduled for March 31, 2007. All panel proposals
were quickly accepted and approved by the organizers of these two conferences.
Wilk
Registrar,
campus and
Shop.
Whi
the Studen
Registrar
Mila
Services h
page.
"St
Milano sai
campus eve
clicking o
Asid
links to:
o
The
simply go
sites such
change onl
at Student
questions.
Spring 2007 Writing Center Hours:
Monday 9-6, Tuesday 10-6, Wednesday 9-6, Thursday 9-6, Friday 9-1
The department encourage all students to make use of this wonderful service and
thanks all of the students who work in the center.
Manuscript News:
• Don't forget to look for the new Manuscript, which will be unveiled on May 1,
2007.
Further information will be released later.
Students interested in joining The Manuscript should come to meetings on Thursdays at
11am in Kirby Hall. Also, save your materials for the fall issue.
Future readings will be announced.
Sigma Tau Delta News:
• This semester will be an active one ffor Sigma Tau Delta.
In
In addition
addition to
to continuing
continuing
its efforts to partner with both Barnes
’
__
-- j f& ”Noble
and; ArtsYOUniverse for community
literacy outreach projects for the spring and future semesters, members of Sigma Tau
“orki"g “ith "rs; Barbara Welch, of The United Hebrew Institute'in
we?’b
°n w WrltJ;TWorksh°P “ith her fifth through eighth-grade students.
Welch invited members of Sigma Tau delta to lead the Workshop for her
Continued on Page 5
4
Continuedfroi
UHI studen
of Logan,
aspects of
invitation
Tau Deltatheir pass
Dr. Ham
Delta.
mid-Apr
Senior Cap;
° We wouli
scheduli
in the j
�Issue 2
The Inkwell
Volume 1
Studerib lervice/:
0)
tudies
tions
astern
ance
ad
apers
and
access.
rhe
aid be
ms,
le
;New
)r.
;, at
1/
als
nd
UJii^e/ c^d oq,tf|e Uteb
By: Catherine Gallagher
Wilkes University recently decided to make student life a bit easier.
The
Registrar, cashier, and recorder are now all in one place.
Instead of walking all over
campus and trying to get all that paperwork in order, students may now go to The One Stoo
Shop. While Margaret Zellner and Diane Milano encourage students to take advantage of
the Student Services office, they also suggest that students acquaint themselves with the
Registrar online.
Milano was kind enough to sit down and discuss some links that the online Student
Services has to offer.
One link that she particularly advocates is the Today at Wilkes
page.
Students need to check their Today at Wilkes like they check their Myspace,"
Milano curd.
said,
Today at Wilkes offers information on everything from tax information to
campus events.
This link can be accessed by first going to www.wilkes.edu and then
clicking on the Current Students link.
Aside from the advantages of Today at Wilkes, Student Services also offers online
links to:
o
writing
Issue 2
Student Enrollment & Registration
Degree and Enrollment Verifications
Assignment of Classroom Space
Posting of Grade Reports
Posting of Dean's List
Historical Information about Wilkes
Calendars and Schedules
Maintenance of Academic Transcripts
The best way to learn about all the online services Wilkes has to offer is to
simply go to www.wilkes.edu and browse around.. The Wilkes web page has many links to
sites such as Clearing House, Praxis, student health insurance, alumni services, name
change online, tax information, FAFSA on the web, and much more. Also, the receptionists
at Student Services are always more than willing to help Wilkes students with any
questions.
For additional information about Student Services, check out:
o Registrar information at http://www.wilkes.edu/pages/588.asp
o Student Services at 84 West South Street, Wilkes-Barre, PA 18766
O
1-800-WILKES-U
o Operations Manager Margaret Zellner at 408-4402
Continuedfrom Page 4
ys at
ing
Tau
Page 5
□HI students when she was awarded a Language Arts Grant by Creative Communications, Inc.
of Logan, UT.
Sigma Tau Delta members will work with Mrs. Welch's students on various
aspects of the writing process, as they create their own poems and short stories. The
invitation to participate in this workshop is a great honor for Wilkes's chapter of Sigma
Tau Delta—and a great opportunity for members to share their time, their talents, and
their passion for literature with the community.
Dr Hamill will soon be contacting students eligible for membership in Sigma Tau
will be sometime in
More information on the 2007 induction ceremony (which
(
Delta.
mid-April) is forthcoming.
Senior Capstones News:
We would like to remind all students that senior capstone presentations^will be
The specific dates and times will be published
scheduled at the end of the semester,
in the next issue.
�The Inkwell
Volume 1
"Coqqecbiqg
Issue 2
The
UUribiqg Uteryir : Jeqior Jpoblighp o^fllarictfv? Ferraqbiqp
By Kacy Muir
Many students hope to have a passionate and inspirational
teacher. That teacher, with the utmost intellect, can make
learning fun. Mariane Ferrantino, a senior English major and
Secondary Education minor, spoke about her dreams of becoming that
awe-inspiring teacher who is devoted to making her passion of
education a lesson to all of her students.
In Tobyhanna, PA, her parents, John and Grace Ferrantino
could not have raised a more positive and caring person. When
asked to speak about teaching and its importance in her life,
Ferrantino couldn't help but smile. Currently, she is student
teaching at Crestwood High School. She is busy these days, as she
writes lesson plans while trying to manage both her academic and
J social life.
Ferrantino, who was once a Musical Theater major before
transferring to Wilkes, stays true to her theatrical beginnings.
As a participant in February's The Vagina Monologues, Ferrantino believes taking notice of
the struggles of all women is important. Although she did not have the ability to double
major in English and Musical Theater, she never stopped loving the stage, which is why she
hopes to become involved in and give back to the drama program at the school where she will
be teaching.
At Wilkes she has become accustomed to Kirby Hall and all of the people who make it
such a wonderful little community. "Kirby Hall has a history behind it. I'm sure there are
some fantastic urban legends," says Ferrantino, who along with her fellow Sigma Tau Delta
members, helped decorate the hall for Haunted Wilkes last fall. It has proved to be the
fondest memory yet for Ferrantino, who will miss all of the friends and faculty she has met
here.
Ferrantino is also involved in many extra-curricular activities, but one will continue
to stand out even after she graduates: the Kick Me campaign that stems from a presentation
for Dr. Hebert-Leiter's Contemporary Drama course last fall. "It focused on the
representation of AIDS in the media as it connected with Tony Kushner's play Angels in
America. As I was doing research I stumbled across YouthAids.org and the Kick Me campaign.
[It] basically asked for young people to become activists by forming teams and raising money.
People would sponsor members from the team to wear a 'kick me' sign declaring facts about HIV
and AIDS among the youth population. It was a great experience organizing it," says
Ferrantino who hopes someone will carry the torch.
She professed that Dr. Cardoni, who we can't help but call "Mama" Cardoni, has been
most influential during her time at Wilkes. "Dr. Cardoni gave us the opportunity to dive
into works of literature of our cultural heritage," she said, speaking of American Literature
II.
Ferrantino adds that Dr. Cardoni has always been open to talking with her and has a
great interest in all of her students. Although, without as much as a pause, she explains
that all of the English professors have made an impact on her life.
In her spare time, Ferrantino writes poetry and short stories, She tries to write in
her journal daily. "Writing should be a very big part of everyone's education. I think that
a lot of people have forgotten what it's like to write with a pen and paper," says
Ferrantino, who is a firm believer in the written word.
One day someone may commend Ferrantino for her teaching, ;and this is one aspect of her
lessons that she is most grateful for: seeing the final product. At the end of this semester
Ferrantino will graduate and have the certification to teach middle school through high
school. She will place her blue and gold tassels in safe-keeping, her honor cords in a box,
and remember the biggest lesson of all: the hard work is worth the effort if one student can
leave class taking Ferrantino's lessons both about life and literature
— a with them.
^4,
Gue/t Hubt\pr
. ■ ,Unive54t,y.°£Mafyland ?rOfeSSOr Dave Wyatt, author of nine books and a number of
articles, will be the focus of several‘ events
events on
on Thursday, March 22. He will discuss non
fiction writing and his latest book, And the War CameAn Accidental
Memoir
Wisconsin Press 2004). Wyatt's memoir deals with the’events
of September
11'(University of
, 2001. He will
the writing process in Dr. I' ’
-- ---a students in the Kirby
Finally, he will hold a public reading at 7pm in the Kirby sllon
4°m Pm ' Pm‘
in the Kirby
anuy Salon.
baron. Please plan to attend.
“ E4sv01 aiaaa at
r
6
By:
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not
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�Issue 2
The Inkwell
Volume 1
Larry Kuhar
lai
By:
I
r that
Where English majors and minors ask the
questions, and Dr. Kuhar provides the answers.
io
1.
tn
it
is she
and
igs.
of
e
he
ill
I
j
What is one of your favorite quotes from a book, literary piece, or song?
"A screaming comes across the sky.
It has happened before, but there is nothing to
compare it to now.
It is too late." These words open Thomas Pynchon's Gravity's
Rainbow.
The "screaming" is the supersonic blast of the German-built V-2 weapon.
In the
novel, this sound occurs after the V-2 has exploded on its target.
I like these lines
because of the playful reversal of cause and effect. This idea informs a problem with
reading for the plot; that is, we should be careful as readers when we shape importance
around every detail in a story.
It also tells us something important about ourselves:
The importance of our experiences, education, and relationships with professors,
students, and friends is often available only well after our time shared together when
we're able to shape stories around the experiences and people that help shape who we have
become.
a
met
inue
on
tai.
oney.
t HIV
n
Does being a professor of English lead you to have superpowers?
Funny question to ask because I've researched this question for nearly 20 years at
Wilkes and feel awkwardly authorized to share my findings: Unfortunately, I'm compelled
to report that being an English professor does not produce superpowers; however, all hope
is not lost.
I saw recently that superpower can be purchased for roughly 20% more than
natural powers cost. Moreover, who would want to be a "superpower" now?
3.
a
ature
a
is
her
sster
5OX,
can
aof
ill
3 at
What is your favorite aspect of working
in Kirby Hall?
My favorite aspect of working in Kirby
I;.
Hall is the people-students, faculty, and staffwith whom I share these halls on a day-to-day
basis. We focus on setting when we study
literature but sometimes overlook the importance .
of place in our lives.
Kirby Hall will stay
■Z.j:
with us as a prominent part of the stories we
The story of Kirby Hall is
form together here.
not the story of the building's fascinating
origins and incredible history; it's the story of the people in it. '
2.
are
in
shat
Dr.
Issue 2
I
1
Tuesday Morning
By: Stefanie McHugh
^err|erqber...
Any English majors or minors with
questions for the department chair, Dr.
Kuhar, can send in their questions to The
Inkwell, care of Dr. Farrell or Dr. HebertLeiter.
Tuesday morning
Snuck up from behind
Came in with the sun rays,
Peeking through the blinds
My hand reached,
Tried so hard to find
Just a piece of Monday night
In my mind
�Issue 2
Volume 1
The Inkwell
The Inkwell
Continued fr<
CelebrGbiqg V-D®y at UJill$er
By: Catherine Gallagher
February 16, 2007, kicked off a two-day presentation
of Eve Ensler's The Vagina Monologues at Wilkes University.
Co-coordinators Lauren Carey and Nicole Leader did an
excellent job of organizing the event.
The performances,
overseen by faculty advisor Dr. Mischelle Anthony, were held
in the Henry Student Center Ballroom. Aside from watching
the monologues, students were able to purchase lollipops and
The Comic Book Club also showed their support by
.1.
t-shirts.
selling homemade cookies, while the WISEUP club sold soda.
The Commuter Council also had a table.
Carey and Leader made this year's performance a
T-: _ holistic
I
■
one by opening the two-hour presentation with Ten
which
Things
Men
can do to Prevent Gender Violence,
w..-— was.
!
' '
ism,., .
Iread^by some of Wilkes's male population, including student,
IDrs. Thomas Hamill and Chad Stanley, and personnel from
I_
Wilkes's Public Safety.
'’, Lauren Carey,
Monologue performers included: Raychil Arndt, Amanda Baronowski,
Mariane
Ferrantino, Shelley Hydock, Nicole
Shannon Curtin, Sarah Doman, Gerry DuBoice, L
—-------Swatho,
Leader, Dana Manning, Kristen Potsko, Kimberly
Kj.uiucj.j__y Sarosky,
ucu-uu,^, Erica ----- Tory
— j Tomassetti,
_ .
and Valerie Martinez. Shelley Hydock was named most valuable performer (MVP) and will
shadow Carey and Leader next year before taking over directorial duties in the future.
Dr. Chad Stanley and Shannon Curtin were
presented with Vagina Warrior awards for their
support of Women's studies on campus.
Curtin
was additionally recognized for her organization
of WISEUP, the only women's studies club on
campus. Additionally, Curtin served as one of
this year's readers. She, along with her fellow
castmates, delivered the monologues in a way
The
which made the audience both laugh and cry.
whole experience was very moving.
Thanks to Wilkes's Student Government,
Wilkes students were able to attend this event
free of charge. Non-students paid $10.00 to
attend. Additionally, audience members had the
opportunity to purchase t-shirts designed by
Baronowski and Tomassetti for $10.00 each.
All the proceeds from this event were sent to charity in an effort to prevent
violence against women. According to Carey, 10% of the proceeds went directly to the
V-Day Foundation. The rest °f the proceeds was split between the Victim's Resource
Center, Domestic Violence Service Center,, NEPA Women's Health Alliance, and Planned
Parenthood.
I;
To make contributions to The Inkwell,
please contact:
Dr. Marcia Farrell (marcia.farrell@wilkes.edu)
or
Dr. Mana Hebert-Leiter (maria.hebertleiter@wilkes.edu)
for details.
wording of th
translating t
for those cha
compiler/read
imagine as th
I argue
sense that ea
the 21st cent
meaning on th
enjoined to a
and reflectio
poem offers e
with readersprivate, cloi
perhaps only
What do you L
The ans
multiple read
meanings. On
the challenge
early modern :
worked in the:
What's next f<
I want
teaching myse(
branch out in1
What are a fei
Of cour
Tolkien's tril
recently, I rc
Milton's Parac
like Billy Col
If you could :
ask them?
Shakespi
know all about
A good number
what kind of e
field?
Have as
many different
your fellow st
be surrounded
teach, remembe
level, know th
What do you fe
That woi
while I was it
Writing Across
Center, and wh
computer hard
Center evolved
and mentored e
expert directi
wide concern,
such a big dif
�Issue 2
The Inkwell
Volume 1
Issue 2
Continued from page 1
wording of the poem, sometimes significantly: leaving out lines, adding extra stanzas, or
translating the poem into a different language. In the essay, I explore the potential reasons
for those changes. I am particularly interested in questions like: How did early modern
compiler/readers conceptualize the copying they did? What audience response, if any, did they
imagine as they composed? How did early modern readers "use" poetry?
I argue that the various transcriptions of this poem lend weight to the new scholarly
sense that early modern readers thought
of the act
r ' of reading very differently than we do in
the 21st century. They believed they should be "active readers" and as such could make
meaning on their own
own.. Not only was it acceptable to change a text, but also readers were
enjoined to.add bits of prose and verse to their "paper books" for later use in conversation
and reflection. Since "Jack on Both Sides" is both equivocal and playful, I suggest that the
poem offers each compiler a performance opportunity. If this manuscript verse is in communion
with readers--and I believe it is — then it has the power to engage with them, in particular
private, cloistered, spaces. "Jacke" is inviting his audience into a liminal, "no-space,"
perhaps only possible in the chirographic (part oral, part aural, part written) medium.
ation
rsity.
ices,
ire held
:hing
iops and
'ort by
soda .
What do you love about early British literature?
The answer to that comes in two parts: I love it for its complexity. Each text rewards
muI-tiple readings, and like an onion, can be peeled apart to reveal more and more hidden
meanings. On the other hand, meaning resides in the mind of the reader not in the text, so
the challenge that these older pieces present is in understanding what was in the mind of an
early modern reader. I love reading history, and the clear understanding of how these texts
worked in their historical time is essential to understanding them as literature.
h "Ten
was
:udent,
Dm
rey,
iicole
setti,
i will
iture.
What's next for
I want to
teaching myself
branch out into
i
-
■
■
.
nt
the
ce
ed
you, either with your research or your academic career in general?
continue to study early modern manuscripts, I've spent the last four years
the fundamentals of manuscript study, Now I want to use those skills to
areas I've not yet explored.
What are a few of your all time favorite works (poetry or prose)/authors?
Of course it won't surprise you to know that I love Shakespeare. But I also love
Tolkien's trilogy, The Lord of the Rings. I love reading science fiction and fantasy. Most
recently, I read Philip Pullman's series His Dark Materials and loved it. Influenced by
Milton's Paradise Lost, it is fantasy for adult readers. I also love modern poetry, writers
like Billy Collins, Donald Hall, and Adrienne Rich.
If you could interview any author from any time period who would it be, and what would you
ask them?
I'd ask him who the dark lady of the sonnets is, and then I'd want to
Shakespeare.
know all about his life, and then I'd say to him, "About Pericles, what were you thinking?"
A good number of English majors want to teach, either at the high school or college level;
what kind of advice would you offer these individuals, knowing what you do know about the
field?
Have as many different experiences as you can while you're an undergraduate. Read as
many different kinds of books, in as many different periods, as you possibly can. Talk to
your fellow students about what you read; never again will you have so willing an audience or
be surrounded by so many people who are as excited about books as you are. If you plan to
teach, remember how your good teachers helped you learn, If you plan to teach at the college
level, know that you will need to commit to obtaining a Ph.D. Above all, enjoy the journey.
What do you feel is your biggest accomplishment thus far in your career?
That would have to be two things, which are related: my vision for the Writing. Center
while I was its Director and my role in getting the faculty and administration to think about
Writing Across the Curriculum. I began my career at Wilkes as the Director of the Writing
Center, and when I arrived, my predecessor had thrown out all the files and erased the
computer hard drives, so I had to start from scratch. In the years that followed, the Writing
Center evolved into a place where students and faculty collaborated on writing and researc
and mentored each other. That energetic and stimulating environment continues under the
expert direction of Dr. Chad Stanley, and Writing Across the Curriculum is now a. universitywide concern. I am very proud that the seeds I planted have grown into programsi that make
such a big difference in students' lives.
9
�Volume 1
The Inkwell
0^
o
Kuhar’s Corner
•
•
•
New faculty game
Capstone information
Senior Spotlight
Issue 2
HHMS8KHS36SHSHK
- - sSE_ Ja~-- :
(njcife kiWooo
o
o
o
Review of David Wyatt’s visit
Unveiling of Essay Contest title
Information on 300-level Fall courses
Answers to Teacher’s Pet
—-
~
Description
A) Dr. Stanley: "Between
the four of us, two feline
and two canine, we have
political, literal, and
cultural connections."
B) Dr. Hebert-Leiter: "We
are a Frenchie and a
Bullmastiff; mom says we
snore loudly and are
odoriferous... whatever that
means."
T/r/Q/.t P€T
.
Directions:
Match the staff/faculty member''s name with
the name of his/her pet(s) in the fishbowl
below. Answers will appear in the next issue
of The Inkwell.
C) Deb Archavage: "I like
to play with a piece of my
ball."
D) Dr. Farrell: "I'm a pink
and white fish; I have my
own sunken ship, and
grandma calls me 'Lardy'"
E) Dr. Cardoni: "I am a
'Tuxedo' cat from a litter
that Brian Dewey's cat
had."
F) Dr. Weliver: "My
favorite food is tuna, and
I would love to meet
Abelard."
SOX
NOVA
CHARLOTTE
NEWT
JOLIE
G) Dr. Hamill: "I am
constantly confronted with
the gravitational burdens
of my own centrality."
H) Dr. Kuhar: "One of us
has a PHD in 'Human
Training,' and the other is
'a wonderful addition' to
our owner's 'story.'
Our
names both start with the
same letter."
10
��
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The Inkwell Quarterly, 2006-present
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The Inkwell Quarterly, Spring 2007 (Volume 1, Issue 2)
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The English Department
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Spring 2007
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5a0274d595ab940c2a7cf42637bc2a42
PDF Text
Text
Fall 2007
Volume 2
Optiqg Por Qccessibiliby
In This Issue:
•
Club Updates
By Amy Kaspriskie
2
Faculty Blurbs
2
Senior
Spotlight
3
•
Secondary
Education
Requirements
4
•
Poetry in
Transit
4
Kuhar’s Corner 5
•
Issue 1
The Kirby
Canon
5
The History of
Kirby Hall
6
Writing Center
Hours
6
Faculty Contact 7
Listing
Writers at Work 7
Humanities
Division Picnic
Photos
7
Faculty
Crossword
Puzzle
8
Kirby Hall was recently renovated by Wilkes
University and converted into classrooms and offices.
One facet that failed to be converted or created was
the construction of handicap accessibility within the
hall.
Paul Kaspriskie, Wilkes University Manager
of Capital Projects, explains that if handicap
accessibility would be constructed to gain entrance to
the first floor it would be “by means of a concrete
ramp with railings meeting ADA (Americans with
Disabilities Act) Requirements.”
The ADA states that when constructing a
ramp, every 30 feet must have a six foot flat rest area.
Photo Courtesy of Stefanie McHugh The total length of the entire ramP would then be
approximately 80 feet. Installation of a ramp would
cost about $100,000 to provide access to the first
floor of the building.
Since Kirby Hall is a historical building, the historical and structural integrity of the
building must be maintained if assembling an elevator on the interior, which would make
the project a difficult one. As a solution to the problem, an elevator shaft would need to be
constructed on the exterior of the building, which would inflate the cost.
In order for change to take place, the project would have to be proposed and
approved by the Wilkes University Board of Directors. Upon the director’s approval, a site
would be selected, and tire project set into motion by a structural engineer and architect.
The choice of elevator type would be an important part of the construction
process. A hydraulic elevator’s construction consists of an elevator pit which contains> a
hydraulic piston that pushes the car to each floor level. When the piston fully extends, it
will propel the car to the top of the building and lower the car when it is retracted. The
construction of the elevator includes less maintenance because it does not include pulley
systems and cables. The problem that would occur with this type of elevator has to do with
the land beneath Kirby.
“We wouldn’t be able to use that type of elevator because of the fact that we have
tried it at the Student Union Building as well as Breiseth Hall and it seems like the area
between Breiseth and Kirby is rich with methane,” stated Kaspriskie.
Methane gas tends to collect in the elevator pit, so an air evacuation system would
be necessary to extract the gas and change the air in the pit. The system is necessary to
prevent an explosion that could be ignited by the mechanics of the elevator. An evacuation
system was installed in the Breiseth Hall elevator to solve the problem, which is caused by
the close proximity of coal seams beneath the building.
Continued on Page 6
1
�The Inkwell
Volume 2
Issue 1
Club Update/:
The Inkwell
Jenior /potligf
•
Contact The Inkwell online at inkwell@wilkes.edu.
•
On Friday, October 5, 2007, Sigma Tau Delta held a marathon reading to raise awareness as part of the activities
for Banned Books Week.
•
The Comic Book Club compiled an anthology last spring and hopes to make another one this semester. The
Comic Book Club welcomes new members. Contact wilkescomicclub@gmail.com for more information.
•
Study Abroad in Spain for a month in Summer 2008 for $3595. Two-week and six-week programs are also
available. Month-long summer programs are offered in Rome or Florence, Italy. Programs include liberal arts
classes taught in the English language. For more information, contact Dr. Paola Bianco, the Study Abroad
Coordinator, at 408-4519. Watch for the Study Abroad Information Session to take place in late October.
•
The Student Political Action Forum plans to host events such as a documentary film series, a voter registration
drive, and the third annual SPAFapalooza in the upcoming months. The Student PoEtical Action Forum meets
weekly, Tuesdays at 11:00am in Breiseth 109.
•
The Manuscript Society is hosting a Halloween Poetry Reading on Tuesday, October 30, 2007, at 7:00pm the
Kirby Salon. All are encouraged to come in costume.
•
On Tuesday, October 3, 2007, Wilkes in the World was granted club status by Student Government. EngEsh major
Elizabeth Clark is the club’s president. The club will focus on global humanitarian efforts. The month of October is
dedicated to environmentaEsm, and November through December wiU focus on World AIDS Day. Anyone
interested should contact Elizabeth Clark (elizabeth.clark@wilkes.edu) or Dr. Marcia Farrell
(marcia.farrell@wilkes.edu).
One afternoor
senior Angelina Teutor
What made you deck
When I was in
some psychology and h
English. I chose Wilkes
English Department se
Who is your favorite s
I don’t reaUy h
now, I’d say Chaucer. I
entertained people in ft
to see how humor in Et
thought was funny bad
What was the book th
Ever since I wa
books, I knew I was inti
What are your other p
I am pursuing a
societies throughout the
What are you planning
I’m looking intc
with students. I like to h
want to do yet.
Faculty Blurb/:
•
Wilkes University’s “Teaching of English” instructor, Professor Thomas Jones, is acting as an adjudicator for the
English Journal, which is The National Council of Teachers of English publication for secondary English teachers. As an
adjudicator, Jones reviews articles for the pubhcation in his area of expertise and helps the editor decide which articles to
pubksh. The articles are evaluated according to quaEty, interest, appeal, and research value.
•
Dr. Maria Hebert-Leiter will be presenting her paper “That’s Entertainment: Contemporary Hollywood Images of
Louisiana,” for the South in Film Panel at the South Atlantic Modern Language Association Conference in Atlanta,
Georgia., which will be held from November 9-11, 2007.
•
Dr. Thomas Hamill is working on a multitude of scholarly projects this semester. Most recently, he is reviewing Jeffery
HiU’s Sports and the Literary Imagination: Essays in history, literature, and sport for The Journal of British Studies. HamiH is also
currently revising two of his essays. The first centers on the intersections of swimming and print technologies in early
modern England; his other essay investigates the inter-relationships between ecology, violence, and chivalric ideology in
Chaucer's The Knight's Tale. HamiU plans to submit both for pubhcation in medieval and early modern studies journals
In addition to writing a review of Jeffery HiU’s book, as web as revising his own work for pubhcation, he also advised
Sigma Tau Delta’s Banned Books Week reading.
2
�Issue 1
The Inkwell
Volume 2
Issue 1
/eqior Jpobligl\b: Qngeliqp Teuboqko
By Elizabeth Clark
ie activities
One afternoon in the Writing Center, I conducted an interview with
senior Angelina Teutonico.
r. The
lion.
also
:al arts
iad
:r.
gistration
i meets
What made you decide to be an English major?
When I was in high school, I took a lot of English electives. I also took
some psychology and history courses, but I seemed to really gravitate towards
English. I chose Wilkes University because of its location and because the
English Department seemed to be very close-knit, like a family.
Who is your favorite author?
I don t really have one for all time, but if I’d have to pick one for right
now, I d say Chaucer. I like how the Canterbuy Tales pertained to what
entertained people in that society. The tales are still funny today; it is enjoyable
to see how humor in literature is universal. It’s nice to know that what people
thought was funny back in the Middle Ages is still funny in the present.
Photo Courtesy of Angelina Teutonico
pm the
tiglish major
October is
one
What was the book that made you fall in love with literature?
Ever since I was a child, I’ve been interested in literature. From reading picture books at a young age, like Dr. Seuss’
books, I knew I was interested in English.
What are your other passions besides English?
I am pursuing a minor in Women’s Studies, so I am interested in studying the roles of women in other cultures and
societies throughout the world. I am also interested in humor on TV and in movies.
What are you planning on doing after you graduate?
I’m looking into graduate school programs. From working in the Writing Center, I’ve discovered that I like working
with students. I like to help them improve their writing skills. I am still looking around, diough. I don’t exacdy know what I
want to do yet.
or the
lers. As an
h articles to
The Inkwell Staff
rages of
tlanta,
Faculty Advisors: Dr. Marcia Farrell & Dr. Maria Hebert-Leiter
Managing Editors: Melissa Bugdal & Lauren Carey
wing Jeffety
I is also
5 in early
deology in
journals,
advised
Copy Editors: Ginny Hults & Kacy Muir
Junior Copy Editors: Mary Beth Mostyn and Jessica Foster
Layout and Design Editor: Stefanie McHugh
Layout Team: Elizabeth Clark, Geoff Forman, & Jessica Mahoney
007, where
is van der
Staff Writers: Sam Chiarelli, Catherine Gallagher, Amy Kaspriskie,
Matt Kogoy, & Dana Zlotucha
Faculty Contributor: Dr. Larry Kuhar
�Issue 1
Volume 2
The Inkwell
fnpjor Requirerqeqb/ Por Secondary Cducobioq CerbiPica
q
The Inkwell
^ul\or7 Corn
Compiled by Elizabeth Clark
Major: English
Minor: Education
1.
2.
Field Experience Placement Form (which can be received
must be submkted to the
±Jd
dXOf£e. You must also apply for the Teacher Edueadou
3.
4.
5.
Program while taking ED 190.
SX
s‘h°°k
special-methods course). You - need to
update your Child-Abuse and Criminal Record background checks.
Complete ED 390 with Student Teaching.
In order to qualify for a teaching certificate, English Majors must:
1. Earn a BA in English, with a GPA of 3.0 or higher.
2. Complete the Secondary Education requirements listed above.
3. Pass the Praxis I Exam (basic academic skills test) and the Praxis II Exam (testing knowledge in your field).
Poetry iq Traq/ib
By Jessica Mahoney
In July 2007, the Luzerne County Transportation Authority
received a face lift to their transportation systems. Short poems widi
photographs mounted on placards replaced empty advertising spaces
on local public busses. Dr. Mischelle Anthony, enjoyed the Poems
of the Underground Program in London and wanted to bring the
idea home.
Anthony stated, “I saw McDonald’s ads and all this blank
space above the seats on the bus every morning. I also heard people
talking about the ads. They were paying attention to what was up
there. I thought how great it would be to have people talking about
photo Court
of Mark Go|aSzewski
poetry instead of McDonald’s.” With the help of Mark Golaszewski,
Assistant Director of Creative Services; Christine Seitzinger, Director of Marketing/Communications; the LCTA, especially
Executive Director Stan Strellish; and Jim Gattuso of Lamar Advertising, the Poetry in Transit program is underway. Each
person is dedicated to the cause, volunteering his/her time, equipment, and expertise towards the project.
Every so often, Anthony will drive to work, but she is an avid rider of the 7:25am bus. When asked why take the bus
if she has a car, Anthony responded, “I see people on the bus that I don’t see anywhere else and it’s good to get out of the
Wilkes bubble.. .Pm always Dr. Anthony, the teacher. On the bus, I’m just another commuter. Riding the bus reminds me of
who I am in the world, how complex life is, and how vibrant and diverse our community is.”
Anthony is always looking for ways to connect with the community outside of Wilkes “I am a big behever in
everyone being a part of each other, and the more positive, contemplative energy I can bring to the world, the better,” she
said.
.
common ^°und in poetry helps bring people together. The placards consist of short texts that everyone can
«„ see sImeXX“
XmeX “X X”8'™
the artistic piece of the Wilkes-Barre comnSnity.”
g
d
A"‘h°^ Al’th°"y X If
have “Wned and becomes an integral part
.heX^XXtxSs0:XXXXr ™nd
A “™s °f 12 pl,“*
tate throughout the 38 buses of the LCTA.
What is your favori
Over the yea
activity in Kirby Hall
Americans believe in
the darkened hours,
these apparitions are
ghosts rising to Dr. S
that informs our sen
consider, as Oedipa
recognizing patterns
How do you prepa
New acaden
students and colleag’
“power packs.” Lik<
requires us to prepar
for teaching, identify
faculty and program
aspects of our cultur
new academic year is
stories.
If you were strandc
A few years
However, times hav
rocket replica (for at
from my son and da
You seem to be wi
Well, let’s se
mention to Presence (
important rock n’ rc
The Hobbit? Finally,
song if “Stairway Tc
Ttye tjirby G
During the
essays written in Eng
categories: English 1
Kirby Cannon, which ’
fairness. The papers
outstanding. Shanno
to the winners: Mich
Doman (300-level).
�Issue 1
The Inkwell
Volume 2
Issue 1
Huhpr'/ Corner
By Dr. Larry Kuhar
’A, a completed
a current Child:d to tire
Education
1 need to
I
1
How do you prepare for a new academic school year?
New academic years shape our arrivals. We restart our stories with our
students and colleagues, re-engage research projects, and renew our mental
“power packs.” Like our English majors and minors, our work in academics
Photo Courtesy of Stefanie McHugh
requires us to prepare at the academic and administrative levels. At the academic level, my preparation involves reading
for teaching, identifying new texts to teach, and reviewing related research. I’m also focused on the work of serving
faculty and program needs, including assessing course offerings, registering new and transfer students, and sharing
aspects of our culture and values with adjuncts, new hires, and students. The most rewarding part of preparing for a
new academic year is talking with returning and new students and faculty and the sharing of our return and arrival
stories.
d).
K |
If you were stranded on a desert island, what three things would you bring?
A few years back I would have responded with the obvious: duct tape, dental floss, and a harmonica.
However, times have changed. Today’s three essentials include duct tape (still the most important), a model-sized V-2
rocket replica (for an imagined departure), and a cell phone/camera/computer/MP3 all-in-one gadget (this I’ve learned
from my son and daughters).
□
wski
A, especially
irway. Each
What is your favorite Kirby Hall ghost/haunting story?
Over the years we have heard stories about ghosts and paranormal
activity in Kirby Hall, and it’s been reported that approximately 32% of
Americans believe in ghosts. Well, for those of us who spend time in Kirby in
the darkened hours, we know that Kirby’s ghosts are alive and well. Whether
these apparitions are long-lost Kirby children or the locked-away basement
ghosts rising to Dr. Starner’s office, these ghosts maintain a Kirby presence
that informs our sense for why folklore matters while also moving us to
consider, as Oedipa Maas perceives in The Crying ofLot 49, the importance of
recognizing patterns in random perceptions.
I
You seem to be wise, quite wise. What are your thoughts on Led Zeppelin?
Well, let’s see. My favorite Led Zeppelin album is the mostly-acoustic Led Zeppelin III (1970), with honorable
mention to Presence (1976) and Physical Graffiti (1975). We can place John Bonham as one of the most innovative and
important rock n’ roll drummers of all time. Where else (except for Pete Townshend’s lyrics) can we find references to
The Hobbit? Finally, what would most (if not all) high school classes from 1971-2000 have selected as their senior class
song if “Stairway To Heaven” was not recorded?
iy take the bus
rt out of the
:eminds me of
lever in
letter,” she
t everyone can
lude his own
ny stated, “I
ntegral part o
12 placards
The hjrby Caqqoq
By Mary Beth Mostyn
During the 2006-2007 academic year, Drs. Chad Stanley and Marcia Farrell created an arena to showcase the best
essays written in English courses. The contest, originally consisting of English 101 essays, grew to include four more
categories- English 120 201 200-level, and 300-level courses. The winning essays will be collected into an anthology, The
Kirby Cannon which will be copied, bound, and used as a teaching tool. The selection process was extensive in order to ensure
fairness. The papers were first divided in half, and Stanley and Farrell each nominated the essays they believed to be
outstanding Shannon Curtin, a 2007 graduate, donated time during the summer to make the final selections. Congratulations
to the winners: Michelle Junker (101), Naseem Mian (120), Henry Hunsinger (201), Stefame McHugh (200-level), and Sarah
Doman (300-level).
5
�The Inkwell
Volume 2
The Inkwell
Issue 1
€oglizh.F
Tt\e Ki/bory oP l\irby Hall
By Kacy Muir & Sam Chiarelli
Since Kirby Hall was first constructed, only one murder has
occurred within its walls. The most significant story, however, is that
the hall has been home to more influential families than any other
residence on South River Street.
History plays an important role in a home that is 134 years
old. Many stories about Kirby Hall have started with, “It was a dark and
rainy night,” but after speaking with Wilkes University historian Dr.
Cox, some stories retain their intrigue.
Kirby is an old house, and the noise of an old house inspires
stories. As Dr. Cox insists, “with open chimneys, the wind plays them
like organ pipes,” and that noise, eerie as it might seem, is just the house
photo Co
Qf Me|jssa Bugda|
breathing.
Though Kirby Hall was first designed in 1873 by architect Frederick Clarke Whithers for the Thurlow family.
Stephen Thurlow was a coal dealer by trade, originally from Massachusetts. Upon coming to Wilkes-Barre, his family moved
into the mansion that would become a transitional home for various residents. By 1880, Frank Lee bought the home, but
once again, only stayed a short time. Together, the Thurlows and the Lees resided in the mansion for a total of thirteen
years.
In 1886, Rueben Flick, Sr. bought the mansion and lived there for nineteen years until it was sold to F.M. Kirby in
1905. When the Kirby family came along, the house finally became a permanent residence; and from 1905 until 1940, the
mansion belonged to the Kirby family.
Since the Kirbys’ time, many rumors have surfaced. Those who have had die pleasure of being in office 205 may
have wondered why metal bars are located outside the window. Climbing from the roof into the window would be
easy. During the time from 1873 up until the Kirby family moved in, Irish and Welsh servants lived within those quarters.
The window bars were either meant to stop burglars or romantic rendezvous between the servants.
Through the 66 years during which Wilkes has owned Kirby Flail, the stories of the past remain.
To make contributions to The Inkwell, please contact inkwell@wilkes.edu for details. To join The Inkwell staff, contact
Dr. Maria Hebert-Leiter (maria.hebert-leiter@wilkes.edu) or Dr. Marcia Farrell (marcia.farrell@wilkes.edu).
Continued from Page 1
The proper elevator would be a standard cable elevator or a cable and hydraulic combination to subset die cost of
the methane evacuation system.
The elevator’s exterior, as well as the car itself, would have to be modified to meet the historical authenticity of the
building. A decision would need to be made on the cosmetics of the interior walls being laminate, stainless steel, or wood.
As for the outward appearance of the extension, Kaspriskie explains, “Kirby Flail, I believe, is covered with
limestone, and Wilkes might opt to try and match that the best they can, which would be very costly.”
Considering the limitations and obstacles, the cost of malting Kirby Flail completely handicap accessible would be at
a cost in excess of $1,000,000.
Debra Archava
Mischelle Anth
Marcia Farrell
Benjamin Fiest
Jack Grier
Thomas Hamil
Patricia Heama
Robert Heamai
Maria Hebert-L
Thomas Jones
Walter Karpinic
Kathleen Kemi
Bernie Kovacs
Lawrence Kuht
Marr Lampmar
Marcie Riebe
Chad Stanley
Janet Stamer
John Wills
Jill Yurko
UJriber/ at I
Dr. Larry
specific informatio:
from professionals
of career-related to
provide informatio
More information 1
Hun\aqitie/ I
On Monday, Octol
■
Wribiqg Ceqber Hour/ Fall 2007
Monday:
Tuesday:
Wednesday:
Thursday:
Friday:
8:00am-l0:00am, ll:00am-6:00pm
9:00am-6:00pm
8:00am-12:00pm, l:00pm-6:00pm
9:00am-6:00pm
8:00am-9:00am, ll:00am-6:00pm
To make an appointment call 408-2753, or stop by Breiseth 018.
Plan for your consultation to last approximately an
hour, but please inform the Peer Consultant you are
working with if your project will take longer to discuss.
Remember to bring a hard copy of your project with
you to the session.
�Issue 1
The Inkwell
Volume 2
Issue 1
€qglirfi Faculty OPPice PF|pqe Qyrqber/
al
Iv moved
e, but
:een
irby in
0, the
Debra Archavage (Admin. Assistant)
Mischelle Anthony
Marcia Farrell
Benjamin Fiester
Jack Grier
Thomas Hamill
Patricia Heaman
Robert Heaman
Maria Hebert-Leiter
Thomas Jones
Walter Karpinich
Kathleen Kemmerer
Bernie Kovacs
Lawrence Kuhar (Division Chair)
Mary Lampman
Marcie Riebe
Chad Stanley
Janet Starner
John Wills
Jill Yurko
Kirby 202
Kirby 302
Kirby 301
Bedford 32
Kirby 309
Kirby 303
Kirby 204
Kirby 309
Kirby 206
(Kirby Mailbiiox
Bedford 33
Kirby 206
Kirby 205
Kirby 204
Kirby 201
Passan 211
Kirby 209
Kirby 308
Kirby 204
Kirby 106
408-4530
408-4529
408-4528
408-4531
408-4538
408-4539
408-4167
408-3433
408-4549
only)
408-4524
408-4548
408-4525
408-4172
408-4532
408-4106
408-4514
408-4536
408-4535 *
408-4517
debra.archavage@wilkes.edu
thomas.hamill@wilkes.edu
marcia. farrell@wilkes.edu
benjamin.fiester@wilkes.edu
jbartholomay.grier@wilkes.edu
mischelle.anthony@wilkes.edu
patricia.heaman@wilkes.edu
robert.heaman@wilkes.edu
maria.heberdeiter@wilkes.edu
thomas.jones@wilkes.edu
waiter .karpinich@wilkes. edu
kathleen.kemmerer@wilkes.edu
bernard.kovacs@wilkes.edu
lawrence.kuhar@wilkes.edu
mary.lampman @wilkes. edu
marcie.riebe@wilkes.edu
chad.stanley@wilkes.edu
jill.yurko 1 @wilkes. edu
john.wills@wilkes.edu
janet.starner@wilkes.edu
* Email Preferred; all staff is avail
able through email.
2 mar
arters.
Writer/ ob WorS^
By Matt Kogoy
ntact
Dr. Larry Kuhar is planning his third Annual Writers at Work seminar. At press time, Kuhar was unable to release
specific information pertaining to the program. The event will include the opportunity for students to hear career stories
from professionals in various fields, to learn about professional communication practice, and to ask questions about an array
of career-related topics such as leadership, culture, organization, and diversity. The goal of the Writers at Work seminar is to
provide information for those on the growing writing track as well as any others who will encounter writing in the workplace.
More information will appear in future issues.
3St of
of the
ood.
HufHQqitie/ Divi/ioq. Picqic
On Monday, October 1, 2007, the Humanities Division held their Fall Picnic on die Kirby Lawn.
Id be at
n
ire
iscuss.
ith
Continued on Page 8
7
�The Inkwell
Issue 1
Volume 2
Continued from Page 7
1
L. - *
■tqe t
■■
All Picnic Photos Courtesy
Dr. Marcia Farrell
. MiMW_______________
Faculty Cro/zuiord Puzzle
By Lauren Carey
Clues correspond with die last name of a member of the Wilkes English Department.
Down
1. The New International Student Advisor
2. Hidden Office
3. The First Folio
4. 200 Florida Election Focus
5. Severed Foot
6. Compost
Across
1. Drama Queen
2. Co-POCO
3. Morgan
4. Belated (and Apologetic)
5. He Who Paddles
1
2
3
1
2
4
5
6
3
4
8
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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The Inkwell Quarterly, 2006-present
Description
An account of the resource
The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program.
Creator
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Wilkes University's English Department
Publisher
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English Department
Format
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PDFs
Language
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English
Type
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Publication
Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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The Inkwell Quarterly, Fall 2007 (Volume 2, Issue 1)
Creator
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The English Department
Date
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Fall 2007
Format
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PDF
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Publication
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Wilkes University retains copyright of this publication.
-
https://omeka.wilkes.edu/omeka/files/original/bdf84f11ba44aa648550a63eb5221526.pdf
1b373951b5a4d48c1c531da77d4f3482
PDF Text
Text
Volume 2
Issue 2
Winter 2007
Writiqg iiqeqbor Proororri
By Jessica Mahoney
In This Issue:
•
Faculty Updates
2
Club Updates
2
Vagina
Monologues
2
Spring 2008
Course Listings
3
The Inkwell Online 3
Internship Fair
3
Kuhar’s Corner
4
Graduate Studies 4
Discussion Group
Faculty Hiring
Process
5
The Kirby Canon
5
Dr. Michael
Lennon On God
5
Professional Tip
6
What About
Kirby?
6
Senior Spotlight
7
Faculty Office
Phone Numbers
7
Faculty Office
Match-Up
8
Since fall 2006, the Writing Mentor Program, a part of Writing Across the
Curriculum, has been active. Under the direction of Dr. Chad Stanley, the
program consists of ten writing mentors including English majors and one Political
Science major. The program is funded by an internal grant from the Wilkes
University Mentoring Task Force.
The Writing Mentor Program is set up to provide close academic support
for students taking English 101 and other English courses. Writing mentors act as
in-class support systems by attending class meetings, engaging in class work, and
joining group discussions. Meetings can also be arranged outside the classroom for
additional help and support.
The Writing Mentor Program is designed to meet goals pertaining to
academic support. The program helps advance student writing and also generates
self-reflection. Students as well as the writing mentors benefit from the program.
“For the writing mentors, these experiences serve to meet profound personal and
professional development objectives,” stated Stanley. Several mentors have used
their experiences to further their professional goals.
As well as attending classes and providing assistance, writing mentors attend
academic conferences. The Writing Mentor Program has been invited to present at
the 2008 Southeastern Writing Center Association (SWCA) Conference. The
presentation is entitled “From Axis to Praxis: Reaching out from the (Writing)
Center.” The panel presenting this piece includes Wilkes faculty and students: Dr.
Stanley, Dr. Thomas Hamill, Dr. Janet Starner, Patrick Austin, and Amanda
Flynn.
In keeping with the concept and practice of Writing Across the Curriculum,
Stanley is hoping to introduce writing mentors across the campus. “The idea is to
place students who have discipline-specific writing experience and writing
consultation skills in support of significant writing courses in various majors,” he
explained. A strong interest exists in sustaining the program with a developing
interest in expanding it within the Humanities and across the curriculum. Stanley
concluded, “I hope to see it become a lasting institution at Wilkes, one which
represents its strengths in the areas of mentoring and student, faculty, and staff
support.”
1
�Issue 2
Volume 2
The Inkwell
JpriQg
Faculty Update/
.
On October 26, 2007, Dr. Janet Starner, along with students
the Van Pelt Dietrich Library at the University of Pennsylvania. 1 he group
from the rare book and manuscript collection.
•
tarkMode
examined Medieval and Early Modern
Dr. Kathleen Kemmerer plans on leading a class centered on a culturally revolutionary group called the bluestockings.
leading a class centered
The class will consist of discussions pertaining to Eighteenth-Century literature and music. Stu ents
chance to reenact Restoration plays dealing with subjects from the Eighteenth Century.
Dr. Maria Hebert-Leiter organized the participation of Wilkes students in the YouthAids “Kick Me!” Campaign. The
campaign ran on November 29 and 30, 2007. Hebert-Leiter’s class and the Wilkes in the World students participated in
the activity to raise awareness for HIV/AIDS.
_____
_
_____
—
By Dana
]
101 Corr
English a
•
Ei
•
Ei
•
Ei
.
Ei
New 30C
English
Larry K
Club Updater
Wilkes in the World sold holiday ornaments and bracelets for the charity “Keep a Child Alive. November and
December will focus on AIDS/HIV awareness. Anyone interested should contact Elizabeth Clark
(elizabeth.clark@wilkes.edu) or Dr. Marcia Farrell (marcia.farrell@wilkes.edu).
•
The Inkweh
•
Sigma Tau Delta is holding a book exchange on December 7, 2007, at 1:00pm in the Kirby Salon. Refreshments will
be served.
•
On Tuesday, October 30, 2007, The Manuscript Society hosted its Halloween Poetry Reading. Prizes for best
costumes went to Daniel Rae for most outrageous and Sarah Hartman for most creative. See The Inkwell Online for
event photos.
Tt\e Vdgiqa (Horiplogues Rebury bo UJilKe/ Uqiver/iby
By Elizabeth Clark
In celebration ofV-Day, students from Wilkes University are encouraged to participate in the annual staging of Eve
Ensler’s award winning play, The Vagina Monologues. V-Day, founded by Ensler, is a day when men and women unite to end
violence against women and celebrate feminine freedom. Devoting her life to halting violence against women, Ensler wrote
The Vagina Monologues after interviewing over two hundred women, many of whom were victims of violence. Only women
may perform, but men are encouraged to help with other aspects of the show, such as staging, coordination, etc. The Vagina
Monologues will be performed on February 8 and 9, 2008, at 7:00pm in the Plenty Student Center Ballroom. Contact Lauren
Carey (lauren.carey@wilkes.edu) or Nicole Leader (nicole.leader@wilkes.edu) for information on how to participate.
For additional information on V-day, see www.vday.org. An informational meeting will be held on December 6, 2007, at
12:00pm in the Kirby Salon.
ss
The Inkwell Staff
Faculty Advisors: Dr. Marcia Farrell & Dr. Maria Hebert-Leiter
Managing Editors: Melissa Bugdal & Lauren Carey
postmoc
years ap;
counteralso wor
and exp<
English
in partic
the thee
Englisl
taught t
environ
class wi
to the ft
By Mary
J
future stt
issues of
brought i
at wwwa
additiona
Copy Editors: Elizabeth Clark, Ginny Hults, & Kacy Muir
Junior Copy Editors: Jessica Foster & Mary Beth Mostyn
Iqberr
Layout & Design Editor: Stefanie McHugh
By Kacy 1
Layout Team: Geoff Forman & Jessica Mahoney
On Thu
forty com
semesters
Weekender
Office, at
Staff Writers: Sam Chiarelli, Catherine Gallagher, Amy Kaspriskie, Matt Kogoy, & Dana Zlotucha
Faculty Contributor: Dr. Larry Kuhar
2
�Issue 2
The Inkwell
Volume 2
Jpriqg 2008 Cour/e/
ok a trip to
lodem texts
By Dana Zlotucha
restockings.
:o have a
, n. „ For anyone
anyone who
wno has
nas yet
yet to
to register
register for
tor spring
spring courses,
courses, aa variety
variety of
of courses
courses are being offered. In addition to English
101 Composition and English 120 Literature courses, English 201: Writing about Literature and Culture is being offered
“
701 is the
tb. first of
nf the
th. entry-level courses
all majors must
and uppef.level courses offefe* indude;
EngEsh 201
npaign. The
irticipated in
and
nents will
lest
)nline for
ring of Eve
nite to end
sler wrote
t women
The Vagina
:t Lauren
oarticipate.
', 2007, at
•
•
*
*
EngEsh 202: Technical Writing
EngEsh 218: Writing Practicum
EngEsh 234: Survey of EngEsh Literature II
EngEsh 281: Survey of American literature I
•
•
•
English 303: Advanced Workshop in Creative
Writing: Poetry
English 324: History of the EngEsh Language
EngEsh 342: Studies in Shakespeare
New 300-level courses include:
English 351: Studies in Postmodernism: 3-credit course on Tuesday
j and Thursday
jfrom 9:30-10:45am, taught by Dr.
Larry Kuhar.
The term postmodern often refers to postmodemity, a period from about 1960 to the present. In literature,
postmodern refers us to a set of varied concepts and ideas, stylistic traits, and thematic preoccupations that set the last 45
years apart from earlier literature. The course will explore how postmodern literature involves not only a continuation of the
counter-traditional experiments of modernism, but also diverse attempts to break away from modernist forms. Students will
also work to understand how postmodern literature often aims to subvert the foundations of our accepted modes of thought
and experience.
English 397: Seminar: Indian Literature: 3-credit course on Thursday from 6:30-9:15pm, taught by Dr. Marcia Farrell.
Studies in South Asian literature provide a necessary component to the globalization of literary examination. India,
in particular, serves as a unique region of literary production. The seminar will examine the rich textual history of India and
the theoretical tracts developed out of India’s relationship with the western world.
English 398: The Eighteenth Century Experience: 3-credit course on Monday, Wednesday, and Friday from ll-ll:50am,
taught by Dr. Kathleen Kemmerer.
The course will allow students to experience the culture of the eighteenth century in a bluestocking salon
environment that includes music, tea, culture, participatory drama, poetry, literary criticism, biographies, and novels. The
class will be hands on, including the opportunity to examine first editions of some important works and a possible field trip
to the Museum of Art in Philadelphia.
T/\e IqJtujell Oqliqe
By Mary Beth Mostyn
The Inkwell recently added an online version in order to make the publication more accessible to both current and
future students. After receiving faculty approval for the project, English major Kacy Muir began to compile all previous
issues of The Inkwell. Craig Thomas, Assistant Director of Web Services, and his work study student, Tom Larrabee were
brought in to help with the project. In order to access the page, visit the Humanities Department page on the Wilkes website
at www.wilkes.edu/pages/2236.asp. Be sure to check regularly for current updates. The site features contact links,
additional photos, and previous issues.
Iqbefq/hlP Fair
By Kacy Muir
On Thursday, October 25, 2007, the Cooperative Education department held their second annual Internship Fair. Over
forty companies located in the greater Wilkes-Barre area offered information for those seeking internships in upcoming
semesters. The foUowing companies are seeking EngEsh majors for internships: Geisinger Health Systems, Pepperjam, The
WVTA Solid Cactus. BabvAve. and March of Dimes. For more information, please contact the Student Affairs
�The Inkwell
Issue 2
The Inkwell
Volume 2
VV
Humor's Corqer
By Dr. Larry Kuhar
J...,.,
M
I£
Th? Faculti
By Melissa Bugdal a
The Wilkes
What profession, other than your own, would you like to attempt and why.
American Literature
including Rhetoric :
review process, and
Each facult
our faculty possess
contain a varying ni
curriculum. The ne
When a un
the MT-A Job List, a
proceeds to a series
potential applicants
and job postings an
staying in the city a:
In the Job
Candidates have a t
interviewing sessioi
At the con
reached to bring tw
visit to the school t
English course or L
position is offered.
Even thou
in the English depa
the University com
What profession would you not like to attempt, and why?
I’d like to be Survivor Man or Bear Grylls on the Man vs. WildTN shows.
I’d be dropped off in exotic settings and left to fend for myself with only my duct
tape, my model-sized V-2 rocket replica (for an imagined departure), and
someone’s cell phone/camera/computer/MP3 (See Inkwell2.1). (Is there a word
for this career?) Or, I’d like to be an investigative journalist, which was my first
choice in possible careers. There are not too many jobs I wouldn’t want to try. I
guess I’d never want any of the jobs I’ve seen on the TV show Dirty Jobs.
What is the most interesting/unusual thing you’ve ever done/encountered?
These experiences seem to happen in nature with family and friends. On
our honeymoon, my wife and I sailed in heavy winds along the Hawaiian coast.
Fun and scary. My son and I hiked to the Havasupai waterfalls in Arizona
(southwest end of the Grand Canyon) and climbed backwards down a 300-foot
cliff on a kind of chain-link ladder. Fun and dangerous. We learn about
ourselves at these fear-wrenching, gut-testing times.
Photo Courtesy of Stefanie McHugh
If you could date any literary character, who would you date, and why?
Other than my wife, I’ve always been enamored by Oedipa Maas in
i The Crying of
„ Lot 49 because of her fortitude and
>rld
of
intrigue
and
threat,
a
world
of
knowing
and
chaos.
Or, maybe a speaker or persona
courage in going forward into a woi
~
from one of Jane Kenyon’s poems, a searching, vivid voice of someone who reflects openly on an available past while
negotiating the knowledge of ends—all in the effort of living a fulfilled life.
What’s your favorite footnote from Eliot’s The Wasteland, and why?
This is easy, and a topic I’ve wanted to share with our Inkivellreaders for some time now. Offhand, I’ll go with
Eliot’s reference in Section III, “The Fire Sermon.” Eliot writes, “This music crept by me upon the waters.” I’ve always
been a big fan of Eliot’s allusive reference here to the exact words in Ariel’s song of transformation in The Tempest. I’m a fan
of this reference because the woman to whom EEot refers here is lost in translation, if you will, between experience and
awareness. Her less-than-subtle immersion in a confused, urbanized identity of isolation from real relationships shapes our
sense for the dangers of disconnecting from people we love and value. (This is an easy question to answer for most students
in our English 282 class.)
If you could name only three books which are of the utmost importance and necessary to read in life, what would
they be, and why?
I’m not sure I possess the authority to recommend three necessary books. But.. .for our world today, we could do
worse than to read Hoff s The Tao ofPooh, Ehrlich’s The Solace of Open Spaces, and your choice of literary text that motivates
considerations of connections between spirit, mind and body. (P.S.: Sorry I could not select canonical texts that would
reverberate with our acknowledged audiences here.)
T^e tyrby G
By Stefanie McHugh
1
The Kirby Ca
English 101, 120, 20
was reviewed over tl
professor judged ess
Curtin, a 2007 Engl
Kirby Canon is not on
classroom. It will be
unveiling ceremony ■
Graduate Studies Discussion Group
Dr. njict\ael U
By Dana Zlotucha
By Ginny Hults
learn about and discuss different pro-ams0 AmXgsTSlt^ha^thared
eduCa*°n
application process and curricula of graduate programs. At the most recent meeting iT
concerns aboUt the
(chad.stanley@wilkes.edu) provided tips on how to maximize one’s appeal through
StaIy*ey
interested in joining the group can contact Stanley for meeting times. StmUntc f n
weU~deslgned resume- Anyone
programs are welcome.
° a maj°rs and in pursuit of all graduate
The Barnes
University Creative1
thoughts on the ere:
co-authored with th
addressing issues su
intelligent design an
unique belief system
�Issue 2
The Inkwell
KI
Issue 2
Tl\e Faculty Hiriqg Proce/r
By Melissa Bugdal and Stefanie McHugh
*
!McHugh
tude and
ir persona
tile
with
Iways
I’m a fan
: and
ipes our
t students
The Wilkes English Department is currently searching for two new tenure-track positions: one in Nineteenth century
American Literature and one in Nineteenth century British Literature. The new hires will also be critiqued in specializations
including Rhetoric and Composition, Drama Studies, or Linguistic Studies. Applications are currently undergoing an initial
review process, and the interviewing process will begin in February.
Each faculty member currently on staff specializes in a specific academic area. Faculty areas are flexible, as many of
our faculty possess interdisciplinary skills that function to expand the core <of" the
' English department. Individual areas
contain a varying number of staff members depending on the emphasis placed1 on each particular field within the English
curriculum. The new hiring search has been initiated in order to expand the English department’s literary track.
When a university or college is looking to hire a new English faculty member, most applications are filtered through
tire MLA Job Last, a database of job listings in the English field at colleges and universities nationally. The process then
proceeds to a series of interviews at the annual MLA Convention, to be held this year in Chicago, IL. At the convention, the
potential applicants are directed to the Job Center, where most interviews are conducted, and interviewing tips, information,
and job postings are also available. The Job Center includes information pertaining to where apphcants and interviewers are
staying in the city and can be contacted.
In the Job Center, the interviews are conducted with representatives from each respective university or college.
Candidates have a thirty-minute interviewing session at each station to which they were granted interviews. Private
interviewing sessions can also be conducted in hotel suites.
At the conclusion of the convention, the representatives report their findings to the department, and a decision is
reached to bring two or three candidates to campus. This visit is referred to as a “fly back” and usuaUy includes a two-day
visit to the school to interact with faculty, students, and campus officials. The candidate also has the opportunity to teach an
Enghsh course or lecture. If the candidate meets department expectations, his or her references are checked, and the
position is offered.
Even though the overaU process seems tedious, it is an essential aspect for prospective Wilkes University professors
in the EngHsh department. The main goal behind the hiring process is to estabhsh a “perfect fit” between the new hire and
the University community. Further information will be available in later issues of The Inkwell.
Ttie Pyrby
By Stefanie McHugh
t would
:ould do
tivates
ould
Volume 2
!
The Kirby Canon is a collection of winning student essays from the 2006-2007 academic year, in the categories of
English 101, 120, 201, 200-level, and 300-level courses. All submissions were either faculty or self-nominated. Each essay
was reviewed over the summer by a faculty panel consisting of Dr. Marcia Farrell and Dr. Chad Stanley. Neither
professor judged essays from the classes they taught in order to insure an unbiased opinion of the submissions. Shannon
Curtin, a 2007 English graduate, reviewed the essays and chose the winners. Stefanie McHugh designed the layout. The
Kirby Canon is not only a place to showcase well-written essays, but will also be used by faculty as a teaching mechanism in the
classroom It will be published once a year and submissions will be taken near the end of every spring semester. An
unveiling ceremony will be held for The Kirby Canon on December 13, 2007, at 4:30pm in the Kirby Salon.
Dr. njictioel leqQpQ. Oq God
By Ginny Hults
tion to
ibout the
yone
aduate
The Barnes and Noble college bookstore hosted a book signing by Dr. Michael Lennon, co-founder of the Wilkes
Universil Crea”ve Writing Program on October 23, 2007, from 6:00pm to 8:00pm Duong tins stgnmg, Lennon shared hts
university Creative Writing
gr >
Hs
book, q„ God: An Uncommon Conversation, which was
thoughts on the creative writing procesn Conversation offers a unique vision of the world,
co-authored with the late Norman Mailer. On God. An Uncommo« «
on
posslbilkles of
addressing issues such as organized religion and atheism.
hnol
is
DevU’s most brilliant creation, establishing a
—-—
“SSi sssss:
and Noble book distributors.
5
�The Inkwell
Issue 2
Volume 2
The Ink
mmsmsswassE
feni1
ProPer/ioqGl Tip: letter/ oP PeconyneQdatiori
By Sam'
By Catherine Gallagher
Prospective employers look at more than a resume. One of the first things
Lid highlight p'ositive attributes
mendation. Letters of recommendation should be no more than two pages in leng
§
namely in the area of the position one is applying for. The following are a few suggestions to e p en
,
Why En
rprp:vp
different
doesn’t i
the strongest recommendations possible:
1. Be rational: Request letters of recommendation from professors and employers who can write the strongest letters on
You’ve
your behalf.
well. H
2. Be proactive: Allow your professors and employers time to write your recommendation. Request letters at least three
intricacii
the Clas
weeks before you need them.
3. Be over-prepared: If you need a certain number of letters, consider collecting one or two more than necessary just in
case.
Descrik
4. Be organized: Create a portfolio for your recommenders that include the following:
• A letter of appreciation that includes the due date and a reminder to sign the back of the envelope to make the letter
•
•
•
against 1
Led Zef
If you c
official.
An updated curriculum vitae that includes all pertinent information:
• A writing sample or some other work that reminds them of your abilities.
• A paragraph on the job/school of your interest with adequate postage.
An envelope addressed to the organization requiring the information.
If the job or school requires that specific recommendation forms be completed, include those in your portfolio.
translati
€qg
5. Be persistent: Politely remind your recommenders of the due date as it approaches.
facultj
6. Be resourceful: Your list of recommenders, with contact information, should always be on a separate sheet of paper that
you can easily attach to your application if the list is requested. If your application does not require your recommender’s in
formation, to protect them make a note at the bottom of your curriculum vitae or resume that states: “References available
upon request.”
7. Be considerate: Thank your recommenders with a brief note when they have completed the letters.
Dt
Mi
M;
Be
Ja<
Wfycib tyboub
By Amy Kaspriskie
kt TheJ“k “f h“di“PP'd *“essible
to
Hall makes traveling to dasses difficult for students with
disabilities. Yet, the addition of an elevator or ramp will interfere with Kirby Hall’s historical intercity
,
navigates campus with the aidTf canes. In general she
Sth“S± ±
H^s “,S Wh° ”Md
«es should have ie ramps, as
Shauna Strellish, a Junior Communication Studies major, notes that Kit-bvr’c
.
making additions to benefit the handicapped. She believes that although Kirby is aL^V^ k a determlnlng factor m
with disabilities because they may have to use the building for classes. Strelli k t
«t
°udd“a& xt ls not
to PeoP^e
building, but it shouldn’t be an issue whether or not to build a handicap accessibl^’ 1 Understand that 1<irbyis a historical
city and approaching the Mayor’s Office if it really becomes an issue ” ‘
& entrance. I would work on going to the
Sophomore Pharmacy major, indicates
added to one of the rear entrances on fire door doses. to South Street because, «A
interior should be enjoyed by all.”
6
be
TlPa
Rc
M
T1
W
K
Bt
Li
M
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a
Ja
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Ji]
�Issue 2
The Inkwell
Volume 2
Issue 2
feqior Spotlight;: Haqh.liurv’iqger
By Sam Chiarelli
:omdbutes
eive
on
:ee
in
Why English and History? What’s the deal?
WeU, for me, Eterature is history so there reaUy isn’t much
difference. If you can’t understand the history behind Hterature, it
doesn’t mean much.
You’ve said in class that the two disciplines co-exist very
wen. How are you personally bridging the two?
As Xerxes forded the HeUespont, I attempt to ford the
intricacies of English Literature in order to fulfiU my goal of mastering
the Classical Literature of the ancient HeUenic civilization.
Describe your musical tastes.
I am heavily influenced by Black Sabbath, and I wiE stand
against Dr. Kuhar and continue to argue that Master ofReality is better than any
Led Zeppelin album.
Photo Courtesy of Sam Chiarelli
e letter
If you could leave a legacy at Wilkes, what would it be?
That one day in the distant future, a student in Dr. Hamill’s Reading Classical Literature course will be analyzing my
translation of Homer.
' r’j'" "
o.
'1"*'' '"11’ -"-iriiT"
"u’,’Jni!!-'"
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.....
■
~
........ ■■■■■■ ■'■■■
i I'JL '■■■■ i-w——f.j,.—
€qgli/l\ Faculty OPPice Ptpqe Qynqberx
We apologize for any mistakes that appeared in the last issue of The Inkwell regarding the contact list for the EngEsh
faculty and staff. The amended Est contains the correct information. We are sorry for the inconvenience.
:r that
r’s inlable
h
, she
nps, as
ieople
torical
• the
a
:an be
itional
Debra Archavage (Admin. Assistant)
Mischelle Anthony
Marcia Farrell
Benjamin Fiester
Jack Grier
Thomas Hamill
Patricia Heaman
Robert Heaman
Maria Hebert-Leiter
Thomas Jones
Walter Karpinich
Kathleen Kemmerer
Bernie Kovacs
Lawrence Kuhar (Division Chair)
Mary Lampman
Marcie Riebe
Chad Stanley
Janet Starner
John WiHs
Jin Yurko
Kirby 202
Kirby 302
Kirby 301
Bedford 32
Kirby 106
Kirby 303
Kirby 309
Kirby 309
Kirby 206
(Kirby Mailbo:ix only)
Bedford 33
Kirby 206
Kirby 205
Kirby 201
Kirby 204
Passan, 2nd floor
Kirby 209
Kirby 308
Kirby 204
Kirby 204
408-4530
408-4529
408-4528
408-4531
408-4517
408-4539
408-4538
408-4533
408-4549
408-4524
408-4548
408-4521
408-4532
408-4172
408-4525
408-4514
408-4536
408-4535 *
408-4167
itaff is available through email.
* Email preferred; aU si
7
debra.archavage@wilkes.edu
mischelle.anthony@wilkes.edu
marcia.farrell@wilkes.edu
benj amin.fiester@wilkes.edu
jbartholomay.grier@wilkes.edu
thomas.hamill@wilkes. edu
patricia.heaman@wilkes.edu
robert.heaman@wilkes.edu
maria.heberdeiter@wilkes.edu
thomas.jones@wilkes.edu
walter.karpinich@wilkes.edu
kathleen.kemmerer@wilkes.edu
bemard.kovacs@wilkes.edu
lawrence.kuhar@wilkes. edu
mary.lampman@wilkes. edu
marcie.riebe@wilkes. edu
chad.stanley@wilkes.edu
janet.stamer@wilkes.edu
john.wills@wilkes.edu
jill.yurkol@wilkes.edu
��
Dublin Core
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Title
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The Inkwell Quarterly, 2006-present
Description
An account of the resource
The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program.
Creator
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Wilkes University's English Department
Publisher
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English Department
Format
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PDFs
Language
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English
Type
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Publication
Text
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The Inkwell Quarterly, Winter 2007 (Volume 2, Issue 2)
Creator
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The English Department
Date
A point or period of time associated with an event in the lifecycle of the resource
Winter 2007
Format
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PDF
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Publication
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Wilkes University retains copyright of this publication.
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d73cd53d2675294eaec783d18df1c7c2
PDF Text
Text
nkwell
A special edition of The Inkwell
Readers’ favorites from “Kuhar’s Corner” selected from Inkwell 1A-2.2
Photo Credits
www.baseballgloves.us www.laspilitas. com
www. 1800hart.com
www.waxmansrugs.com
www.wishuponaster.com
Collage compiled and designed by Lauren Carey
�The Hits
What is your favorite aspect of working in Kirby Hall?
My favorite aspect of working in Kirby Hall is the people—students, faculty, and staff—with whom I
share these halls on a day-to-day basis. We focus on setting when we study literature but sometimes
overlook the importance of place in our lives. Kirby Hall will stay with us as a prominent part of the
stories we form together here. The story of Kirby Hall is not the story of the building’s fascinating
origins and incredible history; it’s the story of the people in it.
If you were stranded on a desert island, what three things would you bring?
A few years back I would have responded with the obvious: duct tape, dental floss, and a harmonica.
However, times have changed. Today’s three essentials include duct tape (still the most important), a
model-sized V-2rocket replica (for an imagined departure), and a cell phone/camera/computer/MP3
all-in-one gadget (this I’ve learned from my son and daughters).
How do you prepare for a new academic school year?
New academic years shape our arrivals. We restart our stories with our students and colleagues, re
engage research projects, and renew our mental “power packs.” Like our English majors and minors,
our work in academics requires us to prepare at the academic and administrative levels. At the academic
level, my preparation involves reading for teaching, identifying new texts to teach, and reviewing related
research. I’m also focused on the work of serving faculty and program needs, including assessing course
offerings, registering new and transfer students, and sharing aspects of our culture and values with
adjuncts, new hires, and students. The most rewarding part of preparing for a new academic year is
talking with returning and new students and faculty and the sharing of our return and arrival stories.
You seem to be wise, quite wise. What are your thoughts on Led Zeppelin?
Well, let’s see. My favorite Led Zeppelin album is the mosdy-acoustic Led Zeppelin III (1970), with
honorable mention to Presence (1976) and Physical Graffiti (1975). We can place John Bonham as one of
the most innovative and important rock n’ roll drummers of all time. Where else (except for Pete
Townshend’s lyrics) can we find references to The Hobbit? Finally, what would most (if not all) high
school classes from 1971-2000 have selected as their senior class song if “Stairway to Heaven” was not
recorded?
�
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Title
A name given to the resource
The Inkwell Quarterly, 2006-present
Description
An account of the resource
The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program.
Creator
An entity primarily responsible for making the resource
Wilkes University's English Department
Publisher
An entity responsible for making the resource available
English Department
Format
The file format, physical medium, or dimensions of the resource
PDFs
Language
A language of the resource
English
Type
The nature or genre of the resource
Publication
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Inkwell Quarterly, Spring 2008 (Volume 00, Issue 8)
Creator
An entity primarily responsible for making the resource
The English Department
Date
A point or period of time associated with an event in the lifecycle of the resource
Spring 2008
Format
The file format, physical medium, or dimensions of the resource
PDF
Type
The nature or genre of the resource
Publication
Rights
Information about rights held in and over the resource
Wilkes University retains copyright of this publication.
-
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67d5e4ba4c2b1dbda72f3804f78ee767
PDF Text
Text
nlcwjdl
Spring 2008
Volume 2
Issue 3
Senior Capstones
In This Issue:
•
Faculty Updates
2
•
Club Updates
2
•
Senior Spotlight
3
Women’s Studies
Conference
3
The Kirby Canon
4
Kuhar’s Corner
4
By Catherine Gallagher
Before graduating from Wilkes, seniors on the writing and literature tracks
are required to present a senior capstone. Students future goals are often
incorporated or directly relate to the topic of the capstone. Secondary Education
minors student teach, which is their capstone. According to Dr. Larry Kuhar,
the capstone consists of four main components:
°
°
0
•
Professional Tip
5
•
English Department
Focuses the Nation
6
•
Ken Knelly
Workshop
6
•
Wilkes University
Celebrates V-Day
7
Writers at Work
8
/As You Like It
8
Take the Words Out
of My Mouth!
8
•
The application of skills learned in the academic career;
A self-reflective piece that expounds upon the student’s
overall academic growth;
A written component produced under the guidance of a fac
ulty advisor; and
An oral component presented to English faculty and peers.
Capstones can be research-based or creative, depending the student’s
academic track. The student may also select a paper that he or she has worked on
in a particular class and, in conjunction with his or her mentor, develop the paper
into the capstone piece. At the end of the semester, capstones students give a
fifteen to twenty minute presentation, followed by questions from the
audience. Kuhar states, “This event serves to celebrate—in a formal, professional
way—the work and efforts needed to earn a degree.” Capstone presenters are
Visiting Poet
By Stefanie McHugh
Barbara DeCesare, author of Jigsaweyesore, Adrift, and Silent Type, will visit
Dr. Mischelle Anthony’s Advanced Workshop in Poetry course on April 15-16,
2008. On April 15, 2008, at 7:00pm, DeCesare will be featured in a special po
etry reading, followed by a question and answer session. The poetry reading is
open to the public. DeCesare will also guest lecture during Anthony’s poetry
workshop on the following evening.
1
�Volume 2
The Inkwell
Issue 3
Senior Sp<
Faculty Updates
accepted Dr. Mischelle Anthony’s manuscript of Lueinda; Or Tie M.^Me^er:
Syracuse University Press
A Scholarly Edition. The manuscript will be appearing in 2009.
•
•
Drs. Marcia Farrell and Chad Stanley are in the process of creating an online version of The Kirby Canon that
will appear on the English department homepage.
•
Dr. Farrell is compiling an exhaustive
<---------- bibliography
o x t of works composed by and about the Anglo-Irish writer
- -- she
• compiled whic\ was published in
Elizabeth Bowen. Farrell’s work is based on the “Selected Bibliography
the special Bowen issue of Modem Fiction Studies, 53.2.
•
Dr. Patricia Heaman’s article on Dorothy Richardson’s sequence novel Pilgrimage,?, was published in Scribner’s
about Flora Thompson for the
volume XIII of the British Writers. Heaman is currendy working on an article
:
same series.
•
Dr. Robert Heaman presented a paper on Charles Dickens’ Our Mutual Friend to the Dickens Fellowship of
Haarlem in the Netherlands on March 6, 2008. Heaman is also a regular reviewer for The Dickens Quarterly.
Club Updates
•
The Inkwell
Wilkes in the World participated in V-Day by providing information about die rape crises in Africa. Students
were able to receive the information at both performances of The Vagina Monologues, at the Wilkes in the World
table.
Wilkes in the World also announced the official times and locations for the events taking place during the
upcoming Humanitarian Weekend that will be held from April 11—April 13, 2008. For more information
about Wilkes in the World’s participation in Humanitarian Weekend, contact Elizabeth Clark
(elizabeth.clark@wilkes.edu).
•
The international students at Wilkes held their second International Movie Night on February 25, 2008, from
6:00pm to 9:00pm in honor of the Punjabi students visiting the campus.
•
The new issue of The Manuscript will appear at the unveiling on Tuesday, April 29, 2008, at 11:00am, in the
Sordoni Art Gallery.
The Inkwell Staff
By Elizabeth Clai
English
campus. A staf:
intern for The I
What made yo
I was a
forced conversz
and it really stu<
What has beer
I really
Hamill teaches
play with words
fun.
You seem to b
disciplines fit
I know
artistic—the wa
essential to hov
emotional respc
that the fields o
What is your f;
My fave
book are very a
English is a ve
Honesd
I know tiiat I w
much informati
Women’s :
By Virginia Hults
Faculty Advisors: Dr. Marcia Farrell & Dr. Maria Hebert-Leiter
Managing Editors: Melissa Bugdal & Lauren Carey
Copy Editors: Elizabeth Clark, Virginia Hults, & Kacy Muir
Layout & Design Editor: Stefanie McHugh
Staff Writers: Sam Chiarelli, Justin Jones, Amy Kaspriskie, Matt Kogoy, & David Lewis
Faculty Contributor: Dr. Larry Kuhar
Guest Contributor: Catherine Gallagher
I
2
The die:
Across Cultures
and will run in t
Women
The sessions, cc
Betweer
the conference,
will take place ir
�Issue 3
The Inkwell
Volume 2
Issue 3
Senior Spotlight: Marissa Phillips
tinier:
By Elizabeth Clark
n that
English major Marissa Phillips is involved in a number of activities on
campus. A staff writer for The Beacon, president of the Comic Book Club, and
intern for The Etruscan Press, she is currently enjoying a frappuccino.
iter
led in
bner’s
the
p of
>■
idents
Vorld
r the
n
What made you choose English as a major?
I was a communications major and realized that I don’t like socially
forced conversation, so I decided to choose a back-up major. I picked English,
and it really stuck with me. I sort of clicked with English.
What has been your favorite English class here at Wilkes?
I really enjoyed taking Comparative Grammar. I think the way that Dr.
Hamill teaches is awesome. I think it’s interesting how he has the ability to
play with words and vocalize his interior monologue. The class was a lot of
fun.
You seem to be a very artistic person. How do the Ait and English
disciplines fit into your life?
I know that it seems cliche, but I see art in everything. Writing is
artistic—the way you position words on a page is important to the message and
essential to how you communicate with your audience. Writing and art invoke
emotional responses in both those who create and diose who observe. I think
that the fields of Art and English fit well together.
Photo Courtesy of Marissa
Phillips
What is your favorite book?
My favorite novel is A Complicated Kindness by Miriam Toews. I like it because the story and feel of the
book are very absurd, sincere, and awkward. I diink that those three words basically sum up the nature of real life.
rom
English is a very broad discipline. Do you have any plans to study a specific field in the future?
Honesdy, I enjoy studying basically everydiing. I am very indecisive, which is both a blessing and a curse.
I know that I will try to branch out into numerous fields of study as much as possible, so that I can soak up as
i the
much information as I can.
Women’s Studies Conference
By Virginia Hults
The theme for the Women’s Studies Conference is “Masculinity—Femininity: Gender Through Time and
Across Cultures.” The conference will be held on March 27, 2008, at the Genetti’s Hotel and Conference Center
and will run in two sessions, from 9:30am to 11:30am, and from 2:00pm to 4:00pm.
Women’s Studies 101 students, along with Women’s Studies minors, will be presenting in each session.
The sessions, consisting of five to six presenters, are organized based on the content of the submissions.
Between the sessions, a discussion panel featuring faculty and students will focus on the overall theme of
the conference. Along with these discussions, a poster display/performance session by the Feminist Theory class
will take place in the main ballroom.
3
�The Inkwell
The Inkwell
Issue 3
Volume 2
Continued from Pt
The Kirby Canon
Sadly, we m.
view event (See Mo:
structures referred t
meeting established
adhering to a cohen
such inquiries (qtd.
all will want to decc
will not be co-optec
competition.
By Matt Kogoy
,
1 J ^aether to publish The Kirby Canon, a periodical
Drs. Marcia Farrell and Chad Stanley have worked g
stanley states, “The Canon is a publication
designed to incorporate and access works from all English co^se
. across the English program.” The
of student wnung that helps us demonstrate excellencet acadenu -““Van mstrucnn/toolVbodt facJty
Canon s purpose is to demonstrate student achievement, wniie ai
&
pYpmnlifvino- the pvnore J
and students. Th, Canon serves as a model to all students ta'™gJ“g L^izes and commemorates the selected"'
of high-quality writing in English coursework. The
held on March 14,2008, for the
students for their literary achievement. An unveiling and awards
y
winningFor
writers
of thewho
2006-2007
academic
year.
nnQ e on submissions
>
students
are interested
in submitting
their papers to The Kirby Canon 2008
will
be accepted until summer 2008. Students may pick up submission forms on t e ta e on e s oor o Cirby
Maybe we s
and deposit entries in either Farrell or Stanley’s mailboxes.
H
Kuhar’s Corner
H
By Dr. Larry Kuhar
What literary criticism best informs/mirrors your teaching style and/or
the way you prefer to approach a text? Why?
Interesting question: Do our reading and teaching approaches reflect
and reflect on our intellectual interests? It seems logical and reasonable to me
that we teach and communicate in ways that reflect our intellectual interests,
educations, backgrounds, and values. The most interesting professors and
classes probably blend critical approaches. By understanding and employing
different approaches (formalist, feminist, psychological, new historical, Marxist,
and post-structuralist, to name a few), we’re better able to read our Hved stories
and to read the world in which we live. Of course some texts are better read by
applying one critical approach over another. For example, we would want, I
think, to select a particular critical approach to analyze the (imprisoned)
condition of Princess Peach in Super Mario Galaxy and another to understand
the psychology of the first-person shooter in Call ofDuty.
Professional 1
By Kacy Muir
In any prof
crucial. The follow
w
Im
■ y
Photo Courtesy of Stefanie McHugh
If all of the authors of the literary canon were to enter a royal rumble,
who would win?
Before I provide a coherent, thoughtful response, let me say that on the surface my response may appear
to some to elevate canonical, authorized (“elect”) writers over non-canonical, unauthorized (“preterite”) writers.
This is not my intention. In our culture of competition that demands winners, participation alone constructs
“winning.” But there’s a problem with this sort of “winning,” as even Vince McMahon would agree. To show
this, consider who would win these epic battles: William Langland’s strong-handed voice against William
Faulkner’s manipulation of perspective? Virginia Woolfs stream of consciousness or Marianne Moore’s collage
appmach? George Herbert’s shaped “royal rumble” poems or Ezra Pound’s (early) Pisan “royal rumble’’ cantos?
Mary Wdkins Freeman or Mary Rowlandson? Whose sleeper hold is stronger Tennyson or Emerson? Could e.e.
Cummings syntax hold off John Milton’s show-stoppmg iconographlc “royal nimble” imagery?
Continued on Page 5
1
1
The Do’s of ai
• Researc
ahead c
• Know t
the trip
0 Wear n
color as
• Arrive 1
early.
• Annum
• Listen j
• Thank
intervie
Be mindful
come through in si
necessary part of c
�Issue 3
The Inkwell
Volume 2
Issue 3
Continued from Page 4
Sadly, we may never know the answers even as intrim
Structures referredtol 'Crary canon’^^rS’
Heal
iblication
The
iculty
ctations
lected
'or the
k u
meeung establtshed, conventional standards for competitive processes „'7 7 tem°Ved &Offl *= OED for not
adhering to a coherent representation of a totalized past as available m “Lst ° T™ ™nK5 “d
while
such inquiries (qtd. in die public works of Beckett’s Puncher and
w
“atetIills Mcded to conduct
ah wiU want to deconstruct the ,dea that one event, like the “rovalCCle ” M°“°Ver’ *' structuralist in us
will not be co-opted by one form or another of centralized authoJXr
and KSult ” an
competition.
want to exploit the function of
sions will
Kirby
I
Maybe we should look into what Edge or Chris Jericho are reading?
Attention fans of Kuhar’s Corner!
Help choose Kuhar’s Corner’s Greatest Hits by sending your votes to
Lauren Carey (lauren.carey@wilkes.edu)
by April 15,2008.
Include volume and issue number in your responses
File Kuhar with your taxes!
.
, u, ...—
—-
— ■
- -
........................................ ■'•TZ“r
Professional Tip: Interview Process and Attire
By Kacy Muir
In any professional setting, representing oneself in a manner that reflects determination and seriousness is
crucial. The following is a list of tips to follow before and during the interview.
McHugh
r
ippear
iters.
:ts
how
I
The Don’ts of an Interview:
The Do’s of an Interview:
• Overuse cologne or perfume.
• Research the position, staff, and company
• Dress inappropriately or wear too many
ahead of time.
bright colors.
• Know the location; if you are unaware, make
• Lie.
the trip ahead of time.
• Ask about salary and vacation time unless
• Wear neutral shades with only one brighter
discussed.
color as an accent.
•
Speak
negatively of past employers.
• Arrive to the interview at least ten minutes
•
Chew
gum.
early.
• Talk about personal matters.
• Annunciate when speaking.
• Curse, use slang, or make inappropriate
• Listen attentively.
gestures.
• Thank the interviewer at the end of the
interview.
illage
autos?
old e.e.
, . . • i dgg body language. A disinterested attitude will
Be mindful of the image you are projecting, w c me u
tervjewer. Remember that eye contact is a
come through in slouching, yawning, or distancing oneself fr
Page 5
necessary part of communication.
5
�The Inkwell
Volume 2
Issue 3
English Department Focuses the Nation
By Amy Kaspriskie
Focus on the Nation is an organization that developed a national teach-in on the effects of global warming.
According to the Focus on the Nation website, the teach-inl was devised in an effort to develop a dialogue in more
than one thousand colleges and universities, secondary and elementary schools, as well as religious and civic
organizations, and businesses to connect people with the nation s decision makers.
Wilkes University participation in the event was initiated by the leaders of the Focus on the Nation
committee on campus, Drs. Mike Case and Ned Fletcher. The teach-in, which was held on January 31, 2008,
engaged Wilkes University students and encouraged an interest in saving the environment. Guest professionals in
the field were invited to stimulate student interest by identifying solutions to the problem of global climate change.
The English department and other departments at Wilkes were united with the common goal of learning about
global warming and the effects of emissions and pollution on the environment.
Dr. Chad Stanley’s English 234 course focused specifically on the health of the environment by
integrating the topic of global warming into class discussions. Stanley stated that he incorporated global climate
change—in the context of evaluating the effects of human technological developments and practices on humanity
and various environments.” Though Stanley said he did not partake in the webcast directly, the discussion that he
and his class developed as a result alluded to the interest and development of global climate change as an issue that
is relevant in classroom discussion.
English 234 curriculum includes the analysis of texts such as Mary Shelley s Frankenstein and H.G. Wells s
The Time Machine. The discussion of technology in reference to the texts is relevant, Stanley indicates, because the
negative effects of technological practices on the environment and industrial production fit into the coursework.
The novels provide a context for both current global climate research and the long-term effects of
technology. Wells’ vision of the ultimate end of the Earth was accompanied with environmental changes in the
text. “In The Time Machine, H. G. Wells is speculating as to how industrial production, forms of work, and our
ways of living might eventually alter the human on a microcosmic, basically genetic, level. The question of global
climate change asks us to reconsider, to healthily question, how industrial production and our ways of living alter
the macrocosm of the global environment,” Stanley said.
Accompanying Stanley with the inclusion of environmental considerations in coursework is Dr. Mischelle
Anthony. Anthony, like Stanley, brought up the event in her English classes, most specifically her English 101
courses. She indicated to her students that the issue would be a good topic for research in the course.
Also, Anthony’s English 303: Advanced Creative Writing: Poetry course attended the webcast. The
students then wrote a poem based on their knowledge of global warming and the event. Anthony said that the
experience “was a good time to reflect on the realities of our earth, to transcend the traditional [poetry] workshop,
and then to bring it all back for an enriching conversation.” Anthony also added, “Awareness and action to
combat and raise awareness about climate change is part of who we are in tire English discipline. We’re all about
slowing down and paying attention, contemplating the world around us and our own interpretations of it. That’s
what the Focus on the Nation event asks us to do.” The Focus on the Nation website can be accessed from the
Wilkes Portal.
Ken Knelly Workshop
The Inkwel
Wilke:
By Sam Cl
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In learning the purposes of writing and editing, Knelly explained the twel
wilting, editing, and journalis .
personal and peer writing. Some of the most important rules were- makinv
m apprOaching 1SSUeS
networking, knowing the trends of writing in your area meeting d
S P<"lsonal connections for sources and
being a team player. The workshop was beneficial for studentsliX
7
Standards’
positive, and
ested in the writing and revision process.
6
�Issue 3
Volume 2
[he Inkwell
C.'
......... *
’ ~
....
“................
Issue 3
Wilkes University Celebrates V-Day
BySamChiarelli
d warming.
Je in more
ivic
on
1, 2008,
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te change,
about
1 climate
humanity
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On February 8 and 9, 2008, Wilkes University presented
another installment of the annual Vagina Monologues. The show
raises awareness about violence against women and girls, and
helps to bring feminine topics into perspective. Senior English
major, Lauren Carey, has been involved with the project for
four years and was excited to reflect on the show. “I think the
audience reaction was better this year than in any other year.
People got really involved, and there was a lot of laughter,” said
Carey.
Each year, The Vagina Monologues include a new rsegment
——
of the show called the Spotlight Monologue, which highlight:
dealtWi41|the
andX p^htofMeans.
Carey added, “That was especially cool because some of the women performing to that area last year for
Alternative Spring Break.”
Planning stages for
tor V-Day
v-Uay began in October, and Carey was quick to show her appreciation for the
English Department in helping to spread the word: “The English department is especially receptive to the
Monologues. Most of the professors announce the performance dates to their classes. I’d be willing to bet that is
how most of our student audience found out about the show. And I thank them for that.”
The show is known for both its message and its humor. Elementary Education major Sherilyn Jones
noted that her favorite monologue was performed by Caroline Ursillo. Jones stated, “All women can relate to the
Angry Vagina’ rant, but no one ever says diat kind of thing in public.” Jones also admitted that the show was
great because it allows subjects to be discussed that would not be accepted in any other context.
With Carey and long-time partner Nicole Leader graduating in the spring, The Vagina Monologues will have
to continue to evolve without two of its stars. According to the cast, Angela D’Allesandro, a freshman Pre
Pharmacy major, will be running the production in the future. Her excitement and enthusiasm helped to earn her
the position.
Carey is sad to leave the project behind, but proud of her
achievements. “I think we raise more awareness each time around,”
she said. “I hope that continues after I’m gone.”
V-Day t-shirts are still available for $10 and will be on sale at
Humanitarian Weekend. See Dr. Mischelle Anthony, the faculty
advisor for The Vagina Monologues, for more details.
If you are interested in joining The Inkwell staff,
please contact:
Dr Marcia Farrell (marcia.farrell@wilkes.edu)
or
Dr Maria Hebert-Leiter (maria.hebertleiter@wilkes.edu)
for more details
7
�The Inkwell
Issue 3
Volume 2
Writers at Work
By Matt Kogoy and David Lewis
Dr. Larry Kuhar will soon be presenting the third annual Writers at Work panel discussion. The event,
which is open to students, faculty, and the local community, offers the opportunity to hear career stories and learn
about communication practices from professionals working in business and industry fields. For anyone mterested
in the writing profession, Writers at Work is a great opportunity to become better acquainted with the field. Look
in Kirby Hall for information regarding the date and time of the event.
■asaa
As You Like It
By Virginia Hults
The Theatre Department will present a performance of Ah You Yike It, a comedy by William Shakespeare,
r
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year. Directed
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the
is
10 n
12, anno
2008, at
8:00pm, and April 13, at 2:00pm, at the Dorothy Dickson Darte Center.
Take the Words Out of My Mouth!
By Lauren Carey
A
Match the “catchphrase” with the correct
C
Brilliant!
professor.
B
1. Dr. Stanley
2. Dr. Starner
3. Dr. Anthony
4. Dr. Farrell
5. Dr. Hebert-Leiter
6. Dr. Hamill
7. Dr. Kuhar
8. Dr. Kuhar
9. Dr. Kuhar
These are
our stories!
D
NICE!
This is
REALLY
interesting...
G
That make
sense?
.. .Sort of?
Keep me
posted!
Can I get a
shew of
hands?
i
Answers to Previous Game:
1.
2.
3.
4.
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This is
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are!
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7.
8.
9.
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folks...
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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The Inkwell Quarterly, 2006-present
Description
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The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program.
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Wilkes University's English Department
Publisher
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English Department
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PDFs
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English
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Dublin Core
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Title
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The Inkwell Quarterly, Spring 2008 (Volume 2, Issue 3)
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The English Department
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Spring 2008
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Wilkes University retains copyright of this publication.
-
https://omeka.wilkes.edu/omeka/files/original/4ea6ff3cc7a2cb32a20f6bb65ada6c07.pdf
bf37851c0dfa87058f5b06266c61ab80
PDF Text
Text
hp BnkwgU
4 >
Issue 2
Winter 2008
€xarr|iqiqg Rare fl[ar(u/cripb/
In This Issue:
By Melissa Bugdal
Faculty Updates
2
Club Updates
2
The Kirby Canon
2008
2
Senior Spotlight:
Mike Elias
3
;
:
-
-
:-<■
Kuhar’s Corner
3
Wilkes
University’s
Plagarism Policy
4
Forms of Criticism 4
On Friday, November 14, 2008, Dr. Janet
Starner’s English 332: Studies in Sixteenth-Century
Literature class visited The Walter H. and Leonore
Annenberg Rare Book and Manuscript Library of the
Van Pelt Dietrich Library at the University of
Pennsylvania. The students met with the curator of
the collection, Dr. Daniel Traister, who educated
them on sixteenth-century printing and publication
practices. Traister also provided the students with the opportunity to see and handle rare manuscripts and
books, such as William Shakespeare’s First Folio and a unique copy of Lady Mary Wroth’s romance The
Countess ofMontgomery’s Urania, first published in 1621. This copy of Wroth’s romance contains marginal
corrections in Wroth’s own hand, and Traister believes these annotations may be the only direct critiques
by a canonical author in a first edition of his or her work.
■I Cour/e Jbudy Jugge/tioq/ Por bl\e Jpriqg 2009 Jenje/ber
nr:
H By Cory Attanasio & Matthew Kogoy
The Inkwell Staff
Faculty Advisor:
Dr. Marcia Farrell
Managing Editors:
Melissa Bugdal & Stefanie
McHugh
Senior Copy Editor:
Elizabeth Clark
Copy Editors:
Jackie Butwinski & Ginny
Hults
Layout Team:
Sara Crolick, Amanda
Kaster, & Courtney
Sperger
Staff Writers:
John Acito, Cory
Attanasio, Chris Bednar,
Rachel Cannuli, Justin
Jones, Matt Kogoy, &
Anthony Truppo
Guest Contributor:
Dr. Larry Kuhar
The English department offers many interesting and valuable courses which cover a variety of
topics. Some courses students may consider taking in the spring semester include:
English 203, Introduction to Creative Writing: Dr. Mischelle Anthony’s course will focus on the
diverse aspects of creative writing, including short stories, novels, screenwriting, poetry, and creative
nonfiction. Students will practice critiquing the works of their peers and revising their own material,
finishing the course with a completed portfolio. For writing track students, this course is one option in
order to complete the required number of credits needed to obtain their degree.
English 281, Survey of American Literature I: Dr. Sean Kelly’s course will cover writings from
the early Puritan period through the 1850s. Students will be reading poetry, propaganda pieces, and journal
entries. Students also will be using critical perspectives in order to further their study of the course material.
Along with fulfilling the required survey credits, this course is an important foundation to English majors.
English 342, Studies in Shakespeare: Dr. Janet Starner’s course will cover the plays and poems of
William Shakespeare’s collective works. Students will study different types of Shakespearian plays,
including history, comedy, and tragedy. The course also will explore Shakespeare’s poetic endeavors, such as
the sonnet form. Students enrolled in this course will be traveling to Folger Shakespeare Library in
Washington, D.C. to experience a live performance of one of Shakespeare’s plays. This course will not only
further develop the students’ knowledge of Shakespeare but also English literature and writing. Students
should take this course to better understand one of the greatest influences on literature in English.
Volurqe/
By Jackie Butwinski
Volumes, a book club sponsored by Sigma Tati Delta, held its first meeting on October 21, 2008.
Volumes is a project aligned with Sigma Tau Delta’s approaches to the spread of literacy and aims to
generate fun, in-depth group discussions about selected reading material. All reading material is suggested
and voted on by Volumes participants. Participants are encouraged to vote for spring 2009 reading
material in early December. Meetings for the fall semester take place biweekly on Tuesday nights from
7:00-8:30 pm in Stark Learning Center (SLC) 160. Students interested in participating are encouraged to
email Lauren Mannion(lauren.mannion@wilkes.edu) with any questions.
1
�The Inkwell
Issue 2
Volume 3
The Inkwell
Jeqiof Jpotli<
Foculby Update/
By Chris Bednar
Compiled by Courtney Sperger
Mike EL
Secondary Educati
Additionally, Elias
Besides reading (o
•
On Sunday, September 28, 2008, Amy Archavage, daughter of Humanities Division Clerical
Assistant Debra Archavage, married Ron Trapasso in Watertown, MA.
•
Three of the English faculty will present papers at the Northeast Modern Language Association
Conference in Boston, MA on February 26 through March 1, 2009: Trisha Brady (“H.D.’s
Trilogy and the Task of the Poet: Hatching Butterflies from ‘Litde Boxes’ of Trauma” on the
panel “Twentieth-Century American War Narratives: Representing Trauma ; Brady is also the
organizer of this panel); Dr. Chad Stanley (“Simulated War/Simulated Trauma on the panel
“Twentieth-Century American War Narratives: Representing Trauma”); and Dr. Sean Kelly
(“The Art of Sympathy: Hawthorne and the Pre-Raphaelites” on the panel “Art and NineteenthCentury American Literature”; Kelly is also the chair of this panel).
Additionally, Brady presented “Representing the Trauma of War: H.D.’s Trilogy” at Lifting Belly
High: A Conference on Women’s Poetry Since 1900 at Duquesne University in Pittsburg, PA in September 2008.
•
Nominate your professor or advisor for the Outstanding Advisor Award or the Innovative and Non-traditional Teaching Award.
Nomination forms can be found in the Henry Student Center, 2nd floor mail room. For more information, contact Dr. Lisa
Kadlec (lisa.kadlec@wilkes.edu).
•
Dr. Marcia Farrell’s book review of Sophie Ratcliffe’s On Sympathy will be published in Consiousness, Literature and the Arts. Farrell
also presented “What about Hercules?: Elizabeth Bowen’s Silenced Children in The Last September at the Modernist Studies
Association Conference on Friday, November 14 in Nashville, TN.
•
On Saturday, December 6, 2008, students from Dr. Janet Starner’s English 332: Studies in Sixteenth-Century Literature class and
Dr. Thomas Hamill’s English 397: Allegories of Reading in Medieval Literature class will attend the Undergraduate Conference in
Medieval and Early Modern Studies at Moravian College in Bethlehem, PA. Ninety-two students from 32 institutions will be
presenting at this event
If you had to cho
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Club Updates
huhynr's Corp
Compiled by Courtney Sperger
Compiled byjacl;
The Manuscript will hold the Fall 2008 unveiling on Tuesday, December 2, at
11:00 am in the Sordoni Art Gallery. Everyone is welcome to attend.
Where is Thoms
While sc
companion and si
empire.
On Sunday, October 26, 2008, the Medieval Renaissance Club attended the
Pennsylvania Renaissance Fair in Mount Hope, PA.
•
Wilkes in the World invites everyone to attend the Stitch-A-Thon on Tuesday,
December 2, 2008, from 10:00 am to 5:00 pm on the first floor of the Henry
Student Center. This semester’s proceeds will be donated to YouthAIDS, an
education and prevention program designed to help stop the spread of AIDS.
Photo Courtesy of Sabrina Hannon
Tt[e tyrby Caqoq 2008
By Stefanie McHugh
Dr. Chad Stanley is proud to announce the winners of the 2008 Kirby Canon essay contest: Laureen Jones (English 101)- Sara
Crolick (English 120); Lauren Mannion (English 201); Neil Kocher (200-level course); and Angelina Teutonico (300-level course) *
The Kirby Canon is a collection of winning student essays from the 2007-2008 academic year, in the categories of English 101,120, 201
200-level, and 300-level courses. AU submissions were either faculty or self-nominated. The Kirby Canon showcases well-written
academic essays and is used by faculty as a teaching mechanism in die classroom. Submissions for the 2008-2009 academic
year will be taken near the end of the spring semester.
What role does t
Here’s a
speaker “beholds
Internet’s impact
net. Each interfa
often subtle, imp<
clandestine, unco
intellectual freedc
self-awareness pri
academic identity
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researching, surfij
because we’re sile
�Issue 2
The Inkwell
Volume 3
Issue 2
Jeqiof Xpoblig^b: fTUKe €licv
By Chris Bednar
Mike Elias, a long-time resident of Wilkes-Barre, PA is completing an English degree with a minor in
Secondary Education, with tire hopes to be accepted into a Master’s program for English Literature.
dinonally, Elias is also an active member of Sigma Tau Delta, as well as an employee of Cardoni & Associates.
Besides reading (of course), Elias spends his free time golfing, running, and hanging out with friends.
If you had to choose one English course here at Wilkes as your favorite, what would it be?
My favorite English course would have to be Dr. Stanley’s American Lit survey class. I believe it was
282.
Vrchavage
.ward.
sa
Farrell
lass and
srence in
What is your favorite book? Who is your favorite author?
My favorite book is Tuesdays With Morrie-, it was given to me by my father to read whenever I was
having a bad day, week, month, etc., and it worked. I’ve learned more lessons from that book than any other I
have ever read. However, my favorite author would have to be Hemingway. I find it amazing how he can write so simply, yet incorporate
so much detail. Also, he rarely explains the morals of his stories. I like extracting my own ideas and meaning from his work.
If you could choose a vacation spot based on something you have read in your English studies at Wilkes, where would it be and
why?
I like this question. I want to hang out in Spain with the characters from The Sun Also Rises. They simply enjoy life. What is better
than being with friends, hanging out, and just living life somewhat carefree?
Who has been the most influential professor you have encountered at Wilkes?
Dr. Hamill has to be the most influential professor/teacher I’ve ever had for two reasons. He does an excellent job nf making
whatever he is teaching interesting, and which facilitates better work from the students because they are engaged into his lesson. More
importantly, he wants us to succeed and produce the best work possible. When you have someone who is always willing to help (with class
work or life) and constantly pushes you further, your work always improves. I can look back on all the work I have done for his classes and
honestly say, “I have really come a long way since my freshman year.” There is a distinct difference between a teacher who helps
you improve your work simply for a better grade and a teacher who motivates you to get a better grade because he or she sees potential, even
if you may not.
Any sports picks for 2009?
I would be going crazy about the Nittany Lions right now, but I think the Iowa game speaks for itself...
a.... j
I
fyjlicir*/ Corqer
Compiled by Jackie Butwinski
Where is Thomas Pynchon?
While some paparazzi-inclined scholars have written that Pynchon lives in Greenwich Village with his
companion and son, I think that we can be assured that Pynchon currently lives in Plains awaiting silent Trystero’s
empire.
What role does the Internet play in shaping our academic identities?
Here’s an easy question requiring a brief response. In Wallace Stevens’ poem, “The Snow Man,” Stevens’
speaker “beholds I Nothing that is not there and the nothing that is.” This is kind of how I feel about the
Photo Courtesy of
Internet’s impact on our academic identities. As academics we spend time working, playing, and socializing on the
Stefanie McHugh
net. Each interface impacts our ability to “behold” in powerful ways even as we acknowledge that this impact is
often subtle, impersonal, and routinized. This constructs a quiet ambiguity: An unaware/awareness that our identity is being shaped in
clandestine,’unconscious, primal ways even as the impersonal forces at work/play on the net powerfully promote personal growth,
intellectual freedom, and a dissolution of harmful hierarchies. We type rather than talk; we blog rather than get together; and we construct
self-awareness privately in language and signs rather that in contact with reality and people. Does this result in a diminished or elevated
academic identity? Acknowledging the potential for a negative impact on our identities, I’d have to say that the Internet has a positive
01); Sara
ourse).
,201,
:en
.demic
impact on our academic identities.
In places like MySpace and Facebook, we self-consciously shape personal veneers promoted for constructed audiences. Material
status and interpersonal communication cues (like eye color and body type) are not openly revealed on the net. We don’t know who drives a
Tag who is enrolled in Dr. Starner’s 16th Century Literature class or Dr. Anthony’s American Novel class. While this frees us from some
stereotyping and hierarchies, it also risks replacing life with simulation and reality with games, MUDS, and chat rooms. Whether we’re
researching surfing, or blogging, our interface with language is often elevated in subtle yet meaningfill ways. This impacts our identities
because we’re silent in the production of responses to stimuli beyond the printed words, blue trim, and white space of the web text.
Continued on Page 4
3
�The Inkwell
Issue 2
Volume 3
Wilder Uqiver/ity Plagiari/n^ Policy
By Elizabeth Clark
Academic honesty is a critical issue in education. As technological advances and educational standards increase tire: temptation to
X5OnliTl'h” "" brf°“- Unf°“1\m°st smd“B f,“d
defines
vaneties of academic dishonesty—plagiarism is only one of many ways to cheat. The Wilkes umve y
plagiarism as the use of another’s ideas or words without proper acknowledgment of the source.
is define
defined as
as tthee ina
inadvertent
use o
of ano
another
Two other types of plagiarism exist: unintentional, and self. Unintentional plagiarism is
verten use
e ’ss
idea, such as in die improper use of citation. Self plagiarism is when an individual copies work from a previous y se create wor or use in
another work, without acknowledging self-credit from the previous work or course.
.
. .
According to the Handbook, faculty have authority to penalize students for academic dishonesty. The penalties for plagiarism may
range from failure of the particular assignment to failure of the course.
In order to avoid academic dishonesty, pay close attention to citation of sources; one can never have too many aca ermc citations.
Be careful to grant acknowledgment to sources for paraphrased materials, as well. If one becomes anxious of academic s onesty,
professors are available for consultation.
“Kuhar’s Corner” Continued from Page 3
Like speakers in Wallace Stevens’ poems, we’re disembodied voices miming interpersonal interactions through the keyboard s click,
click, click. Our fingers poised above obscure web links, a nearly infinite list of Google sources, or a virtual reality game maneuver, we
possess a kind of pro-active, self-composing responsiveness to textual stimuli that would otherwise be unavailable to many of us. This
shapes our academic identities by sparking our imaginations about who we can become even if only in a simulated, cyber-spacial way.
While web presence is only slightly similar to our traditional, isolated academic work in library space, we’re not in the library
anymore, Dorothy. The Internet uniquely promotes this kind of textual presence—a self-awareness about becoming who we want to
become. In this way being on the web mimics the highest ideals of education. As a result, I think, we become better readers of our world,
our literature, and our own stories because our world and our stories are formed and told to us—now more than ever—through the web.
Whether we like it or not, we are engaged in a Baudrillardian simulation of self through our mind’s work to process Internet experiences.
To understand this experience as positive, we must, like John Barth’s speaker in “Lost in the Funhouse,” see ourselves as makers
of our own universes. We need to affirm that we’re accountable for the story even if the surface (web) representation of self is often
routinized and flat. In my opinion, we need to affirm how tire Internet powerfully influences our identity even as we confirm that
participation permits an available frontier, parallel universe into being—interestingly, a goal for the best creative writers, academic critics, and
English majors. The parallel (web) universe superimposes its structures and meaning-making processes on our brains’ cognitive functions.
I think this is a benefit for our academic identities because these experiences are not presented finally in isolation or extinction of
other reality or experiences (i.e., the binary is denied). Ironically (and perhaps sadly), the net may serve our academic identities most
powerfully by presenting us with (virtual) space for what we appreciate most in our work as students and teachers: The need for knowledge,
the power to locate ourselves in settings that answer this call, and the cry for others to confirm our human identities. As Stevens’ speaker
suggests, “One must have a mind of winter... / not to think / Of any misery in the sound of the wind... Which is the sound of the land /
Full of the same wind / That is blowing in the same bare place / For the listener...”
1
Foray oP Cribici/n\
2
By Cory Attanasio & Matt Kogoy
Across
critiques only the text itself.
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text reflects reality.
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text.
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ways.
4
�
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Wilkes University's English Department
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English Department
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The Inkwell Quarterly, Winter 2008 (Volume 3, Issue 1)
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The English Department
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Winter 2008
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5cd5cf11599b8c1996220104ad7936c8
PDF Text
Text
Volume 3
In this Issue:
Issue 3
Spring 2009
Faculty Updates
2
Renjiqder: CqglLrti Jc^olar/^ip Opportunity
By Sabrina Hannon & Melissa Leet
Mid-Level Certification
2
Club Updates
3
Women’s Studies Conference
3
“The message was sent with high
importance”: the Early Fires of
Email Apocalypse
4
Library Enhancements
4
Kuhar’s Corner
5
Creative Writing Speakers
5
Senior Spotlight: Lisa Zelinski
6
Faculty Office Listings
6
Wilkes Student Attends
Presidential Inauguration
7
The Manuscript Releases First
Hardcover Edition
7
Unique Teaching Methods in
English 101 Courses
8
Starner to Publish Book
9
“No, I’m not going to work in Fast
Food”: or, How Majors Find
Viable Job Opportunities
10
Name that Slogan
12
The Inkwell Staff
Faculty Advisor:
Dr. Marcia Farrell
The Patricia Boyle Heaman and Robert J. Heaman Scholarship is awarded
annually to a junior or senior student on the literature track. The recipient of this
award is selected by a committee of English faculty members based on
demonstrated excellence in English studies, potential for advanced study in
English, scholarship and financial need. Preference will be given to students from
the Wyoming Valley.
Applications for these scholarships are to be sent to Dr. Larry Kuhar no
later than April 20, 2009. Students are asked to write letters of application
identifying their accomplishments and rationales according to the scholarship’s
criteria.
.■
Depcirtfl|eqb Picqic
I
By Desiree Wren
The Humanities Department will hold its annual Spring Picnic on
Wednesday, April 22, 2009, at 3:30pm on the lawn next to Kirby Hall.
f=
Jeqior Cap/toqe Jc^edule
By Stefanie McHugh
The following list is the senior capstone presentation schedule for the
Spring 2009 semester:
Managing Editors:
Melissa Bugdal & Stefanie McHugh
Assistant Editor:
Matthew Kogoy
Senior Copy Editors:
Jackie Butwinski & Virginia Hults
April 29, 2009:
Student
Wesley Kinter
Mike Elias
Stefanie McHugh
Faculty Advisor
Mischelle Anthony
Larry Kuhar
Marcia Farrell
Time
4:00pm
4:30pm
5:00pm
April 30, 2009:
Student
Virginia Hults
Melissa Bugdal
Faculty Advisor
Marcia Farrell
Janet Starner
Time
5:00pm
5:30pm
Copy Editor:
Elizabeth Clark
Staff Writers:
John Acito, Chris Bednar, Jami
Butczynski, Rachel Cannuli, Sara Crolick,
Sabrina Hannon, Justin Jones, Amanda
Kaster, Melissa Leet, Lauren Mannion,
Philip Muhlenberg, & Desiree Wren
Faculty Contributors:
Drs. Thomas A. Hamill & Larry Kuhar
Capstones will be presented in the Salon on the first floor of Kirby Hall.
All are invited to attend.
1
�Issue 3
The Inkwell
Volume 3
The Inkwell
Club Upc
Faculty Updobe/
By Jami Bute
By Jami Butczynski
. Dr. Mischelle Anthony has been invited to pardeipste in the Oxford Round Table Conference in July 2009. Anthony wifi
•
•
Additionally, Anthony’s essay, “Innumerable Judgments:
in the 2009 edition of literature in the Early American Republic.
Sigma 1
until the
Boxes fo
New
Student
addition, named
Debra Archavage has announced that her Jack Russell Terrier, Morgan, has a new playmate. The new
Ebony, recently turned nine-months-old on March 21, 2009.
Wilkes i
club rais1
Dr. Helen Davis will be presenting an essay, “New Feminist Narratologies,” in a roundtable discussion at the
International Narrative Conference. The conference will be held June 3, 2009 through June 6, 2009, in Birmingham,
•
England.
Dr. Marcia Farrell recendy served as an outside judge on the selection committee for the Troy University Robertson
Scholarship. The Troy University student who won was awarded a scholarship of $200.
Additionally, Farrell was a member of the Nature vs. Nurture roundtable discussion at the Wilkes University Women
•
Studies Conference, which took place on March 31, 2009.
•
Jack Grier recently contributed to The Bedford Glossary of Critical Terms, 3rd edition, a core text for his English 120 classes.
In the past, Grier contributed to The Bedford Reader, 10* edition, the central text in his English 101 classes, and The
Norton Anthology ofAmerican literature, a core text in his English 281 and 282 classes.
•
Dr. Thomas Hamill’s essay, “Cockfighting as Cultural Allegory in Early Modern England, will be published in the
Spring 2009 issue (32.9) of The Journal ofMedieval and Early Modem Studies. Hamill examines the sport of cockfighting as a
method for limiting social relations and identities in early modern England. Within early modern allegories, Hamill locates
conflicting systems of meaning that at once affirm and disrupt anthropological distinctions between human and animal
activity and the anthropocentric ideologies that construct such demarcations.”
•
Drs. Mischelle Anthony, Helen Davis, and Chad Stanley, along with Ms. Amanda Licastro and students Ashley
Filipek, Erin Guydish, Wesley Kinter, and Stefanie McHugh, conducted a panel presentation at the College English
Association Conference on March 28,2009, in Pittsburgh, PA.
•
On March 24 and 25, 2009, Drs. Helen Davis and Marcia Farrell hosted a Brown Bag Lunch focused on job
opportunities available to English majors. Students learned ways to market the skills learned in university English classes.
The second Brown Bag Lunch is scheduled for April 21 and 22, 2009, at 12:00pm to discuss graduate school
application packets. The lunch will be held in Davis and Farrell’s offices, respectively.
IT|icJ*level CerbiPicabior^
By Philip Muhlenberg
Due to regulations provided by the Pennsylvania Department of Education (PDE), students seeking a degree in what was
once elementary education (K - 6) will need to complete a different sequence of courses to gain their certification. PDE’s is split
ting the elementary education levels, separating them into two categories, which encompass pre-K through fourth grade and the
newly formed “middle school,” for the fourth through eighth grades. Middle school certification will allow students to major in
Education with a concentration in English Language Arts, Social Studies, Mathematics, or Science, preparing Education majors to
become generalists as well, so long as they complete either studies in Math or Science and then either Social Studies or English.
To date, PDE has not changed the secondary certification requirements; the grades one could teach for this level remain
seven through twelve. Despite the new configuration of courses, students aiming to achieve middle school certification could also
become certified on the secondary level by taking the necessary English credits to achieve the major, as well as one additional Edu
cation course, which would enable a candidate to be certified to teach English from grades four through twelve or be a middle
f°“ “’tOOSl’
SeCk,nS "
d ™ »f i»b oppZils for
The integration of the „e» middle school certification into curriculum is slated to occur as soon as Fall of 2010.
Africa.
The Ma
April 28.
invited t
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“Women V
�le 3
The Inkwell
Volume 3
Issue 3
Club Update/
By Jami Butczynski
will
•
Sigma Tau Delta is currendy participating in the Better World Books drive. Members
o
are collecting books for donation
until the end of the Spring 2009 semester. All books in acceptable condition are welcome, but textbooks
,
a are preferred.
Boxes for the book drive can be found throughout campus.
New members will be inducted into Sigma Tau Delta on April 19, 2009, at 2:00pi>m on the second floor of the Henry
Student Center.
•
Wilkes in the World organized two Stich-A-Thons: one on December 2, 2008, and another on March 24, 2009. The
club raised more than $400 for their two chosen charities: YouthAIDS and the Apage Child Care Center in South
Africa.
•
The Manuscript Society will unveil the Spring 2009 issue on
April 28, 2009, at 11:00am in the Sordoni Art Gallery. All are
invited to attend.
Additionally, The Manuscript held two poetry readings in th<le
Sordoni Art Gallery: the first on February 10, 2009, and
the second on April 7, 2009.
•
The Fencing Club will currendy hold meetings at their new
location at 47 North Franklin Street in Wilkes-Barre, PA.
Meetings are every Monday, Wednesday, and Friday from 6:00pm
to 8:00pm for the remainder of the Spring 2009 semester.
Additionally, on March 22, 2009, the Fencing Club hosted a
team epee competition, in which die Wilkes team placed second.
For more information about lessons and competitions,
contact Stefanie MlcHugh (stefanie.mchugh@wilkes.edu) or
Dr. Dan MlcCune (dan.mccune@wilkes.edu).
?ear
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By Lauren Mannion
Wilkes University hosted the 4th annual Women’s Studies
Conference on March 31, 2009, at the Best Western Genetti
Hotel on Public Square. This year’s theme was “Exploring
Difference and the Science of the Sexes.” Women’s Studies
professor Theresa Kintz encouraged all students in her Women’s
Studies 101 course to participate. Featured in this year’s
conference was a panel discussing the Nature versus Nurture
debate. Moderated by Dr. Linda Paul, the panel included Drs.
Michael Davidson, Marcia Farrell, Thersea Kintz, Ebonie
Stringer, and students Wesley Kinter, Ashley Laratta, Luke
Reidenauer, and Stephen Thomas. In addition to this panel,
students participated in small group panel and roundtable
discussions along with the conference’s first-ever poetry slam.
Topics included: “Women and the Body Politics,” “Exploring Gender Liv<-es,” “Come a Long Way, Baby?,” “Gender and
Popular Culture,” “The Male Gaze and the Idealization of the Feminine,” “Women Behaving Badly,” “The Changing
Feminist Muse,” “Gender in Verse,” “American Women at Mid-Twentieth Century: From the Domestic World of I Dove
Duty to Student Protests and the Counterculture,” “Codes of Gender in Language and Literature,” “Women and Crime,” and
“Women Writing: Gender Construction through the Ages.”
3
�Issue 3
Volume 3
The Inkwell
••The ovenoge
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The Inkwell
'
/eo.b
Carly Fire/ oP Crqail Qpocalyp/e
Bv Dr. Thomas A. Hamill
A few years ago, I received a„ amusing email‘
message he had sent to one of his students (and1 h h
which he, with admirable bluntness, excoriated what.I wUl]p
friend David. Itwas a
folded to me) in
call
“inappropriate email etiquette. The message
“Dear tau287@temple.edu,
I am unable to respond to your message. It is not a c°^te
does it include a salutation, close, or signature. If you wish to receive
onse, please
P
send me an appropriate message.
Photo Courtei
Best,
David”
brackets on ES
I called David and urged h,m to .elan his aggressive apptoadu Hold him to let« ^^on. ^“ed this
energies (and “teaching moments ”) for the more va ue an ini en
pd travelej from a time since past, when I would
advice, I took pride in my own ability to et it go, man e g
messase like the one tau287@temple.edu had sent David, to my
have scheduled a formal meeting with any
infmmal relationship to email. I had
time at Wilkes, during which I had come to accept, even appreciate, my stuaenrs
y
r
not just “let it go,” I thought to myself. I had learned something about and from my students, and I was grateful (and more
My days of enlightened release were few. On a mid-April afternoon about a year after my “talk” with David, I received an
email from one of my own students that induced a disquieting (and as yet unceasing) atavistic trajectory, a return to my
curmudgeonly self. The issue was not so much the email message, but rather the bloated scarlet exclamation point that marred its
presence in my INBOX. When I opened the message, I saw that the exclamation point signified a message-within-a-message:
“This message was sent with High importance.” The sender’s email asked me to (I m paraphrasing here) please hurry up, read, and
address its contents.
After ranting to my wife, Lisa, for several hours about this development, I took up a passive aggressive approach with the
student: I replied to his original message from the week before, refusing, less admirably than David a year earlier, to acknowledge
the legitimacy of what I had come to call “the exclamation.” I never mentioned my concerns to the student. However, I soon
declared publicly that I would henceforth automatically delete all “exclamations” that blighted my INBOX with the trumpet
sounds of the new apocalypse: the death of rhetoric, ushered in by its own pale horse, a mare reified and colorized as punctuation
and priority.
A few weeks later, I received a message from a different student. I use the word “message” here loosely; what I received
was a late paper, attached to text-less white box. I quickly learned that I had, apparently, enough information in the “Subject”
heading, which read “ResponsePaper2” and hinted at a more perfect syntax, a land of MS Office Suite operational efficiencies.
Forgetting my new context, I sent an “actual” virtual communication back, thanking the student for sending his/her paper and
no ng that I would grade his/her essay as soon as I could. I never said anything to the student, but I quickly recognized that the
attachment, message-less, bore another sign of pestilence, and that more signs would follow
4
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�The Inkwell
Volume 3
Issue 3
l\ut\Gr7 Corqer
By Dr. Larry Kuhar
S]
Unhed States has iG
before!), ^mVsaTtLnt°tiseanUialifled l° “T
(that never stoPPed me
in a landslide for our nation Wkhreglrd to race1^
1° CJebrate’ Change arrived
pride. At 47, President Obama is relatively young fm ^pretident'a'peZso^of mv
generation. He won states, like Virginia, which had not supported aDemocrat for
govemmem
e McHugh
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; days, and
“ mOtivating a new gyration to show interest in
The First Lady, Michelle Obama, has brought a new level of intellect
sophistication, and purpose to her role. While “progress” is not always positive, this
election shows us anything is possible in our personal and national stories. It shows us
democracy can work. This election is a story we needed to know again, one that tells us
Photo Courtesy of Stefanie McHugh who we are, who we can be, and how we can get there. Moreover, who would have
thought we would have a president who would fill out his March Madness tournament
brackets on ESPN?
Did you watch the Superbowl?
Yes, in between re-readings of Pynchon’s Gravity's Rainbow and Cormac McCarthy’s No Countyfor Old Men, I was able to set
aside nearly three hours and thirty minutes to watch the game. Great game. The commercials—average. As an “old dog” myself,
I was rooting for the Kurt-Warner-led Cardinals. As a Duquesne grad and a person who loves the city of Pittsburgh, I was rooting
for the Steelers’ steel-curtain ethos to prevail. But that’s old news.
Let’s talk March Madness. Which 12 seed will upset a 5 seed? Why has President Obama selected North Carolina when
he must know that Ty Lawson’s toe is a problem? (After all, the president showed his B-ball acumen when he pointed out that
Oklahoma, even with Blake Griffin’s return, only plays “seven guys.”) But let’s get “academic.” March Madness, as a structure,
informs and parallels many of the lessons we learn in our English classes. Studying the March Madness paradigm, we see how an
over-structured plot (the brackets, single elimination) fails to reveal an absolute story (who can predict next week’s heroes?). March
madness is, after all, an American story. This may be its lasting merit. Just like the Super Bowl, it will unfold like good stories do:
Full of surprise, told through the experiences of engaging characters, and formed outside our ordinary experience. I might even
find fifty minutes—after finishing DeLillo’s Mao II—to watch a game!
As an educator, what are the most common errors you see in student writing, and how do you approach them?
Interesting question because it focuses on “errors.” To me, this word—“errors”—constructs as disciplinary and punitive.
Good writing is good thinking; however, bad writing is not necessarily bad thinking. It s often the result of a failed or incomplete
process. Good writers understand clearly the importance of process; less successful writers often do not. One common pitfail is a
failure to adapt writing to meet an audience’s expectations and needs. Do you write the same way for all of your professors? This
alone shows the complicated nature of audience for student writers in academic settings. Because academic readers value
interesting arguments and insightful ideas, the best academic writing is the result of solid critical thinking. The best academic
writing manifests in a clearly ordered structure (at the sentence, paragraph and essay levels), solid research (at the primary and
secondary source levels), and, above all, a clear voice (at the idea level). I prefer to approach common errors by focusing on the
writing process. But, to be honest, I often feel it is a real challenge to “teach” an effective process, and I do not enjoy identifying
“errors.” I am comfortable with suggesting that improvement can be achieved in revision. In fact, this response needs more
structure and voice. Don’t you think?
Creative Writiqg JpeaKer/
By Matthew Kogoy
ng on
tents that
: library
tion to
ie library
ill allow the
various guest speakers in English 203: Creative Writing
speakers include Wilkes 2007 alumnus Keith Hubbard
through guest presentations by prominent literary figu , oDD°rtunity to’haVe her plays both published and produced for a live
and writer Michael Czarnecki. Hill has been ™ded
PP^ m
presentations, using audio and video to enhance
audience; however she also enjoys writing poetry. H
pynerienCe in the field from Foothills Publishing Company in upstate
writing within the classroom. Czarnecki is a writer wi
<
^P
th realm of creative nonfiction.
New York. Czarnecki will lead the class later in the semester as they explore the realm _
_
�The Inkwell
Issue 3
Volume 3
The Inkwell
(UilK.es I
Iqougun
Jeqior Spotlight: Uro Zeliq/Ki
By Lauren Mannion
People often use the expression: “College is where you find yourself. F
'
Zelinski, a senior English major with concentrations in ESL and secondary educauo ,
has been a stepping stone to her most valuable experience of self discovery.
Zelinski joined Wilkes’ English program in Fall 2007. Zelinski is a mem er o
Delta Pi, works as a Peer Consultant in the Writing Center, and serves as the vice presi e
Sigma Tau Delta. Zelinski manages to balance a variety of extracurricular activines, oweve ,
By Philip Mt
£
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Al
Zelinski is no stranger to the world of academia.
Although Zelinski is completing her degree requirements for English, she a rea y
Photo Courtesy of Lisa
possesses a degree from King’s College in Mass Communications and Media Techno ogles wit
Zelinski
a concentration in Web Design. After graduation from King’s College, Zelinski built an
impressive resume, working as a web designer and project manager.
Despite Zelinski’s success in the business world, she yearned to do something more rewar ng. e ns reminisces,
“When I was in high school, I was very involved in community service, but when I got to college I was wor g
the time
and the classes were overwhelming. I just felt like something was lacking. I was in a job [as a web designer] where I was
making other people money.” Zelinski expresses her following revelation, claiming, “I think people always strive for balance
in their lives and something was not right—so that is when I decided to leave for the Peace Corps.
Zelinski’s describes her first impressions of her experience in the Peace Corps. She claims, That was my first time
living away from home. We did the training process for three months with everyone, but then you are on your own. I was
the only American in my town of 20,000.” Zelinski adds about her early apprehensions, “The most difficult thing to
experience when moving to Africa was that [Benin is] a French-speaking country, and I was saying things like bonjour wrong.
It was very hard to assimilate in that way.”
In Benin, Zelinski served as a teacher, offering her students basic information regarding business management.
Zelinski also served as the official Web Design Consultant for the Northern Region of Benin, as well as the Treasurer of
Gender and Development (GAD), a club which reached out to girls in the school systems and sponsored many women’s
group projects. Zelinski speaks of her most valuable discovery while in Benin, saying, “The first part of Peace Corps is
educating people about America. The flip side is coming home and explaining the country you were in to Americans.”
Although Zelinski’s experience in the Peace Corps remains a significant part of her life, Zelinski appreciates the
ability to return to school at Wilkes. Zelinski explains, “I feel like I have a second family. I came in kind of as a stranger, and
Ashley Filipek thought I was 19, which is a total ego boost. I came to Wilkes as a stranger and am leaving with good
connections with faculty. I feel like I have made lifelong friends, and I know I have a second family who would do anything
for me. It all means so much.”
bjarcJcov
Foculby OPPice li/biqg/
Compiled by Justin Jones
Faculty
Anthony, Mischelle
Brady, Trisha
Burton, Katie
Davis, Helen
Farrell, Marcia
Fiester, Ben
Grier, Jack
Hamill, Thomas
Karpinich, Walter
Kelly, Sean
Kemmerer, Kathleen
Kuhar, Larry
Lampman, Mary
Licastro, Amanda
Stanley, Chad
Starner, Janet
Wills, John
Office
Kirby 309
Kirby 204
Kirby 204
Kirby 302
Kirby 301
Kirby 204
Kirby 106
Kirby 303
Bedford 33
Kirby 302
Kirby 204
Kirby 201
Kirby 204
Kirby 204
Kirby 209
Kirby 308
Kirby 204
Phone Extension
x 4529
N/A
N/A
x 4548
x4528
x 4531
x4517
x4539
x4524
x4549
N/A
x4532
N/A
N/A
x4514
x 4536
N/A
6
Email
mischelle.anthony@wilkes.edu
trisha.brady@wilkes.edu
catherine.burton@wilkes.edu
helen.davis@wilkes.edu
marcia.farrell@wilkes.edu
benjamin.fiester@wilkes.edu
jbartholomay.grier@wilkes.edu
thomas.hamill@wdkes.edu
walter.karpinich@wdkes.edu
sean.kedy@wdkes.edu
kathleen.kemmerer@wilkes.edu
lawrence.kuhar@wdkes.edu
mary-lampman@wdkes.edu
amanda.dcastro@wdkes.edu
chad.stanley@wdkes.edu
ianet.starner@wilkes.edu
john.wdls@xvilkes.edu
I
4
By Rachel Ct
The!
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�The Inkwell
e3
Volume 3
Issue 3
Wilderftudeqt Rbbeqd/ Pre/ideqbial
iQpugurobioa
By Philip Muhlenberg
David Cook, a freshman majoring in English and Communications
attended one of the most important events in America’s rich and varied
history. On January 20, 2009, Barack Obama was sworn in as the first
African American president of the United States, an event that transcended
this country’s past racial tensions and ushered in a new era of American
history. Cook witnessed this momentous occasion thanks to a wellchoreographed debate circuit and some aid from Congressman Paul
Kanjorski.
Cook viewed the inaugural address as a “good way to address
policy.” Obama distanced himself from his recognizable “Yes, we can!”
approach and took the opportunity to tackle specifics, such as the growing
threat of enemy activity against die United States. Afterwards, Cook
admitted some of his “generalized fear [had been] taken away,” and that he
respected and appreciated the way Obama addressed policy in his speech.
Photo Courtesy of David Cook
At the end of the day, Cook still held his reservations, but with a
more positive outlook than before. Acknowledging that President Obama has some exceeding standards to meet, and that
an inability to live up to these expectations could lead to bitterness among supporters and non-supporters alike, Cook still
feels hopeful the new administration will bring about a positive change for the country. As long as the government remains
“responsive to the people,” and the Obama administration entitles the American citizens to specifics and, more importantly,
the truth, this country can “expect its government to do something right.” Only the next four years can truly tell.
a
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e
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Tt[e ffloquscripb Rdeo/e/ Ar
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Hardcover Cdibioq.
ig
(■
1
By Rachel Cannuli
The Manuscripts a student-run magazine consisting
of poetry, stories, art, and photography composed by Wilkes
students, faculty and alumni. The intricate cover design sets
the fall issue of The Manuscript apart from previous issues.
The executive editor of The Manuscript, Virgina
Hults, describes the complicated process taken to compose
last semester’s issue. Hults states, “We made each cover
individually, starting with the gluing of the cloth to the in
boards, 700 boards total. The next step was to cut and glue
each of the 700 boards to the end pages, which neede to e
pressed once completed. The 350 books were then
assembled; we were lucky to have Dave Carey design us a
ikzv wi
./ax and stamp them with The Manuscript ‘M.’” Hults
contraption that held the books while they were dril
j ilp
• Ihot
if The Manuscript,
without whom this issue’s composition would
next step was to ribbon each book, then line them
up
r
attributes most of the hard work to the dedicated mem
have been impossible.
pe°pie
ertagei s“denB ftom
,o
n orrnation, contact The Manuscript staff (magazine@wilkes.edu).
™ny
�The InkJet
The Inkwell
Issue 3
Volume 3
Unique Teochjng Rethpd/ iq €qgli/h. IOI Cour/e/
jcorQ.G
gy Melissa
By Amanda Kaster
As part of the general education requirements at Wilkes University, all
students must take English 101: Composition. Professors within the
English Department provide instruction for students of all majors,
enabling them to write at the collegiate level. However, English faculty
use a variety of pedagogical techniques to meet the course objectives,
ranging from the choice of textbook to classroom activities and
Photo Courtesy of Stefanie McHugh
assignments.
For example, Dr. Helen Davis used the presidential election as
the core focus of her Fall 2008 English 101 class and gender, race, and
class in the Spring 2009 class as ways to examine writing and identity,
whereas Dr. Marcia Farrell used the current edition of The Best
American Travel Writing to encourage her students to develop arguments
about global issues.
Dr. Janet Starner and Mr. Jack Grier focus on teaching various approaches to writing to help students from
different majors. Starner teaches her students to use several writing styles to develop an awareness of tone. Starner s
students are also taught to use academic language appropriately. Grier employs The Bedford Beader to model different styles of
writing. Concentrating on research methods, Grier stresses the importance of supporting different points of view.
Drs. Mischelle Anthony and Chad Stanley employ visual learning in their pedagogy. Anthony tells her students
that creativity in writing has a specific purpose by focusing on course goals. She also provides her students with the
opportunity to volunteer at the local domestic violence shelter as means for inspiring higher-level thinking. Stanley, on the
other hand, focuses on the analysis of toys, games, and play as a way to examine how gender and economic positions
influence social identity. Through John Berger’s Ways ofSeeing students examine how art, images, toys, music, play, and
advertisements function as a way of re-reading their cultural and world view.
Dr. Sean Kelly’s methods concentrate on discussion-oriented and small group work, emphasizing questions of
identity and ethics. Students use their knowledge of philosophical readings to inform responses to tone, logic, and personal
experiences.
Integrating service, personal narrative, and product analysis into his class discussion, Dr. Thomas Hamill guides his
students to a deeper understanding of “argumentation and evidence based claims [that] privileges critical analysis.” Hamill
notes, “For their final essay, students must identify an everyday object and
argue for its unseen (or unrecognized) value. In this paper students must re
think an object that they might otherwise see as disposable and of limited value
and argue for the surprising ways in which such an object, in its common
Tfor*>5.e. '
everyday uses, in fact teaches profound life lessons.”
Additionally, a critical component of English 101 courses is the
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presence of a Writing Mentor, who acts as a guide for students who are new to
college-level writing. Starner likens the Writing Mentor to a coach because he or
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she can be honest with students while providing insight on the particular
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expectations of specific professors. When Writing Mentors participate in
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discussion and contribute ideas to the brainstorming process, students learn to
be more open with their thoughts in class; thus, building confidence in the
collegiate classroom.
Photo Courtesy of Stefanie McHugh
Even the use of the Writing Mentor varies between faculty. Some
Writing Mentors lead classroom activities, such as peer review sessions they
have designed. Other Writing Mentors move around the classroom during group activities to help each group brainstorm
and stay focused on the task. Still others participate in class discussion as a way to encourage the participation of the
students enrolled in English 101. Most Mentors also serve as outside consultants by working closely with their students to
help them meet course objectives, often explaining expectations and writing techniques in ways that augment classroom
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Sean LaFleur, a new Writing Mentor, says, “As a Writing Mentor and a member of the [Endish as a Sernnti
Language] ESL Team, I have found it both a challenge and a rewarding experience to assist students in the classroom ”
LaFleur works alongstde Jackie Butwinski to support several English Language Learners in an English 101 class
’
Continued on Page 9
D
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�Issue 3
IOI Cour/e/
The Inkwell
Volume 3
bo Publish. Boo^
Issue 3
By Melissa Bugdal
Vilkes University, all
rofessors within the
nts of all majors,
vever, English faculty
e course objectives,
activities and
presidential election as
ind gender, race, and
vriting and identity,
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101 class.
Continued on Page 9
Drs. Janet Starner and Barbara Traister are excited to
England: -What's In A Name?”’will be published by Ashgate Pub&hhg Group
“X*’ “Ano">™“y” E”‘r «•*»
conventions of anonymous publication common during the Renaissance XT ,°f «says examines
genres of anonymous pubhcahon, such as poetry and pamphlets. Later chanrtl d Xthe b°°k “amines the various
destabilizes scholarly assumptions about authorial voice and attribution smtii
SS h°W anonymity effects and
The idea for the project began in 2004 when Starner co-chaired the Sh
“ aUth°r’S Style of writing.
Starner and her co-editor chose nine of the submitted papers from the
^ssoc>ation of America meeting.
Starner and Traister will soon begin the process of editing and proofreading rbl rA
St
desired focus for
book
book is expected to be published sometime in 2010.
g
papers as well as creating an index. The
“English 101,” Continued from Page 8
Wesley Kinter has mentored for both Anthony
I and Stanley. In both classes, he has led activities to help
■ students narrow thesis statements and utilize NoodleBib, an
online citation generation wizard that helps students with
tricky sources, such as those from EbscoHost. Kinter’s
thesis statement activity allows students to work from a
' specific idea to write their papers but suggests that they
j save the introduction for the end so as to utilize their
I writing time more effectively.
«
Like Kinter, LaFleur has worked with students on
I thesis generation. He states, “In my experience, the most
I effective method to form a thesis is by having the students
I write down their points, while helping them consolidate
I ideas into narrower, more focused topics. One activity that
II found extremely useful was listing the pros and cons to an
■<
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| issue, allowing the student to literally see both sides of an
argument.”
Photo Courtesy of Stefanie McHugh
Melissa Bugdal, on the other hand, has
participated in the classes she has mentored as though she
were a student. She says, “I read everything the students read—the textbook and any handouts they were given so as to be
able to partake in conversations with the students on what they were writing and how their writing related to the readings. I
attended class as often as was possible, and spent the rest of my time in the Writing Center for consultations. Sometimes
Bugdal would write “up a mock ‘zero draft’ of the papers” that “Dr. Starner would use as a model with the class to show
them that writing is the same for all people—we all have to start somewhere with basic ideas.
For Ms. Amanda Licastro, Writing Mentor Ashley Filipek conducted an activity that critically examined pack
mentality and the notion of competition in the classroom. By assigning students one of two sides of a topic such as go
warming or another popular culture issue, she moderates an in-class debate after which the students assess the strengths o
each others arguments. For example, a recurring debate in her class is the comparison and contrast of apples and oranges.
The winning team receives the fruit that they defended as a prize
semester, she also attended
When Lauren Mannion worked as a Writing Mentor in^8^ tQ foUow class discussion; however, I
most of the classes and “sat among the students, often Per“s“S
J
did not participate in class discussion because I wanted to keep y d^
from dominating the conversation, especially
introduce topics
since I had an upperclassman advantage.” In consultation^
der roles in Batman based on a reading the students did
students. She even “developed a Powerpoint which examin g
eender stereotypes and expectations,
regarding gender semiotics in Batman Forever” that prompte 1S^US
. English faculty meet the learning objectives
By employing a variety of techniques in their Eng; s
many facets of writing,
established by the Department, enabling students to gain pe p
�Issue 3
Volume 3
The Inkwell
The Inkwell
“Job Opportunities
"Qp, l'n\qpb goiqg to mor^iq.Fo/b Food"; or, f-[ow fHpjof/ Fiqd Viable Jo
ppor uqibie/
•
write f
are edi
“What
majors seem to have a clear sense of the kinds of jobs for which they are most suited.
.g met
The question of a career path that does not lead to graduate school or to t
responses. Optimistically, English majors are uniquely qualified for a number of different jo s ecause
focus on language clarity and eloquence, as well as critical thinking. On the other hand, whenever faculty te
they have to seek jobs for themselves and be creative in their efforts to find positions, the typic
work a
work a
u
response s g
ts that
y
How do students, then, go about finding the job relevant to several years of careful study. Job seekers must cold
call, scour the classified section, and send out their resumes with job letters. Even our English ac ty a to commit to e
search as a nearly full-time job to land their positions by sending out numerous applications, hoping or a an u o
interviews that could lead to at least one or two campus visits, and then a job offer. Even so, many of e ac ty spent years
working as part-time instructors while looking for a position. Applying takes work, creativity, and, arguably e most
important, TIME—lots of time and patience.
English majors possess a particular skill set which sets them apart from the average job seeker; they have the
preparation that puts them above many other, more technical majors because of course objectives that focus on how to
research and problem-solve in order to unpack difficult texts. Such abilities relate to being able to decipher all types of
documents, artifacts, conversations, lectures, seminars, packaging, etc.
The most common complaint universities and colleges receive from employers about recent graduates on the job
market is about the inability of candidates to write. While such a statement is vague and not entirely helpful, these employers
seem to suggest that many newly-minted BA/BS graduates have not mastered the following:
• the standards and conventions of Standard
American English, including grammar and
mechanics;
•
logical arguments;
•
persuasiveness; and/or
• the art of paragraphing;
•
unity of focus and intent.
Most places ne
descriptions that kc
see if the company
to get a job; the gc
that they are best s
Also, remembe
they are at a publish
to eventually obtaii
they fine-tune theif
assistant to an edit<
editor. Then, after
lead editor. Becon
Majors should
go into fields othei
world;
While majors are not automatically skilled in these areas, the English course load provides future graduates with the
types of activities and practices that allow them to fine-tune their written communication skills and therefore offers them the
preparation needed to combat such complaints.
Another issue is that many people in the workplace do not understand collaborative projects. Peer-review sessions
and group projects offered to English majors are actually training tools to help condition them for the collaborative
environment that is the workplace.
What can English majors do?
Our faculty know several English graduates who:
•
become assistants to communications
managers
work as technical writers for various industries,
including plastics, manufacturing, credit card
companies, and insurance companies
•
work in college Admissions Offices
work in customer service
•
work as runners for editorial companies
•
become insurance agents
•
work as book reps
•
work as editorial staff and assistants
•
work as book sellers
•
run of
the WT gi
• clarity and precision in writing;
work as freelance writers for various
publications
work a
work in PR
Continued on Page 11
the WT al
makes the
theWTw
different t
only how
of writing
theWTal
stand abo
they were taught,:
opportunities, esp
teaching, they real
Majors sb
a pre-professional
minors, faculty, in
assessment of the
choose, edit, and ]
mentored by a fac
experiences in the
�Issue 3
The
Volume 3
“Job Opportunities,” Continued from Page 10
Issue 3
porbuqibie/
•
write for newspapers and magazines
have opened their own businesses
-ertification is*
hng, but few
are editors for smaller companies
run websites
work as runners for law firms
t with mixed
ie curricular
1 students that
generally
;ers must cold
) commit to the
ndful of MLA
culty spent years
foe most
have the
on how to
•11 types of
es on the job
these employers
luates with the
offers them the
iview sessions
irative
•
work as consultants for company publications
•
work as communications managers
run offices
•
write the text for websites
•
work as lawyers
•
manage non-profit organizations
•
eventually become editors
Most places
need technical writers to write internal manuals, check internal d<
—------------lw wuil uiLcmai manuals, check internal documents, and write up flow-charts and
descriptions that keep the companies certified in quality standards for their industries. The key is to contact a business and
see if the company is hiring or could use a writer on staff. Remember, though, the goal of the cold call and the resume is not
to get a job; the goal is to get the interview. At the interview, candidates should attempt to convince the potential employer
that they are best suited for hire.
Also, remember candidates have to work their way up through the company to become editors or managers, especially if
they are at a publishing company. If a candidate is seriously considering the editorial path, he or she will probably also need
to eventually obtain advanced degrees in English, too. Many editors have at least a Masters and often a Ph.D.; how else will
they fine-tune their judgment of taste? To edit, one might work as a gofer or a fact-checker, or sometimes even a runner or
assistant to an editor. Eventually, once a candidate proves him or herself, he or she may work his or her way up to junior
editor. Then, after some time has past (generally more than a year or two) one might be given his or her first project as the
lead editor. Becoming a senior editor takes time, talent, and a lot of hard work.
Majors should also keep in mind that the Writing Track (WT) at Wilkes is particularly useful to students who choose to
go into fields other than teaching for a number of reasons:
•
the WT gives students practice at the kinds of writing that will be paramount and necessary in the professional
world;
•
the WT allows students to examine the skills and traits that they can include in their cover letters as that which
makes them qualified for various positions;
•
the WT works on building students’ vocabulary, familiarity with different types of writing situations, ability to write
different types of documents, flexibility in terms of authorship, and critical assessment skills because they learn not
only how to construct different documents for different types of audiences but also how to critique the effectiveness
of writing situations and products in terms of their purposes; and
•
ions
es
parties
the WT also helps students think through their skill sets in more concrete terms so that cover letters and resumes
stand above the typical college-grad job application materials that do not really sell the skill set that they learn.
That is, many college grads try to sell the degree, not what they can do with it. English majors ate taught how to sell what
they were taught, and doing so can lead to some fairly lucrative jobs. The Writing Track uniquely prepares smdents for these
opportunities)especially in English 202, 203, 218, 225, 228, 303, and 308. If students want to do anythmg other than
teaching they really ought to take many of these courses in addition to the literature core.
. „ . , ...
Majors should not discount the value of the English 190 programs, either. For example, English 190 A: T&fvWAs
a pre-professional experience that not only allows staff to work on a professional pubhcation that is ismbuteI to ma,ors,
minors, faculty interested undergraduates administrators, and prospecnve students, but also provtdes staff wnh a careM
assessment ofthtworkWMO B: ih,M<,nuScrif^ an opportunity to.obtain..tasteof the publishing world as staffers
choose, edit and publish a collection of original materials. And, English 190 C: Wrmng Mentor allows die opportunity to be
mentored b) a fac^ member in the art of wndng instruction, which is an experience that mil prepare for similar mentonng
experiences in the professional world.
med on Page 11
�The Inkwell
Issue 3
Volume 3
tbipt Jlogor\
By Virginia Hults
Use the clues to complete the crossword puzzle.
I
DOWN
ACROSS
I. Save Money. Live Better.
5. Like a good neighbor,
7. Every kiss begins with
8. Experience is Everything.
10. Can you hear me now?
II. How dirty boys get clean.
12. Expect more. Pay less.
is there.
2. That’s’s stand. Are you in good hands?
3. Your world, delivered.
4.1 Apply directly to the forehead!
6. Where you at?
9. Easy, Breezy, Beautiful,.
13. America runs on.
ANSWERS TO PREVIOUS GAME:
Across: 2. Formalism; 3. Mimetic; 4. Intertextual; 5. Authorial.
.
________
Down: 1. Poststructuralism
..... ....... ■-■y-j
Dr. Farren would like to express her deepest gratitude to the graduating staff members of
The Inkwell, especiaUy founding editors: MeHssa Bugdal, Stefanie McHugh,
and Virginia Hults, without whom, The Inkwell would not exist.
Best of luck in your future endeavors; we will miss you!
If you are interested in joining The Inkwell staff, please contact Dr. Marcia Farrell
(marcia.farrell@wilkes.edu ) for more information.
Some editorial positions remain available for Fall 2009.
For information, contact Matt Kogoy (matthew.kogoy@wilkes.edu),
the incoming Managing Editor.
�
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The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program.
Creator
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Wilkes University's English Department
Publisher
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English Department
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The Inkwell Quarterly, Spring 2009 (Volume 3, Issue 3)
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The English Department
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Spring 2009
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Wilkes University retains copyright of this publication.
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4599a4029c972250bd2f5e479af86a6e
PDF Text
Text
I
The Inkwell
Volume 4
Volume 4
Issue 1
Issue 1
Fall 2009
2OI: "T^e Gateway bo bf\e €qgli/l\ nQajor"
In this Issue:
By Lauren Mannion and Philip Muhlenberg
Senior Spotlight:
Zach Sobota
2
Club Updates
2
Journey to London 3
National Day of
Writing
3
Kuhar’s Corner
5
Sigma Tau Delta
Announces New
Executive Council
5
“Why Literature?”
6
Lucinda; Or, the
Mountain Mourner
Published
7
English Education
Announcements
7
Film Review:
Cormac
McCarthy’s No
Country for Old
Men
8
We’re All Guilty
8
Faculty Updates
9
Dr. Thomas
Baldino
9
Pros and Cons of
Double Majoring
11
Majors/Minors Fair
11
Brown Bag Lunch
Update
11
General English
Crossword Puzzle
12
English 201: Writing About Literature
and Culture, often referred to as the “Gateway
to the English major.” English 201 is a
requirement for all English majors. This
gateway course introduces foundational
materials and critical theory approaches in the
world of the English major. A trait unique to
the course is the fact it is taught by a different
professor each semester, thus bringing fresh
pedagogical perspectives to the material each
Photo Courtesy of Desiree Wren
time the course is offered.
Dr. Mischelle Anthony, who is teaching this fall’s English 201, admits, “This
class is very savvy.” In Anthony’s class, students are exposed to critical theory while
using the text Falling into Theory by Anne Dobie. Students apply various critical theories
from Dobie’s text to pieces like Charlotte Perkins Gilman’s “The Yellow Wallpaper”
and Voltaire’s Candide. Anthony also uses a method of familiarizing students to library
research by referring to last year’s English 201 taught by Dr. Marcia Farrell. Five days
in the course schedule are set aside for referential instruction and discussion, such as the
academic debate of “Wikipedia versus proper sources” and archival research.
In all English 201 courses, writing figures heavily into the course objectives.
When Dr. Chad Stanley taught English 201 in fall 2007, he used Writing Essays about
Literature, a text designed to introduce students to approaches to writing thesis-driven,
analytical essays about a studied piece.
In particular, the writing in English 201 focuses on critical theory and the
application of critical theory to an argument about a text. Stanley points out, “Working
with critical theory is especially significant in contemporary English program studies,
and students need to develop and practice their abilities to identify various critical
modes (such as New Criticism, Structuralism, and Cultural Materialism) and work
within and around these modes.” Students then learn how to use these critical
approaches in their own work.
Applying the modes of literary criticism to course material, Farrell’s English 201
students used Contextsfor Criticism, a text of critical theory. From Contextsfor Criticism,
Continued on Page 4
1-jyfTipqibie/ Picqic
The Fall Humanities Picnic was held on Wednesday, September 23, 2009 on the
Kirby lawn. Dr. Chad Stanley took on the responsibilities of the Burger King.
1
�The Inkwell
Volume 4
Issue 1
The Inkwell
/eqior Spobligtyte Zocf|ary ZobotG
Jourq<
By Sabrina Hannon
ByJohn Ac
Wilkes
Wilkes senior
senior Zachary
Zachary Sobota
Sobota is
is an English major with
a concentration in writing. Hailing from Pequannock, NJ where
he began his football career at the age of seven, Sobota now
plays center on the offensive line for the Wilkes football team.
When not snapping hikes or blocking tacklers, Sobota is busy
studying, working out at the Wilkes gym, hanging out with his
friends, and writing poetry.
Throughout his college experience at Wilkes, Sobota has
encountered many influential and valuable courses and
professors; most notably Dr. Chad Stanley, whom Sobota cites
as “the most influential professor” on campus. Sobota also
enjoyed Dr. Mischelle Anthony’s ENG 203: Introduction to
Creative Writing course because of “how much better of a
________Photo Courtesy of Desiree Wren________ | writer [he] became.. .by writing in different genres.” The
course’s unique approach to different types of writing was also valuable to him.
In addition to writing, Sobota enjoys reading and blending his love of sports with his interest in literature.
His biggest literary influence mirrors his athletic persona, as he acknowledges the importance of acclaimed
sportswriter H.G. “Buzz” Bissinger (Friday Might Lights'). Bissinger is the author Sobota would most like to meet
and speak to about his experiences with athletics and how they shaped him as a writer and as a person.
After graduation Sobota aims to attend graduate school, acquire a graduate assistant position for a Division
I football program, and become a college football coach. Sobota also plans to continue writing with hopes of
being published and possibly becoming a teacher.
Club Update/
By Kelly Cappellini
MM
message re£
stayed in th
the dining h
libraries adr
looking at tl
Anthony en
Qotioqc
By Vicky H
•
The Manuscript held its annual Halloween poetry reading on Thursday, October 29, 2009 at 7:00pm at the
Sordoni Art Gallery.
The submission deadline for the fall issue of The Manuscript was October 2, 2009. Submissions for the Spring
issue are now being accepted at magazine@wilkes.edu.
•
Sigma Tau Delta held their annual Banned Book reading on Friday, October 12, 2009 in the SUB to
celebrate the close of Banned Book week.
•
Wilkes in the World is focusing on bringing
1
______
clean water to
Africa in conjunction with the group lead by Dr.
Jim Merryman. If you have questions, or would like to join, pie;
:ase contact Carli Heston at
carli.heston@wilkes.edu.
•
The Writing Center’s hours of operation are as follows: Monday, Wednesday, and Friday at 10:00am to
5:00pm and Tuesday and Thursday from 11:00am to 5:00pm.
Writing Mentors are reminded to submit their monthly reports to Dr. Chad Stanley.
•
Junior Justin Jones has been named as fthe Online Coordinator for Inkwell. Please contact him at
justin.jonesl@wilkes.edu with any events
— ai
and/or photographs which need to be shared prior to the
publication of the next newsletter.
The
2009. Thei
begun settir
Exercises” s
A fe
by sophomc
Hannon, ju
Dr I
Kaster’s ess
of writing.
�The Inkwell
Volume 4
Issue 1
Jourqey bo Cqgloqd
By John Acito and Rachel Cannuli
In July, Dr. Mischelle Anthony spent two weeks
in England. Anthony’s trip was spent at the Harris
Manchester College at Oxford University, where she was
invited to participate in the Oxford Round Table
Conference.
The Oxford Round Table Conference consisted of
a series of small group discussions on various topics
surrounding English literature. Numerous English professors came together daily from
9 a.m. to 3 p.m. This year’s Round Table focused on The Idea of Women’s Education
in the Nineteenth Century. For her part in the discussion, Anthony presented the paper,
‘Where Didacticism Went: Nineteenth-Century Women Writers.” The essay focused on
how the dash began its popular usage with gothic/sentimental melodramatic prose in the
late eighteenth century. By the end of the next century, writers known for their realistic
elements such as Kate Chopin and Louisa May Alcott still used the dash for their
melodramatic moments. The gothic/sentimental had gone underground, but the
message regarding gender and class inequality was still prevalent in women’s writing. During Anthony’s visit, she
stayed in the Oxford dorms and dined on the Oxford campus. Anthony described the dining hall as “[looking] like
the dining hall in Harry Potter.”
After the conference, Anthony spent time at the British Library. She discussed how British
libraries admitted all visitors and made ancient manuscripts available to the public. Anthony mentioned, while
looking at the manuscripts, librarians cautioned her to “touch the pages as sparingly as possible.” Overall,
Anthony enjoyed her time in a “progressive city” with polite citizens and numerous free activities.
Qobioqal Day ©P Wribiqg: O0f?b|<?&ofrcd Cwerd/e/00
By Vicky Hevener
The National Council for Teachers of English (NCTE) hosted a National Day of Writing on October 20,
2009. The idea of the project is to celebrate the many facets of writing. English teachers across the country have
begun setting up virtual galleries of chosen submitted works. Dr. Marcia Farrell is a curator of the “Rhetorical
Exercises” gallery, which currently features 48 texts, ranging from opinion pieces to poetry, recipes, and essays.
A few students from Dr. Farrell’s English 308: Rhetorical Analysis and Non-Fiction Prose Writing, headed
by sophomore Dave Cook, planned a reading that featured Dan Waber of Paper Kite Press, senior Sabrina
Hannon, junior Kenny Stacker, and Dr. Larry Kuhar in the Kirby Salon.
Dr Farrell’s gallery can be located at: http://galleryofwriting.org/galleries/215971 . Junior Amanda
Raster’s essay, “’She says her feminism just kind of took over:’ The Gilmore Girls'1 Feminism” is the featured piece
of writing.
The Inkwell staff would like to wish
the readers a Happy Fall.
If any reader is interested in
reviewing the ghost stories
surrounding Kirby Hall, please check
out the article in The Inkwell Online
archives, volume 3, issue 1.
Photos Courtesy of Dr. Marcia
Farrell
3
�Issue 1
Volume 4
The Inkwell
The Inkwell
Hyhor*/
“201” Continued from Page 1
. T best Benito Cereno, ‘Ode on a Grecian Urn,’
students read a chapter on formalism that applied “formalism to Lhe
’ mralism to those same four
and ‘The Yellow Wallpaper,’ just as the poststructural chapter apphe P°s
same basic goal—introducing
texts.” Farrell adds, “Other faculty use different textbooks, but all acco ph^
their de° ee
English majors to the terminology, theories, and positions with which
}
P S
Recent Wilkes alum Melissa Bugdal had an experience unique to the world of Eng^
took
English 201 during her sophomore year, and in her senior year, she worked as a writing men
. a e
Stamer’s English 201 in the spring of 2009. Bugdal explains, “Serving as a Writing Mentor or
, an hereby
getting to essentially take the course a second time, was a wonderful experience for me.
ug a specu ates on t e
differences between mentoring for English 101 and English 201. She believes, Overa , e stu ents in
were
asking different types of questions than the 101 students. The question types were no better or worse or either
group, just different in terms of how to get from point ‘a’ to point ‘b’ in the paper. For example, a 101 student
may ask about how to transition from one idea to another in a paper, whereas a 201 student would take it one step
further and ask about the transitions and approach of the paper in terms of the literary criticism.
As Dr. Thomas Hamill observes, English 201 is “several different classes in one, which makes it so
special.” While the course is an introduction to applying critical methodologies and literary theory, it also engages
English students in an introduction to basic practices and behaviors in literary studies. Furthermore, the course is
an opportunity to focus on and write about literature and culture.
Hamill brings up one of the most unique features of the English 201 course by commenting on the added
layer of student analyses. While Hamill’s students would work “on any text, such as Philip Roth’s .American
Fastoral” the progressive discussion of the text would shift to reach an “outcome” that was “not simply
responding to the text, but responding to our own responses.” As Hamill points out, the English 201 course
brings critical attention to “how we are applying critical analysis to the text. For example, how are we being New
Critical? How are we being Marxist?” This course makes students and professors pay attention to the text and the
reactions provoked by textual analyses.
Some of the most significant aspects of the course are the relationships forged between students and
professors during this introduction to the English program. Stanley sums up this dynamic, remarking in his
personal experience, “the dynamic of English 201 is energetic, enthusiastic, and engaging. Students in English 201
form a distinctive cohort of developing English majors, and their experience in this course fosters communal
work. This course, m other words, helps form a community of student-scholars.” While English 201 can be a
challenging course, it engages students beyond classroom activities into a broader scholarly community
By Dr. Larry
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By Stefanic
The Inkwell Staff
Faculty Advisor: Dr. Marcia Farrell
Managing Editor: Matt Kogoy
Assistant Editor: Jackie Butwinski
Head Copy Editor: Melissa Leet
Assistant to Head Copy Editor: Philip Muhlenberg
Copy Editors: Sabrina Hannon & Lauren Mannion
Online Coordinator: Justin Jones
Staff Writers: John Acito, Rachel Cannuli, Kellene Cappellini, David Cook, Victoria Hevener, Amanda
Kaster, Anthony Truppo, & Desiree Wren
Graduate Correspondent: Stefanie McHugh
Guest Contributors: Dr. Sean Kelly, Dr. Larry Kuhar, and Courtney Sperger
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When was the last time you played the air-guitar?
Your question constructs, for me, around tensions inherent in all
mourning for “yesterdays,” for the unrecoverable loss of time. Without
the usual symptoms that plague efforts to elucidate life’s larger issues, my
efforts here to respond will rely chiefly on the function of remembering
the air guitar for the sake of questioning notions of progress in our
twenty-first century world. Like Rock Band, consider this a kind of
historical game-play.
First of all, thank you (“I hope all is well
ill”) for asking the type of
question that, while often overemphasized in trivial simulated game-play
where epistemological matters are settled, engages us in a consideration of
the function of memory and imagination. This is no small matter in an age
where immediacy revokes memory’s license for confirming the interrelated
values of experience, nostalgia, and even history (oh, person, don’t share
these words, please, with anyone other than English majors!).
Photo Courtesy of Stefanie McHugh
Of course, as many of you are now thinking, we need to negotiate
this idea through a consideration of Jacques Derrida’s erasmire, i.e., guitar/air guitar (with a slash through it). Let
me explain. Like Madison Avenue-driven anticipation satiated through the arrival of a reality-based Beatles Rock
Band collection—or buying “chords” of wood to complete what we know as “chopping wood”—our
consideration of “the last time” constructs around the anticipation to play air guitar again (i.e., “when was the last
time you played?”). This mirroring backward in time identifies the absent future (will I do it again?), and must, if
only in our minds, unpack (I love that word) the kind of simulated reality established in, let’s say, a power chord
sans guitar or a reality-based TV show. Huh. Let’s just say this: An air guitar power chord confirms in its
performance the value of knowing something about a lost past, a yesterday. T.S. Eliot was onto something. So
was John Mellencamp (uh, Johnny Cougar), “You better learn to play air guitar” and Pete Townshend, too,
“Pick up my air guitar and play / Inst likeyesterday?’
Continued on Page 10
figrria Tau Delta
Qew Gwecutive Council
By Stefanie McHugh
The following students will serve as the Executive Council for Sigma Tan Delta, the International
English Honors Society, in the 2009-2010 Academic Year:
President: Ashley Filipek;
Vice-President: Bianca Sabia;
Secretary: Erin Wimer;
Historians: Jami Butczynski and Sabrina Hannon,
Public Relations Director: Megan Smith;
Alumni/Alumnae Liaison: Lauren Mannion;
Web Director: Samantha Bartolomei
nominations were received for
Dr. Thomas Hamill, faculty advisor, also notes sin
npnartment Administrative Assistant, until
Treasurer, he will work with Debra Archavage, the umanities
Treasurerj please contact
the position is filled. If any member of the society wishes to be
Hamill at thomas.hamill@wilkes.edu.
5
�The Inkwell
Issue 1
Volume 4
The Inkwell
—
.......Hill.............. ......
UJI\y literature?
By Dr. Sean Kelly
are questions a student
Qr for himself or herself.
of literature must answer sooner or later, either for someone else (a p
>
«gOOCl” job. I happen to think
Often the impheation is a degree in the Humanities does not easily tran^^^ at meeting these pragmatic (though
that we—students, advisors, faculty members—have aE become fair y s
,lth amount of pragmatism of our
sometimes condescending) questions with good humor, thought
es ,
literature not as a means to
own. I would Eke to reflect on the
specif y
“Why study literature?” or, more often, “What good is a degree
“Why study literature?” is only answerable when one considers the
potentially ethical nature of the encounter between reader and text.
I remember once hearing a prominent professor explain the nouon
of “slow,” close-reading was elitist, since, of course, »» one has time to linger
over texts in this fast-paced, information-driven, post-modern world I
continue to beheve one of the most important aspects of Eterary studies is
continue to believe one <------K
_
’ flow
”
j the necessity of tarrying with a text, transcribing the
ofr our: own fleeting
impressions, associations, and ideas in the margins in effect, supplementing
I the text as we attempt to make meaning. Ralph Waldo Emerson was right
I when he proclaimed “one must be an inventor to read well (1142). So was
I Roland Barthes when he said that much of reading happens when we are
I looking up” from the page, thinking. When one engages Eterature in good
! faith—as I think EngEsh majors are uniquely in a position to do—the text,
_________________________________
| the reader, and the world are, or at least have the potential to be, changed.
Photo Courtesy of Desiree Wren
]
Esh
KBS
My first upper-level “EngEsh” course was not about EngEsh or American Eterature at all, but featured such
authors as Albert Camus, J.M. Coetzee, and Manuel Puig. As a student with very little background in Eterature
and no experience whatsoever in phEosophy, I was deeply moved by what I perceived to be the moral significance
of Eterature. I learned not simply to appreciate Eterature as a cultural artifact, but to see that Eterature has the
abiEty to affect us—to enlarge our perspectives, chaUenge our beEefs, and expand the range of, not only whatvit
think, but also, how we think. Rather than reinforcing one’s sense of identity or ideological position, Eterature
often has the opposite effect of undermining or disturbing it. This is because Eterature, in both its form and
content, stages an encounter with otherness: it hails ns, moves us, demanding sustained periods of introspection and
reflection. One of my favorite moments from Nathaniel Hawthorne’s story “Old Esther Dudley” occurs when
the narrator informs us that the partiaEy-crazy, ghost-Eke, reclusive Esther, in telEng stories of times before the
American Revolution, is able to transmit to the children of the town the “old feeEngs” of a “dead world” (230).
Hawthorne is pointing to the fact that Eterature aUows the reader to grapple with feeEngs and desires that
correspond to fundamentaUy aEen identities, perspectives, and ways of Efe. Walt Whitman powerfuEy dramatizes
a similar idea in “Song of Myself’ when he merges the voice and cadence of epic desire with a multipEcity of
ambiguous and contradictory perspectives.
From my first undergraduate encounters with Shakespearean vernacular, the vitriolic poetry of Amiri
Baraka, and the grotesque imagery and fractured sentences of Samuel Becket’s novels, I have often felt the scene
of reading is, mdeed, a vital ground of negotiation and creation. The study of literature is important because it
moves us toward the sphere of otherness. It compels us to take an active role in our own humanity and in the
^TSa^^snasssES^aas^^
rs.<n
"you are ,n,eres,ed ln iolnl"9 Xw
Dr. Marcia Farrell (marcia.farrell@wilkes edu)
______________________ for more information.
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�Issue 1
I
Volume 4
The Inkwell
“’■•'ESggss
Issue 1
luciqda; Or, ttp f7louat>aia
Dr. Mischelle Anthony’s critically edited
student
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Photo Courtesy of
Desiree Wren
he scene
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the
Anthony s edition is part of the press’s Women Writers series. Copies of Anthony’s
book are available online at Amazon.com and BarnesandNoble.com. For more
information regarding purchasing of Anthony’s book, contact her at
mischelle.anthony@wilkes.edu.
G^gli/h. Education, f^©yr^cn\eqb/
Compiled by Anthony Truppo
All Teacher Education Program candidates should note the following requirements for students pursuing
certification at Wilkes University:
• A student must have an overall GPA of 2.7 in order to register for ED 190: Effective Teaching with Field
Experience.
• A student must have earned a 2.5 in ED 190 prior to registering for any other Education Course.
• A student must obtain an overall GPA of 2.85 in order to proceed to 200-level Education courses and an
overall GPA of 3.0 to proceed to 300-level courses.
. A student must take and pass Praxis I - Reading, Writing, and Mathematics prior to registering for any 300
-level Education course or secondary content methods course with a field experience.
• No student will be allowed to register for any 300-level Education course or secondary content methods
course without a hard copy of a formal passing report of Praxis scores on file in the Wilkes Education
.
Department office in Breiseth 204.
There are two types of formal reports: labels of candidates’ scores sent direcdy to the Wfc Educauon
Department, and formal reports sent to the candidates’ personal addresses. At least ONE of these formal
reports must be on file in the Wilkes Education Department office in order for any sraden to r ps
300-level Education courses. It is the student’s responsibility to ensure that a formal Praxis report is on
file in the Wilkes Education Department office.
amatizes
of
dri
new
Drs. Robert S. and Judith A. Gardner will be hosting
op^to *e
celebrating the philosophy that not all learning takes place
public:
• November 9, 2009 at 4:00pm in Marts 214:
Using Technology to Teach the Millennial ^^on^ of Educatiorl) Wilkes University
Speaker: Michael Speziale, Ed.D., Dean o
• November 24, 2009 at 4:00pm in Marts 214
“S McHugh, Director of Penn State Wfikes-Barre Cooperadve Education
]
•
December 3, 2009 at 4:00pm in Marts 214
and operators of David’s Coffee Shop, Wilkes-Barre
Autism
Speakers: Suzanne and John Joseph, owners
7
I
�Volume 4
The Inkwell
Issue 1
The lnk*>el1
faculty
Filrq Review: Corrupt flJcCorbhy' (jp Courfiry Por Old /Ifaq
3y Kelly Cap
By Matt Kogoy
Gilman’s
Biannual
24, 2009.
C°m®c McCarthy’s
big screen on November 2^2007 and
ii
*
continued io impress both fans and criucs by
winning an Oscar for Best Picture at the 2008 Annual Academy Awards.
In writing this critique, I would like to focus on a specific aspect of the
narrative which only garnered a minute or two of the movie s 122 mmute- „
length—the conversation piece between Llewelyn Moss and the Waitress.
This conversation expands to include a variety of character elements not
addressed in Ethan and Joel Cohen’s script. This conversation helps to highlight
Llewelyn’s more intrinsic side. We become more conscious of Llewelyn s motives
throughout the story. We see a deep rectification of his otherwise starch nature
whereby McCarthy, through ingenious dialogue and direct tone, indicates a tragic
flaw within Llewelyn’s character. This flaw is his inability to express emotion.
The Coen brothers do well to interpret the novel from a film perspective, but we
,
From J w
in Birmit
that exar
o
Studies in
edited K
Austen a)
be publi:
Dr. Seal
and The
ran frorr
are undoubtedly left with wanting more from this scene since it plays such a
pivotal role within the broad textual surface of McCarthy’s novel.
Photo Courtesy of Jackie
As film critics and readers of the English language, we would suffice to
Butwinski
------notice these differences as they affect the key plotline in and of itself as we look to
examine, more deeply, a redefinition of social behaviors and conventional character relationships. Llewelyn’s
interlude from mayhem with his interaction with the “Waitress” stresses key concepts of individual identity and a
broader social consciousness developed through such artistic mediums as the novel and film.
From N
Frontier
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Compiled by Desiree Wren
°
Summer is a time for students and faculty to indulge in leisure reading. Wilkes students and professors
divulged the guilty pleasures they enjoyed during the summer.
English Professor: Dr. Mischelle Anthony
Lei the Great World Spin by Collum McCann
English/Psychology Major: Jackie Butwinski
Perfect Fifths by Megan McCafferty
English Professor: Dr. Marcia Farrell
Laced in Magic by Barbara Bretton
English Major: Sarah Hartman
OfMice and Men by John Steinbeck
English Professor: Dr. Thomas Hamill
The Graveyard Book by Neil Gaiman
English/History Major: Matthew Kogoy
Sex, Drugs, and Cocoa Puffs by Chuck Klosterman
English Professor: Tom Jones
Smart Boys Swim in the Biver Sticks by Robert
Bombay
English Major: Lauren Mannion
lease Don’t Kill the Freshman by Zoe Trope
Graduate Correspondent: Stefanie McHugh
Sense and Sensibility by Jane Austin
___
Starner
then ph
By Courtne
Wit
Spring 2(
As Dean, B
prograr
Sociology, (
Studies, lAt
English/Philosophy Major: Kenneth Stucker
Mason & Dixon by Thomas Pynchon
8
Dr. Jan
Novem
^nting, E
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ndmits to n
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s
�The Inkwell
Issue 1
J IT[efi
i novel to
The novel
aval. The
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Volume 4
faculty Update/
By Kelly Cappellim
•
Dr Michelle Anthony presented her paper, “A Grotesque Tea and Svt™^ n
GtoM's “The Yellow WaUpape^ ar The Socrety for rhe Smdy of AmericanWomen Writers °
“
Biannual conference rn Phrladelphra, PA. The conference was held from October 21,2009“hrouBh October
24,2009.
&
.
From June 4 through June 6, 2009, Dr. Helen Davis attended the International N;
’ “
Theory
Conference
in Birmingham, England and participated in a roundtable presentation called, “Newarrative
Feminist
Narratoloties
”
that examined current feminist narratological theory.
s
’
Df;
7P,ap?,r Cn^ed °A FearfuI SymPathy: Poe’s Metaphysics of Dissolution in Eureka
and FA Fall of the House of Usher at the Third International Bicentennial Edgar Allen Poe Conference which
ran from October 8, 2009 through October 11, 2009, in Philadelphia, PA. §
h
suffice to
is we look to
elyn’s
itity and a
From November 12, 2009 through November 15 2009, Kelly will be chairing a panel called 'Imagining
Frontiers: Identity and Movement in Early American Literature" at the Midwest Modern Language Association
Conference in St. Louis.
•
Dr. Chad Stanley is writing an “Afterword” for the Signet edition of Joseph Plumb Martin’s “A Narrative
of a Revolutionary Soldier.”
Stanley is also working on a paper entitled “White, Dark, or Pink?: The Racialized Consumption of Gender in
H. G. Wells’s The Thue Machine,” and an article on Jean-Pierre Jeunet’s film Delicatessen.
•
ofessors
Dr. Janet Starner will be present at the Attending Modern Women—Conflict and Concord conference, on
November 5, 2009 at the University of Maryland.
Starner is also assisting her English 218, Writing Practicum class in designing peer response plans which they
then plan to test in real English 101 classes.
__________ __________
Dr. Tljonja/ ItalcJiqp: IqterirR DeoQ, oP th?
By Courtney Sperger
With the resignation of Dr. Darin Fields as Dean of the College of Arts, Humanities, and Social Sciences
ln Spring 2008, the university announced the appointment of Dr. Thomas Baldino, professor of Political Science.
As Dean, Baldino will “coordinate, assist, and advocate for the various departments in the college, mosdy involving
the programs in the divisions which include the English department, History, Philosophy, Spanish, Psychology,
Sociology, Criminology Political Science, International Studies, Anthropology, Women's Studies, Communications
Studies, Integrative Media, and Visual and Performing Arts.” While overseeing so many programs may be
punting, Baldino’s says, “I would like to leave the college in a better place than it was when I took ovei. I d just
\ke to do things a little differently, and where possible, build on what Dr. Fields akeady did. Mthough Baldino
a^its to mis sing teaching, he is energized and enthusiastic about his new ro e at Wilkes where he is able to look at
the whole of the college and then attend to its needs as a significant part of the university.
�TheInk">el1
The Inkwell
Issue 1
Volume 4
PfO/ OQC
“Kuhar’s Corner” Continued from Page 5
By Melissa Leet
But the air guitar is no longer sold at Toys R Us. It’s unavailable. It’s gone the way
Licorice. What did Paul McCartney say, “Yesterday, all my troubles seemed so ar
y.
3°Jone is not
g
forgotten in this guitar case.
suooose to reconstruct the air
To satisfy the hunger of memory—the need to play again—we can try, I pp ,
,,,
,
guitar in Jurassic Park fashion (i.e, draw DNA from air sap, take it over to a Stark lab a nd, presto,w
am sure, in just a few days thousands of air guitars ready for shipping to market). Just remember theunv
og
or pet rock. But this effort relies on capturing the air’s sap and we all know how tins process
nullify the air guitar player’s ontological status and, so ... we’re going to have to jettison epre
moved us to consider this approach. Sorry. (I haven’t, however, given up on the return o in er oy
Finally, let’s agree to this: When we effort to remember—in the age of Rock Fan
t e as me
playing the air guitar, we confirm absolutely the function of the imagination. With Rock Ban , you can
experience the music, confirm your ontological status (as a member of the band), and enjoy game p ay wi out
tuning those pesky strings. But, as always, compatibility remains an issue. Is this really progress. Air guitar, on
the other hand, provides all the benefits of Rock Band while also being fully compatible with all existing
game-play hardware. (The hard wiring came at birth.) If we can remember the last time playing air guitar—-and
who, of my generation, cannot (remember playing air guitar)—then we have begun the work of failing to forget
the importance of its arrival in our imagination. Think “wooly mammoth grazing the grass along Kirby Hall or
“the apparition of these faces in a crowd.” This is what we can take away from our efforts to remember playing
air guitar: The inherent need to cherish memories as they offer us a rare return to a presumed original form. „
Moreover, unlike Rock Band, these memories are, well, priceless. As Paul McCartney said, “I believe injesterdcQ.
What most excites you about teaching Contemporary Fiction this semester?
Teaching this course gives all of us in the class an opportunity to engage die fiction that shapes our
world, reflects on our world, as well as informs our understanding of who we are in a world that increasingly
complicates our abilities to do this. Where else—except other English classes—can you participate in
discussions on the mimetic and meaning, Vietnam and la violencia, an Austrian Nobel Prize winner, Thomas
Pynchon’s new novel, the southern grotesque, Afghanistan and Iraq, absurdity, and (without fail) the
ubiquitous CE-6.
Why did you choose to be an English professor, and what was your journey like to get to this
profession?
The notion of a “career journey” by definition suggests a self-aware process of forward life-story
movement. What’s this mean? How is this possible in today’s world? Our career stories are invariably marked
by trial and error, successes and failures, unpredictable tribulations and accomplishments, and a gradual coming of
age about the significance of the experiences encountered along the way. This last point, I think, is the key. I
know this sounds a bit cliche but my “journey,” like most career journeys, is marked by my on-going efforts to
identify my core values and to find my voice. I value lifelong learning.
Like my English faculty colleagues and our English majors, I’m passionate about ideas, writing, literature
and language—not only in the classroom but in the world outside of the classroom. But it took quite a while__
and a few different jobs and voices—before I started to understand that working with people who share these
values was what I was searching for in career. In the abstract, education can be a pathway toward personal
fulfillment and professional accomplishment. But it’s the people—faculty and students—with whom we work
that matter most as we try to distill our values and voices. While working at a nuclear plant, I began to question
the value of and fulfillment in the work I was doing. Studying and teaching in Duquesne University’s M. A.
program, I started to realize that the conversations in classrooms and offices at Duquesne were fundamentally
different than anything that took place at other workplaces. Working with undergraduates on literature and
writing was a privilege. It still is. The classroom is sacred space where we can find our voice We test and
share our ideas, insights and stories in these rooms. I do not see my story as unique or inspiring in any way
however, I encourage our undergraduates to think about the idea of career as a journey and to search for
career that aligns with their values and voices.
10
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parallels betw&
analysis.
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the workload,
lot of work, wi
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�fheb^ve^
Volume 4
Issue 1
Pro/ oqd Cory oP Double ntqjoriqg
gy Melissa Leet
If a student wishes to double major, what he or she should k
chooses. By choosing subjects that are naturally interdisciplinary thTh^
sub>ects he or she
For example, choosing two complimentary majors, such as English C 4
°f graduating on
may be greater,
coursework. However, a potentially difficult double major choir. „ ° u
WOuld aUow for some overlaP of
because of the availability and schedule of courses along with dear
1IUS1C Performance and Pharmacy
individual needing an extra year or so to graduate Howe™
• for
r an interesting
■------- ------------’ For example, a
’
make
career path.
career in scientific writing and publishing.
*
‘
“
es even seemingly discordant majors might
’n pi°l°gy and English could feasibly find a
Being an English major allows for a degree of flexibility in choosing a second major, and adding another
discipline to one s resume may make him or her more desirable to employers. If a student has an extensive
knowledge of one or more d.sciplme, he or she has a greater chance of being hired because a dual focus shows
employe *at hc °r she 15
to handle a large workload successfully and that the student has a strong work
Another positive aspect of having a double major is that some subjects that are enriched
enriched by
by learning
learning
another discipline. An example would be the parallels
between
History
and
English.
Learning
about
certain1
i
ihistorical periods, such as the Renaissance, can ’be readily applied" to die corresponding era of literature. The
parallels between psychology and literature can also be made, where the two disciplines can assist with textual
analysis.
Despite the positive aspects of double majoring, negative aspects exist. The first major problem could be
the workload. Even by choosing two disciplines that correspond with one another, one would need to complete a
lot of work, with twice as much learning.
Attending college is also expensive, and double majoring can impact that aspect, as well. Sometimes a
double major is unable to finish both degree programs within the traditional four years and may have to stay for a
fifth or sixth year beyond their initial projected graduation date. Students who need to extend their time at the
university may need to take out more loans, which causes them to accumulate more debt.
However, the benefits of double majoring and the possible career paths that it opens up may outweigh
increased student loans. While double majoring is a personal decision and needs to be an informed decision, being
aware of the pros and cons of choosing two majors will make the decisions easier.
fTlpjorx aqd IT|iQprx Fair
department and passed out copies of Kirly Ca«„ou and Tie I,Ml whrle also mfomung students about career
oppertumties assod«rf
-
P'“se dlrc“ >hem ” Kuhar
(lawrence.kuhar@wilkes.edu), Humanities department chair.
Marcia Farrell and Helen Davis hosted the first Brown Bag lunch of the
On September 16, 2009, Drs.
“Navigating the Classifieds” took place on October 23, 2009.
semester, focusing on graduate schoo apPhe‘most of the major” on Thursday, November 12, 2009 and “Teaching
EngUshStrate^es’^on5 Friday,December 4, 2009. Those attending should bring their own lunch to Farrell’s office.
11
�The Inkwell
Issue 1
Volume 4
Geqeral €qgli/l\ Cro//word Puzzle
By Dave Cook
Use the clues below to fill in the missing spaces.
1
2
3
4
5
6
7
8
ACROSS
Name of one of the protagonists
2
in a Tale of Two Cities.
Kurtz/ "He Dead", in Conrad's
5
Classic, Heart of Darkness.
6
7
8
DOWN
1 An informally stated syllogism.
He had a jumping frog in a
Twain classic.
Form of Criticism promoted by
T.S. Eliot and others.
Rhetorical term for an ethical
appeal
3
The first line of The Waste Land.
4
Beowulf and the Odyssey are examples of
this type of poem.
Answers to the Previous Game:
Across: 1. Walmart; 5. State Farm; 7. Kay; 8. Old Spice; 10. Verizon; 11. Axe; 12. Target.
Down: 2. AllState; 3. UPS; 4. HeadOn; 6. Boost Mobile; 9. Cover Girl; 13. Dunkin
12
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Inkwell Quarterly, 2006-present
Description
An account of the resource
The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program.
Creator
An entity primarily responsible for making the resource
Wilkes University's English Department
Publisher
An entity responsible for making the resource available
English Department
Format
The file format, physical medium, or dimensions of the resource
PDFs
Language
A language of the resource
English
Type
The nature or genre of the resource
Publication
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Inkwell Quarterly, Fall 2009 (Volume 4, Issue 1)
Creator
An entity primarily responsible for making the resource
The English Department
Date
A point or period of time associated with an event in the lifecycle of the resource
Fall 2009
Format
The file format, physical medium, or dimensions of the resource
PDF
Type
The nature or genre of the resource
Publication
Rights
Information about rights held in and over the resource
Wilkes University retains copyright of this publication.
-
https://omeka.wilkes.edu/omeka/files/original/0a188a7d75242f43ce340c02be4ad004.pdf
b077b56f4cf41fce32dabd40ae8c77ac
PDF Text
Text
Volume 4
Issue 2
In this Issue:
Senior Spotlight:
Dave Lewis
2
Wilkes Alumni
Publishes
Capstone
2
Book Review:
Eating the
Dinosaur by
Chuck
Klosterman
3
Brown Bag Lunch
Update
3
Beyond
Graduation from
Ginny Hults
4
The Best of
Kuhar’s Corner
5
Winter Capstones
By Dave Cook
The Senior Capstone Project represents four
years of hard work and dedication. The presentation
is the cuhnination of a student’s writing experience
within a specific concentration of the English major.
Each student is expected to present for 30 minutes
and answer questions from die faculty panel and
audience for approximately 10 minutes.
This faU, two seniors presented their
capstones to die EngEsh department:
• Ryan Holmes spoke about plagiarism
and fabrication in journaEsm and
academia on Monday, December 7 at
4:00 p.m.
• Ashley Fiorucci presented a reading of the proto-feminist elements in Chaucer’s
“The Wife of Bath” on Tuesday, December 8 at 11:00 a.m.
Faculty and Club
Updates
Starner to Go on Sabbatical in
Washington, D.C.
18th Century
Salon
English Major
Lands Editing
Position
Spring Course
Reading Lists
Hamill’s Hunches
The Game: “InkoQuip”
Winter 2009
By Kelly Cappellini
In spring 2010, Dr. Janet Starner will be
leaving on sabbatical during which she will further her
archival research into early modern literature. In her
proposal, Starner stated that she plans to split her time
between the Folger Shakespeare Library in
Washington, D.C. and at the Huntington Library in
California in order to conduct the necessary research
to accomplish two primary goals: “the composition of
an essay that reports on that work and the
development of a workable concept for a future book
length project focused on readers and reading practices” and the development of “innovative
classroom practices and1 co-curricular projects that encourage my students to become both
readers’ ana
and puous.
published writers.” Starner submitted the proposal to the Faculty
‘active readers'
Development Committeei more than a year ago and then received approval last April.
To accomplish her goals, Starner needs to spend time at “distant Ebraries who strictly
limit access to their collections of rare materials to those with a documented need to handle
them and with credentials our undergraduates do not have: a PhD, or current enrollment in a
doctoral program.” With access to these rare and precious materials, she will be able to
analyze different varieties of novelty poems in which devices, such as punctuation and
anagrams, function to alter the meanings of each particular poem.
Continued on Page 4
1
J
�Issue 2
gaga"™"'.... .......
Volume 4
The Inkwell
...................................
•■■■• .....................
Senior Spotlight: David Lewis
By Desiree Wren
id faculty can immediately
Walking around campus, students am
representatives of Wilkes University the
recognize one Gi
u*- -----------1!
otmemosiH
q •
and rubber foam is David
Colonel. Beneath die enthusiasm, school spirit,
•
t
. — 2—
2*
4-^ 4« AV H
t
Lewis is double majoring in English and
in Secondary Education. He is expecting to graduate tn December 20 0.
Coining to wakes in 2006 was nor an easy decision for Lewis; bemg a ft e spun,
he was unsure if college was for him. He soon found he meshed perfectly wlth
wakes atmosphere after his English 101 and English 120 classes with Jack
Grier, his true inspiration. After taking Grier’s classes Lowns realized he wanted
to teach high school English and make a difference in the lives of students. His
ultimate cajeer goal is “to be successful in each moment, wherever [hej is in the
universe.”
.
, , .
His most prized achievements during his college career involve being
one of three students with the opportunity to represent Wilkes University at
campus and community events as the Colonel. Lewis also claims one of his
most prized achievements is “developing a strong mind. Lewis has taken the
opportunity to reflect on all he has learned in the last four years, and prides
[himself] in being able to think on a higher level” dianks to the knowledge he has gained at Wilkes.
When asked what his college career and his upcoming bachelor’s degree in English means to him, Lewis reply was
honest and heartfelt. He says, “as an English major, I feel it is my responsibility to derive and interpret meanings from any
and all texts: written, spoken and unspoken, perceived or staged.” He also states, “If English majors ran the world I
guarantee it would be a much more understandable place because nothing could move witiiout someone analyzing that
person’s kinesthetic motion.”
Lewis anticipates graduating and moving into the working world will be an exciting time in his life. In closing, Lewis
claims his favorite aspect of Wilkes University is the fact “we now have hand sanitizing stations” and of course, the great
people that make up our campus community. Lewis leaves fellow students and faculty with a quote to live by: “When you’re
getting crazy with die Cheez Wiz, sometimes you just gotta eat it up.”
The Inkwell
Book Revif
Klostermai
By Philip Muhlen
Chuck I
but he may want
collections, a noi
magazines (amor
Hating the Dinosai
interview-laden r
say, but the read
reading.
Hating the L
topics as varied;
ruminations on.
Manifesto, ABB
the aforementio
and not for you,
varied that it is s
example, Kloste
“ABBA 1, Worl
“World” with ‘c
Avid Klos
and Klostermar
‘“Ha ha,” he sai
are so disjoints
social commeni
the next.
Klos terms
a reading appet
much is somed
Wilkes Alumni Publishes Capstone
Brown B:
By Jackie Butwinski
By Sabrina Hai
Spring 2009 Wilkes graduate Melissa Bugdal will be publishing her senior Capstone tided “Perspectives on the
Writing Center and Writing Across the Curriculum: A Dialogue Between the Sciences and Humanities ” in the
December edition of Xchanges, an online interdisciplinary technical communication and writing journal from New Mexico
Tech. Dr. Janet Starner, Bugdal’s Capstone adviser, was the one who informed Bugdal about the opportunity to
publish in Xchanges. In reaction to the news of Bugdal’s article being published, Starner said, “I cannot fully express how
happy I am for Melissa, but also for what it says about our program and the possibilities it offers our students in the
major; especially in the writing track and mentoring program.”
Bugdal says that even though she “spent a considerable amount of time fine-tuning my capstone for the final
version I turned in for a grade, I revisited the paper and reassessed it.” After expanding a few areas she sent the paper
to Xchanges editor Julianne Newmark, who sent Bugdal an acceptance letter in mid-November The letter included
positive reader comments that asked her to make a few additional revisions to the paper prior to publication
The article should be published sometime this month.
h
The B
majors who ar
attend. The lu
The n
on graduate as
voice in the cl:
If you are interested in joining The Inkwell staff,
please contact
Dr. Marcia Farrell (marcia.farrell@wilkes.edu)
for more information.
2
...
St
�e 2
The Inkwell
Volume 4
Issue 2
Book Review: Eating the Dinosaur by Chuck
Klosterman
By Philip Muhlenberg
le
nor
lirit,
itli
ted
His
the
g
le
as
ly
ewis
>u’re
Chuck Klosterman is the proclaimed “voice of a generation/5?
but he may want to take a breath. After two memoirs, two essay
collections, a novel, and countless articles for Esquire, Spin, and GO
magazines (among others), Klosterman has now released his latest work,
Eating the Dinosaur. His latest piece is a pop-culture, sports-journalistic,
interview-laden mess of a literary experiment. The man has a lot to
say, but tire reader must decide if any of Eating the Dinosaur Is, worth
reading.
Eating the Dinosaur, Klosterman’s third essay collection, deals with
topics as varied as a search engine result. These essays include
ruminations on AMC’s Mad Men, tire Wildcat offense, the Unabomber
Manifesto, ABBA, uneventful voyeurism, and the laugh track. If any of
tire aforementioned topics interest you, this book is equal parts for you
and not for you, and therein lies the problem. Eating the Dinosaur \s so
varied that it is almost impossible to fully appeal to any reader. For
example, Klosterman follows his chapter on “Football” with the essay
“ABBA 1, World 0.” At this point, it might be reasonable to substitute
“World” with “Reader.”
Avid Klosterites need not be worried, though; the author’s hilarious self-deprecation and sardonic wit are fully intact,
and Klosterman is unparalleled in his pop-culture analyses. Also, Eating the Dinosaurhas some flashes of brilliance; just read
‘“Ha ha,” he said. “Ha ha,’” an epitomic culture study via the sitcom laugh track. Ultimately, though, Klosterman’s writings
are so disjointed in content that the reader is left plodding, confusedly, through a landscape of sports journalism, serious
social commentary, ridiculous pop-culture analysis, and autobiographical confessions, unable to separate one subject from
the next.
Klosterman’s Eating the Dinosaur reads like it has the potential to be better than Sex, Drugs and Cocoa Puffs, but fulfills
a reading appetite like literary cotton candy; the book is, at times, delicious and fun, but that overwhelming nausea of too
much is something one can do without for a while.
Brown Bag Lunch Update
By Sabrina Hannon
he
dco
ow
:r
The Brown Bag lunches are held monthly by Drs. Marcia Farrell and Helen Davis. Junior and senior English
majors who are looking to further their education and explore employment opportunities after graduation are welcomed to
attend. The lunches are typically held in Farrell’s office at noon, and students are invited to bring their own lunch.
The most recent Brown Bag lunch, “Teaching English Strategies,” was held on December 4> 2009. Topics focused
on graduate assistantships, methods for time management, creating assignments and syllabi, and developing an authoritative
voice in the classroom. If students have any topics they would like to cover in Spring 2010 please contact Farrell and Davis.
The Inkwell Staff
Faculty Advisor: Dr. Marcia Farrell
Managing Editor: Matt Kogoy
Assistant Managing Editor: Jackie Butwinski
Senior Copy Editor: Melissa Leet
Assistant to the Head Copy Editor: Philip Muhlenberg
Copy Editors: Sabrina Hannon & Lauren Mannion
Online Coordinator: Justin Jones
Kellene
Cappellini,
David
Cook, Carli Heston, Victoria Hevener, Amanda Kaster, & Desiree Wren
Staff Writers:
Guest Contributors: David Lewis, Dr. Thomas Hamill, & Dr. Larry Kuhar
�Issue 2
The Inkwell
Volume 4
The Inkwell
“Starner to Go on Sabbatical in Washington, D.C.
Continued from Page 1
■ 1
rs now and she hopes that her time away
Starner has been working on anonymous early modern texts for severa yea
, thinking and writing, I want to
will allow her to take her examination in a new direction. She says, In t re next P
Qxfofd don) and consider it in
study it as an ‘attributed’ rather than an anonymous text (authored, I am convince
ya
circulated in the 1630’s.”
relation to the particular reading circle at Oxford University within which I e eve
<y ‘
mafginaiia within the
Additionally, she plans on examining reading practices of early modern wri ers, y
g
As Starner also intends on conducting extensive research to uncover
tw student. She aims to
learning moments" for Wilkes University students, she will attempt to uncove
y
stimulation,” which is normally only
bring back one idea which will successfully engage students in these moments o
pnoaved in such as
available to faculty members. That is, she wishes to expand on some of the activities she has a
y g g
uktag students^'“
expeomce of mentolingthose students [undergraduates] as_
mtKal lesson J leamed ftom
they wrote, revised, and presented their papers is that the prospect of a real audience as oppose to
g
-not only brings out the best in the finished products they compose, but it facilitates their strugg e to earn o wr e y v
e
of experiences that can only happen outside the classroom.” She hopes to find ways to share her experiences with rare texts
with her undergraduate students, who would not normally have access to such texts.
Beyond Graduation from Ginny Hutts
Photo Courtesy
McHu
ByJustin Jones
) Graduation day is what college students look forward to and dread at the same time.
; Commencement means graduates now have to go out in the world, on their own, and find a
job down their chosen career paths. Some may find the job they intended right out of
Jrcollege, but the many of graduating students will find themselves taking jobs they did not see
themselves doing. Ginny Hults, a 2009 Wilkes Graduate, is a prime example of starting a
career somewhere she never expected she would be.
I
Hults recently began a job with Grand Entrance Gates, a small company that
designs gateways for mansions in Mt. Kisco, New York. Grand Entrance Gates is the first
full-time job opportunity that became available to Hults. She recalls the first few months
after graduation, having to “suck it up and work at Victoria's Secret in the beginning to pay
the bills.” She says, “[It] was rough, folding ‘sexy little things’ all day knowing I had a
Bachelor’s Degree in English, which I am very proud of, and doing nothing with it.” Hults
urges upcoming EngEsh graduates to keep their hopes up when looking for a job, even if it
means expanding the job search. Hults began using CraigsEst to look for an editing position
in Manhattan, but after a few months she decided to broaden her career search as weU as her
job criterion. Hults began using CraigsEst to look for an editing position in Manhattan, but
after a few months she decided to broaden her career search as weU as her job criterion.
Hults says, “you’d be surprised how many people actuaUy rely on [CraigsEst] to find
Photo Courtesy of Ginny
everything they need.” After searching on CraigsEst, she appEed to Grand Entrance Gates
Hults
and received a phone caU to arrange an interview.
While she admits she still wishes to be an author and editor in the future, she is surprised by how much of her
EngEsh degree has assisted her in her new position. Hults says, “My EngEsh degree serves me quite weU here. As an
administrative assistant I handle most of the accounting and scheduEng and aU of those little office tasks you would
come to expect. What I did not expect at first is the fact I also write up and edit everything coming in and going out of
the office; proposals, memos, contracts, agreements, emails, letters, maiEngs, etc.” Hults would Eke to thank The Inkwell
and the Manuscript Society for helping to improve her editing skiUs during her time at Wilkes
When Hults reflects on her experience at Wakes, she says, “I miss everything about being a student- the
professors, the classes tn those cozy little Kirby conference rooms- yes, even the creepy, cold, and forgottk Kirby
107- the walk across the greenway to get from one class to the next...! even miss the work sometimes, though I '
certainly don t miss the 20 page research papers! Although she misses being a student at Willie rT u
, ■
a pay check reflecting her hard work is definitely worth the effort and loves being on her mvn
HU
recelvulg
A-
IA‘S jA ,
|Bjg
Hulls’ offers insight to upconung English graduates: “An opportunity will come You iust have
you haven t yet had one, it is because the one that is meant for you hasn't surfaced yet, but you'll find it 55 to know that if
4
Faculty and
Compiled by Aman'
o
Dr. Misch
Sympathy:
Yellow Wa
American’
and the mt
o
Senior Ens
a son on C
Congratuh
Wilkes alu
Festival oi
Dr. Marc
Jubilee wt
Wyoming
Dr. Thon
Pastoral (
of British
Ms. Ama
will be att
Dr. Chat
Narrative
presentin
conferent
*
The Mai
Sordoni j
�Issue 2
The Inkwell
Volume 4
Issue 2
The Best of Kuhar’s Corner
diat her time away
writing, I want to
1 consider it in
ted in die 1630’:S.”
within die
By Dr. Larry Kuhar
Are you excited for the new season of Man vs. Wild?
I
ling "deeper
lents. She aims to
:h is normally only
ed in, such as
ndergraduates] as
ting for a teacher’to write by virtue
s with rare texts
Photo Courtesy of Stefanie
McHugh
some inkwell readers. I doubt well everTaVt t^
dlff“ent reasons that might surprise
Patagonia, climb a steep cliff inLeW nT 7
COnditions of
Grylls finds himself. However, given the reLXS
Beat
^8 shoddP a°iI be nt T’ I"
°f °n> and
Pres“ election process we
need skills to survive die haunted hallways of Kirby Hall after ghost hunters confirm the
existence of ghosts. In this brave new world, we’ll need transferable skills that inform our
ulfillment and success. Where will we find such skills? An English degree! The English
degree prepares you to survive in a world where technology depersonalizes your stories,
where your future money market funds fall and rise, and where coal-baron ghosts negotiate
your academic space. Prepare to survive in the wild: Earn an English degree!
Continued on Page 6
ne time.
own, and find a
ght out of
they did not see
e of starting a
Faculty and Club Updates
pany that
ates is the first
■ few months
ginning to pay
g I had a
with it.” Hults
i job, even if it
editing position
ch as well as her
Manhattan, but
b criterion,
to find
ntrance Gates
r much of her
here. As an
you would
d going out of
ank The Inkwell
:nt; the
itten Kirby
hough I
imits receiving
to know that if
K
M. I
1
Compiled by Amanda Kaster
1
•
Dr. Mischelle Anthony presented an essay titled “A Grotesque Tea &
Sympathy: Claustrophobic Discourse in Charlotte Perkins Gilman's The
Yellow Wallpaper’” in October 2009 at the International Society for die Study of I
American Women Writers (SSAWW) conference. Tire essay covered punctuation
A
and die melodramatic tradition in gothic women writers.
•
Senior English major Chris Bednar and his fiance, Kari Wasserman, welcomed
a son on October 26, 2009. Oliver Graham weighed in at 7 pounds, 10 ounces.
Congratulations!
1
I
■
^*4
Photo Courtesy of Chris Bendar
•
Wilkes alumnae Melissa Bugdal and Felixa Wingen attended the Sigma Tau Delta Literary Conference and
Festival on October 3, 2009. The conference took place at Shepherd University in Shepherdstown, West Virginia.
•
Dr. Marcia Farrell is writing an article for The Stitchin' Times about a day trip to Lancaster, PA for the annual Stitching
Jubilee where die Convention center hosts 25 vendors from Nordi America. The day trip was part of an activity for the
Wyoming Valley chapter of the Embroiderer's Guild of America. The article appeared in the winter issue.
•
‘ ----' ' ’ : as Narrative Structure in Philip Roth's American
Dr. Thomas Hamill will be presenting his essay tided
The Adilete
Pastoral (1997)" at the International Conference on JSport and Society. The conference will take place at the University
of British Columbia in Vancouver, Canada in March 2010.
•
Ms. Amanda Licastro attended the Digital Humanities conference at die University of Maryland in Summer 2009 and
will be attending the MT,A Conference in December 2009.
•
Signet edition or
of jJoseph
Dr. Chad Stanley is currendy working on an “Afterword” for the bignet
P Plumb Martin’s “A
Narrative of a Revolutionary Soldier.” Additionally, Stanley wiU be chairing a P^°^“J“XnEMLA
presenting “A Subaltern Romance: Joseph Plumb Martin’s A Narrative of a Revolutionary Soldier’” at die NEMLA
conference in Montreal, Canada. The conference will be held in April 2010.
•
The Manuscript Society unveiled the Fall 2009 edition of
Sordoni Art Gallery.
on December 10, 2009 at 11:00a.m. intte
�The Inkwell
Issue 2
Volume 4
The Inkwell
18th Century Salon
NgM£SI
By Justin Jones
Drs Mischelle Anthony and Kathleen Kemmerer held an 18* Century
Salon on November 12, 2009 in the Kirby Salon. The event was held for
Anthony’s English 334 students along with English students and faculty.
Attendees were given the opportunity to experience a gathering common among
the 18th Century aristocracy. Hot tea and cookies were served while classical music
played. Kemmerer shared many preserved texts from the time period and
provided students with the opportunity to write using quill pens and ink. Anthony
and Kemmerer hope the Salon will become a recurring event in the future.
“The Best of Kuhar’s Corner” Continued from Page 5
What role does the Internet play in shaping our academic identities?
spealter
Here’s an easy question requiring a brief response. In Wallace Stevens poem, 1 ne oiiuw
, ,
r
“beholds / Nothing that is not diere and the nothing that is.” This is kind of how I feel about t re nternet s impac on our
academic identities. As academics we spend time working, playing, and socializing on the net. Each interface impacts our
ability to “behold” in powerful ways even as we acknowledge that this impact is often subtle, impersona , an routinize .
ns
constructs a quiet ambiguity: An unaware/awareness that our identity is being shaped in clandestine, unconscious, primal ways
even as die impersonal forces at work/play on die net powerfully promote personal growth, intellectual freedom, and a
dissolution of harmful hierarchies. We type radier than talk; we blog rather than get together; and we construct self-awareness
privately in language and signs rather that in contact with reality and people. Does this result in a diminished or elevated
academic identity? Acknowledging the potential for a negative impact on our identities, I’d have to say that the Internet has a
positive impact on our academic identities.
In places like MySpace and Facebook, we self-consciously shape personal veneers promoted for constructed audiences.
Material status and interpersonal communication cues (like eye color and body type) are not openly revealed on the net. We
don’t know who drives a Jag, who is enrolled in Dr. Janet Stamer’s 16 th Century Literature class or Dr. Mischelle
Anthony’s American Novel class. While this frees us from some stereotyping and hierarchies, it also risks replacing life with
simulation and reality with games, MUDS, and chat rooms. Whether we’re researching, surfing, or blogging, our interface
with language is often elevated in subde yet meaningful ways. This impacts our identities because we’re silent in tire
production of responses to stimuli beyond the printed words, blue trim, and white space of the web text.
Like speakers in Stevens’ poems, we’re disembodied voices miming interpersonal interactions through the keyboard’s
click, click, click. Our fingers poised above obscure web links, a nearly infinite list of Google sources, or a virtual reality game
maneuver, we possess a kind of pro-active, self-composing responsiveness to textual stimuli that would otherwise be
unavailable to many of us. This shapes our academic identities by sparking our imaginations about who we can become even
if only in a simulated, cyber-spatial way.
While web presence is only slightly similar to our traditional, isolated academic work in library space, we’re not in the
Ebrary anymore, Dorothy. The Internet uniquely promotes this kind of textual presence—a self-awareness about becoming
who we want to become. In this way being on the web mimics the highest ideals of education. As a result I titink we
become better readers of our world, our Eterature, and our own stories because our world and our stories are formed and told
to us—now more than ever—through the web. Whether we Eke it or not, we are engaged in a BaudriUardian simulation of
self through our mind’s work to process Internet experiences.
To understand this experience as positive, we must, Eke John Barth’s speaker in “Lost in the Funhouse ” see
ourselves as makers of our own universes. We need to affirm that we’re accountable for the story even if die surface (web)
representation of self ts often routinized and flat. In my oprmon, we need to affirm how the Internet powerfully influences
our idenut). even as we confirm that parncipauon permits an available frontier, parallel universe into being-interestingly, a
goal for the best creattve wrrters, academe: cuties, and English majors. The parallel (web) universe superimposes its strictures
and meaning-making processes on our brains cognitive functions.
r
1
I titink this is a benefit for our academic identities because these experiences are 1
• - extinction of other reaEty or experiences (i.e., the binary is denied! Ironirallv (™A rii not presented finally 'in isolation or
academic identities most powerfuUy by presenting us with (virtual) space for what w ^P"
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r serve our
and teachers: The need for knowledgl.the powe! to locate ourself^eXs J
m°St “ ™
as students
confirm our human identities. As Stevens’ speaker suggests, “One must have a min/ UfSWei 1US Ca’ and tbe cr5’tor otbers to
misery in the sound of the wind... Which is the sound of the land / Full of the
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Spring Course Reading Lists
Although the Fall 2009 semester has not yet ended, English faculty have already
started planning their courses for the Spring 2010 semester. Several faculty have already
submitted their reading lists to the bookstore. If students would like to get started
reading early for the spring, and they are enrolled in any of the courses below, here are the
lists:
Dr. Sean Kelly’s English 352: Studies in the American Novel
• The Adventures ofHucklebeny Finn, by Mark Twain, published by Random House
• Charlotte Temple, by Susanna Rowson, published by Oxford
• Quicksand + Passing, by Nella Larson, published by Longleaf
• House ofSeven Gables, by Nathaniel Hawthorne, published by Oxford
• The Power ofSympathy + The Coquette, by William Hill Brown, published by Penguin
• States of Sympathy, by Elizabeth Barnes, published by Perseus
• Song ofSolomon, by Toni Morrison, published by Random House
The Adventures
of
Huckleberry Finn
Mark Twain
AVUh <<n.
•*<-11
Photo Courtesy of Random
Dr. Marcia Farrell’s English 353: Studies in Postcolonial Literature
House, Inc.
• A Passage to India, by E. M. Forster, published by Harvest Books
• Omeros, by Derek Walcott, published by Farrar, Straus, and Giroux
• A Far OffPlace, by Laurens van der Post, published by Harvest Books
• The Map ofHove, by Ahdaf Soueif, published by Random House
• Post-Colonial Studies: The Key Concepts, by Bill Ashcroft, et. al, published by Routledge
• Post-Colonial Studies Reader, by BiU Ashcroft, et. al., published by Routledge
Dr. Pat Heaman’s English 397: Seminar: Modernism: Poetry and Fiction
• The Wasteland and Other Poems, by T. S. Eliot, published by Harcourt Brace
•
•
•
•
Metamorphosis, by Franz Kafka, published by Random House
Lolita, by Vladimir Nabokov, published by Random House
Mrs. Dalloway, by Virginia Woolf, published by Harcourt Brace
As I Lay Dying, by William Faulkner, published by Random o
Dubliners, by James Joyce, published by Penguin
« some editions are considered to be the
sh to include within the reading, and
Keep in mind that editions are often important for given cou
able to follow
^th the
scholarly editions , some contain necessary critical apparatus that profe so^ay
changes from previous edl^S’^Xation.
Onae may include updated materials or <
2bmitted reading lists and who wish to start
P ° essor s reference to specific textual moments is; often indispensib
For students enrolled in other 300-level courses ^hat have n^
of which text will be read first.
,1
.
w‘-v*'-*'-AALO UAAXCJAAUUA AAA wuuvx ~------ ----fclr reading early, kindly ask the professors if they could give you an
I
1
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1
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7
�The Inkwell
Issue 2
Volume 4
“ST?
Hamill’s Hunches
By Dr. Thomas Hamill
\X hat do /l/<’ Third, orthotics, and the OED have in common? We have no idea, but we have a hunch Dr. Thomas
Hamill does. Look out for “Hamill’s Hunches” in the Spring 2010 issue of The Inkwell. Until then, this white space serves as a
placeholder — and a sort of simulacrum — for what will have been both the creation and fulfillment of audience expectations and
reified authorial identity. We might also read this non-article as an elegy for Finals Week procrastination that might have been.
1 he eighty-eighth word (signals) a measure of what the 412 others might have availed: a failure cloaked in the success of
“form”—and through the act of reading.
Hamill said that, “Were we to fully acknowledge the paperlessness of digitalization we might print four pages on a side,
instead of one, and our acquiescence to the screen through page-layout logics might be less ironic.” Photocopier glass, he
seemed to think, meted out a more well-reasoned facsimile of bookishness. But only in black and white. So perhaps the color
logos offer consolation.
“Hey you,” he said, as if to violate “avoid second person in formal essa;
render this reading more (predictably) Marxists and instructive.
Interpolations of the subject abound, and you’re still reading well (or you were just reading), so perhaps they ve
worked. Perhaps they’ve held a place more satisfactorily than he (and we) might have imagined at the moment or near
deferment. The heading and tide themselves confer completion and production; tense rides in after them, morphologically
annexed, at times, but also suppleted—and / or aided by the analytics of auxiliary syntax.
They could still hear the echoes of Metallica: “So let it be written, so let it be done.” And that was reassuring enough,
even if diey had a hunch that allusion and intertextuality had proven (or just proved) evasive. Perhaps that’s what Google’s for,
holding ground now as a lock-step preface to Wikipedia entries. 170 remain. Unwritten? Perhaps. But not, no doubt, to be
outdone.
So what now? What of the Springtime promises? What of April showers thawed from last week’s snow? Where will
Raleigh’s “wayward winter reckoning” have gone? Will ubi sunt motifs suffice? Can they legitimate — as press release — the
foretold arrival? Will readership sustain across the sea of Winter Break? Will the “structurality of the structure” (speaking of
deferral) be enough?
Let’s hope. 99 was ten years hence, and 11 brings ten. 90 more will forever change 21st. Numerologists deserve their
credit, too, you/he know(s).
As we move to a close, we might lament the white space that was; we might mourn the loss of the tabula rasa at the
expense of foreclosed and foreknown identity. As a possible salve for this (belated) sorrow, we might remind ourselves that
foreknowledge is, according to at least one jealous and defensive God, not cause.
So remember to pick up the Spring 2010 issue, and don’t forget the reading in between. Until then, Hamill hunches.
The Game: “Inko-Quip”
By David Lewis
Solve the puzzle to discover tire philosophy of a certain English faculty member. Use tire clue provided in order to
decipher the meaning of the puzzle. The clue represents a letter which can be used to guess what other letters within each
word. Once you assign a letter, that letter cannot be changed for the remaining letters in the puzzle.
Clue: X — I
XZ’Y
DXH’Z
QPB
QJ
DFJ.
XZ’Y
QPDZ
xz
XZY
XY.
DGG
IKLP.
Who’s philosophy is this?
Answers to the Previous Game:
Across: 2. Charles Darnay; 5. Mr; 6. Jim Smiley; 7. Formalism; 8. ethos
Down: 1. enthymeme; 3. April; 4. Epic
8
QJ’RJ
PBZ,
DHM
XZ
�
Dublin Core
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Title
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The Inkwell Quarterly, 2006-present
Description
An account of the resource
The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program.
Creator
An entity primarily responsible for making the resource
Wilkes University's English Department
Publisher
An entity responsible for making the resource available
English Department
Format
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PDFs
Language
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English
Type
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Publication
Text
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Dublin Core
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Title
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The Inkwell Quarterly, Winter 2009 (Volume 4, Issue 2)
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The English Department
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Winter 2009
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PDF
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Publication
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Wilkes University retains copyright of this publication.
-
https://omeka.wilkes.edu/omeka/files/original/d7fead12bfef17ddef3fcb9e5059480b.pdf
213c79b4b2fda3ffb8141ec9ed904738
PDF Text
Text
||nkw4l
cl
J
Volume 4
Issue 3
In this Issue:
Middle States
Accreditation: An
Overview
2
Senior Spotlight:
Sarah Hartman
2
You Say You Want 3
a Revolution: Film
Review of The
Battle of Algiers
A Few Reminders 3
for Secondary
Education English
Majors
The Best of
Kuhar’s Corner:
Volume 3
4
Faculty and Club
Updates
5
Attention Ail
Seniors:
Capstone
Reminder!
5
Winter
Intersession
6
Moravian
Conference
6
The Max Rosenn
Lecture
6
The 300-Level
English Course
7
V-Day 2010
7
IqJtujell Qanqe G\aqge
In order to meet the demands of an expanding reading
audience and academic paradigm, The Inkwell is now titled The
Inkwell Quarterly. The name was suggested by current Managing
Editor, Matt Kogoy. “I felt envious of other academic publications
renowned for their prestigious voice in the scholarly world, and so felt
Wilkes deserves some recognition in this respect, as well.” The Inkwell
Quarterly will continue to offer past favorites such as “Kuhar’s Corner,”
the game, and “The Senior Spotlight,” but will also delve into new
areas of interest based on faculty and student input.
If anyone is interested in suggesting a new type of article or an
issue to be discussed in the pages of The InkwellQuarterly, please contact
Kogoy at inkwcll@wilkes.edu.
Dcdqjj
8
The Game:
Postcolonial Word
Scramble!
Spring 2010
Photo Courtesy of Matt
Kogoy and Sarah Hartman
ProPe//or
By Philip Muhlenberg
We all know that sometimes Dr. Larry Kuhar works on campus until after 9:00pm, Dr.
Thomas Hamill comes in every day even when he is not teaching, and Dr. Marcia Farrell gets
up at 5:00am, but what really happens during a typical day for our professors? This series is
intended to explore just that.
Her day starts at seven in the morning, sometimes earlier. Dr. Helen Davis, Assistant
Professor of English at Wilkes, wakes her four-year-old daughter for preschool, and then prepares
for her day at the university. Arriving at her office at around nine, Davis prints any necessary
handouts, checks her e-mail and refines her lesson plan for the upcoming day.
Sharing an office with Davis, Dr. Sean Kelly, also an Assistant Professor of English,
reads through various texts to implement into his Tuesday night English 352: Studies in the
American Novel course. This daily and continual research, Kelly states, is a necessity of the
occupation, one he admittedly enjoys.
“We are always researching the texts we teach,” Kelly says. “It’s a demand of the job,
constantly reading up on new material. We’re a little jealous of people who get to leave their work
at work.”
As negative as that may sound, both professors certainly do not see their careers in such a
manner.
“1 love what I do,” Davis exerts, a sentiment shared by Kelly, who describes his work as a
“passion” and his graduate studies as a “great experience.”
Among the many great experiences had as an English professor, Kelly finds persistent
Continued on Page 7
To Graduating /eqior/
Please return the recent exit survey sent to you last week ASAP to Justin Jones.
1
�Issue 3
The Inkwell Quarterly
__ __
The Inkwell Quarterly
Volume 4
you /oy you1
I ^VdcNe /bate/ Qccredibotioq: Qq Overview
By Matt Kogoy
j By Amanda Kaster
■
Wout fbc course of the 2009-2010
working to inform and educate the student bo ya
intent has been to
jfl Accreditation. Whether via email or updatesion
of
r£main unfami]iar
,
instruct undergraduates about each stage; howev
)
I» wlth
fonctlo“and ov"raU Purp°Se °f *e
n with'the Middle States Commission on
' 4 working on the Steering Committee in conjunctionw
, ......
v- .
,
BjJ Higher Education (MSCHE), where faculty and staff work to revise the W <
A a lens that encompasses
Vi^n, «d ValutS. He describes the function of the MSCHE,
'1 stating that “the Middle States review process is Peer Review on a truly grand scale: it asks that
J we institutionally write, rewrite, and revise ourselves. In the terms of composition theory, it is
Proactive f
and Angels with Dirt,
Zeitgeist which has :
American idiom. Ri
an independent voi<
Director G
North Eastern Afri
brought about a no
of the Other is chai
The poignancy will
radical acts which t:
that trumps the CIz
cries for independe:
Using a ser
oppressed with hea
Questioning Their!
choice to use “non
leads express respoi
along with his actut
of exploring the co]
Through h
consciousness as ai
the side of the Alge
than rationality for
Battle ofAlgiers cont
window into an opj
guarantees a way of
J both a process and product-directed effort.”
The MSCHE requires universities to self-analyze their techniques every ten years to
, - i become re-accredited while also assessing the values of the Wilkes community through a Self; I Study. By reflecting upon standards that will allow the university to reach a more successful
R level of excellence, significant revisions will be made redefine the Wilkes identity. Although
the Self-Study has been completed during the course of nearly two years, more is yet to follow.
The reevaluation of the university’s vision must first be formally presented in its finalized
Photo Courtesy of
form. Then in March, a Middle States team will come to campus “to meet with various
Amanda Kaster
----- populations, conduct interviews, and deliver its final report,” according to Stanley.
Nevertheless, the importance of MSCHE cannot be underestimated, as the study will determine innovative methods for
“achieving academic excellence, providing world class student support services, and valuing its people.”
The process of the Middle State Accreditation transcends beyond the bounds of general university business,
providing the English department with an opportunity to positively impact those within and outside the major. Stanley
writes that because members of the English faculty have been actively participating, the technique of self-revision benefits
courses and programs run by the department. For instance, English 101 courses and other General Education requirements
have been assessed to determine the success of their delivery to the student population. In addition, mentoring
opportunities, such as the Writing Mentor Program, have had their history examined to identify programs that foster
lifelong learning skills. Stanley states that “creating our Self-Study allowed us all to identify the positive outcomes of our
(“our” including faculty, students, and staff) collaborative and individual work-and perhaps consider ways of improving our
work.” The MSCHE is imperative to benefitting students within any department, especially those in the English major
because through the Self Study, Wilkes will be able to provide necessary changes to create an educational environment ihar
A. Few Perqiqc
will lay the path for undergraduates futures outside the university.
By Jus tin Jones
..........„...............,w^...v.
Jeqior Jpobligl\b: J,QrafxHarbnqa,l
By Sabrina Hannon
Senior Sarah Hartman is an English major with a double
concentration in literature and writing and minors in Art and Women’s
Studies. Hartman hails from Shamokin, PA. When Hartman is not busy
with her academics she is taking on fthe leadership role of president for the
Wilkes University History club. In her spare time Hartman enjoys painting,
writing, sculpting, and drawing. Hartman proudly admits to her love of
“trashy romance novels with poor grammar and seedy love scenes.”
During Hartman’s time at Wilkes she was gready influenced by two
professors, Dr. Larry Kuhar and Dr. Mischelle Anthony, because she
j 4
likes “the way they engage my thought processes.” Hartman’s favorite class
was Creative Writing because “It wasn’t writing for someone else or a
Photo Courtesy of Sarah Hartman
defined topic. Creative Writing made me go into my own mind and see
_ ____ -___ _ _______
what I could imagine.”
After graduation, Hartman plaiins on attending
ittending Marywood University foi
the future, Hartman would like to earn a Master’s of Fine Arts in Creative Writii>r a Master’s degree in Art Education. In
ing.
• .X
/>]
At the end c
Any students enrolli
must get the correct
are urged to complei
with any questions n
Breiseth 201.
�Issue 3
The Inkwell Quarterly
Volume 4
Issue 3
you lay «ou Ulaqb a Revolution; Fil<n Review oP The Babble oP/Sr,
G
By Matt Kogoy
een
Proactive films have existed since the Prohibition-Era with movies such as
~
The Roaring Twenties, The Public Enemy,
and Angels with Dirty Faces (all coincidentally starring James Cagney). Such films have helped to7haD<
je a truly American
Zeitgeist which has spurred interest in Americans gaining a voice of their own. T12. v
;1UW
This voice, however, is not a uniquely
American idiom. Races and religions pressured under social stratifications and demarcations h;
------------- — .lave continuously fought for
an independent voice.
to
miliar
a on
through
ISCHE,
isks that
3rY> it is
brought about a novel perspective pertaining to the insurgents versus the oppressors. Unique to this’film the perspective
of the Other is characteristically manifest due to the audience’s awareness of, and sympathy towards, the Algerians’cause.
The poignancy with which we feel for this group is tangible and, in some scenes, suspenseful when considering the many
radical acts which take place throughout the course of the film. Bombs in baskets, women as proxies, and an organization
that trumps the CIA in efficiency (the FLN), all comprise a force set on sending the French from their country. (Literal)
cries for independence echo throughout a disconcerted community ready for a revolutionary change.
Using a semi-breakthrough style of documentary/narrative film-making, Pontecorvo constructs images of the
oppressed with headlines practically occupying the top of every scene—“Bombing in the European Quarters has French
Questioning Their Stay,” might read overhead, for example. Added to the realistic impressionism of this film, Pontecorvo’s
choice to use non-actors’ is particularly striking as he seamlessly blends the facets of the emotional turmoil the Algerian
leads express responding the different atrocities surrounding the Algerian revolution. The director’s eye for specificity
along with his actual participation in rebellious antics during his youth, amplify the sense of realism omnipresent as a means
of exploring the colonized in this colonizer-colonizer dynamic.
Through his attention to detail, we, as a contemporary audience, are provided with images imprinted into our
consciousness as a means of shedding light on an important event in Imperial history which helps to station our beliefs on
the side of the Algerians which becomes problematic when considering the fact that the Algerians act on brutality rather
than rationality for a major portion of the film. From critics to counter-terrorists to post-colonialists, Pontecorvo’s The
Battle ofAlgiers continues to impact cultures looking for a voice, searching for a sense of identity. The film’s success as a
window into an oppressed, an Othered, culture serves to illustrate humanity’s constant struggle for an independence which
guarantees a way of life centered on personal ambitions and belief systems.
ars to
i a Selfessful
ough
) follow,
ed
s
; for
dey
:nefits
remen ts
our
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nt that
QFew Penjiqder/ Por
€duccifcioQ€qgli/l\f^opr/
By Justin Jones
At tire end of March a meeting will be held for students interested in student teaching during the Fall 2010 semester.
Any students enrolling in Education 190: Effective Teaching with Field Experience or English 393: Teaching of English
must get the correct admission forms completed during pre-registration to be successfully enrolled in the courses. Students
are urged to complete the entire education program to become eligible to work as an ESL instructor for any school. Students
with any questions regarding these announcements should contact their adviser or Anne Thomas; her office is located in
I
Breiseth 201.
The Inkwell Quarterly Staff
Faculty Advisor: Dr. Marcia Farrell
Managing Editor: Matt Kogoy
Assistant Managing Editor: Jackie Butwinski
Senior Copy Editor: Melissa Leet
Assistant to the Head Copy Editor: Philip Muhlenberg
Copy Editors: Sabrina Hannon & Lauren Mannion
Online Coordinator: Justin Jones
Staff Writers: David Cook, Victoria Hevener, Amanda Kaster, & Desiree Wren
__
ian
Guest Contributor: Dr. Larry Kuhar
In
3
__
�Thel^,,Quar‘e'
Issue 3
Volume 4
The Inkwell Quarterly
The Be/t oP huhpr'/ CorQef!
■m
focuitjy
Volume 3
Compaq by
pr. Mi«chell<
By Dr. Larry Kuhar
’
-sa» . ..
Let the good times roll...
’
'V\
■
■
•
Holley E.
a poetry slam,
Hansen via en
,
vho would you date, and why?
If you could date any literary character,
d by Oedipa Maas in The Crying of
Ota
than
my
wife,
I
’
ve
stays
been
•
intPa world of inttigu’
Other than my wife, I’ve always
Lot 49 because other fortnude andI courage g g
persona ftom
threat a world of knowing and cha .
’f ’one who reflects openly on an available
^Stwhl P„°eeEtadng“e tatae'dge'of ends-all in the effort of living a fulfilled life.
pr. Patricia I
was edited by.
over spring br
i^-To^Staco’nmissions inherent in afimommng for
1
Photo Courtesy of
Stefanie McHugh
-yesterdays, for the unrecoverable loss of time. Without the usual symptoms ta plague
------ efforts to elucidate life's larger issues, my efforts here to respond wdl rely chiefly on tire
function of remembering the air guitar for the sake of quesnonmg notions of progress in
------ our twenty-first century world. Like Rock Band, consider this a tad of historical game-
I
,
-the apparition of these faces in a crowd. || This is what we can take awav film n
inherent need to cherish memories as they offer us a rare return to a Dresum d
these memories are, veil, priceless. As Paul McCartney said, -I believe inyestM^
^a^8
81355 °ng
HaUJ),01
° ?T tO remember P^ay'ng air guitar: The
°rm' M°teover’ urJike Rock Band’
"you are “
O’. Marcia Farren (~r’Ml@„l|kes.Gdu)
Dr. M»rcia F
http://wilkesj
The Mnnusc.
open to the pt
The Manuscript
play.
First of all, thank you (-1 hope all is well) for asking the type of question that, while often overemphasized in trivial
simulated game-play where epistemological matters are settled, engages us in a consideration of the function o memory an
imagination. This is no small matter in an age where immediacy revokes memory's license for confirming the intenelated values
of experience, nostalgia, and even history (oh, person, don't share these words, please, with anyone other than English majors!).
Of course, as many of you are now thinking, we need to negotiate this idea through a consideration of Jacques
Derrida’s erasure, i.e., guitar/air guitar (with a slash through it). Let me explain. Like Madison Avenue-driven anticipation
satiated through the arrival of a reality-based Beatles Rock Band collection—or buying —chords of wood to complete what we
know as—chopping wood—our consideration of—the last time|| constructs around the anticipation to play air guitar again (i.e.,
—when was the last time you played?). This mirroring backward in time identifies the absent future (will I do it again?), and
must, if only in our minds, unpack (I love that word) the kind of simulated reality established in, let's say, a power chord sans
guitar or a reality-based TV show. Huh. Let's just say this: An air guitar power chord confirms in its performance the value of
knowing something about a lost past, a yesterday. T.S. Eliot was onto something. So was John Mellencamp (uh, Johnny
Cougar), —You better learn to play air guitar|| and Pete Townshend, too, —Pick up my air guitar and play / Just likeyesterday.
But die air guitar is no longer sold at Toys R Us. It's unavailable. It's gone the way of Tinker Toys and Bit-O-Licorice. What
did Paul McCartney say, —Yesterday, all my troubles seemed so far away. But gone is not forgotten in tliis guitar case.
To satisfy the hunger of memorj'—the need to play again—we can try, I suppose, to reconstruct the air guitar in
Jurassic Park fashion (i.e., draw DNA from air sap, take it over to a Stark lab and, presto, we'd have, I am sure, in just a few
days thousands of air guitars ready for shipping to market). Just remember the invisible dog or pet rock. But this effort relies on
capturing the air's sap and we all know how this process will move us to nullify the air guitar player's ontological status and, so .
. . we're going to have to jettison the premise that moved us to consider this approach. Sorry. (I haven’t, however, given up on
the return of Tinker Toys!)
Finally, let's agree to this: When we effort to remetnber-in the age of Rock Band—tire last time playing the air guitar,
we confirm absolutely the function of the imagination. With Rock Band, you can experience tile music confirm your
ontological status (as a member of the band), and enjoy 'game-play' without tuning those pesky strings.’ But as always
compatibility remains an .ssueUs this really progress? Air guitar, on the other hand, provides all the benefit of Rock Band
wtale also bemg fully companble with all ex.sung game-play hardware. (The hard wiring came at birth.) If we can remember the
Anthon enco
8,andrn“fy>;
4.
•
Sigma Tau I
the Student Ui
for late April t
Dr. Chad Sta:
NeMLA confc
'R.evolutionary St
Dr. Janet Stai
DC.
•
The Writing <
Center staff m
operations. Or
write letters to
to former Wrii
By Jackie Butwinsk
May is rapi
deadline coming up
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Th
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to chai
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Tl,e Inkwell Quarterly
_
Volume 4
Issue 3
faculty oqcJ Club Update/
Compiled by David Cook
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and
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Dt’
CTC!j ST TJ’T ThomPson ™ published in January in the British Writers series The essay
was edited by Jay Farm, and pubhshed by Charles Scribner's Sons. Outside
her scholarship,
scholarship, H
Heaman
traced » ItX
Outside of
of her
(
over spring break and is looking forward to warmer days so she —
J
—
’
’
F
5
can tend to her garden.
•
Dr. Marcia Farrell has recentiy updated the Elizabeth Bowen Bibliography for 2010. The bibliography may be located at
http://wilkes.edu/pages/2694.asp.
.
The Manuscript^ be unveiling its spring issue on April 29, 2010 at 11:00am in the Sordoni Art Gallery'. This event is
open to the public. Also, if you have not picked up a copy of die fall issue, some are still available. Anyone is interested in
The Manuscript is encouraged to attend one of their meetings, which take place every Tuesday and Thursday in SLC room
4.
•
Sigma Tau Delta is organizing the Better World Book Drive for the second year in a row. Look for donation boxes in
tlae Student Union Building, Kirby Hall, Breiseth Hall, and the Stark Learning Center. A talent show is also being planned
for late April to benefit die Hain relief efforts. Sigma Tua Delta will sponsor the event and charge a small fee for admission.
•
Dr. Chad Stanley will be chairing the “Re-reading American Romance: Text, Context, Meta-text,” panel at this year’s
NeMLA conference, his individual presentation is entitled, “A Subaltern Romance: Joseph Plumb Martin’s A Narrative of a
Revolutionary Soldier."
•
Dr. Janet Starner is currently on sabbatical studying Shakespeare’s work at Folger Shakespeare library' in Washington,
DC.
•
The Writing Center has moved to the Alden Learning Commons in the Farley Library'. As part of this move, Writing
Center staff members now meet with students throughout the commons area, while using tire Center itself as the base of
operations. On February 16, 2010, the center, as part of CSO’s night out helped about 10 children from REACH w to
write letters to Haitian children and US servicemen and women supporting Haiti following the recent disaster, according
to former Writing Center consultant, Wesley Kinter.
on
itar,
: the
< of
or
he
Hbbeqbior^ Qll Jeqior/: Cap/boqe RenjiQder!
By Jackie Butwinski
May is rapidly approaching, and for many senior English majors that means one thing: Capstone. With the paper
their papers and begin preparation for
deadline coming up quickly', students need to be preparing the fina touc
presentations, which will be taking place on the following dates:
Monday, May 3, 2010: 5:00pm-8:00pm
Wednesday, May 5, 2010: 4:00pm-7:30pm
Thursday, May 6, 2010: 2:00pm-5:30pm
Capstone students should keep in close contact
•t
advisers as the dates and times for presentations are subject
a^S
to change. The location of the Capstone presentations is to e a
re„istered for Graduation Audit: GRD-000-A (the
CRN
“XX—'LT not tested for Graduation Audit tho.d speak wttb tbeit
academic adviser as well as the registrar.
sasa*
5
�Thelnk"’e"Q'“'
Issue 3
Volume 4
The Inkwell Quarterly
Th?
UJiqter lQber/e//ior\
3OO-I
By Lau«n
By Vicky Hevener
Winter Intersession is a welcome time for students, faculty, and staff to take a break from the crazin
exception for members of the English department. Some highlights from members include.
• Debra Archavage spent her Christmas with her daughters in Collegeville along with her husban
Man
A 300-!
within *= acad'
ENG101thow
g
•
Jackie Butwinski enjoyed “hot tea, fuzzy slippers, knitting, and zero responsibility.
•
•
•
Ashley Bringmann spent a fair amount of time in the mall.
Matt Kogoy spent time with his family and friends, and “sat back to reflect on what Christmas is really about.”
Lauren Mannion watched hours of Dark Shadows and read American Psycho by7 Bret Easton Ellis.
•
Alex Madaya split her time between working, family, and a Study7 Abroad program in London, EngL
•
Bianca Sabia completed graduate school applications, worked at a local hospital, and caught up with some o d
•
friends.”
Dr. Chad Stanley enjoyed his break, and reported reading Patricia Highsmith, playing with his dogs, and visiting his
parents in Sarasota, Florida. During his trip he said the weather was “absurdly7 cold, I was unable to swim, an a
classes.
Studen
settings- In the
Introduction to
authors as well
..] that is grot
rejected in our <
American poets
In the
literary criticisn
conversation at
Beecher Stow<
delve into Ame
material of Am
anthology7-
the Florida dogs wore their coats.”
Good luck to everyone through the spring semester!
CQpr aviary CoqPereqce
-..................... -xtSESZSSSSK
By Melissa Leet
V-Doy 20
The annual Moravian Conference, which takes place at Moravian College in Bethlehem, PA, is a forum for
undergraduate students to present their papers. The day was full of a variety of panels ranging from Interrogating the Black
Death to Beast and Flower Symbolism. Many students from Wilkes University were chosen to present their papers focusing on
Chaucer. These students were Justin Jones, Erin Guydish, Matt Kogoy, Erin Wimer, Matt Kovalcik, Anne Janecek, Liza
Prokop, Shannon McDonald, and Sarah Hartman. Under the direction of Dr. Thomas Hamill, the students presented their
papers in a panel format.
When asked about the conference, Jones said the most valuable thing he took away from the conference was “the
experience.” The Moravian Conference also exposed students to different aspects of Medieval culture. The band Hesperus
treated students to a free performance of traditional Medieval music. Instruments featured included a harp and mandolin.
Overall, the event was a valuable learning experience for all who attended.
Tf\c n)oK Go/eryx lecture
By Vicky Hevei
On Fe
showings of Th
and the D-Day
and girls.
This y<
Angela D’Ales
Carolyn Hole<
also directed th
- - -r
,
By Justin Jones
Continued fr<
The speaker for the 2010 Max Rosenn Lecture in Law & Humanities is Greg Mortenson. Mortenson is the co-founder
and Executive Director of the nonprofit Central Asia Institute as well as the founder of Pennies for Peace. He is also the New
York Times best-selling author of Three Cups of Tea: One Man’s Mission to Promote Peace. ..One School at a Time. The book is a
recollection of Mortenson’s failed attempt to climb K2 in Pakistan, which led him to explore remote regions of the country and
begin his mission to educate these regions. The book has been published in 39 countries and will be available for purchase at the
lecture. The Rosenn Lecture will be held, free to the public, on Sunday, April 25, 2010 at 7:30 pm at the F. M. Kirby Center for the
Arts. Doors open at 6:45 pm. To attend, reserve a ticket through the box office at (570) 826-1100
enjoyment in e
interpretation r
when class disc
At arc
between faculv
meetings and c
Professorial du
,
.
“One
* at is obvious
The InkwellQuarterly staff would like
to wish its readers a Happy Spring!
Be on the
1
look-out for information regarding the f '
Spring Humanities Picnic, as
well as updated information
- -i on the dates and times- fo:
-or the upcoming Capstone
Presentations!
Kelly
^thatteac
<elly assures, i
Final!
°WonoWs d.
tVSandPrc
effOrs comp
6
�Issue 3
The Inkwell Quarterly
Volume 4
Issue 3
Tt\e 3OO-level €qgli/l^ Cour/e
By Lauren Mannion
it is no
dogs.
y about.”
ad.
i some old
d visiting his
vim, and all
,A 3OO’level Enghsh course ls designed to engage students in elevated modes of literary and compositional discourse
me tCademiC COm™ty- Some 3004evel courses’like Advanced Poetry Workshop, require pre-requisites other than
ENG 101; however, most 300-level courses offered within the curriculum are accessible to students who want to enroll in the
classes.
Students enrolled in the 300-level courses offered this semester are given chances to explore and research in advanced
settings. In the Advanced Poetry Workshop, for example, students take creative writing experience from ENG 203Introduction to Creative Writing to the next level. Erin Guydish, senior English major, claims “Engaging the work of other
authors as well as our own and our classmates’” in the Advanced Poetry Workshop “encourages an intellectual conversation
[...] that is grounded in the^knowledge of past traditions and the way those traditions might be best utilized, acknowledged, or
rejected in our own works. The course reading list includes selections from Whiting Poetry and pieces by contemporary
American poets.
In the more literature-based realm of the 300-level courses, students engage more deeply in applying concepts of
literary criticism. Sarah Hartman, English major, describes Studies in American Novel as “a great course” with “rewarding”
conversation about the course’s texts. Sample novels for the course are William Hill Brown’s The Power ofSympathy, Harriet
Beecher Stowe’s Uncle Tom s Cabin, and Toni Morrison’s The Bluest Eye. According to Hartman, “[students] really get to
delve into American literature” because of the focus on the novel structure. Hartman adds that “one learns from reading the
material of American literature in the same format it was originally written” as opposed to reading from a selected-works
anthology.
., .
Continued on Page 8
V-Day 2010
ae Black
focusing on
lecek, Liza
esented their
as “the
isperus
dolin.
By Vicky Hevener
On February, 12 and 13, 2010 at 7pm in the Henry Student Center Ballroom, Wilkes students and faculty put on two
showings of The Vagina Monologues. The Monologues are a benefit performance with all proceeds going towards local charities
and the V-Day organization, which works to bring greater attention and to bring and an end to violent crimes against women
and girls.
This year’s cast included Justine Adams, Mischelle Anthony, Danielle Banas, Jennifer Carey, Erin Clemens,
Angela D’Alessandro, Helen Davis, Gerry DuBoice, Brie Friedman, Cassandra Glenn, Casey Gow, Sabrina Hannon,
Carolyn Holecek, Abby Kasprenski, Amanda Kaster, Kyriel Manzo, Ariel Miller, and Morgan Thomas. D’Alessandro
also directed tire shows. Dr. Debra Chapman was recognized as this year’s Vagina Warrior.
..... -v.. — -v"~<-
-
-
-
— ——— r:;■
---------------------------------------------------------
Continued from Page 1 —“A Day In The Life of an English Professor”
e co-founder
o the New
k is a
ountry and
rchase at the
Center for the
■ Spring!
:s Picnic, as
ig Capstone
enjoyment in establishing his own curriculum for an upper level course, and being able to explore various avenues of
interpretation afforded by more in-depth studies. Davis agrees with the latter, saying her more exciting days as a professor occur
when class discussions veer into unique directions.
At around eleven o’clock, after Davis’s first class has ended, the English professor enters into a series of meetings
between faculty and committee members, meetings that usually last until her second class begins at 1.00pm. Between these
meetings and class, Davis says she finds time to eat when she can but, at times, skips out on her personal needs in favor of
professorial duties.
“One of the biggest struggles is trying to find a balance between work, family and personal time,” Davis notes, an issue
that is obvious from such a demanding schedule.
Kelly makes aware that this struggle begins in graduate school, as a heavy demand is part of the occupation. He also
notes that teaching on a professorial level provides similar challenges as graduate school, challenges that never really cease. Yet,
Kelly assures, if teaching is one’s passion, the outcome is well worth the demand.
Finally, as Davis’s day at the university draws to an end, she sends any necessary e-mail, finishes preparing for
tomorrow’s classes, and leaves campus to pick her daughter up from school. Once home, Davis settles into a night of grading
papers and prepping for the rest of the week. This constant demand, as both Kelly and Davis said, never really goes away. But,
as Davis completes her grading at around midnight and looks forward to the next day, she knows that her career is well worth the
effort.
7
�The Inkwell Quarterly
Volume 4
Issue 3
Continued from Page 7 -“The 300-Lovel English Course”
Frail a
o^errail, senior communications major with an English minor, is enrolled in Studies in Victorian Literature.
i ■ i ■ ,
eS e aCj etnlc experience as more rigorous than 200-level English courses, but simultaneously enjoyable. “I
. s great to rea some of the texts that were among the ‘firsts’ of their kind—the first detective novels, the first
sensational novels, and the first industrial novels.” Some primary texts covered in the course are Charlotte Bronte’s Jane
Eyre, George Ehot’s The Mill on the Floss, and Charles Dickens’s Hard Times.
,.
pt.U.t?jeS *n P°stc°ionial Literature course has been an excellent experience, but requires attentive work,
acaor mg to
p Muhlenberg, junior English major. According to Muhlenberg, “We have covered literature from
nations as verse as Egypt, China, and the Caribbean Islands. As well, the students were assigned [individual] novels to read
on t eii^own to conduct and eventually chronicle their own postcolonial theory.” The course reading list includes E. M.
s Pet^eige to India and Laurens van der Post’s M Far OffPlace, and all presentations incorporate food from the
different areas being studied.
Offered every spring, History of the English Language engages students in linguistic analyses as well as historical
perspective. According to Jackie Butwmski, senior English and Psychology major, the course has so far covered
phonology and the impact of the Norman Conquest and other languages on the English language. Butwinski adds that her
introduction to Middle English has her broadened linguistic horizons. “I can’t read Old English at all,” says Butwinski, “but
Middle English is like a foreign language that I’m learning—Middle English has changed so much to [modern] English,
which makes it really fun to study.”
This semester s seminar course, Modernist Poetry and Fiction, aims to expose students to “some main currents in
modernist poetry and prose from about 1900 to 1950,” according to Dr. Patricia Heaman, course professor. The material
covers works by both British, Irish, and American authors such as Thomas Hardy, T.S. Eliot, Virginia Woolf, James
Joyce, William Faulkner, W. C. Williams, and Franz Kafka. Kenneth Stucker, junior English major, claims that “the
issues surrounding the period are [...] clearly relevant to our experiences.”
Tfje Gonjc: Postcoloqid Word JTcfanqbld
By Phil Muhlenberg
Directions: Unscramble the words!
1. siarmeagclim
2. ncaelvbimea
3. lionilozatcag
4. ghnorite
5. bitdyyhir
Answers to the Previous Game
“It’s who we are. It’s what we do. It’s all we’ve got, and it ain’t much.” —Dr. Larry Kuhar
8
�
Dublin Core
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The Inkwell Quarterly, 2006-present
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Wilkes University's English Department
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English Department
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The Inkwell Quarterly, Spring 2010 (Volume 4, Issue 3)
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The English Department
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Spring 2010
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8df6b677c4bbd6a6dcd065d5ae00b6cc
PDF Text
Text
The Inkwell Quarterly
Volume 4
In this Issue:
2
Ryan Holmes Interview
3
English Honor Awards
3
Reminder: English
Scholarship Opportunities
3
Hamill’s Hunches
4
Faculty and Club Updates
4
An Evening with African
Studies Scholars
5
IQ Goes Global
5
Postmodern Author Word
Scramble
6
A POCO Moment
6
The Inkwell Quarterly Staff
Faculty Advisor:
Dr. Marcia Farrell
Managing Editor:
Matt Kogoy
Assistant Managing Editor: Philip
Muhlenberg
Head Copy Editor:
Justin Jones
Assistant Head Copy Editor:
Dave Cook
Online Coordinator:
Matt Kovalcik
Staff Writer:
Amanda Kaster
Guest Contributors:
Dr. Thomas Hamill
Dr. Larry Kuhar
Spring 2010
SENIOR. CAPSTONE SCHEDULE
Kuhar’s Corner
Layout Editor:
Tony Thomas
Issue 4
May 3, 2010:
Student
Desiree Wren
Jaclyn Butwinski
Jason Sutton
Zachary Sobota
Faculty Advisor
Mischelle Anthony
Marcia Farrell
Mischelle Anthony
Marcia Farrell
Time
5:00
5:30
6:00
6:30
May 5, 2010:
Student
Catherine Janacek
Gus Beil
Erin Guydish
Sabrina Hannon
Sarah Hartman
Melissa Leet
Faculty' Advisor
Linda Paul
Linda Paul
Larry' Kuhar
Chad Stanley
Larry' Kuhar
Marcia Farrell
Time
4:00
4:30
5:00
5:30
6:00
6:30
May 6, 2010:
Student
Jami Butczynski
Lauren Mannion
Joseph Castiglia
Bianca Sabia
Samantha Bartolomei
Faculty Advisor
Larry Kuhar
Chad Stanley
Thomas Hamill
Chad Stanley
Chad Stanley
Time
2:00
2:30
3:00
3:30
4:00
SENIOR. EXIT SURVEY
By Justin Jones
As another school year comes to an end, The InkwellQuarterly must bid farewell to the
English Majors of the Class of 2010. In an effort to allow these seniors’ feedback to pave the way for
how future English majors at Wilkes experience the English Department, IQ conducted a survey. The
survey consisted of five basic questions about the seniors’ feelings looking back on their time at Wilkes.
The following questions and answers arc examples of the answers which will be filed by the
department for future reference.
Q: What are your plans after graduation? (Graduate School? Have a job lined up already? An
area you are going to try to pursue, etc.?)
A: (Desiree Wren) After graduation, I am planning on working as a TSS worker or a case worker for
children. I have applied to a few places already and have gone on interviews and am hoping to hear
about something permanent soon. After working I want to pursue my Masters in child psychology and
go to law school. My eventual goal is to be a court guardian.
Q: What courses/events do you believe prepared you the most for your future pursuits?
A:(Jessica McMahon) Since starting with my Student Teaching experience, I feel that the courses that
have helped me the most were The History of the English Language, Comparative Grammar, and the
Science Fiction/ Horror course I took. These have helped me primarily because they arc so relatable
to what I am teaching in the school district and because they arc the easiest to adapt into my own
curriculum. I do, however, hope to utilize all my course work that is appropriate for the high school
level and adapt it into my classes.
Q: What will you miss most about Wilkes?
A: (Ashley Filipek) I'll miss the community I am absorbed within. I never imagined so many people
Continued on Page 3
1
�The Inkwell
The Inkwell Quarterly
Volume 4
Issue 4
KUHAR’S CORNER.
By Dr. Larry Kuhar
If your dogs, Nova and Nala, could talk, what would they say?
Both dogs, of course, speak (duh!). As a 14-year old German Shepherd with “AKC” worldly
experience and Schutzen 2 training, Nova tells a far different story than Nala, a 3 year-old dog of mixed
“SPCA” bloodlines. Aware that every dog will have its day and that this day - answering this question
- should belong to Nova, Nala quickly deferred to Nova’s experience, judgment, and insight. As a
result, I only have Nova’s response to share for now.
When I asked Nova to share her insights as a talking dog with English majors, she paused,
thought a bit, and began to spin a tale not unlike Simon Wheeler’s work in Mark Twain s Jumping
Frog” story. Unlike Twain, however, I was lucky enough to have an iPod phone remote desktop 2C/
Real VNC recording device nearby.
In Nova’s words, transcribed direcdy and without change from the tape . .. “Well, to begin at
the beginning, I was born on September 27, 1996, just outside a small Jack Russell kennel in central
Germany. My full name is really Nova vom Hasenborn, I’m a Schutzhund, and my sire and dam are
Photo Courtesy of Stefanie McHugh
well known throughout the foothills of Oberammergau, Germany. (I loved to chase the passion play
wagons that rolled through town every fall!)
But let’s not get enamored by the nitty-gritty' of all this class structure stuff. My story begins when I was shipped to America. It’s a
major,
of helping
simple story, really, that reveals the value of being an English
1
, . the importance
,
. _ humans understand themselves better, and the
essential role we can play as English majors in today’s world.
To keep things simple, let me break this down into “Five Rules for A Great Life as an English Major as Told by an Old Dog.
1. Study writers from different cultures: Learn about other cultures. I have a broad multicultural background and extensive diversity
experience, I speak three languages (English, German, and Dog), and I’ve trained many humans along my journey. My favorite poets
are German (Rilke and Brecht) and, on the American scene, I like Robert Frost’s and Jeffers’ nature poems. This education has
helped me live a long, fulfilled life. It’s helped me experience the world in ways most dogs will never know. I ve been able to reflect
on the significance of stopping in woods on snowy evenings (even as that silly horse tried to pull us along without stopping for deep
contemplation of life’s mysteries, truth be told). How many dogs will contemplate the deep snow?
2. Be compassionate for those who are left out in the cold: My English education has helped me understand how lucky I’ve been to be
loved by nearly all with whom I’ve crossed trails. Sadly, this is not the case for many of society’s curs and preterit. Show compassion
for the abused, the victims, the have-nots, and mongrels. No one wants to be a junkyard dog chained with a short leash to an old
tree. The stories you read often focus on the importance of dignity, character, and love - uncovered through stories about loss,
isolation and hate. Live the lessons: Make it a point to help others as your stories move out beyond the confines of Kirby Hall.
3. Value the importance of ideas and good critical thinking: You need to make your own choices about who you will become. Your
education prepares you to do this. Bred for conformity and trainability, I never really bought into the “world class pedigree” thing
that was pushed down my throat. AKC, BKC, DVD, CD ... it’s all the same to me. One reason is because I studied literary theory.
These ideas have helped me to understand something about class structure, about how not everyone is fed the most expensive dog
food. They’ve made me a better thinker. I’m able to compare the dry foods with the wet foods, leather collars and nylon ones, and
generic rawhide with the expensive stuff. I’m not subject to the whims of advertisers trying to sell a “need,” and then a product.
(Read David Foster Wallace’s “Mr. Squishy” for more on this!) As English majors, you’re prepared to think critically, to write well,
and to share the value of ideas with others.
4. You don’t have to be the ‘alpha’ dog to be a leader: Some of the best lessons I’ve learned have come about because I was “in the pack”
- collaborating, negotiating, forming teams with other breeds - not because I was the “Big Dawg.” I’ve seen too many alpha dogs
come and go. Learn from writers who have used their “Inkwells” to find their voices while struggling inside structures that
marginalized their race, gender, or ethnicity. You will find power in your words. You will find power in your ability to articulate a
complex understanding of your life, world, and experiences. You don’t need to be the lead dog pulling the sled (or the winner of the
race) to help your team understand the importance of the running the Iditarod.
5. Shape the narrative of your life: You are your stories, as I like to say. Take charge of your stories and pursue your passions. As an
English major you are uniquely positioned to understand how this works and why it matters. All life is a kind of narrative, even when
it seems like time is moving too quickly or chaotically for you to see the plot. For me, one year sometimes passes so fast that it seems
as if seven years have passed! Don’t be confined by the length of your leash. Now and then, remove your leash and collar. As a
magnet on my coop’s refrigerator says, “You have greatness inside of you.” Remember what the controversial modernist dog, Ezra
Poundpuppy, once said, “By 21 dog years I will know more about poetry than any dog alive.” He did it. Born in Idaho,
Poundpuppy was raised in Pennsylvania. He broke free from his leash, became an expatriate, and shaped the form and voice of the
literature of his time. You do not need to be a great leader recognized by many to lead your story to fulfillment and success. Your
English education prepares you to see this and to achieve this greatness.”
RYAN!
By Philip Mui
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�The Inkwell Quarterly
Volume 4
Issue 4
I■
r
M
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efanie McHugh
merica. It’s a
better, and the
Issue 4
RYAN
HOLMES INTERVIEW
By Philip Muhlenberg
Ryan Holmes is a success story. In an unsteady economic climate and with a degree
and turnecHhem into a ca” H°ImeS USed Ws education and experiences at Wilkes University
Vice President of Public Relations for Waterbucket Media, a public relations firm based
out of Easton, PA, Holmes’ responsibilities vary from drafting and issuing press releases to
!
conducting conferences and seminars. He even holds the occasional televised interview.
“My job demands that 1 always be coming up with ways to put the client’s name out
there, and our company out there as well,” remarks Holmes.
|
Although it may not be obvious, Holmes uses his major in English writing and minor in F
Photo
Courtesy of Ryan Holmes
Communications and Journalism from Wilkes on a daily basis. Courses in professional writing
I
_ ________________________
and writing-intensive English literature, Holmes cites, aided him greatly in establishing himself at his current position at the public relations firm.
Even writing for Wilkes own Beacon newspaper helped prepare him for his eventual duties at Waterbucket.
Everyday I m using a new writing format, whether it be in press releases, conference outlines or e-mails,” says Holmes.
Keeping a similarly varied background in writing, Holmes suggests, is the best way to pursue occupations in the job market after
graduation. Avoiding limitations on specific forms of writing as well as occupational duties and job location served as key factors in Holmes
acquiring his position as VP of PR.
Keep your options open, ’ advises Holmes. “Something as simple as writing for a radio station is still experience you can use in the
future. Following his own advice is exactly what turned Holmes from just another Wilkes University graduate into a success.
ENGLISH HONOR. AWARDS
By David Cook and Justin Jones
On behalf of the department, the IQ would like to congratulate the following seniors who have been chosen to receive English Honor
re diversity
y favorite poets
ducation has
i able to reflect
pping for deep
Awards.
Frank J.J. Davies Award: presented to graduating English majors in recognition of outstanding achievement in English studies. Recipients:
Erin Guydish, Samantha Bartolomei, and Megan Smith
Annette Evans Humanities Award: honors the senior student who has demonstrated outstanding scholarship in the humanities and has
participated constructively in cultural affairs. Recipient: Erin Guydish
ve been to be
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REMINDER: ENGLISH SCHOLARSHIP OPPORTUNITY
By Justin Jones
The Patricia Boyle Heaman and Robert J. Heaman Scholarship is awarded annually to a junior or senior student on the literature
track. The recipient of this award is selected by a committee of English faculty members based on demonstrated excefience in English studies,
potential for advanced study in English, scholarship and financial need. Preference will be given to students from the Wyoming Valley.
Applications for these scholarships are to be sent to Dr. Larry Kuhar no later than May 6, 2010.
...Continued from Page 1
■ experience. Not only does the English Department REMEMBER that I'm currently student teaching, but
would care about my student teaching
they take the time to stop and ask me’how I'm doing, what I'm teaching and so on. It’s a community that I've grown to love. I appreciate the
they take the time to stop and ask
stability and the kindness ... and I'm not looking forward to having to leave it behind.
A- aD7
FoX1“epX ukl„8 o„ new ebalienges based on „b„ 1 b„e k.ned ..
» which 1 owe a huge thanks to faculty and friends! Changing my whole lifestyle and moving away from a place that 1 have
"home" for 4 years will be much, much harder-I don’t think anything really prepares you for "moving on," but I think my experience at Wilkes
has definitely' prepared me for "moving forward.
ions. As an
ative, even when
Fast that it seems
collar. As a
rnist dog, Ezra
iho,
id voice of the
iccess. Your
Q: Anything else youM
be^ XcheTl have ever had in my fife. I hope the English department realizes how much he cares
A: (Erin Wimer) Dr. Hamill is
about*hfs ’s’^nts^dTs willing to work with them on assignments. He is a great asset to the English department.
f
recnonded to the survey, two seniors have been accepted to graduate school, three intend to go straight into
Final Tallies: Out of the e g
hi jobs the field of English. Nearly all agreed that one can never be sufficiently prepared for fife, but
the work force, and two will pursue
S’
themselves for die unexpected the best way possible. As we close with this final issue of
Sfi,
Sd
You will not be forgotten!
depmtmem Ci toge would like io wish ihe Best co die English major class of 2010 in ihek fiiture endeavots.
_________
�Volume 4
The Inkwell Quarterly
Issue 4
The Inkwell (
HAMILL’S HUNCHES
AN EVI
By Dr. Thomas Hamill
By Dr- Marci
II know
know II promised
promised ruminations
ruminations on Die Hard, orthotics, and the OED, but my sense is that the
belated identities of late semester selves require a slightly different focus, a more alchemic mix of structure,
nostalgia, and hope. Deadlines, record stores, and “Best of’ albums seem more appropriate, especially with
this week’s Wednesday’s Friday-ness and spring and all.
The 15th of April matters, it seems, only if one must make another offering. Returns (or at least
_
their promise
via
form)- afford
afford more
their
promise
via form)
more time.
time, As
As my
my accountant
accountant revealed
revealed that
that even the IRS (unofficially)
J,;’
S courts the possible mythologies of deadlines, I smiled at the familiarity of the
the truth—at the fact that I cou
believe in (and preach) Frost’s “miles” even as I meted out the (failed) measure in shifting dates. “OK.......
Final Exam Schedule—that theophany
of our Registrar’s infallible
Take our your syllabuses, everyone.” The
'--------------------------.
authority—assures that things will not, in the end, fall apart. Thankfully, though, it provides a framing or
Photo Courtesy of
re-arrangement, making still possible, even underneath an absolutist architecture, the question, Is the paper
Desiree Wren
still due on the 4th?” and the pedagogical principle that a later deadline would, in fact, better serve course
outcomes. Quarterly logics help, too—even if we arrive at semesterly time only to divide, again, in two.
And with all this time on our hands, why not visit The Gallery of Sound? If holding the warm printed paper reminds us that we
are real and that time does matter, perhaps the material-spatial layers (Main Street, record [sic] store, disc, liner notes) might also affirm
that zeros and ones and locatable spaces and rooms we walk into to hold and to read and listen, even if we insist on anachronized mis
naming, might still hold us up. Digitalization is wonderful, and I too partake (with increasing frequency), but I also appreciate urban
w■ a
Thi
Africa during
Okigbo and
chose to hea
the English:
Merryman.
Me
density and the gravitational roles and obligations we serve in sustaining it.
Indeed, while I was close to buying Jeff Beck’s latest album on iTunes, I remembered my love of Main Street and so bought the
actual object instead. (Another local treasure, btw, is WVIA’s George Graham, whose member-supported programing) brought Beck s
fabulous new release to my attention.) And while I wish that Emotion & Commotion were less ecologically catastrophic in is CD-ness (I
mean, is a cardboard fold really too much to ask?), the album cover is, as I like to say, a triumph. I will probably never produce an album
or need an album cover, but I can’t say I don’t covet a distant future wherein “The Best of Hamill’s Hunches” will not be premature.
(The penultimate Hamill’s Hunches before the first “Best of’ will probably address the differences between “Best ofs” and “Very Best
ofs”—the critical apotheosis that Kuhar’s Corner will no doubt have reached by then.) On that available some day, I will try to be as
honest, ironic, and iconologically self-aware as that allegorical eagle with the white Stratocaster in its clasps. But I probably won’t be.
FACULTY AND CLUB UPDATES
Compiled by Amanda Kaster
•
Dr. Mischelle Anthony’s poetry manuscript, Fracture, is currently under review at Foothills Publishing in New York.
• Dr. Helen Davis organized and chaired a panel and presented a paper for the International Narrative Conference, which was held
April 8-11 in Cleveland, OH. The panel was titled, “Focalization Patterns, Gender Performativity, and Transgressive Women” and her
paper, ‘“A touch of manhood’: Gender Performativity, Focalization, and Narrative Power in Charlotte Bronte’s Shirley,” analyzed the
correlation between focalization and gender performativity in the character of Shirley.
• Graduate Assistant Lili Dibai is currently working to conduct a study and develop a publication focused on student writers at Wilkes
University who are English Language Learners and their experiences with Writing Across the Disciplines. She has also been teaching ESL
classes for adults at Luzerne County Community College.
• Drs. Thomas Hamill and Chad Stanley sat on a panel discussing the male perspective on Gender Studies on April 9, 2010, in
conjunction with Wilkes University’s Women’s Studies Conference. In addition, Stanley worked with Amanda Kaster to construct her
panel which focused upon the “Purity Myth” and how society’s fascination with virtue and purity harms men and women.
• Dr. Sean Kelly organized two panels at the recent North East Modern Language Convention (NeMLA) in Montreal, which were
“Romancing America: Authorship, National Identity, and the Writing of Historical Romance” and “Re-Reading American Romance:
Text, Context, and Meta-text.” The second panel was chaired by Stanley.
• Drs. Godlove Fonjweng, and Jim Merryman, along with Matt Kogoy, spoke at an African Studies lecture entitled “‘.An Evening
with African Scholars” on April 28, 2010 in the Ballroom.
• Poetry in Transit has extended its deadline for poetry submissions until May 15, 2010. Please email poems of eight lines or less with
an environmental theme to Dr. Mischelle Anthony at mischelle.anthony@wilkes.edu.
•
The Humanities Picnic will occur on May 4, 2010 on the Kirby Lawn.
Dr. Farrell would like to express her deepest gratitude to the graduating staff members of The Inkwell Quarterly- Assistant
Managing Editor - Jackie Butwinski, Senior Copy Editor - Melissa Leet, Copy Editors - Sabrina Hannon & Lauren Mannion &
Staff Wntcr/Photographer Desiree Wren.
Best of luck in your future endeavors; we will miss you!
4
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�Issue 4
The Inkwell Quarterly
Volume 4
Issue 4
sense is that the
nic mix of structure,
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ing dates. “OK.
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ence, which was held
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ister to construct her
women.
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jnerican Romance:
SSG
STUDIES SCHOLARS
This semester, IQ’s
Africa during which he studied
Okigbo and Wole Soyinka, and The Four Feathers. When we designed the mnw
°'
DetectiveAZen& poetry by Christopher
chose to headline a public presentation. That public presentation evolved into the Even^°8°■T"5 f°r “
and he
S*n.TeZ)“:rp,^
Modeled on the Evening with Indian Scholars from the sori™ 2008 semester, An Evening with African Studies Scholars began
with an invitation-only dinner, planned by junior English
Education major, Kyrie! Manzo. Catering to students in
English 353, the speakers, their guests, and English faculty and
staff, the dinner included authentic African cuisine, such as
chakalaka (a vegetable stir-fry), spiced artichoke chicken, the
best banana bread most of us have ever eaten, mango iced tea,
and Herzog cookies (courtesy of senior Bianca Sabia). During
dinner, everyone was entertained by contemporary African
music, courtesy of sophomore Tony Thomas.
After dinner, the well-attended panel presentation was
open to the public. Kogoy, Fonjweng, and Merryman
introduced attendees to the varied areas of scholarship and work
surrounding African studies, including literary analysis,
anthropology', economics, communications, gender studies,
sociology, and charity work.
Kogoy’s presentation focused on questions of an
evolving African identity, tackling the difficult and complicated
issues surrounding imperial guilt in the works of J. M. Coetzee,
the struggle for indigenous survival in Laurens van der Post’s A
Far OffPlace, and the development of “a shifting and shining
attitude in African culture” in texts such as the No. 1 Indies
Detective Agency by Alexander McCall Smith. Leading with the argument that “For over two centuries, the African has been subjugated by
literature and film, particularly literature and film of Europeans and Americans,” Kogoy attacked the image of “an Africa plagued with
misconceptions and misrecognitions leading to a universal pessimism which threatens the value of African culture” as he examined the
complexities surrounding the question “What is African?”
Fonjweng’s presentation on water issues in Africa led with a number of sobering statistics. For example, he noted that the
production and brewing of one cup of coffee takes 37 gallons of water and that the average
American uses about 100 gallons of water per day, while a number of people in the world are
only able to procure about five gallons of water a day for the needs of their families, and most of
them walk approximately 3.7 miles per day in order to retrieve that water. To emphasize the
impact of the water problems on health, education and women s empowerment, Fonjweng
unpacked the myriad of issues surrounding water in Africa and urged students to look into the
Global Water Initiative based in Philadelphia, as the organization is examining long term
sustainability' of clean water projects within African nations.
Merryman concluded the evening with his presentation, “Ethics and Economic
Development in Africa: rite Context of a Large Scale Water Project.’ Merryman shared the story
of how he became interested in Africa via work in the Peace Corps while also examining the web
of political and economic policies that are often at the root of water distribution and
procurement. Illustrating the difficulties surrounding clean water with an account of his
experiences in northern Kenya and Somalia. Merryman noted that the most snecessM types of
J
I
entitled “An Evening
f eight lines or less with
Sslb„ noted that the experience was "eye^
opening” for 12 as she and those present were exposed to different avenues ,n answer to the
wesson
him and looking for suhs.aooee smnmer
I
Photo Courtesy of Dr. Marcia Farrell
reading are wdcome to contact me for a copy of Kogo/s readmg and vtewing bst
\uartcrly: Assistant
L- Lauren Mannion, &
Inkwell Quarterly Goes Global
Next lime vou are on Facebtl. seal fee “inkwell Quarterly” and ioin the group wit
last issue as the group photo!
�Issue 4
Inkwell Quarterly
yolume 4
POSTMODERN AUTHOR WORD SCRAMBLE!
Unscramble the author’s names, and then match them to their works.
Work
First Name
Last Name
1. LAAN MS
UDSIERH
2. HASTMO
NHCPONY
3. YDAMNRO
VRREAC
4. A ELI C MH
REHR
5. INTO
ONRIMSRO
a. elbvode
b.
techrald
c. M S A E H
d. NDN1AEVL
e. CS1PSHTD AE
*Bonus: Find the swear word!
Answers from the Previous Game:
1.
2.
3.
4.
5.
Marginalism
Ambivalence
Glocalization
Othering
Hybridity
A POCO MOMENT...
By Tony Thomas, Dave Cook, and Dr. Marcia Farrell
IQ will be instituting a new featurette of moments in literary inquiry
the character on whom Emile is based was unmarried and had eight children by four different Polynesian wo
Next issue: An Enlightenment Moment...
women.
CHANGES TO LOOK FOR. IN VOLUME FIVE
6
’
�
Dublin Core
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The Inkwell Quarterly, 2006-present
Description
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The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program.
Creator
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Wilkes University's English Department
Publisher
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English Department
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PDFs
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English
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Title
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The Inkwell Quarterly, Spring 2010 (Volume 4, Issue 4)
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The English Department
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A point or period of time associated with an event in the lifecycle of the resource
Spring 2010
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PDF
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Publication
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Wilkes University retains copyright of this publication.
-
https://omeka.wilkes.edu/omeka/files/original/742fd4da3bb0fac9169b61953d8186bc.pdf
84c22eb3a0b287061cf93a11558643a6
PDF Text
Text
Ihfyel! Quarterly
Volume S
Issue 1
The Indwell Quarterly
VoluTte S
Issue 1
In this Issue:
Brown Bag Lunchi
2
English 228 Work
2
Spanish Taste of
Wilkes
3
Web of Science
3
Welcome New
Majors
3
Fall Picnic
4
Faculty Staff and
Chib Updates
4
Education
Announcements
4
Semester in DC
5
Summer Movies and
Books
5
Alumni Update
6
Dean Winkler
6
Shannon McDonald
Spotlight
7
Enlightenment
Moment
7
Murder Mystery
Contest
7
Mystery of the Kirby
Killer
8
Kuhar’s Corner
10
Dr. F’s Food Tips
10
Essay Spotlight
11
Dr. Hamill’s Baby
11
American Writer
Trivia
12
Fall 2010
The Ghostly History of The lA/yoming Valley
by Cindy Davis
Believe it or not, Wilkes University
and its surrounding cities centered in the
Wyoming Valley possess a long known
tradition of some very ghosdy occurrences.
With Halloween approaching rapidly, what
better subjects are there to converse about
than hauntings, creepy sights, and unhappy
spirits? Professor Regina Thackara of
Wilkes was kind enough to share her
amazing insight into such a blood curdling
topic. Let us begin our discussion from the
university’s grounds and work our way
outward. Grab your favorite blanket and
hold onto the edge of your seat. This will be
an experience you’ll never forget!
Conyngham Hall, most commonly
known as Career Services, is said to have an
essence of the macabre flowing behind its
beautiful brick structure. Not very’ much is known, but chilling reports of unknown laughter have arisen
from the perspective of unsuspecting maintenance men. Roth Hall on West Northampton St. was
originally the site of a Baptist church in the mid 1800s. In more recent years, female dorm students
claimed to have heard actual singing taking place on Sunday mornings. Harking back to more stories from
our maintenance staff, the hearing of running water in another Wilkes property (currently unknown) was
brought to the attention of many at least one time. It has been said that Weckesser Hall has a very' spirit
like tenant residing within its castle-like demeanor as well. Last but certainly not least, Kirby Hall has long
been known to be a large piece of the ghostly pie served at Wilkes for an odd amount of years. Many
professors and students alike warn to never enter its doors after a late hour for fear of running into the
Poker Pan, the white lady, or the little girl—all resident ghosts of the former mansion.
Our creepy tales expand even further into the city of Wilkes-Barre and surrounding areas within
the Wyoming Valley. The grounds of Wilkes-Barre’s current City Hall were originally the site of the City
Cemetery. When the area became too big and needed room to expand, it was decided that the cemetery be
moved to its present location on North River St. In order to accomplish this move, city officials had the
duty of contacting the family members of the deceased, asking for permission to move the bodies.
Unfortunately, only financially stable families were able to send their loved ones to their new place of rest.
Those who could not afford this maneuver were forced to leave the graves behind, and City Hall was built
directly atop. Rumors of angry spirits present in that area are floating around to this day.
No discussion of paranormal events in and around this area would be complete without a
mention of the Smurl Haunting. Back in 1974, Jack and Janet Smurl began noticing strange and terrifying
events happening within their side of their duplex home located in West Pittson. Everything from
footsteps heard to seeing black, human-shaped forms without faces was witnessed by the family. Much
more terrifying information about the Smurls can be obtained via the website: http://
www.thecobrasnose.com/xxghost/smurl.html
In closing our Halloween-themed article, we will leave you with the brief story' of a mine tragedy'.
In September 1897, the Lattimer Massacre occurred as thousands of non-union miners marched
peacefully' protesting poor working conditions among various other difficulties associated with working in
the mines. Nineteen of the men were shot and killed by lawmen headed by' Sheriff James Martin. There
have been reports of ghostly figures floating around the Lattimer area ever since.
1
�TJie Inkwell Quarterly
Volume 5
Issue 1
The Inkwell Quarter!
Brown Bag Lunches
Kovalcifc anti
by David Cook
by Justin Jones
The Brown Bag Lecture Series features discussions headed by Drs. Marcia Farrell and Helen Davis on any and all issues
pertaining to English majors as they move forward in their careers. Meetings are informal, as students arc encouraged to bring their
lunches and hang out in Farrell’s office during the lunch hour while discussing the topic at hand.
This year, the series will focus on topics suggested by the English community, as Farrell and Davis want to address the concerns
that majors find most pressing. The fields English majors can enter are vast, so suggesting what it is you need to hear about may be the
only way to acquire the desired knowledge.
Please contact Davis, Helen.davis@wilkes.edu; or Farrell, Marcia.farrell@wilkcs.cdu with your suggestions as soon as possible
SO
that they can begin planning meeting dates and times.
Once topics have been submitted, remember to check your email for announcements about upcoming Brown Bag Lunches.
E7A 226 work widi WSCA
by Matt Kovalcik
In Dr. Marcia Farrell’s English 228 Professional Writing course, students will not only learn staples in the business world such
as constructing memorandums, resumes, and press releases, but will also have the opportunity to work alongside Wilkes alumnus Ryan
Holmes, a representative of the National High School Coaches Association. Working alongside the NHSCA will not only give Farrell s
students an example of what can be expected in the professional writing world but also grant them an opportunity for national
publication, which will assist in resume building after college.
The NHSCA was founded in 1989 and is considered a not-for-profit organization. Some of the services that NHSCA provide
include support and leadership programs for the nation’s 500,000 high school coaches and 10 million high school athletes. Other
responsibilities that the NHSCA hosts include sporting events such as the Senior National High School Wrestling tournament, a major
high school sporting event. The NHSCA also
hosts sports which include basketball, lacrosse,
golf, soccer and football.
The students in English 228 are assigned
a specific sport by Holmes to report on each
month. Sports include: football, baseball,
wrestling, golf, tennis, soccer, and lacrosse.
Ultimately, the students will be tasked with writing
a 450-500 word article which will be a
contribution to the editorial portion of the
NHSCA website (www.nhsca.com).
Some of the skills that Dr. Farrell hopes
to encourage—problem solving, negotiating,
creativity, marketing, attention to detail,
confidence and communication—can be attractive
to future employers. Ultimately, through
cooperation with the NHSCA and the English 228
course, students will gain skills, insight, and the
ability to tackle the professional job market while
adding a professional publication to their resume.
Additionally, NHSCA has agreed to submit the
best editorials to Ginnett Publishing for possible
national publication. Students, then, have the
Ryan Holmes visits English 228 to explain the NHSCA Project.
opportunity to reach a wide audience while also
receiving feedback on their work from
Photo Courtesy of: Dr. Farrell
professional editors in the field.
While m
for a few days, sei
tration in writing
Criminology/Spai
The two friends d
fill personal goals.
Wilkes University
Civilisation, which
while he also took
that Hemingway a
LaFleur,
needed to comple
where the class tai
which took studer
Picasso, Goya, an<
While th
complex for Madr
and Kovalcik had
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Web of Stiem
by Justin Jones
English r
looking to conduc
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archive at their dis
Welcome A/ew
by Vicky Hevener
The Inkw
Leonard, Morgar
follow-up article th
If you are interested in joining The Inkwell staff, or, if you have any information you would
like to share with IQ readers, please contact
Dr. Marcia Farrell (marcia.farrell@wilkes.edu )
or any member of the editorial board.
Stiff V
2
�Issue 5
’Hie Inkwell Quarterly
Kovalcif an4 LaPeur s Summer in
ill issues
ng their
the concerns
may be the
1 as possible
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Spain
byJustinJones
Hi
as
While most of our vacations consisted of going to the closest beach
for a few days, seniors Matt Kovalcik, an English major with a dual concen
tration in writing and literature, and Sean LaFleur, a Psychology/
Criminology/Spanish major, enjoyed the sights and sounds of Madrid, Spain.
The two friends decided to study' abroad for the entire month of July' to ful
fill personal goals. Kovalcik was eager for a “learning experience outside of
Wilkes University' and America at large.” While in Madrid, he took Spanish
Civilisation, which studied the history, music, and literature of the country',
while he also took Heninffvay in Spain which consisted of traveling to places
that Hemingway actually was while he was in Spain.
LaFleur, on the other hand, wanted to take courses which he
needed to complete his Spanish degree. He took Advanced Conversations,
where the class talked about current events and such, as well as Spanish Art,
which took students to four different museums to see the works of Dali,
Photo Courtesy of Sonja Heisey
Picasso, Goya, and other famous Spanish artists.
While the two Wilkes seniors did have to spend much of their time confined in their dorm-like rooms in C.M.U Mara (a living
complex for Madrid’s high schoolers) studying, they did find room for extra-curriculars. One of LaFleur’s fondest memories was when he
and Kovalcik had “decided to be strictly' American and go to Burger King.” As they were ordering their burgers, the Spanish World Cup
team, fresh from their victory in South Africa, paraded by with the cup. “We could see our reflections in that thing,” Kovalcik said.
Kovalcik had his own favorite memories, which consisted of going to a Rammstein concert which “literally melted [his] face off [his]
skull,” and having a half an hour long conversation with a Spanish speaking man about Charles Bukowski with what little Spanish he
knew.
h/et of Science
byJustinJones
English majors and minors are encouraged to check out the new Web ofScience tool at the Farley Library next time they are
looking to conduct research. To get a better understanding of what this tool actually is, one must look no further than the grant proposal
Wilkes submitted to acquire Web of Science-.
The IS1 Web ofScience provides seamless access to current and retrospective multidisciplinary' information from approximately
9,233 of the most prestigious, high impact research journals in the world. IFe/> of Science also provides a unique search method
cited reference searching. With it, users can navigate forward, backward, and through the literature, searching all disciplines and
time spans to uncover all the information relevant to their research.
The Farley Library- was able to acquire this research tool through a generous grant and gift from Clayton ’49 and Theresa
Karambelas Other than Penn State, Wilkes University is the only University in NEPA privileged enough to have the entire Web ofScience
archive at their disposal. A demonstration for the program was held on September 23, 2010. Students interested in learning how to use
lA/elcome A/ew English Majors
by Vicky Hevener
The Inkwell Quarterly staff would like to greet new English majors Jamie Alderiso, Caevaun DuBarry, Miranda Baur John
The Inkwell Staff
Faculty Advisor: Dr. Marcia Farrell
Managing Editor: MattKogot
Assistant Managing Editor: Justin Jones
Head Copy Editor: David Cook
Las out Editor. Tony Thomas
Photographer: Sonja Heises
Miranda Baur, Ashlev Bringmann. Sarah Ehrhard. Cindy Davis, Caevaun DuBanv Anastasia Dud/ienski. 1 l.illv Evans,
Staff Writer*:
Casim Gomez, Vicky 1 k'vcner, Amanda K:r tcr, Phil Muhlenberg, Mark Ricci, \m.c 'r osl.oski
Guest Contributor: Dr. Larry Kuhar
3
�The Inkwell Quarterly
Semester in DC
fall Picnic
by' Amanda Kaster
by Caevaun DuBarry
Note: The InkmilQuarterly
the Humanities Division held its annual picnic
The sun was shining brightly on Tuesday, September 14, 2010, as
on the lawn of Kirby Hall from 3:30 to 5:30 p.m. The Humanities picnic has been held every year for ov
enty years,
and allows students and faculty to mingle and converse outside of the classroom.
.
The event was well attended by humanities majors, minors, faculty, and others wo ave an in ores in e epartment. There was an abundance of delectable food, desserts, and beautiful weather. Also, everyone seeme to enjoy spen
ing time with Dr. Stanley’s dog.
faculty, Staff.•, an4 Club Dp4ates
by David Cook
Dr. Janet Starner will be attending a conference on Undergraduate Research in November. The conference brings together individuals
and teams from around the country' to learn about and discuss the challenges and benefits that result when students are invited to engage
in research opportunities at the undergraduate level. You can find more information about the conference on their web site: http://
www.aacu.org/meetings/undcrgraduate_research/2010/index.cfm. Drs. Helen Davis and Chad Stanley will also be attending the
conference.
Over the summer, Dr. Chad Stanley’s "Afterword" for Joseph Plumb Martin's Narrative ofa Revolutionary Soldier was published in the new
Penguin edition of this text. Also, Stanley will be chairing a panel and presenting on Ireland's 1916 Easter Rising at the 2011 NeMLA
conference at Rutgers University. His presentation will focus on Rudyard Kipling's poetry and the history of German involvement in
preparations for the Easter 1916 rebellion.
Dr. Helen Davis was nominated by the College of Arts, Humanities, and Social Sciences to submit an NEH (National Endowment for
the Humanities) grant proposal for the summer stipend program. Davis’s proposal focuses on her ongoing book project, which deals with
narratology and the works of Charlotte Bronte.
Dr. Marcia Farrell was also nominated by the College of Arts, Humanities, and Social Sciences to submit an NEH grant proposal for the
summer stipend program. Farrell proposed to examine the works of Canadian Lucy Maud Montgomery and South African/Briton
Laurens van der Post in terms of Commonwealth literature and duty to the Empire by traveling to Prince Edward Island and South
Africa.
The Manuscript 's calling for submissions. Manuscript accepts work from current students, faculty, and alumni. Submissions may fall
under the genre’s of prose, poetry, art, or photography with a five piece limit to each genre. Submissions must be in no later than
midnight October 18, 2010.
Speech and Debate Team members David Cook and Casim Gomez will be traveling to Las Vegas to compete in a National Debate
Invitational. They will compete over three days, against a series of schools including Harvard and die University of Michigan. The Speech
and Debate team is also hosting a High School tournament on October 30, 2010. The team is looking for volunteers to judge a wide
variety of performance and speech based events. If you are interested in judging please contact Professor Christine Mellon via email,
Christine.mellon@wilkes.edu, or your friendly neighborhood speech and debate team member.
TEC/E4ucation Announcements:
by Matt Kogoy
As a reminder to those English majors with a concentration in education, if you have not done so, and will have field experience
courses in the future, please complete your clearances as soon as possible as they are mandatory. Those students who have yet to do so,
the Ed department will provide you with the necessary forms.
Also, if you are planning to student teach in the spring, you should have attended the Placement Seminar
on September 30,
2010. During the registration period, make sure you register for ED 390 in the spring.
Greetings ft
possibilities to enhan
considerably as a stuc
Semester Program, I
elective.
My seminar
engaged in a wide rar
conferences (such as
issues direcdy affectii
Heights, witnessed th
in the local communi
and employment opp
I am curren
women to politics by
programs are availabi
Political Leadership I
skills and developing
fact that there is a hi{
seven fellowships to
on running for office
I love the v.
Start, but more impo
department, specific;
project where I evalt
young women intere
ranging from donor
work, which means I
DC has bee
progresses.
Summer Movies
by Annie Yoskoski
During the
Luckily, this past sur
area.
One of the
come out. People of
Another m
by Stephanie Meyer,
main characters, Bel
For those <
August as a parody ;
For more 1
that everyone saw.
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sophomore said, “It
Summer re
shot up the charts, j
movie. The second ;
sellers list.
Elizabetli <
Gilbert in her scare!
Many of tl
culture and found ti
�MweH Quarterly
Volume 5
Issue 1
Semester in DC: Details from Amantja Kaster
’er ’ s Internship
by Amanda Kaster
*l | 'h ||h
1
h
i |i | ,,1)1
Xole: The InkirellQuarterly will feature a reel:urring column in volume 5 that folh
lows the work of senior Amand:
la Kaster as she completes an internship in Washington D.C.
Greetings
embarked on a iour
----- 6o from the
v.v. District!
x-mmou For
x u, the
uic fall
ran semester,
semester, 1I have
nave embarked
possibilities to enhance my overall undergraduate experience My first six wo I- h
k
1 j °Ur nation’s capitol to pursue a number o f
'Jirlld
upon
theme of
of Transforming
Tn
P the theme
Communities; one internship; and one
elective.
individuals
vd to engage
http://
ling the
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ch deals with
jposal for the
Jriton
South
My seminar, are unique in that we spend a majority of out class time outside the typical campus setting Every week we ate
engaged m a wide range of aeuvines, which include exchanging discourse with think tanks,Imploring local sub-communiZ ariendL
conferences (such as the Nanonal Conference on Cuxenship), attending panels, and discussing with experts in the field” boi emeM
rssuesd,reedy .flooring the integrity of neighborhoods beyond Washington, DC. We have seen the affect, of gentnf,radon in Columbia
Heights, witnessed die economic potential on Southern Avenue, and explored HOPE VI housing units in Easrem Market. Being engaged
in the local community has enabled me to understand the importance of equal opportunities in terms of education, health care, housing,
and employment opportunities. 1 hope to take the skills I am developing and employ them in my own community.
I am currently working as an intern for Running Start, a non-partisan non-profit organization that focuses upon bringing young
women to politics by providing the necessary tools to run for an elected office. Despite being a relatively young organization, six
programs are available that allow young women between the ages of fifteen to thirty to engage in the political arena. The Young Women’s
Political Leadership Retreat allows fifty' high school aged girls to attend sessions to develop as political leaders, honing public speaking
skills and developing platforms. Last year, over 30,000 applications were received for the program. Such high numbers are evidence of the
fact that there is a high demand for resources that lay the ground work for women’s involvement in politics. Running Start also offers
seven fellowships to young women in college to intern with influential members on the Hill; luncheons to assist women in the workplace
on running for office; and seminars to encourage participation in student government.
1 love the work I am doing for the organization where I am an intern, not only in terms of the overall intentions of Running
Start, but more importantiy, the assignments I am given. My internship directly engages the skills I acquired through the Humanities
department, specifically in regards to thorough research and professional writing. For instance, I am working on a long-term book review
project where I evaluate an assortment of texts focused on women in politics. The reviews will be posted on the. website as resources for
young women interested in any of the programs offered. I have also conducted research on content critical to Running Start’s functions,
ranging from donor tracking software to potential partnerships with the Girls Scout of America. My internship includes very little clerical
work, which means I get to perform tasks that direcdy relate to having a position with a non-profit organization.
DC has been immensely rewarding thus far, and I look forward to updating you further about my experiences as the semester
progresses.
Summer Movies anj Boofes
may fall
rhan
nal Debate
The Speech
a wide
a email,
by Annie Yoskoski
During the hot summer days of the past few months, many peoplile sought the cool, refreshing, darkness of a movie theater,
ipanies and brought viewing pleasure to thousands of people in our
Luckily, this past summer was a great success for all production comp
One of the most successful movies of the summerwas T;, Sur, i The third installment of the series took about ten year, to
come oMjfapte»Xglswas It.
by Stephanie MgenDue to it, popularity, in select theaters across the country, it was re-released on September thirteenth, one of the
movie tva, available for you, as veil.
main cbamc.em,yo„ hMcd
and »
August
w
that everyone
d experience
t to do so,
came out this
weighed m a, the top three comedic,
dme wrapping their minds around the plot. As one
sophomore said, “It was good, but I’m still thinking about it.
oincided wjth upcoming or in theater movies, and the books sales
Summer reading has some bestsellers, as weL Some ofthem co
.£
bc made into a
Z«d
SXomX X » GW n-
™ GW w. W * H.« Net, also topped die best
her 30,
sellers list.
Elizabeth Gilbert’s Eat, Pray, Lore also went up
Gfat '^yX^XXSi’dSS
sales due to the movie version that came out this August. Julia Roberts played
Jimmy Hoffa and Frank “The Irishman” Sheeran.
culture and found ties to notorious mob bosses such as J n }
�,
He M>>e!I Quarterly
Volume
|| a.»ai
-
j
Alumni ty&te: Jessica
by Caevaun DuBarry
Jessica McMahon
Major: English
Minor: Secondary Education, History, Women’s Studies
What are you doing now that you have graduated from Wilkes University?
f
I was offered a full time teaching position in June of 2010, a month after
graduation. I work at Williamsport Area High School in Williamsport, PA
as a 9th grade English teacher. I specifically' teach Introduction to
Literature 1/ Composition I.
Photo Courtesy of Jess McMahon (Right)
How do you think the English Department at Wilkes has prepared you for
life post graduation?
I think the combination of the program was extremely influential for the success I have found in the program. The literature based courses, coupled with the intensive grammar and history' of English courses, helped me to better understand the language
and be able to teach the language to the students in my classroom.
Who was your most influential professor at Wilkes?
It is very' difficult to narrow one professor who was most influential because each professor helped1 me in many ways. Dr.
Hamill was my rock who got me through college and through the hard times. He is the one twho continuously pushed me to
excel in the classroom by challenging me. Dr. Stanley always believed in me when I needed it, and his positive approach made
me feel better about my successes in the classroom. Dr. Starner helped me better learn and grow in my lacking knowledge of
Shakespeare and helped me to gain more appreciation. Finally, Dr. Weliver, my' first advisor, was the person who first pushed
me into the program and believed in me to succeed and was definitely influential because she helped me to find my' ground.
Is there any advice that you would give to current undergraduate English majors and minors at Wilkes?
The best advice that I can give the English majors and minors is to take advantage of all of the resources and information that
you are given in the classroom. Also, go to see your professors. Going to talk to those people will help you to excel as a major or
a minor, and will help you to better understand what you are looking to succeed personally.
Is there anything else you would like to add?
Most importantly, the best thing to know is to enjoy your time at school and take advantage of every' resource available to you
while you are there. Stay' active and focused, but enjoy all your experiences—especially the Humanities Picnic.
A fresh face at iVilkes University: Dr. Lin4a h/jnMer, Dean
you from?
Lumberton,'
re you involve
a /played Will
Wbefe
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the
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What is your favorite
I really like tl
willing to help you ou
take a paper, while the
small community read
Do you feel prepare*
I think all of
field for every' semestt
classroom will be like
out senior year, spring
of information in foui
What are your post-i
I plan on ap]
in the field of Educati
An ^nliglitenme
by Annie Yoskoski an
of the College of Arts, Humanities, anj Social Sciences
by Miranda Baur
New Dean of the College of Arts, Humanities, and Social Sciences, Dr.
Linda Winkler has a wide range of occupational experience; from working as a
Juvenile Probation Officer to being the Vice President of Academic Affairs at the
University' of Pittsburg, Winkler has seen it all!
Winkler’s academic focus centers on the field of anthropology', and she
brings to Wilkes a great deal of experience that includes working with the Study
Abroad Program at the University' of Pittsburgh’s Titusville campus.
Winkler has also worked internationally to produce children’s books for
East Africans as part of an AIDS education program. The program hopes to
“sensitize” the culture while educating them about AIDS prevention. Four books
have been produced, the latest entitled 'dnnianyika, which was written by Winkler and illustrated by Katie Moran. The book is published
in both Swahili and English. Winkler claims that previous to the publication of the children’s books, there weren’t any forms of literature
written in Swahili for children; “the community' in East Africa needed them,” says the new Dean.
Besides Africa, Winkler has also visited many other countries including Cambodia, Laos, Nicaragua, Madagascar, and she
frequently sojourns to London, England. Winkler’s expansive curiosity and passion for adventure have given her a number of
intellectually stimulating experiences.
Winkler hopes to bring an interdisciplinary perspective as well as openness to the liberal arts to Wilkes University.
When asked for advice, Winkler encourages freshmen to have patience as well as a balance between academic studies and
opportunities, and seniors to not be overly worried about the job market and to be open and flexible to career possibilities.
Hurler
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�Injavell CWterl<)____________________________
Volume 5
Senior Spotlight: Shannon McDonald
by Miranda Baur
yy/here are you from?
Lumberton, New Jersey.
jjow are you involved on Wilkes campus (clubs, sports...)?
thc BaucX7” W°m“'Sm? frCShm“ ”d
>-■
1”” involved i„
What courses do you strongly recommend to students with your major?
My favorite English courses were Post-Colonialism, The Studies of ri™..
r
Grammar, and for any future English teachers, they should take the Writing Practicum °mparat'Ve
,
e literature d the language
ays. Dr.
ished me to
iproach made
nowledge of
i first pushed
ly ground.
irmation that
el as a major or
mailable to you
FX r
".TT* Ch’"en8i”g
at Wilkcs ™ "V i"”“ >■«-■ 1 M •l»vy
course load full of both English and Education courses. The English courses I had w
' ‘
3
Photo Courtesy of Shannon
were tough, but I
had great professors to help me through the year. My junior year is also probably the
McDonald
first year that I_______________________
really truly pushed myself in my writings. 1 finally took die writing nrocess < '
seriously and gave myself time for second, third, and fourth
drafts, 1 found die time really helped as well as taking advantage of getting my professors feedback. As for
~ . i
----------------——.'my studies in Special
Education, my junior year was a year that I was in
i and’ out of- the
• classrooms.
I went to field observations for students with Life Skills and
Severe Disabilities. I fell in love with the students and looked forward to every day in the classroom.'
What is your favorite aspect of the Wilkes community?
I really like that everyone is involved with sports around campus. As for the Education aspect of Wilkes, everyone is always
willing to help you out. Although classes are competitive, English majors are always offering to help with your writing and new ideas to
take a paper, while the Education depaitment students are always passing along lesson plans to help a future teacher out. Basically the
small community really makes it feel like a home away from home. The people I have met through Wilkes are like a second family to me.
Do you feel prepared to leave the university? How so?
I think all of my experiences at Wilkes have made me prepared to graduate. The Special Education program has had me in the
field for every semester since my sophomore year. That is one thing that 1 feel makes a huge difference. You never know what a
classroom will be like or even if you will like teaching. Wilkes made sure I was in the classroom as much as possible so I wasn't finding
out senior year, spring semester that it wasn't for me. There was also such a wide variety of English courses provided that I got a variety
of information in four years. I feel that the classes 1 took will be able to help me at any age level which I could teach at.
What are your post-college graduation plans?
I plan on applying to schools all over New Jersey and around Philadelphia. I would love to go to graduate school for something
in the field of Education, maybe sign language or the Autism Spectrum. 1 would also like to coach either soccer or lacrosse.
An Enlightenment foment
by Annie Yoskoski and Dr. Anthony
The first horror novel was written by Charles Brockden Brown in 1798. Both Nathaniel Hawthorne
and Edgar Allan Poe credit him as their predecessor. The novel, however, was more philosophical in nature
than it was scary, according to the author. At the time, the term “novel” was frowned upon and only used by
enemies or people who were jealous..The
nov j
frowned upon as
it was used to describe trash at the time and was generally perceived as an insult, very- unlike today. People of
thlt timl considered fiction a waste of dme, and would rather curl up with a book about philosophy or nature.
Coming up in the next issue of The InkwellQuarterly, a Renaissance Moment will be featured.
>k is published
-ns of literature
^lur^er Mystery Contest
As announced in the 4.4 issue of Tie
and she
r of
semester, participants will have die opportunity to guess not o j
Kirby Killer,” but also the idendiy of the author. Guesses
tdies and
group is listed under InkwellQuarterly on Pacebook. o loln
Winners will receive a box of homemade pastries ba -e
candy courtesy of InkwellQuarterly. Winners will be announced i
exciting conclusion to the mystery.
SX^“-Eystay °f *
p jq>s pacebook page. The IQ
on Faeetook.
}
pr Farrell. Runners up will receive a box/bag of
•
•
°
whkh wil] contain thc
p
�Quarterly
Issue 1
Injwell Qkuatterly
Volume 5
The Mystery of the Kirby Killer
As an upstanding member of the greater Wilkes-Barre community, everyone wanted a piece of r.
‘
McFly. His membership to societies like the Westmoreland Club granted him access to special privileges an rig ts
those in the loop were allowed. As a consequence of his respectability, he would frequendy host dinner parties <
community to commemorate some success or another.
. .
So, on June 12, McFly held a celebration in Kirby Hall at Wilkes University commemorating one o tie m
sity’s new programs. A select group of students along with certain prodigious members of the surrounding commu ty
were invited to attend the dinner. McFly hoped to “fund the cause,” and leave the dinner with the assurance t at is na
j
i
\>
wou]cj bc
bolted to a university building or two—an honor he had yet to achieve.
,
. >•
near a
While a dozen or so students were preparing for the event, McFly found a spot to sit on the Hall s secon
oor
constantly
window and a small staircase. Because most of the food was being prepared in the staff room on the same floor, stu ents we
,
rushing past McFly as they made their way to the Salon downstairs to set the tables, polish the silverware, and trim t e ta ec o
One student, a freshman by the name of Joe Brody, was transporting two stainless steel trays graced with baklava and bru
sprouts when he had the misfortune of tripping as he was descending the staircase near McFly. Brody’s body lurched forwar as ot
trays freed themselves from his sweaty palms, flew through the air, and landed with a clang on the head of Mr. McFly, orcing um
his chair and onto the floor.
Getting to his feet, Brody inquired, “Sir, arc you all right?”
No response.
Brody repeated, “Sir, are you all right?”
Brody stared into the man’s large pupils as blood began to seep from McFly’s eyes, through the canyons of wrinkles composing
his aged face. Instinctively, Brody attempted to resuscitate McFly, but nothing came of it.
“Oh no,” Brody gasped. “I’ve killed this man.. .with baklava and brusscl sprouts!”
A sudden rush of dinner guests came to the aid of the fallen Dr. McFly, however to no avail. As Jamie Roth, a senior nursing
major with a minor in contemporary American fiction, quickly acknowledged, that Charles Foster McFly was as dead as the pre-dinner
banter. Gasps and cries of shock now replaced the small talk, but it was clear that the mood circulating the room and its twelve living in
habitants was one of macabre excitement, for Charles McFly was more of a community spectacle than a personal friend. Yet, the new
found buzz of gossipy speculation interspersed with the young Brody’s cries of shock immediately ceased in light of a more astonishing
revelation.
“Hey, guys,” Jamie called over the din, hesitantly. “I don’t think Dr. McFly died from the vegetable platter.”
The commotion quit like a kick drum, as all attention turned to the future nurse stooped over the deceased octogenarian.
“Wha—I don’t understand, Jamie,” stuttered Mark Conway, a fellow senior and fairly pompous secondary education major. “We
all saw that jackass of a waiter drop that tray on his head. And McFly was, what, a hundred years old? Seems like it would do the trick.”
“But look,” argued Jamie, obviously annoyed by Mark’s pompousness. “There isn’t any real blunt force trauma, because I don’t
think that tray could really hurt anyone.”
Nikhil Mehta, an Indian exchange student and a close friend of Jamie’s, picked up the flimsy plastic tray, verifying the nursing
major’s suggestion.
‘Yes, it is...plastika, uh, plastic,” the exchange student stated in his staccato English. Nikhil looked nervously to Jamie as he
proffered this realization.
“Okay...okay,” Mark said, clearly unsettled. “Then what do you suggest happened, doctor?”
Jamie paused, unsure of what she could say that wouldn’t level accusations at the dinner guests, or, at the very least, wouldn’t
cause another panicked outburst. Her gaze shifted from face to face, recognizing the fear in the guests’ expressions, trying to brush off
Mark’s snide attempts to control the situation and hoping to case Brody’s obvious self-condemnation.
“I think,” Jamie started, stopping to regain composure. “I think Dr. McFly was.. .poisoned.”
There was the unmistakable echo of a collective gasp that could have been heard from inside the locked office of Kirby 301
Jamie knew that declaring that McFly may have been poisoned opened up an entirely different can of worms than a mere blow to the
head, but from what she saw, McFly’s death was surely premeditated.
“Poison?” Mark replied, the only one able to formulate words after Jamie’s verdict was made. “I’m sorry, Jamie. I know you ar
the nursing major and all, but I think you’ve been reading too many Conan Doyle novels. No one poisons people these days! And how d
you explain the blood?”
“First of all, what blood? And, well, we’ve already confirmed that the tray Brody was cartying isn’t heavy or sharp enough to
create such a trauma,” Jamie said, examining the tray once more, aware that all eyes were weighing heavily upon her. “Well where M Fl •
was standing at the time the poison began to affect him, a swift fall from this height and a blunt strike of his head on the windowsill h
could explain the blood that I now see all over the floor. We’d just have to...” she trailed off as she knelt down beside McFlv and
reached for his head.
“Whoa! Maybe we shouldn’t touch him!” Mark exclaimed, a hint of nervousness evident in his strong demeanor nF
before. ‘You know... tampering with the evidence?”
moments
“True,” Jamie acknowledged, her hands falling back to her sides, “but the murderer may still be here ”
‘Yes, right.. .so that’s why you’re calling the police?” His fear was evident, not only for himself but for lamie
ok
eluded McFly was poisoned, and now she was the one calling out the murderer.
‘
‘
’ 1C con'
“We’d have to call Public Safety first, you know, follow protocol, and by the time they got here, who knows
besides, don’t you
want to have a story to tell your grandchildren someday? I mean, what’s life without a good story?” argued Jamie
8
“This is why
,olice. I hope they
the p<
Before Jamie
literature class earlier t
“It is better t’
aU of you let’s get into
eating the refreshment
Everyone mt
standout and become
“Has anyone
Over the mt
peered into the salon 1
Salon for no reason...
“Hey, Dr. H
that
McFly
was m
out
Dr. Hamill e
pretty nervous. Where
The student!
And.. .who knew if tb
“McFly, he i
“Dead? He
would tell Dr. Kuhar.
them this time. McFh
“We don’t t!
amination of the bod
Dr. Hamill :
ler on the loose, a bei
“What we h
missing. There is no <
Stay put. I’ll be right
“Well I guei
back a bloodcurdling
“That migh
“Or Dr. Ha
Before Jam
scream. Jamie knew 1
The gang tl
steps. Adrenaline po
“I think it c
As the Kiri
more or less was the
“Ashy...”]
“Uh, no th
“Do you h;
“Well, no x
“I have to
are monstrously neg
i
“Second, h
aY- said Jamie.
‘And third
Sj’ and then you <
1 hey’re gone.”
,
“Oh, and i
d so ls everyone c
th k
Well, gan
^bestonc pv/cv
Ur- Hamill’s voice t
oni i
°ur sleud
been in two of
.
In installrr
know-it-all? Can an
Punches?”
�5
JI
—why you’re only going tn be a nr---.--.
------Issue 1
dice. I hope they get here before your demented little fantasv^^ tO &lasP the true graviTT ■
the pol Before Jamie could say anything, Mark had rushed to Ki if , *O1Tleonc else killed ”
* SltUation-1>m going and calling
nrure class earlier that day.
1 305 to get his cell phone «i . ,
lltet‘
“It is better this way,” Jamie said, her eyes peering into th
’
he had left k since Ws Post-colonial
1C wrin- be
.
n of yon let’s g« i»» the Salon; it’s safe, and I can question you th‘collected
“ S"1 guests’. “"1Hc
,. ™
lso> this
good f
sting * refreshments, at least unol sve can conclude that everythin,,
” might
"*•be
b' a• S°°d
time°Und tO muddle anything up. Now,
'crything wasn’t poisoned”
L d °me to suggest that you refrain from
Everyone moved quietly into the Salon, either
k
----- ”
because they needed structu '
idout and
suspect.
way,
“Hasbecome
anyoneaseen
MarkEither
since he
raneveryone
off?” was ' dng’
^amie sta«ed checking off the g^sHist^31156 n°body wanted to
stan<
would be
‘‘Line anvnne seen Mark since he ron
Over the murmurs and nervous looks, a chilling voice echoed th
peered into the salon like a curious gazehe scanning the Serengeti. He knewfhat som'T’
Gan*”Itwas doctor Hamill. He
Salon for no reason.. .unless cookies and pastries were involved.
something was amiss. People just did not collect in the
“Hey, Dr. Hamill,” said Brody nervously. Brody knew that sooner or later Dr H
u
out that McFly was murdered.
ater Dr- Hamill would find out what
was going on, find
Dr. Hamill entered the Salon, grabbed a handful of cookies and
j
pretty nervous. Where is Dr. McFly? I need to go over some things with him for t1"10^
°n tbem’ that's going on? Everyone seems
The students exchanged glances. Who was going to let Dr. Hamill k °f 7 k eVent”
And.. .who knew if the killer was going to strike again?
n°W f at 1 erc Was a murderer on the loose in Kirby Hall?
nding, near a
tere constandy
ecloths of any
and brussel
ird as both
ing him from
“McFly, he is dead,” heaved Nikhil.
es composing
Zm this time. McFly hud u speech to give.
dor nursing
: pre-dinner
elve living in:t, die new: astonishing
tnarian.
in major. “We
o the trick.”
xause I don’t
the nursing
imie as he
it, wouldn’t
:o brush off
1
I
P
’
b" S“b ’ scb'“ “1
“We don’t think that he just died. We have reason to believe that McFly was
poisoned,” said Jamie. “We did a preliminary examination of the body, and I concluded that someone had poisoned him.”
Dr. Hamill ate his last cookie very slowly, which signified that he was deep in thought. The group was on edge. There was a kil
ler on the loose, a benefit event that now was in peril, and Mark still had not returned with his cell phone.
What we have here is the perfect paradigm for a murder mystery. Everything is coming together. Someone is dead. People are
missing. There is no clear motive.. .yet. All that we are missing is a dashing and intelligent detective. And I know just where to find him.
Stay put. 111 be right back, said Dr. Hamill. Like a giddy schoolboy he rushed up the stairs seemingly going to his office.
“Well I guess we have to wait for him to get back,” said Jamie. As soon as she finished exhaling on the last consonant sound in
back a bloodcurdling scream filled the old Kirby building.
“That might be Mark!” exclaimed Brody.
“Or Dr. Hamill!” shouted Nikhil.
Before Jamie had a chance to take control of the situation the two boys ran out of the salon looking for the source of the
scream. Jamie knew that this couldn’t be good. The murderer may just have struck again...
The gang then ran up tire moss green stairs of Kirby, with every other step a dust cloud emitted from underneath their foot
steps. Adrenaline pounded through their veins as they proceeded to reach the top floor of which the scream erupted just seconds earlier.
“I think it came from the break room.” said Dr. Hamill from atop the stairs.
As the Kirby colonels peaked around the corner they spied Janitor Ashy ‘Ashton Waters, who held an empty coffee mug which
more or less was the direct result of a lap full of pippin’ hot mocha latte, fresh from Rifkin.
„
“Ashy...” Dr. Hamill began, “are you alright, I thought I heard a woman’s shriek coming from up here ”
“Uh, no that was me I just finished the steps a litde bit ago and needed a break so I uhh... remarked Ashy defensively.
“Do you have any idea what is going on here?” asked Jamie.
“Well, „o why should I? Too busy torldn’... you know me. jus. finished .he s»,.s a
Kirby 301.
low to the
'~k
cct
i
Ji
ait
ii i
*LXCWX
JzMihi whnt vou are telling me is a falsehood... stated Ur. Hamill. 1 irstly, the steps
know you are
s! And how do
enough to
where McFly
indowsill here
Fly and
f moments
“They’re gone.”
.
j
ibly make the real deadline. I’m on to you Ashy,
“Oh, and you delete it from my computer, too, jus
motioned around the room to the still panicked group.
and so is everyone else.” Dr. Hamill peered into Ashy’s eyes an
vorking on my Hunches for the next issue, it is guaranteed to be
“Well, gang, with that I’m going to go call the police an star
stOppCd from getting published. You just wait...its...”
the best one I’ve ever written, since I have so much materia t a
Dr. Hamill’s voice trailed off, and he was gone.
, , osc anc] we all finally knew why Dr. Hamill s Hunches have
Our sleuths were once again on their own, a killer was still on
only been in two of the last five issues since he was given the co
ell; she con:s, don’t you
- olive’’Will the killer strike again? Will Jamie stop being such
In installment two.. .will Mark make it back with his cellZZok
phonm And mos.Dr. Hamill finish “Hamill’s
know-it-all? Can anyone guess the identity of the mur er
0
Hunches?”
�Inkwell Quarterly
Volume 5
Essay
by Vicky He
Kuhar s Corner
Wr
by Dr. Kuhar
If you were a flower, in what literary garden would you grow and why?
We can all learn a lot about ourselves by’ considering which literary' garden we,
as flowers, would thrive and grow in. I’d have to say that I would grow best in the
literary “Garden of Poetic Hope” (GPH). (Using an acronym will promote the brand,
improving the likelihood of a campus-wide audience for The InkwellQuarterly!)
Our GPH is an organic garden, of course, and it’s planted in the
imagination. Like education, our garden’s health relies on an awareness of the future,
on an appreciation for and acceptance of what we can achieve when we plan ahead—
of what we hope for when we plant a seed. Like our learning cycles, our GPH requires
regular tilling, watering, and weeding. We need to till—to prepare our soil— by giving
ourselves every opportunity' to learn what we can while we’re reading, thinking and
writing as English majors. We need water to give ourselves the best chance at growing
to our potential. We need to weed away the unhealthy, toxic, water-craving influences
that will steal away our soil’s nutrients.
Given that this is a poetic garden—one relying on the imagination’s ability to
confirm a knowable future—it’s important that we consider what the poets have to
say. In his poem “Design,” Robert Frost contemplates how a beautiful flower can be
caught up in determined nature: “What had that flower to do with being white / The
wayside blue and innocent heal-all?” Gazing at this flower that is holding up a spider’s p|lolo Courtesy of Stefanic McHugh
web with a trapped moth, Frost’s speaker questions if nature is innocent or dark: How
part
a “witches
broth”? We can learn a lot about how to understand our
could such a beautiful flower perform so purposefully
p_.r-------- , as r
.... -of
--------------------garden from dais. In Frost’s poem, die darkness—we know because we’ve planted our GPH—is only’ a perceived, constructed one. We
need to be able to see through all this darkness all around us if we are to rise and grow to find our place in the sun. Langston Hughes was
spot-on when he considered what can happen if we do not rise above the conditions of a toxic soil or sunless space: What happens to a
dream deferred? I Does it dry up / Like a raisin in the sun?” Our self-awareness elevates us to contemplate the darkness only to rise
again—out of the valley of darkness—to a sunny place where our GPH will thrive. T.S. Eliot was, perhaps, the darkest of them all,
contemplating the “crudest month,” when “Lilacs out of the dead land” compromise any hope for a full healing. But Eliot’s big ideas in
his poem, “The Waste Land,” rely on a hope that the cycle will turn again toward a renewing season of fertile soil, rainfall and
sunlight. We, too, must navigate through these terrains of darkness and effort to rise about the “dead land.”
Finally, we need to confirm over and over again that, like Mary's garden in The Secret Garden, we all possess hope that a garden
exists somewhere for us. Our Garden of Poetic Hope is out there waiting for us to till, to plant, and to water. When we do, we acknowledge
what our English education has taught us: The powers to grow, to learn, to heal are powers inherent in every one of us, in every' living
thing in nature.
designated tc
In t
navigated the
American Lil
353: Studies
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Farr
Dr. Farrell s foc>4 Tips: Because English Majors like to Eat
by Dr. Farrell
When canning pumpkin, make sure that, after removing the “guts,” you bake the
pumpkin for about an hour and a half in a 350 degree oven to soften the pulp. Doing so will
make scooping the pulp out signiftcandy easier. Then, when cooking down the pumpkin, only
add a minimal amount of water so that the pulp becomes more malleable for canning. When
canning, then, you can choose to add spices such as cinnamon, nutmeg, ginger, and clove or
simply leave the pulp plain for use in a variety’ of recipes.
Also, the recipe on the side of the Pillsbury' Quick Bread mix for biscotti (in
cranberry, pumpkin, or banana) is easy and tasty. However, once you cut the biscotti loaf after
the initial baking, make sure that you separate the slices so that upon the second baking, your
biscotti will be crisp. Also, you may need to increase your baking time to adequately toast the biscotti.
Finally, the not-so-secret ingredients to my apple pie are cheddar cheese and ground clove.
If you .ire interested in obtaining any archived issue of InkwellQuarterly please contact either Dr. Farrell or a member of the ID editorial
staff. Some issues arc still available as hard copies.
All issues arc available electronic ally at http://wilkcs.edii/inkwell
10
COA/q/<A7
,
The,
thc birth of tin
�Ire'll <^11
Volume S
Issue 1
issue 1
Essay Spotlight
by Vicky Hevener and Inkwell Staff
Writing for a course can become intimidating especially whe '
designated to the completion of a single paper. Knowing how to write a paX7S
In an effort to provide readers with tips for effective writing IO will periodI
navigated the written competencies embedded within the English proUm’s curr 1
IQ’s first essay spotlight examines the work of senior, Frank O’Shea T
American Literature I course, Dr. Helen Davis’s English 336- Studies in Viet ’W
£
tnd our
d one. We
iughes was
ippens to a
r to rise
:m all,
big ideas in
: a garden
cknowledge
try living
percentage of °nc’s
may be
n,ely essentlal f°' a student to understand,
Y
StUdent witers who have successfully
KeUy’S EngUsh 281: Surve)' of
According to Kelly, “I remember reading Frank’s short response naner
Ta”8 bl* wrltIng skiUs'
just how attentive he is as a close-reader, how precise and compelling his explications are° N T I
P°emS and bcing Struck by
point out cental images of a work (which is hard enough to do well), but he als'o critically exXs th°to™TdeS of *'e pie”
title, the syntax, repetmons and subtle but meamngM ntrns ofphtases-to see how the, are involved in the production ofmc.Zg”
O Shea was able to carry over this attenoon to detail in English 336, where his “full immersion into material that marks him as a
strong student, Frank s essay for 336: Vtctonan Ltterature, 'Changing Times and Stoker's
focused on how the various male and
female characters in the novel represent changing gender stereotypes that were emerging in late nineteenth-century British culture,” says
Davis.
Davis adds, Frank came into my office while working on this essay and we had a wonderfully rich conversation about the
blood exchanges in the novel and what they represented about the relationships between the characters and Victorian views of sexuality. I
assumed during this conversation that Frank was thinking through these issues because he was trying to find ways to expand his essay.
Near the end of our conversation, Frank showed me his draft, which was already at thirteen pages. I quickly realized that Frank was
almost through with his essay, but was still contemplating the tangential connections that he could see in the novel.”
Such focus and engagement in the material is particularly useful to students on the literature and writing tracks within the
program, as they will eventually need to consider the subjects for their senior capstones. Although O’Shea is a Secondary' Education
minor and student-teaching will take the place of the capstone, Davis points out that “Frank had enough insights into the text to create a
capstone project even though the assignment was for a fifteen to twenty-page paper.”
O’Shea shared some insight as to how he went about writing for English 353, where he examined the work of Indian author R.
K. Narayan and the novel The Guide. O’Shea said that his success in writing, particularly the completion of a piece called “Manipulating
the Oppressed,” stemmed from his own writing process, one that included meeting with Farrell during office hours as he had done with
Davis. O’Shea stresses that other writers should be willing to approach their professors about papers, stating, Conversation is crucial,
since the whole point of writing an argumentative piece is to communicate a point to others.
Farrell notes that faculty- love the opportunity- to discuss student work outside the formal structure of the conference because
those moments show dedication and engagement in the material that often
lead to rich, intellectually stimulating conversation.
“Talking with Frank as he worked through his ideas was a great
deal of fun and, ultimately, led to some truly unique interpretations of the
primary text,” she added. “Watching a student process his or her ideas
about a text is one of the most gratifying experiences we have.”
Kelly and Davis concur. “We both benefited from having a great
conversation, and it was clear to me that Frank went above and beyond the
intellectual scope of his particular topic and made sure that he understood
the tangential issues as well as those on which he focused,” says Davis.
Kelly notes, “Frank’s work in that course made a very positive
first impression on me.”
O’Shea’s process serve as a reminder that approaching one s
professor often leads to insight and resources one would never find
otherwise, and such conversation is the heart of the coDege experience.
coa/^MATWS!
itulate Dr. Tom Hamill and his wife Lisa
The InkwellQuarterly would like to congrai
the birth of their daughter, Grace, last May.
'('> editorial
| Photo Courtesy of: Dr. Hamill
11
�Issue 1
Te Irfrell Quarterly
Volume 5
American Writer Trivia
by Ton}’ Thomas
1. He studied engineering at 16 and left school in his second year to join the Navy.
2. His alter ego is science-fiction writer Kilgore Trout.
3. During President Clinton’s impeachment trial she famously declared him, “our first black president.
4. Who said the following about Jane Austen, “I would like to dig her up and beat her over the skull with her own shin bone.
5. She was the first fiction writer born in the twentieth century to have her work collected and published by the Library of Congress.
6. This Noble Prize winning author, well known for his liberal politics, was denounced by the New York Tines for his sympathetic
portrayal of the United States Army while he was reporting on the Vietnam War.
7. He declared that, “All modern American literature comes from one book by Mark Twain called Huckleberry Finn .
8. Her writing was not limited to fiction. During her time she was also well known for garden and interior design. In fact, her first
published work The Decoration of Houses rejected Victorian interior design as being filled with overstuffed furniture and bric-a-brac.
9. She was the first American woman to win the Noble Prize. She also went by her Chinese name, Sai Zhenzhu.
10. This controversial American poet can be seen in the promotional music video for Bob Dylan’s “Subterranean Homesick Blues.” He
also helped write the cue cards Dylan uses in the video.
11. His last words were reported to have been, “Lord, help my poor soul.”
Word Bank:
Edith Wharton
Allen Ginsberg
Toni Morrison
Kurt Vonnegut
Mark Twain
John Steinbeck
Thomas Pynchon
Edgar Allan Poe
Ernest Hemingway
Pearl S. Buck
Flanner}’ O’Connor
Ansi;wers to the Previews Carrie
In the next issue,..
•
•
•
•
•
1.
2.
3.
4.
5.
Dr. Starner’s Sabbatical Work
D.C. Experience, Part II by Amanda Kaster
Update on current 200 and 300-level English courses
Graduation Audit and Diploma Order information
The Mystery of the Kirby Killer: Chapter 2
Salman Rushdie—Shame
Thomas Pynchon—Vineland
Raymond Carver—Cathedral
Michael Herr—Dispatches
Toni Morrison—Beloved
The Inkire/1fjmirterly invites all with questions for Kuhar’s Corner to contact the staff at inkwcll(</wilkcs.cdu or on our Facebook page.
Happy Halloween i
12
�
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The Inkwell Quarterly, 2006-present
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Wilkes University's English Department
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English Department
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The Inkwell Quarterly, Fall 2010 (Volume 5, Issue 1)
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The English Department
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Fall 2010
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77ec0b0f694b6efc00dd5d65bc7a6841
PDF Text
Text
The Inkwell Quarterly
Volume 5
Issue 2
The Inkwell Quarterly
Volume
In this Issue:
Brown Bag Updates
2
Celebrate V-Day at
Wilkes
2
Club and Faculty
Updates
3
3
On Campus
Hangouts for English
Majors
Semester in DC
4
Hamill’s Hunches
5
Ken Dauber Visit
5
Theatre Productions
5
Murder in Kirby Hall
6
Spring 2011 English
Courses
8
Kuhar’s Corner
9
Events at King’s
10
The Winter
Breakdown
11
Faculty Apply for
NEH grants
11
Vfor Vendetta film
review
12
Local Events
12
Senior Spotlight
14
Books to Read Over
Winter Break
15
Dr. Farrell’s Fiber
Tips
16
Game: Holiday
Reading Match-Up
16
5
Issue 2
Senior Exit Survey
Winter 2010
' *' ■ Sfe'
By Justin Jones
Each year, a departmental survey is given to each graduating
English major in hopes that the responses generated from the survey
will help the department grow and get closer to its students. This year,
the survey contained questions such as what the student’s favorite
aspect of the department was; what was their favorite course; if they
had any suggestions for incoming English majors; who was their
favorite professor; and if there was anything they believed would
make the department better in the future. While the survey is still
being distributed, seniors Anthony Truppo, Rachel CannuU, and
Shannon McDonald had some interesting answers.
Truppo’s favorite aspect of the department is the faculty at
'Z
large. He believes each professor brings their own unique intellect
into class topics and that they, “stimulated in-depth and interesting
discussions.” His favorite course was Creative Writing with Dr.
Photo Courtesy Sonja Heisey
MischeUe Anthony, because he was able to explore his “potential as
a creative writer and get helpful feedback from fellow writers.” The
greatest suggestion he has for majors new to the department is to take classes even when they are worried
about whether or not it is right for them. “There were several classes I was required to take that I was afraid
I would not enjoy, but they ended up becoming some of my favorite courses,” he said. Truppo’s favorite
professor is Dr. Thomas Hamill, and his only suggestion to better the department is to make more
creative writing classes accessible to students.
Cannuli enjoys how small the department is, allowing everyone to be closer than a larger
department like Pharmacy allows. She loves the family atmosphere within the walls of Kirby. Her favorite
course was Shakespeare, because the course generated a newfound appreciation for the classic author. Her
favorite teacher is Dr. Hamill as well, and she suggests that newer majors should take on every opportunity
they get to get to know their peers and professors because “they are all awesome!” Cannuli also suggests
the History of the English language, which is taught by Dr. Hamill, should be a requirement for all English
majors.
What McDonald always had to look forward to in the department was Dr. Marcia Farrell’s
Ibaking. Her favorite class was Comparative Grammar because everything she learned she was able to relate to
teaching, which she plans on doing with her Secondary Ed minor. Her favorite professors are Dr. Hamill
'and Dr. Farrell, and she warns new and incoming majors to always be ready to have in-class discussions,
Ibecause most of the professors within the department base their course off of discussion.
The department urges seniors who have received the survey to reply ASAP in an effort to better
!the department and to track senior plans upon graduation. Answers can be sent to
justin.jonesl@wilkes.edu or inkweU@wilkes.edu.
' Cook’s Pianothon
Junior David Cook found an interesting way to
help others this holiday season. As part of Zebra
Communications’ work with the Red Cross’s Holiday
Ketde Campaign, Cook opted to bring attention to the
event by playing the piano for twenty-four hours in the
SUB. From 6a.m. to 6a.m. on December 2, 2010, Cook
helped the Red Cross raise $1500.
He is pictured here playing with tire assistance of
IQ mascot, Maggie.
�Issue 2
The Inkwell Quarterly
The Inkwell
Volume 5
Books 1
Graduation Audit
By Brittany (
By Victoria Hevener
Stamer, is essentially an official check of university Pf°a^1 f ?lr Advisors for a graduation audit. An audit, as described by Dr. Janet
including what will be taken senior year. Stamer e p0*' b
*S,rneant t0 ensure that a student has completed all required courses—not
example, students who took courses outside of the 31115
aU<^tS are a^so useful for finding flaws in the university’s records. For
also urges students who have minors outside of the E^
t^at carncd credits are missing from university records. Stamer
requirements have not changed. Seniors are enco
"fl dePartmcnf: to meet with their secondary advi sors to ensure that minor
Further, Starner issues a reminder to all Wilkes U° '
disCUSSlon with their respective advisor as soon as possible,
not perfect, ’ she stated, “which is why students shnnldl mve‘islty students regardless of major, minor, or class standing: “Advisors are
currently taking, and what they are still required to cnmnl^f ” c
record of what classes they have completed, what they are
a visors, and to come to pre-registration meetings with^ plannedctT Cha^enged students to know more about their progress than their
sting prepared.
Celebrate V-Day at Wilkes
By Holly Evans
Eve Ensler's The Vagina Monologues return to Wilkes on February 11 and 12, 2011. Angela Dalessandro has returned to direct
this year’s performance. This year’s spotlight monologue is abuse against women; 10% of all proceeds will be donated to an area in the
country' where abuse against women is the highest. Students are encouraged to audition. Announcements for audition dates will be
posted on today@wilkes on the Mywilkes Portal. The performance will be held in the Ballroom at 7 pm. Admission is free for Wilkes
students; non-Wilkes students are $5, and general admission is ? 10.
History in the Wyoming Valley
By Annie Yoskoski
One event in the history of the Wyoming Valley that not many people recognize is
what historians dubbed “The Wyoming Valley Massacre.” A battle waged during the
Revolutionary War on July 3, 1778, left many dead behind. A man named Colonel Zebulon
] Butler lead over 350 men into the heart of the valley from Forty Fort.
j
Upon arrival, Butler met over one thousand loyalists, (people still loyal to mother
H England), and Iroquois Indians. The man leading the loyalists was also named Colonel Butler,
H ironically. The much outnumbered Colonel Zebulon survived with around fifty of his men.
) The next day he surrendered Forty Fort to prevent further death. This battle was one of note
j between loyalist/Indian forces and Americans.
Giles Slocum, a person of much recognition to this valley also participated in this
battle. He was the older brother of our very own Francis Slocum, for whom Francis Slocum
An area in the Hollenback Cemetery where a Park is named.
number of Butler descendants are buried.
As
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Brown Bag Updates
By Ashley Bringmann
any travc
The Brown Bag lunches are held monthly by Drs. Marcia Farrell and Helen Davis. Seniors and juniors are encouraged to attend
and gain information about furthering their education and exploring job opportunities. The lunches are held in either Farrell’s or Davis’s
office, and students arc encouraged to attend with lunch in hand.
The most recent Brown Bag Lunch was held on November 4, 2010 in Dr. Davis’s office. The topic was “Applying t G d te
School.” Seniors asked questions and Davis gave tips on writing personal statements and materials that are helpful for letters of
recommendation. If you have a topic you would like to sec covered, please contact Drs. Farrell or Davis with your ideas
material
grant, I,
Dear Readers,
You may have noticed that we have changed the /Qlogo on the first page for this issue. Over the course of the
next few issues, we will try out several different logos, and we would like your help in choosing the best one for
the publication. Please send us your feedback on the Inkwell Quarterly Facebook wall.
way in
2
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�The Inkwell Quarterly
Issue 2
Volume 5
On Campus Hangouts for English Majors"
£>>' Holly Evans
'
net
:s—-not
>r
ner
Ernest
papers o„
Spots that different English majors like to hangout at FresHn ivr^
S^paratc
some free time at the library, “1 go there to catch up on some “f my s’cho’ol
r
Sophomores Todd Oravre and Jon Kadjeaki spend most of their free dme
rs are
student center, but she prefers the Commuter Lounge
Seniors Mar. Kogoy and Justin Jones have slightly different hang outs. Jones
hkes to hang around the bell tower. “I like the aesthetic beauty' of it ” says Jones “I get
together with some friends and it’s a good time.” Kogoy, on the other hand, spends his Photo Courtesy Sonja Heisey
ame on campus helping other English majors. When he is not in the Writing Center he
can be found in lus “office,” on the top floor of the Kirby right outside of Dr. Anthony’s office.
English majors can be found all over the campus. Their hangouts differ from hanging out with friends to helping students.
t their
direct
1 the
e
Ikes
Capstone Reminder
By' Victoria Hevener
Seniors who do not have a minor in Secondary Education must complete a Capstone project in order to graduate. At this point
in the year, students should have approached a professor for advisory. However, if for some reason a student has not found an advisor,
he or she is urged to do so as soon as possible. Note that any full-time faculty member may be a Capstone advisor; however, professors
may have already' taken on a number of other Capstone advisees.
The English faculty advise students to begin Capstone projects around Winter Intersession, stating that the more time students
give themselves to complete the project the more likely they' are to succeed with the least amount of stress possible.
nize is
bulon
Club and Faculty Updates
other
:1 Butler,
men.
of note
By' Miranda Baur
•
•
a this
ilocum
•
•
attend
Davis’s
d
Dr. Mischelle Anthony’s poetry' collection, [Line], is forthcoming this year from Foothills Press.
Dr. Stanley, Dr. Davis, and Dr. Starner attended the conference, "Creativity, Inquiry', and Discovery': Undergraduate Research In
and Across the Disciplines" sponsored by the Association of American Colleges and Universities (AACU) in Durham, North
Carolina from November 11-13, 2010 (http://www.aacu.org/meetings/undergraduate research/2010/index.cfrh).
In addition, our new Dean, Dr. Linda Winkler, attended, along with Dr. Evene Estwick from Communications Studies. The
faculty',
goal is to learn how to integrate more undergraduate research into college's offerings, and specifically, for the department's faculty,
into the curriculum in English.
Dr. Janet Starner presented a revised and expanded version of the piece she wrote for this issue of The inkwell Quarterly as a talk for
colleagues at the Faculty Forum on November 19, 2010.
Dr. Marcia Farrell will present her paper, “Poster Children: Laurens van der Post’s Imperial Propaganda” at the thirty-ninth annual
Louisville Conference on Literature and Culture since 1900 in February' 2011.
The Inkwell Quarterly Staff
Faculty Advisor: Dr. Marcia Farrell
Managing Editor: Matt Kogoy
Assistant Managing Editor: Justin Jones
Head Copy Editor: David CookLayout Editor: Tony Thomas
Assistant Layout Editor: Elizabeth Voda
Online Coordinator: Matt Kovalcik
Photographer: Sonja Heisey
St iff \\ riters- Miranda Baur Ashley Bringmann, Sarah l .hrhard, Cacvaun DuBarry, Anastasia Dudzicnski, Holly Evans, Casim Gomez,
Brittnev Grizzami Vicki- I levc’ner, Amanda Kaster, Phil Muhlenberg, Mark Ricci. Chclsey Schoch, Viktoria Wojciechowski, Anne Yoskoski,
Ashley Zcarfoss
Faculty Columnists: Dr. Larry Kuhar and Dr. Thomas A. Hamill
Guest Contributor: Dr. Janet Starner
raduate
the
for
j
3
�The Inkwell Qu'
Issue 2
Volume 5
The Inkwell Quarterly
Semester in DC: Meeting Supreme Court Justice S
Sotomayor
By Amanda Kaster
.
I move into the final
My semester in Washington, DC has been tremendously rewarding, < nnectjons that will benefit
weeks of my experience, I emerge with a wealth of knowledge, resources, an c
over, I decided I
me as I transition from Wilkes to a new adventure next fall. Since my tame ere
gonja Sotomayor,
should share one of the highlights of my semester: meeting Supreme ourt Jus
additional component
The opportunity to meet Justice Sotomayor on November 9,
was a
t^c opportunity,
of my seminar. Only a few slots were available to my class, and I imme ate y jump
Sotomayor has
As a woman interested in improving the plight of the female sex, I admire ewor
completed as a Latina woman in a predominantly male profession; there ore,
ew
We met inside the Supreme Court and were ushered into one of the rooms boarding wher^
are disclosed to the public. I was lucky enough to secure a seat right in the front row, a me
room
from where she would address us. After a briefing on proper conduct and expectations, Justice Sotomayor was recte
Tovernment
her marshals, and immediately welcomed us. She applauded our willingness to spend a semester in DC learning a out our g
and discussed the importance of having internship experience before proceeding into a career.
After briefly conversing with us, she offered a few moments for questions. Students inquired about the constitution
y
marriage, how the closeness of attorneys affects the atmosphere of the court, and how she has been able to preserve er ties to er
ethnicity in her career. Sotomayor’s responses exemplified why she is fitting for her position on the Supreme Court, she answere
coherently, knowledgeably, and with a fervor for law. Part of die reason she chose to seek a career in legal affairs was because s e ove
the variety that accompanies each case.
I was amazed by Justice Sotomayor’s delightful, humorous, and relaxed presence in light of her challenging career. She spo e
eloquently and thoughtfully about her experiences and the ongoings of the Supreme Court while also engaging with college students, even
sharing personal narratives about her time as a judge. Her generosity was tremendous, as she allowed each seminar to take a picture with
her and she willingly shook each of our hands, thanking us for listening to her. I walked away inspired and completely in awe by her
humility and intelligence. Justice Sotomayor truly is a role model for women in a society where we still occupy the minority in higher seats
of the government and the justice system. I feel tremendously honored to have met her, and know full well that the opportunity has
impacted the way I view the individuals at the very top of the court.
Hamill’s
By Dr. Thomas.
When I
more like a bush:
tree quite rapidly
had once been cs
been extinguishe
Of the i
accretion, have ir
Hunches for The
obviousness) is tl
that cacophonou
so the first of ma
loss. The deus ex
across the street 1
reverse theophan
blacked tree sat s
probably did not
Reading
moment and it d<
down that first £Li
window of Kirby
others, that all pic
legitimate the logi
Biblical
historical linguist!
woodcuts have be
eighth grade) will
The fact
evacuate meaning
hell we were talkii
A Renaissance Moment
List of Th
By Tony Thomas and Dr. Starner
By Miranda Baur
King Henry VIII is well known for having six wives which became possible due to King Henry VIII’s defiance towards the
Pope. England was one of several countries who rejected the authority of the Roman Catholic Church and thus the Church of England
was born. Despite King Henry’s defiance he was not always rebellious towards the Church. In 1521 Pope Leo X named Henry “Defender
of the Faith” for writing a pamphlet entitled “Deceleration of the Seven Sacraments against Martin Luther”. The pamphlet denounced
Martin Luther’s reformist arguments. A few years later King Henry would meet Anne Boleyn.
Today we take for granted not only our right to speak and write as we please, but also the technology that allows us to publish
whatever is on our minds. Such ease was not always so. In 1579, a Puritan lawyer named John Stubbs published a pamphlet titled “A
gaping Gulph to swallow up England by a French Marriage, &c” that denounced Queen Elizabeth’s proposed marriage to the French
Due D’Alencon. In the pamphlet, Stubbs painted Elizabeth as the poor victim of a young man’s ensnaring trickery Stubbs asserted that
the much younger Due D’Alencon was only going for Elizabeth’s money. Who could imagine a healthy sex life with such a pair? If thev
were to manage profitably employing their marriage bed, the Queen, at age 46, would surely die attempting to bear children Th n
n
was not amused by Stubb’s pamphlet. She sentenced Stubbs and his printer to be hanged, but she did later relent
jJ
have their right hands, the offending body part, cut off. Some stories told about the public dismemberment report: *!T
severed, Stubbs grabbed his hat with the remaining hand, held it in the air, and yelled “God save the queen!” and then f '
hand W
the warning, Puritan attacks on English monarchs continued into the next century. Later pamphleteers lost other h^d
D“plK ,
seventeenth century, the most disaffected left England. They emigrated to New England where thev practiced
YJn the C5
members of their new
communities some of the same repressive controls that behooved them to move from England
A Correction...
In The InkwellQuarterly, 5.1
5.1, we reported that the first horror novel was written bv Chari™ R„, i.,i
o
have noted that the first American horror novel was written
Addif
n
n Bro'™, when we should
written by
by Charles
Charles Brockden
Brockden Brown
Bro'
written
in English
was Em>e and Excess.
However,,----Ixve...
in-------Excess was
an early
early—
__ not
the first
first__ iP °n'
W° wrotc ^nac the first novel
,
—
---- —
,, ..s an
not the
... century that caused quite a bit of controversy.
“rst—romance novel by Eliza Haywood in the
eighteenth
This yea:
earlier this semest
Adding A
Teresa Fallon wi
and 19—21, 2010
Songsfor,
The show premier
The final
Dawson. It will n
For ticke
seniors pay five de
Ken Daub.
On Move
American literatur
campus to speak v
course and to pres
Stowe’s Uncle Tom
America: Democratic
tborne
The lectu
�Issue 2
iia
into the final
hat will benefit
:r, I decided I
tomayor.
tai component
e opportunity.
Sotomayor has
:o be in
oral arguments
e ten feet away
ito the room by
: government
tionality of gay
des to her
nswered
ause she loved
er. She spoke
ge students, even
e a picture with
awe by her
ty in higher seats
irtunity has
The Inkwell Quarterly
Volume 5
Issue 2
Hamill’s Hunches
By Dr. Thomas A. Hamill
When I was in eighth grade, I accidently set fire to m« n,i w, >
more like a bush, I was not like Moses, at least not at that point in & ^7 S
WhUe the tree was
tree quite rapidly, licking flames against the house where the nJ a
'
consumed *e
had once been carefully landscape-designed, and requiring the firemJlJ55 ?
f°rmcr trce
beencxm.guM.ed,to tex.open „d sp.ay int0 thcS08f““
xee„do„“^
°f
*
Hunches for Thelarties "ve.Z foX^
obviousness) is the heat I felt as a I worked with an impossibly short len^h of rubbeTwSe down
that cacophonous crackly glow. My available technologies notwithstanding, I never had a chance, and
so the first of many struggles against the encroaching apocalyptic fires of my own making ended as a
loss. The dens ex maebtna of the day s drama-my brother Matt running miraculous and immaculate
across the street to tnumph over the awaiung death with a hand held fire-extinguisher—concluded as
Photo Courtesy of
reverse theophany: a white foam dust cloud that engorged all but itself and signified nothing. The
Desiree Wren
blacked tree sat sentinel on the Brittman’s porch for months, an ironic Lot’s wife of forgiveness I
probably did not deserve.
Reading typologically and writing, always, with equal senses of
< " anachronism
'
. .
, I can’t help but see this singular
o
and..belatedness,
moment and it detritus all around me. In the dinner tray, sure; in what I have done and what I have failed to do with my daily romp
down that first flight of stairs and the always possible narrative conclusion of my plunge through the second-and-a-half floor landing
window of Kirby Hall; in the avoided prolepsis of that otherwise unrelenting plot line (and the reminder, from DeLillo drawing from
others, that all plots tend toward death). As I write, I am being plotted; as you read, the ironic tensions across the intertexts confuse and
legitimate the logics of unveiling. At the very' least someone - everyone - has been able to break the seal.
Biblical scholarship and the literary' tradition have revealed much about the Number of the Beast. Advances in translation and
historical linguistics have suggested a different alpha-numeric association—a different numerological resonance. But just as Holbein’s
woodcuts have become the central metonymic mnemonic for the Dance of Death, Iron Maiden’s chorus (also burned on my memory in
eighth grade) will always be true: “666, the Number of the Beast/Hell and fire was spawned to be released.”]
The fact that 666 is a kind of alphabetism (even in the misreading) reassures me, especially in times when aeronomy threatens to
evacuate meaning—when IDEA undermines our capacity to think; when IMPROVE, well, doesn’t; when many have forgotten what the
hell we were talking about.
List of Theatre Productions at Wilkes
By Miranda Baur
towards the
:ch of England
Henn’ “Defender
let denounced
'S us to publish
ilet titled, “A
:o the French
bs asserted that
h a pair? If they
ten. The Queen
I two were to
fter his hand was
inted. Despite
arts. In the early
ers of their new
This year, the Wilkes Theatre Department wH be producing
Teresa
^MidtrnmerMghPs
«the D°“thy Dicks°n
Centef °n Novembex 12~14’
and 19—21, 2010. The sbo™ featJby Naomi Baker with the musical direction of Ken McGraw.
^^raNe,\
18 and runs until the 20, 2011, then again from the 25 to the 27.
Tbc
D„»by WlUixn. Sb.kespvx.e x„d
by Jo.epb C.
are fifteen dollars, students and
seniors pay five dollars, and Wilkes University students, faculty and staff are free with ID.
Ken Dauber Visit
campus to speak with students in the English 398. American
course and to present a lecture on sentimentality ln "ar”e
A,.thnrsh;t, in
Stowe’s Unde Tom’s Cabin. Dauber is the author of TheI(lea^
-^Ha
America: Democratic Poeticsfrom Franklin to Melville (1990) and Pfdtscov g
ten we should
: first novel
/wood in the
thome (1977).
The lecture was well attended.
Photo Courtesy of Sonja Heisey
�The Inkwell
Issue 2
Volume 5
The Inkwell Quarterly
“It
The Murder in Kirby Hall
murder. But.
“As
By Anonymous
faculty. Plus,
faculty is her
beaming witl
Joe
Moments later...
editor who just happened to be in the group,
“Damn it,” said Tony Thomas, the InkwellQuarterly layout
J T
a shower> and now I
in here. I just took
think Ashy would have noticed this leaking ceiling w e
:cond floor, and it isn’t
“We are on the se<
“Tony...” Jamie spoke with a mild sense of terror and excitement,
“"”s'
of the group looked up to see •
“Blood! I’ve just been covered in blood,” Tony screamed while he ran aroun
scream.
“T1
down the crc
Th<
I’ve got to go
of anything“W
“L<
fathered out
“W
ShO’“" With that,Tony tan off, scampering down the suits, Imost failing several times, while mumbling
random obscenities as he trailed off into the distance.
should go upstairs and see where that blood is coming from in
“Well,” said Jamie. “The police are going to be here soon so we * h
g .
b£
bat „
case the police need to know what it is. No sense wasting eir
, g ’
The group reluctandy agreed out of 1i fear of be^gdeJ”
P
g
walked up to the third floor.
iooked aroundP “So... lets... just... open... The door
evening.
“T1
turned the k
one in the b:
“XX
“The blood has to be coming from the classroom, said Jamie a
doesn't want to
they were uken
as far as anyone in het present company could remember, and
fo[
as
doo( handle turned open from the inside. Jamie jumped back and fell
“I’i
baked by Di
“XX
“N
cookies.”
into the group, which stared at the slowly opening door.
Out of the door frame, two bloody, pale hands were propelling a body forward.
“Mark!” Jamie screamed, and started to cry.
.
Mark was dragging himself forward toward the group, his face was pale, and a trad of blood followed in his wake.
When he emerged from the classroom, the full picture was clear. Mark had been dismembered; his legs were gone, replaced by
bloody, hacked stumps, and, as the group discovered, his tongue was removed; his cell-phone put in its place.
As he crawled towards the group, moaning some unintelligible accusations or warning, he stumbled down the stairs of Kirby
“I
“XX
grabbed a pi
“B
buffet etiqu<
throughout.
“G
maneuver, t
broke the si
“X*
Hall, snapping his neck.
The group collapsed into one another, as a sense of sheer horror ran through them. The group was paralyzed and couldn’t find
the strength to run or even scream as they heard someone moving up the old servants’ stairs.
The sound of footsteps stopped, and the group looked up towards the offices to see what was happening.
‘Jesus Christ, I can see an axe,” said Jamie, who had managed to move enoujigh to peer around the comer to the third floor ofSees. “I’m too clever to die! This isn’t fair.”
She was sobbing, her head was buried in her arms, and soon everyone was doing the same. They paid no attention to the footsteps as they
came closer.
Surely this was the end for the group assembled in Kirby, those students, who by no misfortune of their own, were brought
together by fate to be subjected to excruciating pain and death...
Then suddenly, this mysterious axe-carrying man spoke.
“Hey brothers, what’s goin’ on.”
It was Dr. Kuhar.
Jamie was the first to react, her essence restored from not being chopped into a thousand pieces.
Dr. Kuhar, she asked tentatively, “Why are you carrying an axe?”
T m sorry. I have no idea what you just said,” said Dr. Kuhar, as he ejected his Robert Frost cassette from his Walkman.
“S” Sn vlqUTn
Te Strength in her tone: “Dr- Kuhar> why are y°u car^g that axe?”
P” °f
y"X
“Hub,” sid Dr.Kuh ™nd,”emXX’“Ba” ksukT "’wdlXot'
“Dr. Hamill already called the police ” said Jamie
“I’
out of the s:
“I
“V
behind the i
TE
coming froi
“T
they could.
W
to the doon
doors.
’
8
f d y°“
8
”‘fhiS b°dy
"P?”
»
°f structore and caU the PoU~
or Holmes and Watson. Is that blood? I don’t like blood,
around, or go inside that classroom and look for clues Then a° PU A Safety or something. Wait for the police. Don’t go snooping
and would promote a post-modern sense of justice ”
‘
°'n^ *” C °°
tbe pokcc would delineate assumed power structures
“What are we going to now gmys?” aske^laiLtie
d°Wn
( “I think that it is time that w^e start toE at th^Zj »
°H Servants’ stairs and out °f Kirby Hall.
“ P0^
couldn t have been Mark since we just found him hacked up ’Hoe said
d
Wh° Had bcen rather cluiet until this Point’ “The kiUer
NancyDrewbn^*n^,”SaidJailn*CIO“*n^bcrCyCS’^bed*^>*,o*^®^>crsdcliberatingon who the kill
. ,
dlC
Nancy Drew here.
& on Who the killer may or may not be. She was tw
“E
senior year
“1
“X
i
“(
over, he thoi
In
of towards
�Issue 2
The Inkwell 0“artCI‘y
Volume 5
Issue 2
“I drink that wc can rule out the entire English far I
n
i Ashy wodd have
and kill peOple >■ said jaimie
beamingrvith narcissistic pride
Joe began to raise his hand to make a statement, but as he did h h ■
ing from in
e door
uber, and
:k and fell
placed by
if Kirby
ildn’t find
I floor of-
teps as they
rought
screnni*
d a bloodcurdling
’ “That sounds like it came from downstairs!” shouted Nitbil mu
down the creeky stairs.
khll-The group turned and rushed
The group scanned the first floor of Kirby. The buildii
mg was eerily silent. There was no sign
of anything. No blood. Nobody was there.
“Where did that scream come from?” asked Joe.
“Let’s check out all the rooms,” offered Jaimie. The
group checked the rooms. Nothing
gathered outside of the salon.
was out of the ordinary. They all
“Whoever screamed must be in there,” said Alison,
a young blonde sophomore who was rather quiet throughout the whole
evening.
“Thanks,” said Jaimie, jealous < " '
thf
S™C sPun^y girl stealing her spotlight. Jaimie approached the door and
turned the knob. The lights were on in the salon and the food fr<
om the event was set up. All the chairs were empty except for a musty old
one in the back where a bearded man sat eating cookies.
“Who are you?” asked Jaimie.
“I’m Dave Cook, said the bearded junior as he ate a pudding cookie with an intense ecstasy. The cookies, of course, were
baked by Dr. Farrell and were not supposed to have been consumed until after dinner.
Was that you who screamed? inquired Joe Brody. Joe knew the answer, but he figured he would ask anyway.
“No. That wasn t me who screamed, said Dave, his eyes moving back and forth. “Couldn’t have been me. I was eating
cookies.”
“I see,” said Joe.
“Well, I’m hungry, and this food will go to waste if we keep running around trying to solve this mystery,” said Nikhil as he
grabbed a paper plate and moved towards the buffet table. He eyed up the rather large and green broccoli heads.
“Broccoli is my favorite,” he said as he stabbed one of the heads right out of the serving dish with his plastic fork breaking
buffet etiquette. He smiled as he mashed the broccoli in his mouth. Suddenly, his face turned pale and his hands grabbed for his
throughout.
“Gahhhh,” he screamed as blood began to trickle from the side of his lip. Joe rushed over to tty' and perform the heimlich
maneuver, but such an effort was to no use. Nikhil slumped over blood still seeping from his mouth. Everyone was quiet. Finally, Joe
broke the silence.
“Well, I guess the food is to die for,” Joe said attempting a lame joke. No one laughed.
“I’m gonna try and find Dr. Farrell. She’D know what to do,” Dave said as he grabbed an armful of cookies. He walked briskly
out of the salon and exited the doors on River Street. He could be seen running as fast as he can down the street.
“I don’t think he’s coming back,” said Alison.
.
, ,
“We really need tn solve dtis. We are going
going to
to find
find a solid iead sooner or later. Rtght now Ashy ts nor Best bet for the one
behind the murders. We need to find him, detain him, and interrogate him, siud Jaimie with an evd curl.
He group nodded in agreement. Just as Joe was about to speak another stream was heard. This nme the stream dearly was
nan.
rises of
eoming from the second floor
„
ut of the salon and up the steps. Jaimie and the others followed as quickly as
lhat sounded like Deb! shouted Joe. Ht ran out u
they could.
Deb screamed. Their one and only suspect Ashy was impaled
'hy Deb screamed. Their
When they got to the second floor of Kirby, t ey <
, Ashv’s stomach, and he was held in place on the old wooden
to the doors of Dr. Kuhar’s office. An old pitchfork was rammed though Ashy
p?”
poli—”
doors.
ike blood.
ping
structures
“Why is your office door shut?” asked Jaimie.
tmvarris the office door and opened it. Inside was Justin Jones, a
“Because I trapped the killer inside,” said
J°£ ™d
ked on it.
senior year EngDsh student. His San Diego Charger s shirt had
P
Arc you okay?” asked Joe.
“Yes, I’m okay,” said Deb. She seemed rather calm now.
“That’s who the kiDer is?” asked Joe.
"Yes. I saw him ereeping around in my
wer, he thought.’K
e killer
of ~W
tines the only suspect? Why did Dave run towards Market Street instead
1
““d Dr.
inside. Look he has blood aD over him,” said Deb.
group. Joe quickly slammed the door and locked it. This mystery mayjust be
3 w*oX=
«“ P-O"
re was the
7
�TbeI>*'V^
Issue 2
The Inkwell Quarterly
Volume 5
B>LaIiy
Spring 2011 English Courses
Ifsot
:ake"iaker
paW
By Justin Jones
With each new semester, the English Department offers a vast array
of author and topics courses, taught by professors well-learned in the course
material. Students should meet with their advisors if they have not yet regis
“fedm‘ X”
tered for the Spring semester.
In addition to the required English 120, 201, and survey courses,
students, after consultation with their advisors, might consider enrolling in oi
of the following courses. These courses are open for registration for the
Spring of 2011:
3 necessaty re
accountability
What^sM^
As I
ENG 218: Writing Practicum
Dr. Janet Stamer
This course is essential for students looking to figure out how to
Photo courtesy of Sonja Heisey
produce “good writing.” The class will go in two directions; one towards the
of what has been learned in the classroom. Anyone who intends on pursuexploration of composition theory, and hands-on application of
1—
ing a career in writing should consider registering for this course.
ENG 324: History of the English Language
Dr. Thomas Hamill
Hamill’s course will break down and build up the English language from the smallest unit of sound to complete sentences. Not
only will students be educated in the origins of the English language and how it progressed from Old to Middle and now (Early) Modern,
but they will learn the features of the language while receiving amazing oral renditions of Middle English from their professor. This
course is a major learning mechanism for any students pursuing a secondary education degree.
ENG 335: Romantic Literature
Dr. Helen Davis
This course will provide an overview of the British Romantic period. Students enrolled in this course can expect to delve into
German Romantic philosophies as they reached Britain, read works from Wordsworth, Coleridge, Blake, Keats, and Jane Austen, and
explore the beginnings of science fiction novels by studying Frankenstein.
ENG 351: Post Modernism
Dr. Larry Kuhar
In this course, students will learn what sets the literature of the last fifty years apart from Literature before 1960 Students will
explore how postmodern literature extends the modernist thought but at the same time diversely attempting to break away from estab
lished modes of writing.
Great Writer
This
culinary sensil
understanding
Forbidden Tr
words or mix
for an answer
a subversive c
after all.) But
So, t
of The Waste
out/ O Lord ‘
Ezra Pound
individual par
Modernists in
Let’s
simulations at
becoming det
1Qok to the
hungry in the
ENG 397/497, section A: Gothic Literature: Fiction Gone Awry
Dr. Mischelle Anthony
This course delves deep into the gothic nature of novels from the eighteenth century to today. Anthony has created
saved (those 5
ever)? Sorry. I
sense that the
specialty, my Hl
and cuHnary 1
While it’s one
concern with
a senring of n
r r
ESS——*—
ENG 397/497, section E, section E: Seminar: Salman Rushdie and his Contemporaries
This course, as the tide suggests, will focus on the works of Salman Rushdie a British-Indian
,
fatwa (death sentence) put on his head for his fourth novel, Satanic Verses. Farrell’s background in P^t-p1^ "7? °nCe
a° Iranian
unique set of assigned readings offers a course that is perfect for any student interested in world liters °
tteraturc as WeU as a
history, and literature.
crature as well as a mingling of politics,
Aquinas. Ify,
burning
*c°gni*ethe
Wec*n have,
and I’Ve
WeneedW]
If you hav<
Full descriptions of these courses can be found on the first floor of Kirby Hall
If you
an
�InkwellQuarterly
Issue 2
Volume 5
The
Issue 2
(Corner
Kuhaf’S
. Larry Kuhar
By Df>
Ifso^body makespancakes in the shapes ofrellgl0llsfi
would the "
[Ullll
What took you so long to ask? Like many English m •
• contemplating endings. My answer invites a blend (oX^rF™ a
lifetime
. ocular culture, including a pinch of unauthorized literarvt } °f *deas found in
r
“ ,:2,-s-hOw simulation, and a smidgen of guilt-flavored posXde Z ’ *
°f
post-'
tC;Jnv I am sure, it will suggest too much time on my hands X
hUm°r'
Sssary relationship between affirming life’s ambiguities and acTeZ
ccountability for our stories.
accepting personal
ends on pursu-
^patfatftakef
Photo Courtesy of Dr. Farrell
As English majors, we know well what’s at stake: Will the cook
pancake
saved (those who will experience glorious destiny) from the damned fthoZ £
“"“n makers, be held accountable for separating the
ever)? W But
1116 Only
°Ptions? Can we have unity and c n•he will
50eat
“ devil
d‘V,l’sfood
fiod cake forever and ever and ever and
andin certainty?
It’smy
my
sense that the answer relies on a complicated recipe found buriedinity
d™
t
’ ■ Goodluck.
G°°d luck' There
Tbere’’ss no
”° magic
ma& in
in myresresponse.
Ponse- It>s
j
:---------»
specialty, my life story and academic journey familiarize me with questions th” UnkTmZTT ^fi
I,hekitate tO caU “ my
and culinary intention with eternal damnation. (As we move toward final
k “da
rebg10us figures with breakfast menu options
While it’s unclear if the pancakes are traditional (a milk and egg mix') or coZ”8’
Z end'oriented discourses.)
icerpreti^seemtagly sererfpkous exegedcal ,is„s. Huh. To
ed""a kt ofZo“
Sot,
a serving of martyred saints, and just a drop or two of Beat-like spirituality.
sentences. Not
(Early) Modem,
ssor. This
to delve into
Austen, and
students will
y from estab-
ited a course list
id, and The
c is important
id an Iranian
as well as a
gling of politics,
V
Great Writers, Cooks, and Saints
This issue has plagued great writers and cooks since the discoveiy offire. J ohn Milton, for example, clearly links pre-IHOP lapsarian
culinary' sensibilities with a post-life existential awareness. In the opening to Paradise Tost, Milton affirms food’s essential role in
understanding the complicated interrelationships between eating and damnation: “Of Mans First Disobedience, and the Fruit I Of that
Forbidden Tree, whose mortal tast / Brought Death into the World, and our woe I With loss of Eden [sic]” (1-4). Milton doesn’t mince
words or mix the apple with oranges. His focus on disobedience and food presents a scenario many of us know well and a starting point
for an answer to your Inkwell question. When making a second trip to the pizza line in the SUB, for example, I model the subde denial—
a subversive disobedience—required to bring “Death into the world.” (Of course it’s my death; gluttony is not, like love, always blind
after all.) But there is no fire or burning in Milton’s blank verse—only intention and loss.
So, as with all fire and death matters, we must move to the modernists. In the concluding words of “The Fire Sermon” section
of The Waste Land T.S. Ehot confirms a fear of fire’s ritualistic force: “Burning, burning, burning, burning / O Lord Thou pluckest me
out/ O Lord Thou pluckest / burning.” It’s been reported, though never confirmed, that the original version of the last line—edited by
Ezra Pound-included a reference to “burning pancakes made in the shapes ofsaints.” Coincidence? Is Eliot’s speaker purposely denying the
individual pancake maker a personality? Was Pound acting conspiratorially, refusing to see the faces in the batter. Were the great ig
Modernistsin cahoots? We may never know.
^j^cheP TopCheP Racked Ray? Am these red people or digital
simulafi
m -° the great chefs foun r°n
C J ? “Dinner Impossible,” somehow, neady sums up the point. Are we
her •On J attempfing to replace the loss of com ort oo s.
restaurants. Enough said. Well, one more sentence: If we need
to
detached and passive? Wolfgang Puck has a c am o fa f
of
darkness, left wandering
to look to the great chefs to carve our way out of this culinary conundrum, we may start
ungry in the wanton-soup wilderness. Sorry 2 - the sequel. (Same impact as
ug, we
t0 mm Saint Thomas
I know what you’re thinking: When Milton, the mo ernists, a
through reason and faith. What does this have to do with
qumas. If you insist
Sain(. Thongs Aquinas believed that tru
and
cup of ^k? How much faith is needed to
cooks burning in hell? Be patient. How much reason will we need to m
} £ my Engjish 282 class past 10:45? (Don’t answer.)
ccognize the face of Saint Peter in the bubbling batter or holy toast
y
rocket my breakfast but never a
aT no absolute truth here. We have issues. 1’^ see"
^as’ arguments teach us that to understand the great mysteries
we n Z1 Ve burned tnore than my share of pancakes. Saint
rational yet intellectual and rational.
we need both reason and faith. Cooking is, after all, creative and inspiratio
y
S^donpasel0
jbmit, please email them to The Inkwell Quarterly
f you have any questions for Dr. Kuhar that Y°u
.
at inkwell@wilkes.edu or post
... .... .„
tjiem ’u the wall on our Facebook page.
to
�Issue 2
The Inkwell Quarterly
The
Volume 5
“Kuhar’s Comer” Continued from page 9
____ —; be so deterhe/f Turn to WikiLeaks?
Need we look for black smoke from Rome’s papal chimney to affirm the pancake maker’s fate? Can e
minedly wicked? And what about salvation? Eternal loss? Can reason, faith or holy smoke tell us who will go to >—
cooked to death on a gridiron at
Too many questions; too few answers.
■lf-reflective cook, of sorts. While beShall we turn, now, to Saint Lawrence, the saint for whom I was named? Saint Lawrence was c<
TIL
age 33 in 258 AD. As Sister Mathias taught me in fifth grade, Saint Lawrence was himself a highly seL —
- explains why Saint Lawrence
cooke.” in Slovak. Coincidence?
ing burned to death, Saint Lawrence cried out, “This side’s done, turn me over and have a bite.” Huh. “This
is the patron saint of comedians and butchers. Moreover, I’ve been told that my name (Kuhar) means ts
‘ confidence in a confirmable, if
The W
Th'
fret exams ;
Wimr*r br
hrea
unions, or
breakson
Here are
Are we beginning to see the figure in the rug? What’s the line from The Sixth Sense? I see little that suggests coni,
inconvenient, truth.
Look Inward: Build Confidence and Own Your Story
It’s now clear that no research skills, including those developed in English 201, will solve this riddle or us.
InkJet
need to look
affirm
inward. Forget Wikipedia and EBSCOhost if you can. We need to contemplate
the ambiguity in understanding the power we possess to shape who we are. The presumed harmony between for
classes. We
been more in doubt. We need to use the critical thinking skills and to apply the personal values developed in our ng ,
need to forget much of what we’ve been taught to remember. Authenticity requires it. (The metric system failed, 1
•
jong as no
Here’s what the question has taught us: Cooking is, like life, teleological'. The proof is in the pancakes, uh, pu ng
__ we
rice has been added!). Once the failure of authority, i.e., an answer found outward, is affirmed—whether culinary', Literary or
become available to own and be accountable for our answers to questions that seem unanswerable. What will I do wi
y
S „?
gree? Do I really want to teach? Should I pursue graduate school or a writing job? Should I see the new Harry Potter in
t
Facing these questions, we immerse ourselves in the condition of our contemporary culture: We are the object of our art. ■ ■ ■ \
s
like the use of the ellipsis mark here?)
Ifsomebod makes pancakes in the shapes of religiousfigures and bums them, would the pancake maker necessarily go to Hell? Our answer ex
poses and undermines the premise and function of (absolute) knowing and (powerfully) reinforces and confirms the importance Ota Kin
of silence — a silence revealed in not knowing yet somehow, as a result, knowing better who we are. We are highly accountable when we cre
ate endings/interpretations to the stories we live. We become, at once, the cook and the religious figure in the pan. We begin remember
ing again, remembering our accountability to shape outcomes, when we own our choices. Salman Rushdie or Gothic Novel? British or
American survey?
As if that’s not enough .... When we read the stories we ‘pour,’ we read who we are. The need to see religious figures in hotcakes
reflects a Beat-like hunger of the soul that needs to be nourished. Feed it. (Forget Wegman’s, shop at Ginsberg’s “Supermarket in Califor
nia.”) Confirm that this is a hunger for hope, a hunger for knowledge, a hunger that will not be sacrificed to an external authority’s power
to shape meanings. The effort to answer the unanswerable serves as a model for understanding and navigating the complexities ahead in
our lives. It serves to affirm the good in life and to move us to lead the good life. Unlike Saint Lawrence, we will not be burned at the
stake for our beliefs. We will not go from the frying pan into the fire. Like Saint Lawrence, however, we must consciously own the inter
pretations of our stories—“have a bite!”—even if it means we’re left laughing at ourselves long after the griddle is cold. Huh
“Working, re
.Kelly CUshj
“I will prep
-Dr. Marcia
“Hopefully a:
with my minc
-Casim Goff
“During wint
visit New Yoi
“During wint<
-Erin Robins
“During wint<
-Katie Blose
“Watching re-Melissa The
“Hopefully, w
-Ken Stacker
“Among othei
Events at King’s College
Compiled by Elizabeth Voda
The ^OWing arC SOme kiceresting upcoming events at Wilkes University’s neighbor, King’s College. Interested majors should
TanS
8 a.m. - 6 p.m.
Boy Scouts - Scandlon Gym
Jan 27
10 a.m. - 6 p.m.
King's College/American Red Cross Blood Drive - Campus Center. 3rd Floor
Feb 16,17,18,19
7:30 p.m.
Theatre: Shakespeare in Hollywood by Ken Ludwig
d
Tw° Ens
y David Cook
Two r
come ^th a pri
Even,
scholf ■
L
a
n
lyw
°rkt
1116 colle.
or ui
FarreU an^ y<
totheK d
lrsPecialti
of
tbDavis>
tion
^ory bthe
: self.s
’y deflni]
Gbn..'
°ZJy
�Issue 2
The Inkwell Quarterly
Volume 5
Issue 2
The Winter Breakdown
terikiLeaks?
ByMattKovalcik
The long awaited Winter Break is approaching, which will begin December 22 9m n
iron at
Tiile beiwrence
ence?
ible, if
1- week extension for unfinished woA Inkrf
«"*
*»' E*h Del”nm“t’S 6'C“lty “ flnd « wlaar they woS tettJSSS*"
ftK.re some of their responses:
look
affirm
as never
. We
ng as no
□us—we
lish de3-D?
do you
ter exof a kind
i we creimemberdsh or
i hotcakes
Califorty’s power
ahead in
at the
the inter-
“Working, relaxing, hanging out with my family, and going to the movies.”
Kellv Clisham
“I J prep for Eng 397: Rushdie, knit, quilt, and visit my family in Erie-lots of snow.”
.Dr’ Marcia Farrell
“Hopefully as the cold chills my soul on the wet cement of the city, and the drugs make way
xHth my mind, I will be able to say, I remember.”
-Casim Gomez
“During winter break, I will most likely work more hours at work, sleeping in more often, and
visit New York.
-Jess Maher
Thanks to Ms. Deb Archavage and
“During winter break, I will be working extra hours and drafting my novella.”
department workstudy student
-Erin Robinson
Priscilla Payne for decorating Kirby
“During winter break, I will most likely travel south to a warmer location.”
Hall for the holidays.
-Katie Blose
“Watching re-runs and mind erasing cartoons since I have no ssocial life according to a fellow classmate/”
-Melissa Thome
“Hopefully, working ideally, reading and writing for pleasure.
-Ken Stucker
1
r <T T
*1P T_T
1_ _e
“Among other endeavors I will ponder the next phase
of
Hamill
s Hunches.
-Dr. Thomas A. Hamill
Additionally, Dr. Sean Kelly will be working on his paper for NEMLA. He is
also interested in cleaning his desk as well as sleeping in. Dr. Mischelle Anthony is
interested in reading some novels as well as planning spring classes. Professor
Thackara’s priorities this winter break include prepping for the holiday, watching “lots
of hockey” as well as losing herself in knitting (not in that order). Deb Archavage is
going to Philly to spend time with her daughter and “hang out at home” with her dogs.
No matter how you intend on spending your winter break The InkwellQuarterly
staff would like to wish our readers a productive, fun and safe winter break. Happy
Holidays!
consider
Two English Professors Nominated for Award
By David Cook
Two members of the English faculty have a better chance of winning a research grant than winning the lottery, but the odds
co«egeo,unirasity he1
F-ell .J'S
f <Kf.
D.s. Marcia
‘ZXT.Xrf -'Sor Bnglsb facuky and have setalnee! propose for rhe gram which are unique
eif specialties within English studies.
project which will use narrative technique to examine the construc
tion of the
XtthSwtiroTch^ Bronte. This work, said Davis, will expand the field of narrative
theory by defining new concepts that will be useful for other theorists.
Continued on page 15
�Issue 2
The
Volume 5
The Inkwell Quarterly
Liberte, egalite, fraternite: A film review
By Matt Kogoy
•opted from the
In the 2006 film Vfor Vendetta, an eponymous
original graphic novel written by Alan Moore a
of anarchy, personal identity, and fate surface to
“Jacke Oi
ORAn A
Readers.
By Dr. Janet Stz
corT1plex an<^
resulting in * nascent
tale of exponential proportions. In an attempt to cr
elaborate, albeit vio
,
state of order, the freedom fighter/terrorist, V, develop
the current
scheme to achieve retribution for past wrongs done to
earlier attempt enacted
headmasters of the British government. V s plan, echoing
sadjsdc simultaneously,
by Guy Fawkes in the early 1605, is fundamentally heroic
. • hatred for the
Vs search for justice is completely consumed by ^Jdesirables called
Gentle Readers, tl
since, not because j
eachparticular. .
January 19: Fir
“wee”? and whj
[Note to reader:
brutal acts committed against him at a detention ac ty or
unjrnaginable
Larkhill. As a product of this ruthless environment, V exercise
ends
brutality upon the perpetrators of his past with a clear consciou
destruction of
justify their means. V, however, requires assistance for his sy m o
fdepicted as
the Houses of Parliament, and so he enlists the help of a young wo
young prostitute in the novel), Evey Hammond.
•
Evey, in an uncoincidental encounter with codename V, has a pr
past of her own and is no virgin to the idea of rebellion. Her parents were
of an anti-government movement. Unfortunately, both suffered a terrible fate, t y
were black-bagged by Creedy’s men, and eventually executed for treason and willful
sedition against the state. Fortunately for V, Evey subsumes and subscribes to many of the beliefs her mother and father proliferated,
many of the beliefs V now fights for.
By creating a terrified state, High Chancellor Adam Suder has, in fact, guaranteed the continuation of his power. Yet V feels
this absolutist, or totalitarian power is unjustified, and that retribution towards Sutler is necessary. So he decides to create his own
reign of terror; he exercises an anarchist mentality in the U.K. as a means of destabilizing any and all control Sutler has over the
British state. Fueled by a thirst similar to the man’s face he wears as a mask, V sets out on a, cough-cough, vendetta to achieve the
revenge he seeks; acting with a precision and discrimination akin to Edmond Dantes from V’s favorite film, The Count ofMonte Cristo.
For V, nothing is accidental; nothing is chance. Evey, an excellent chess mate to our chess master, begins to feel as V feels
see as V sees, and, ultimately, act as V acts. She pulls the lever, she controls her fate, she forgoes emotion and certain death in order
to further V’s cause. Consequently, their defiance produces a state of hysteria to Sutler’s England.
Due to the provocative performances of both V and Evey, climaxed by an audacious and wildly entertaining showdown
between V and the formidable Mr. Creedy, the reign of Adam Sutler is brought to an explosive end as V succeeds in provi h’
mantra—people should not fear their government, the government should fear its people.
Local Events
By Ashley Zerfoss
on wove™
’
’ be a vari
of shows and concerts on and off campus throughout the past few months. Wilkes University
Theatre presented Adding Machine—A Musical on November 12—14,2010 and November 19—21, 2010. Shows were at 8p.m. on
Thursday Friday and Saturday, and at 2 p.m. on Sundays. Admission was free with a Wilkes ID. The price for general admission
was $15 and $5 for students and seniors. The Wilkes String Ensemble will gve their concert on December 6, the Jazz Orchestra on
December 9 the Civic Band on December 12 all on the Darte Main Stage. The University Chorus and Chamber Singers will
perform on December 10 at St. Nicholas’ Church, Wilkes-Barre, at 7:30 p.m. The Kirby Center hosted the NEPA Philharmonic’s
Holiday Show on December 4.
You may also want to consider a few events happening around town. Barnes and Noble, the Wilkes-Kings Bookstore has
Open Mic Nights on the last Friday of every month. The Downtown Wilkes-Barre
Business Association wiU be Carolina on -ul
Wilkes-B;
ire, has
first three Fridays in December at noon and again at 5:30 p.m.
t’oling on the
The most anticipated event coming up is undoubtedly the Holiday Break from December 22, 2010, to Januai
January 23: I f
March 3, 2010:
I am m
Not Pa
But arr
What I
I luxuriated it.
on Capitol Hill; 1
Washington, D.C
March 4: OH 1
a perfect undety
.-lr the weeks dren
following myprogr
research could, ind
not only worthwhii
March 12:1 hai
controversies
catalyst for the <
answer to my cp
I have
of the Civil Wai
dig further (the
how best to app
floats by itself ii
Moreover, I nol
"Jacke's” little b
Cqi
■ry 17, 2011.
12
intinued on
�Issue 2
m the
oyd, notions
i intricate
in a nascent
beit violent,
TH. 1^1-0“^
Volume 5
Issue 2
^TonBoth Sides”: What I Did Or, % ,
----- =—
L An Abstract of Some Specif ForreX ^metVaca Sabbatical
U* .,,IS
gC Sentences. The Currantier to the
Readers.
ByDr.Jan«s»«r
/ Readers this Intelligencer the Curranto now permitted by Autho t\
abs°'",’b Nnl1
it
tnpt enacted
multaneously.
itred for the
hies called
inable
sends do
truction of
(depicted as
aid
‘t'^rf'^poemto &g aJrkstaAu^s" foi'T “
howdown
oving his
“th ‘>ke”-who is
[Note to readers: To see the trick, look both ways as you cross this poem).
Verses presented to the kinge: (“Jacke On Both Sides”)
Wee hold as faith
What Englands church allowes
What Romes church saith
My conscience disavowes
Wher the king is head
The church can have no harme
The Flockes mislead
That holds the Pope supream
Wher the Altars drest
The service is lnerel divine
The Peoples blest
Wth table, bread and wine
Who the comunion flies
Hee is but an Ass
Is Catholique and wise
That shunns the mass
(MS RAWL Poet 117 fol. 166 v./Bodleian Library: Oxford University)
problematic
=re members
de fate: they
n and willful
r proliferated,
:r. Yet V feels
te his own
over the
ichieve the
fMonte Cristo.
:el as V feels,
eath in order
Udl “ “*
January 23: I feel like I’m getting nowhere.
March 3,2010: Aha! In a pamphlet on “swearing" by Robert Wild (ironic), I found these lines:
I am no Quaker, not at all to swear:
Not Papist, to swear East, and mean the West:
But am a Protestant, and shall declare
What I cannot, and what I can protest.
As I luxuriated in the sabbaticalperiod of "rest my resea,c'} S'e,,
on Capitol Hill; 1 went to lectures, concerts,
Washington, D.C., sometimes making photographs ofthe gorgeo
everfthine around me: I watched the pageanty ofpolitics unfolding
M inter days and reveled in the balmy spring that comes early to
March 4: OH MY GOODNESS. It just occurred to me fociedidng.bc pieces I pull together for this historical moment might be
what 1 bad notfully
following my progress. Their questions made me realise what
t0 ,„ake ^graduate research"projects avadable to our students
research could, indeed, involve them as well, and my investigahon of possible J
not only worthwhile, but something they desired as much as 1 did.
ng a variety of
Sew York City
ilkes University
:re at 8p.m. on
al admission
:z Orchestra on
igers will
Philharmonic’s
Bookstore, has
oling on the
( nqrnDhlets arguing what K. Sharpe and others call the "altar
12:1 had a great breakthrough yesterday. I fo“d “ !“X°„r at least the ideas/argumentsrouted
controversies." I fe5 certain now, that those senes of PW““ Wng at Orford when he vtsned in 1636 That
“*t for the composing o’f the Equivocal verse presented to
.
lo„g „y t0TOrd amwermgit.
answer to my question, "why hand this poem to this King
.. starting wlth the cause
■ have had to teach myself about this moment in his^ry j
—>g to
o the Civil War" and making my way through to
dig further (the chase is so compelling) andI wanting
how best to approach and shape the data? Into an
by itself in a vast sea of material culture, and
rite to make sense o it. u
My foscmaung
y
not mu ’
^ays to involve
m
P
g
"j0?0,^’1 note that the waYs 1 haVC C°nSi ere canonical ship, as it were.
Juice's” little boat to one belonging to a larger, canonic
___
^mlnuedcnpageU
:011.
13
■
V;. Q
, Y.,
�Issue 2
Books
Volume 5
The Inkwell Quarterly
■flie Inkwel
By Brittany
‘thSrine^
Jacte” Continued
811”1^ketSfrompageU
not ob^ous t^d^ ?Ueen
StJohn’/coH
vcrse “Wece
not angels”
1 found in MS
At
tion of those d C U SOUnd as if the person re '
rem°ved from th '
.hbrary aS they mounted the stairs to dinner. Th e lines
April
22,2010:aT
Turns
o - This
th ‘
.
composX
ea-f°ns
tbe P°em « PoinZTt
LTS hke “Herc’s Vi^s
drcst venison’ hcre’S
P c Ac audience . Itis topical ; P“formance. It is likea
CU ar P ace or decoration ...If I could find a descripP
" the ““onto, „riTCn [otP'^utalthough it is certainly “staged” and
C ar day> a sPccific contextual visit, and for two people .
makes you •'
voiced their
Dj
PI
brief descri]
read Milton
D
April 30, 2010: “Jacke To Do Li t” F 1
Fay Weldor
D
Colum Met
tages ofBreat
D
J°
J*
n~"m
c. Of the nature of a Sabbath or period of rest.. . orig. U.S. Designating a period of leave from duty granted to university te
certain intervals (orig. every seven years) for the purposes of study and travel. (OED)
A parody of the early newspaper An Abstract ofSome Speciall Forreigne Occurences, 1632. In that year, “the governments of Char es
banned the publication of corantos [deeming] the news in corantos ‘unfit for popular view and discourse.’... In this epistle to rea ers,
Butter and Bourne inform their reading public that they can look forward to a resumption of frequent news reports’ (Breaking News.
Renaissance journalism and the Birth of the Newspaper, Folger Shakespeare Library, 2008, p. 20).
Senior Spotlight: Frank O’Shea
By Justin Jones
D
C<
Si:
focused arc
America’s a
from differ
A<
outside his
to walk... T
T1
Tt
a philosoph
Al
ing about S
and’hstX to his insightful analysis of various texts, O’Shea will still be a part
of the
■“
St.TXSSb to broaden his physical and intellectual horizons after spending
four years at Freehold High School in Freehold, NJ, Not long ata O'Shea arrived he knew drat he wanted to teach English, so he
registered himself as an English major and Secondary Edueadon minor. Through the years, O Shea has gotten close to many of the
professors within the department, and he believes that he has learned valuable life skills.
“The professors in the English department all have their own approach to getting their
information across, and every one of them is more than willing to sit down and have a conversation
about the material,” O’Shea stated emphatically. “I have never had an experience where a professor
made me uncomfortable for coming to ask a question, or help in refining a thesis or paper. Their
passion for literature is infectious and rivaled only by their dedication to enrich the minds of their
students.”
The senior student-athlete appreciates all that he has learned from all the professors he has
gone to for assistance, but he acknowledges that Dr. Thomas A. Hamill has been the most
influential throughout his studies.
“Dr. Hamill was the first professor to give me in-depth feedback on my work in a
comfortable one-on-one setting. Without our first few discussions, I never would have become
nearly as comfortable approaching professors, using my resources, and improving my work ”
Dr. Marcia Farrell, however, taught O’Shea’s favorite course, English 353; Studies in
Postcolonial Literature. What appealed to him was the fact that Farrell made the assigned texts
inviting, which allowed him to become sensitive to the effects of Western imperialism on the world
Seemingly, O’Shea has enjoyed all of his English courses because his GPA within th/0*^
major earned him a seat in Sigma Tau Delta, the English honors society.
O’Shea has loved his stay in Wilkes-Barre, but when he is finished with student th'
and has earned his degree, home is where the heart is for this English major.
CaC llng
“I plan on heading back to New Jersey to teach English, but I am keeping m
'
open. I eventually want to go to Grad school to further my education, but I need son/ °Pa°T
need sorni
before I do so.”
o a jo
14
“NEH” C
“I
said, “I am
If
and submit
E
“<
any travel e
F<
cq
material is ;
grant, I can
F:
its role witl
writers stru
great distar
Montgome
Britons.
F
way in whi(
F
theY said n
�Issue 2
The inkwell Quarterly
Volume 5
Issue 2
Books to Read Over Winter Break
found in MS
. The lines
aison, here’s
i a descriped” and
two people .
territories of
use in the roods
rl’id and for
bat the early
«oted nry life.
By Brittany Grizztani
As an English major, reading is something you n
consider reading over winter break.
Dr. Janet Starner suggests:
R”»'s **«-■ “ndjane Smiley’s
Tl“
*
I JI , JddlXJLLLl jUEJik-olo.
arles I
le to readers,
king News:
k O’Shea is
o have grown
ill still be a part
ter spending
sh, so he
ny of the
ills.
getting their
: a conversation
lere a professor
paper. Their
ninds of their
rofessors he has
the most
ork in a
ave become
ny work.”
3: Studies in
signed texts
sm on the world,
t within the
udent teaching
; rny options
nme sort of a job
°f °Ur Professors have
Philip Pulman's His Dark Materials trilogy The G Id
brief description of rhe works, "In part,
boob
.nd Ti.
S^,,. Dr. Sterner dso gave a
ad Milton's work, even more Interesting!"
S,on »f Milton s Bro,*, Lea. Brain, fantasy; fon ro read, If you've
res
Dr. Chad Stanley suggests:
John Langan’s Mr. Gaunt and Other Uneasy Encounters Cairli v
Fay Weldon’s The Shrapnel Academy.
’
n Hernan s Threshold, HP Lovecraft’s At the Mountains ofMadness and
Dr. Mischelle Anthony suggests:
Colum McCann's National Book Award Winner, Let The G>
World Spin and Lydia Peelle's short story collection: Reasonsfor and Advantages ofBreathing.
Dr. Marcia Farrell suggests:
K’Zm
teachers at
T H P’
Coluiri McCann's IjH The Great World Spin and Gaiman's most recent books: The Graveyard Book and Odd and the Frost Giants.
Since two out of four professors suggested Ut The Great World Spin, it deserves to be looked at a little more closely. The book is
focused around French acrobat, Philippe Pretit’s death defying tight rope walk across the twin towers in August, 1974. It basically looks at
America s attitude in the mid 70 s through the lens of this one act of perilous art. It also takes you into the daily struggles of characters
from different walks of life including an immigrant from Dublin and a Park Avenue socialite.
According to the publisher, Within seconds he was pureness moving, and he could do anything he liked. He was inside and
outside his body at the same time, indulging in what it meant to belong to the air, no future, no past, and this gave him the offhand vaunt
to walk... The core reason for it all was beauty. Walking was a divine delight. Everything was rewritten when he was up in the air.”
Thinking outside the “English major” box.. .Philosophy professor Dr. Reid suggests:
The Monk and the Philosopher by JF Revel and M Ricard, “Because it is a very interesting discussion between a Buddhist monk and
a philosopher about interesting philosophical and spiritual matters that are bound to positively influence the reader.”
Also, The Last Days of Socrates by Plato (ed. by Tredeneck and Tarrant). “Because Socrates is the man! No seriously, because read
ing about Socrates’ life and how he invented philosophy is inspirational.”
“NEH” Continued from page 11
“In revealing the myriad ways that Bronte manipulated and modified the narrative structures and traditions of the period,” Davis
SeTblc to complete the fa, etaptet of the hook, based upon her dlsreefdon, over the summer,
and submit it to the Ohio University Press for review.
pursue
longer
frame.
Even if she is not selected from the 40,00 app ca ’
wil] aUow me to focus on the book project, and pay for
“Currently, I teach in the summer to suppiemen y
>
„
travel expenses,” said Davis, “without it, the project may take about yea .
For Farrell, the sentiments were similar.
tQ ttave] to South Africa, where [Lauren] van der Post primary source
“In order to complete my research,” said Farre , ne^
Maud Montgomery’s primary texts are stored. Without this
matenal is accessible, and to Prince Edward Island in Cana a w
take longer to cornpiete.”
Pant. I can’t travel to both South Africa and Canada, which me
> P d & research project which ^11 examine the Commonwealth and
Farrell, whose area
tS r°le Wthm Empire. Specifically, said Farrell, her project
^‘ters struggle with issues of identity and foreign wars. Bo* v
^distance between South Africa and Canada. InPartl* „d
Beery’s novel
ofIn&lesilie referring to the Boer^
•’>- ”
,
h
notion of duty to the Empire similarly despite the
P
edit riai decision to delete a line from
effects of van der Post’s familial ties to both the Boers and the
a
asked if they felt they wcte in ““p'”0"with each oth“Farrell and Davis are both passionate about
e P
d DaviSi “for either of ■». ‘i>e
“There are 48,000 people competing for this gran ,
are a little better than the lottery.”
�Issue 2
The Inkwell Quarterly
Volume 5
Dr.
’s Fiber TinsBy Dr.Farrell
Marcia Pandl
F•
-----------ecause some English Majors
like to Knit and Crochet
My great aunt taught me how to crochet when I was about nine years old. Since then,
yarn has become a favorite friend, giving me the opportunity to work through ideas while enjoying
a relaxing and textile-based outlet, and many an essay thesis came from sitting with my knitting
needles or crochet hook for an hour or two at night.
In fact, yarn and books go together more often than you might think. Agatha Christie’s
Miss Marple is an avid knitter, as are die amateur detectives created by Maggie Sefton, Sally
Goldenbaum, and Monica Ferris. Barbara Bretton’s fantasy world seems to swirl around a knit
shop, and even die fairy tale of Sleeping Beauty gives a nod to fiber as the princess is pricked by
die spindle of a spinning wheel.
Freshmen Gerard Bennett and Duane
For those English majors who work with yarn, I suggest not limiting yourself to acrylic
Daniels stitch.
yarn for your projects. While acrylics are inexpensive and easily
washable, a nice alpaca or wool is more durable and heavenly to
work with, and you can find fairly affordable blends that knit or crochet up nicely. If you re allergic to
wool like I am, try a merino wool skein; the fiber tends to lay flatter than your typical wool and is less
likely to irritate your skin.
And, I highly recommend a trip to Kingston’s new Gosh Yarn it!, located on the corner of Market and
Third Streets, just after the bridge. The shop contains all manner of yarn—from specialty hand-painted
silks to merino wool, and their prices are reasonable. They even sell deliciously soft llama yarn. In addi
tion to a number of fun patterns along with a few kits for scarves and shawls, Gosh Yarn It! offers a vari
ety of classes not only for those who have never picked up a pair of knitting needles before but also for
more advanced fiber lovers.
Finally, those interested in learning how to knit or crochet should contact me as I have been meeting
with several students from my Fall semester English 101 classes to knit on Friday afternoons around
■ 1pm. Times may change in the Spring.
Game: Holiday Reading Match-up
Match the title with the author of the following holiday books.
Author
Title
Noel Streatfeild
Glad Tidings
Richard Paul Evans
Mrs. Jefferies & the Thletide Weddings
Debbie Macomber
The Grinch Who Stole Christmas
Melody Carlson
The Christmas Dog
Emily Brightwell
Ballet Shoes
Louisa May Alcott
Anne at Christmas
Lucy Maud Montgomery
Plum Pudding Murder
JoAnne Fluke
An Old Fashioned Thanksgiving
Dr. Seuss
The Christmas last
Answers from the Previous Game
In the next issue...
•
•
1) Thomas Pynchon
2) Kurt Vonnegut
3) Toni Morrison
4) Mark Twain
5) Flannery O’Connor
6) J ohn Steinbeck
A Guest Article by Mr. Jack Grier
The conclusion of Amanda Raster’s Washington, D.C.
internship experience
•
Part III of Murder in Kirby Hall
If you have any information you would like to included in IQ 5.3,
please contact Dr. Farrell or Matt Kogoy.
16
7) Ernest Hemmingway
8) Edith Wharton
9) Pearl S. Buck
10) Allen Ginsberg
11) Edgar Allan Poe
�
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The Inkwell Quarterly, 2006-present
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The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program.
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The Inkwell Quarterly, Winter 2010 (Volume 5, Issue 2)
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The English Department
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Winter 2010
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Wilkes University retains copyright of this publication.