4 15 59 https://omeka.wilkes.edu/omeka/files/original/6b3f70b1551c3e3e72e5f6a817906f2a.pdf e58f82108dbfcf2c1c68dcdfb88003d1 PDF Text Text A Visit To Remember by Savannah Pinnock herself in theatrical projects as well as creative and technical writing projects. The results of these proj­ gr ects are the embodiment of her drive and the joy she derives from S ft writing and the arts. on ^3 Earlier this semester English B* o Department Chair, Dr. Mischelle On September 16th of “ Anthony, hosted the poet and writ­ 2019, Wilkes University welcomed er in Wilkes University’s Advanced a talented writer and author by Creative Writing Poetry Workshop the name of Laurel Radzieski. In class. This event took place in Kirby the “writing” community, she is Hall which is home to our English well-known for her book of poetry Department and one of the University’s most unique and aesthetically entitled Red Mother which can be described as an intimate exposee of pleasing buildings due to it’s gothic interior and literature based antiq­ the relationship between a parasite uities. As a student in the poetry and its host. In terms of its poten­ tial meanings, it is truly multifacet­ workshop, I was excited to under­ stand and see the inner workings, ed and has been interpreted as ro­ mantic, beautifully detailed, and off and perspective of the author who wrote Red Mother which was one the beaten track. It is truly a work of many poetical works covered this of art that seems to capture human semester. Taking a panoramic view emotions and expresses it in an alternative fashion. However, it was of the room, it was clear to see that everyone exhibited similar feelings. not intended to capture relational During our discussion, Radzieski dynamics but the poet’s interest in the parasite. Alongside Red Mother, presented the class and visiting students with advice in the realm of Radzieski is known for her other poetry as well as prose. She also in­ works consisting of roughly thir­ teen poems and counting. Her pas­ formed us of her experience during sion for writing is clear to see in her her undergraduate and graduate years. In response to a comment by obtainment of an MFA in Creative a student about her writing tech­ Writing which she received from niques she started by informing the Goddard College. She also invests c 3. cn class of her technique in which she always has “to have a notebook with me, I have two notebooks with me right now and I write in wide ruled notebooks.” However, what is truly impressive is that due to Radzieski’s theatrical background, she has the ability to recite her poems from memory. In fact, the poet states that “I’m a big advocate of memorizing poetry, memorizing your own because I can tell you that I’ve walked into cafes, I’ve walked into coffee shops, or arts festivals and they say ‘Hey we’re having a poetry read­ ing, you want to sign up?’ Well, I usually have 10 to 15 poems that I can just pull out of my head.” Upon hearing this, I knew that it inspired many in the room as well as myself. Story Continued on page 3 1 �A\ First-Yea r Faces by Erica Bicchetti Q: Where are you from? A: I’m from Effort, Pennsylvania. conti Q: Why did you choose Wilkes? A: I chose Wilkes because of the Pre-law track and because of the beautiful campus and opportuni­ ties. Q: What made you decide to major/ minor in English? A: I decided to major in English along with my major in Political Science because of my goal of becoming a lawyer. I also have a passion for writing. Q: What is your area of concentra­ tion? A: I believe my concentration is in writing/composition. Q: What is your favorite book? A: My favorite book is A Farewell to Arms by Ernest Hemingway. Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? A: I am genuinely excited to get involved with the Inkwell and Man­ uscript'. I really would like to learn more skills on writing, especially professional writing. Banned Books Reading by Veronica Romanelli During Banned Books Week, on September 26, 2019, Wilkes University’s Chapter of Sigma Tau Delta hosted a Banned Books Reading in the Student Union Building. The event con­ sisted of Wilkes students reading aloud books that have been banned by school districts or other organi­ zations for various reasons. I was most surprised to see Harriet the Spy among the featured banned books. Both the movie adaptation and the book were two of my favor- ites when I was younger, so to see that they were banned for encour­ aging students to lie, spy, and swear, I was shocked. The purpose of the event was to highlight the idea that our words have power, that they matter, and that they should not be silenced. Image of banned books. Photo taken by Manuscript members. Inkwell Quarterly’s Staff Faculty Advisor: Dr. Thomas A. Hamill Editor-in-Chief: Erica Bicchetti Layout Editor: Brian Vu Staff Writers: Veronica Romanelli, Isaiah McGahee, Rashonda Montgomery, Darren Martinez, Briauna Robin son, Emily Banks, Brittany Stanton, Savannah Pinnock, and Nicole McNelis 2 The al from is essi but ir comn if you aspiri Radz. ful in or pn tion, line t enjar the n that; with foun and i the 1: jamt kind midi it.” F ingt distr fron me, tiou: high tion or a crov flexi Wh: sion cate a sii org thaf and asp cal son �A Visit To Remember s in rell to )OUt t of nd t Hanarn lly :en bin­ continued from page 1 The ability to recite your poems good to have different side jobs and from memory is something that skill sets. is essential to theatrical endeavors ............. With this being said, you but in English circles, it is not quite may be wondering, what side job common. So as English majors, did Radzieski pursue in particular? if you re a student of poetry or an Radzieski stated that “I’m a grant aspiring poet feel free to utilize writer. That’s my dayjob primarily Radzieski’s advice as it is truly use­ because I was working in an arts ful in your academic discipline and/ non-profit and they said to me ‘Do or profession. you want to be a poet?’ and I said Enthused by the conversa­ ‘Yes, this is what I want to do.’ And tion, Dr. Anthony asked, “So, your they said ‘We’re going to teach you line breaks are not so much about how to do grant writing so that you enjambment but more just about always have a job to fall back on.’” the natural break?”. Radzieski stated As students of English, we’re all that years prior she “did a lot more aware of the realities of pursuing with enjambment.” When she first creative and/or poetic writing as a found it she was really “excited” career. It is an endeavor that could potentially be quite profitable but it and it was like “oh, you can break can be a process to reap the ben­ the line here”. She compared en­ efits. As a result of this, obtaining jambment to being like “a truck kind of screech [ing] to a halt in the different writing jobs can allow you to survive monetarily while pursu­ middle of a line and I really liked ing your dreams. it.” However, “with what I’m work­ As an example of this, ing on now I think I find it a bit Radzieski states that she wanted distracting. So usually I turn away to go to Philadelphia for a poetic from it.” She also added that, “For endeavor but she “needed a couple me, punctuation is a very conten­ hundred dollars to do it so I did tious point” and she referenced highly contested forms of punctua­ some extra grant writing on the side.” Alongside obtaining different tion like that of the use of a period or a comma. She also informed the jobs while pursuing your dreams, she recommends knowing your crowd of her experimentation and limits. She stated that in her final flexibility in the realm of writing. semester of her senior year of unWhile poetry is her primary passion and her implicit love she advo- dergrad, “I was in capstone. I was writing a poetry chapbook. I was cates for ensuring that one also has also in a Shakespeare play. I was a side or several different side jobs in A Midsummer Night’s Dream as or gigs. This is something I believe one of the leads, and I was working that many of us as English majors three jobs so that I could afford and minors can benefit from. If you to eat. ” At the same time, she was aspire to be an author, poet, techni­ caf writer, professor, teacher or even approached and asked to be the something non-writing based, it is stage manager for a show at a local theatre. Knowing her limits she said no because “I’d rather tell someone I’m sorry I can’t do something then say I can and then have to back out.” This is an important lesson for many of us as undergraduate students. It’s okay to say no to certain opportunities when you’re stretched a bit too thin. However, what happened next to Radzieski is inspiring. Radzieski states that “the result of that was that I made a connection with a local theatre, and the direc­ tor and I got along so she came to see me in A Midsummer Night’s Dream and a week later she told me that I’d like to offer you an acting job and I can pay you $75 a show. And I said okay and so when I graduated from college I was acting in children’s theatre. The group got a grant and we toured and we did 14 shows a year.” So as students, it’s important to understand that things are not always linear. As the proverbial adage goes, “When one door closes, another one opens,” so don’t be afraid to know your limits. Having Laurel Radzieski as a visiting author to our classroom and Wilkes University in general was truly a pleasure. She provid­ ed the classroom with advice and insights that I’m sure will stick with us for a lifetime. I also hope that the advice given by Radzieski presented in this article resonates and helps other writers in The English De­ partment and that it will stick with you. So feel free to utilize the advice given and to explore the work of Laurel Radzieski. You won’t regret it. 3 �Arizona Student Teaching Opportunity by Brittany Stanton It’s that time of year all the student-teacher candidates have been waiting for: the meeting on student teaching. They are finally on their way to becoming teachers after this experience. In addition to traditional placements in local districts, Wilkes University offers student-teacher candidates an opportunity to apply to student teach in Casa Grande, Arizona. Students send in an application for the possibility of getting chosen for this experience, and only four to five students will be accepted. This past semester I applied for this ex­ perience, and I was one of the four students chosen to go. During the fall semester, all the student-teacher candidates who are to student teach in the spring attend a meeting to talk about what to expect in the spring,where we may want to student teach, and what the student teaching process requires.. After this meeting, stu­ dents had the opportunity to stay and talk about the Arizona student teaching experience and to talk about the application process to go and how much would be added to tuition. To go students must fill out an application and write an essay. I filled out an application, wrote my essay, and handed it in for the chance to get picked. A few weeks later I received an email at work saying, “Congratulations! You have been chosen to go to Arizona for student-teaching.” I was super overjoyed to be picked for this opportunity. I immediately called my boyfriend to tell him the news while I was crying from happiness, and he was super excited for me and said it was going to be a great experience for me to go and teach in Arizona. I then called my parents who congratulated me and said that it was welt deserved because of all the hard work I have done. I’m excited to learn more in the next couple of weeks about how every­ thing is going to go. To be able to go on this experience is amazing for me, and I still can’t believe I got chosen to go. There are a lot of preparations to be made to go to Arizona, like having a meeting on who our host families are, how much is going to be added to our tuition bill, and what time our flights are going to be. This experience is going to be amazing, and it is going to be enlightening to learn how different states teach their curriculums differently than we do and what standards they use. The student population will also be different than it is here in North Eastern Pennsylvania. I hope to make a difference to the students I will be teaching down there and maybe even get a job offer. If you have the opportunity to apply to go to Arizona when you are student teaching I say take it. You never know how this experience could change you and be the best expe­ rience of your life. I’m excited to go to Arizona in March to student teach, after my first student teach­ ing assignment at ??? . It will be here before I know it. It audience within ti­ the scrip ing. Johr presente Theatre J hits all o unique y prised rr theatre, and intr play beg and thei Father F hom. Hi speakin; were in lighting There w shining light be lighting made it been in watchir was rat! makes j again. Transferring To Wilkes by Nicole McNelis As someone who has never been a fan of change, let me start off to transfer 'by saying • that .1 • deciding ' • " schools after my first year of college was not easy. I spent hours upon hours at my old school Googling things like “Should I transfer schools?” “Is it bad to live at home in college?” “Signs you should transfer schools.” None of these were very helpful because obvious­ ly, I was the only one who knew the 4 answers to these questions about Department and the opportunities I myself. I was homesick, bored, and will have as a Secondary Ed. minor in the middle of nowhere. Soon, are also great reasons to go to Wil­ the answer became clear to me that kes. I had so many English teachers transferring would be a smart move throughout high school that went for my mental health and well-be­ to Wilkes and are some of the best ing. I chose Wilkes because . liw ten minutes away and I’m comfort­ sensible to me. able here. I could have my own The first few weeks of the space and not have to be around new semester at my new school people all the time. The English the pro It was s lievabb Story Continued on poQe Ij �A Take On Doubt by Briauna Robinson All images courtesy of Professor Jon Liebetrau and The Wilkes University Theatre Department. It is not every play that audiences get to be fully immersed within the set, being brought into the script, feeling alive with the act­ ing. John Patrick Stanley’s Doubt, presented by the Wilkes University Theatre Department in September, hits all of those points in such a unique way that it genuinely sur­ prised me upon arriving to the theatre. The concept was refreshing and intriguing to say the least. The play began with the light dimming and then popping on a preacher, Father Flynn, played by Kris Tjorn­ hom. He started with a sermon, speaking at the audience like we were in a church with him. The lighting was ominous and beautiful. There were outlines of stained glass shining on the stage floor, a back light behind Father Flynn, and low lighting scattered with colors that made it all too real. I have never been in such a set before while watching a play, and must I say it was rather mystical in a way that makes me want to attend the show again. The set aside, the acting in the production was tremendous. It was surreal but also rather be­ lievable. With the play being set in 1964, the principal of the religious school, Sister Aloysius, was stern. The actress who portrayed this character was Maddison Black, and she did such a wonderful job playing a ruthless and intimidating role. Throughout the play, Sister Aloysius would yell and practically attack the other characters, verbal­ ly not physically, and manipulate Sister James, played by Sarah Waynand. I do not want to forget how moving the more emotional and intense parts were, simply by these two actresses performing those A v 3. can easily say the same for Father Flynn. The play sends viewers for a tailspin, enlightening the audience with issues in churches during that time period and bringing one to question one’s own judgment, just as Sister James does. The audience gets to see the desire for progres­ siveness and the holding back of traditional ways. There is repeated use of the word “doubt” and in­ tensely emotional scenes that keep the audiences attention throughout the whole 90 minutes. There is also a nice touch of humor scattered throughout to keep it not so serious and dark. This show is innovative, to say the least, and one of the best I have seen Wilkes University pro­ duce in a while. » Left: Sister Aloysius, Sister James and Father Flynn. Right, alternate casting: Sister Aloysius (Melissa Berardelli), Sister James (Michaela Catapano) and Father Flynn (Alex Booth). scenes it so well. In addition, the acting of Briana Rowland as Mrs. Muller made the audience realize just how real this play could have been. Kris Tjornhom was splendid in making viewers question, or doubt, which perspective to believe in the play. The audience either believed Sister Aloysius, or they be­ lieved Father Flynn was innocent. As I mentioned, Sister Aloysius was continually manipulative, but one Below: Sister Aloysius and Mrs. Muller. Mrs. Muller was also played by Mmachi Dimoriaku. r 5 �Exposing Flaws in American Society Through Film Serious A by Emily Banks by Veronica Rc The recently released film titled, The Joker, has sparked quite the controversy due to its graphic violence. The Joker follows main character, Arthur Fleck, who ap­ pears to have grown up in a trou­ bled household which is to blame for all of his present problems. Ring a bell? A movie that portrays a character with a background similar to Arthur Fleck or the Joker is, for many critics, problematic in that it mirrors many American norms. For example, the movie depicts a society that turns its back on a troubled man. In response to this, Arthur reacts with violence. Critics have argued that the mind­ set Arthur has is similar to that of many mass shooters. This, again, becomes problematic because of the mass shooting at the midnight showing of The Dark Knight Rises in 2012. Viewers have argued that the depiction of violence in The Joker was in poor taste in reference to the 2012 shooting, because of the fact that Arthur seems to feel empowered while committing his Image ly-all-the-way-to-a-box-office-record/ 6 senseless crimes. The idea that he is only reacting with violence because society turned its back on him has also been criticized because it presents society’s treatment of Fleck as a scape-goat or validation for his crimes. After watching the movie myself, I can see why The Joker ini­ tially sparked a controversy. How­ ever, I think the movie brings up important issues that we are faced with in everyday American society. I do not think the movie is trying to argue that society is completely to blame. I think the message of the movie is deeper than that. It shows how society’s ignorance toward anybody who is not rich and white is a problem. No, I am not say­ ing being ignored is an excuse or valid reason for mass killings. I am simply arguing that while depicting a troubled man, the film exposes for its betrayal and lack of care to those who need it most. Prior to his violent acts, Fleck had continuous­ ly shown symptoms of suffering/ illness and he was disregarded as a weirdo. I think the point of the film is that we need to pay attention to and be supportive of those around us and maybe work to prevent violence. While I was watching the movie, I felt extremely uncomfort­ able. As scholars, we know that when people start to feel uncom­ fortable, the natural response is rejection. More importantly, along with rejection comes attention. This sounds paradoxical, but audiences are drawn to controversy. With that being said, I think the goal of the movie is to draw attention to what would be classified as our societal norms. Attention can bring change, and because of that I think this movie is extremely important for bettering society’s response to mental illness and broadly speaking anyone who is not privileged or who is ignored or marginalized by society. Image from llttps://www.cIenofgee^^B^mvies^^^^^' jo er-6-actors-who-have-played-the-clown-prince-of-crime ) The first ti anything by Geofl I was in a Dr. Har British Literature semester at Wilke such a big fan of ( read some of his i I decided to take Chaucer seminar During a class dit the semester, Dr. it to the attention Chaucer once ha “raptus,” a term f abduction, broug then dropped. A: this news, I imm viewing Chaucer ly. As part of the is growing up an movement and f quent allegation; artists, I was not about Chaucers it was still upset! inclined to “mut artists with alleg because I feel it ■ of me to suppor even possibly is rible crimes. I st should “mute” C For som with the idea of ting Chaucer or do not fully knc since I have cut that I enjoyed q playlists after h< were either acci of committing; a sexual nature it was because < he is not receiv �Serious Allegations Complicate How We View Artist’s Work by Veronica Romanelli 1 e y iis lg k ! The first time I ever read anything by Geoffrey Chaucer, I was in a Dr. Hamill’s Survey of British Literature during my first semester at Wilkes. Because I was such a big fan of Chaucer when we read some of his work in the survey, I decided to take a English 397, a Chaucer seminar, this semester. During a class discussion early in the semester, Dr. Hamill brought it to the attention of the class that Chaucer once had allegations of “raptus,” a term for either rape or abduction, brought against him and then dropped. As soon as I learned this news, I immediately stated viewing Chaucer’s work different­ ly. As part of the generation that is growing up amidst the #MeToo movement and hearing such fre­ quent allegations against different artists, I was not surprised to hear about Chaucer’s allegations, but it was still upsetting. I have been inclined to “mute” contemporary artists with allegations against them because I feel it would not be right of me to support someone who even possibly is guilty of such horrible crimes. I started to wonder if I should “mute” Chaucer, too. For some reason, I struggled with the idea of completely cut­ ting Chaucer out of my life. I still do not fully know the reason why, since I have cut several musicians that I enjoyed quite a bit out of my playlists after hearing that they were ceither accused or found „guilty of committing a crime, usually of a sexual nature. I thought maybe it was because Chaucer is dead, so he is not receiving any money from my consumption of his work. While this is a kind of morbid idea, 1 really could not think of much else that would make me view Chaucer any differently than any other immoral artist I have let go of. Struggling with my own thoughts, I asked some friends to share theirs. Here is what they had to say: “I think it depends on what the artist is writing or singing about. If their crime was of a sexual nature, and all of their songs are sexual, it’s going to be more difficult to separate the artist from their work. It definitely changes how you view that artist.” -Rashonda Mont­ gomery “I listen to people’s music because of their music, and not because of who they are. I don’t support them, or even think they’re good people, but that doesn’t mean I enjoy their music any less. I listen to the music for its value, not be­ cause of the person singing it. I’ll continue to listen to people’s music, even after I find out they’re really bad people. The same goes for mov­ ies. Do I think alleged abusers, like Johnny Depp should continue to be cast? Probably not, but that doesn’t mean I am going to stop watching movies just because one person in it is a bad person. That doesn’t change the value of the words or the mes­ sage.” -Catie Lally “In my opinion, artists or other creators who have rape or sexual assault allegations diminish the value of their work. Especial­ ly because famous people usually exploit the unbalanced power dy­ namics they have to commit their crimes.” -Ryan Mercer These differing points of view offered a wide variety of perspectives, After hearing them, I found myself agreeing with pieces of each, but ul­ timately feel like there is no “right” answer on how a situation like this should be handled. More recently in the Chau­ cer seminar, we read, The Miller’s Tale and The Reeves Tale. Both of these tales include instances of sexual violence and rape, and these instances are meant to be viewed as comedic. Like Rashonda mentioned, it is significantly more difficult to separate the artist from his work if the work is of a sexual nature. Rape “jokes” were never funny to me in the first place, but the possibility that Chaucer was a rapist, and he is the one making rape “jokes,” makes the idea of consuming Chaucer’s work even more repulsive. As we continute to read more of Chaucer’s works in class, I will write more on the topic, noting any shifts or complications in perspective I may experience. I Hie Canterbury Talc* ft Image of The Canterbury Tales textbool Lrom Dr. Hamill’s class. 7 �We’re Alla Little Bit Goose by Darren Martinez There are some video games that get to the heart of the human psyche. They help us come to terms with who we are, in part because video games are the interactive media of the modern generation. In this context, a game hits the market on September 20, 2019 known as Untitled Goose Game. It released the same day as the remake of the cult classic Gameboy game Link’s Awakening. Despite matching dates with one of the industry’s biggest icons, indie studio House House blazed forth with the unique twist on a protagonist: being a loud, horrible goose. There is an undefined, cruel joy in piloting the goose’s shenan­ igans. Goose Game is a character study: it permits you to reflect on yourself and embrace anarchy. The game’s quests, casually written in cursive on notebook paper, guide your machinations. But beyond a certain point, the chaos the player embraces is mostly of their own volition. For example, some dedi­ cated players elect to deposit every single interactable item in the starting area’s lake. The goose con­ trols as one would expect a goose to, allowing you to honk, spread your wings, grab with your beak, and run. The gentle pitter-patter of the goose’s webbed feet slapping concrete as you run from humans you’ve harassed adds to the feeling of chaos. It’s like your goose’s little heartbeat, swelling as you run and gentle as you stalk your prey. There is an element of stealth in which you don’t want to be caught with anything in your beak, but most of 8 you to broadcast your goosey maw to your unfortunate victims. All of this plays out while classical music rages on, urging you farther. Very little bogs the game down. Some of the hitboxes on items are kind of wonky and you or miscellaneous items might clip through the ground. I believe the minor glitches add to the idea that this is a ‘game’. The humans might spin around in circles or get stuck in behavior loops but for the most part, they behave as they should in relation to the goose. I clocked roughly three hours in Untitled Goose Game, and I was not the most capable player. If length is a possible complaint, I could under­ stand why it would be raised. In my personal experience, my three hours were filled with exceptional laughs. The game’s final area is a miniature of all the areas you’ve traversed previously. You can harass many of the same things you could Screenshot of game by Darren Martinez when your hunting grounds were life-size, but it is much cuter to left off if you get the item back. It’s place yourself in their world like a a tug of war, giving and taking away kaiju. You get the idea that, as much control over the games soundtrack, as you harass these people, you are The game does not shy away from one of the few interesting things in letting the music drive you, some­ their lives. Between what the game’s times having objectives with mul­ Al permits the humans to perform tiple steps that permit the music to and what we can only imagine their run for as long as you are."" Trapping lives to be, the goose is a horrible, a young child in a phonebooth is calamitous presence that, without one objective, which will distract which the village would be incom­ the nearby shop owner from her plete. 8/10. post to rescue the boy. If you skirt around the shopkeep, you gain access to her camera and multitude of televisions on display allowing • adversaries don’t even mind your your presence and will ignore you even if in eyesight. You get the feel­ ing your targets know you re there. They know you’re plotting. Its that tension in the tiny little footstep,>s and the build-up of the soundtrack that culminates in the anarchy the goose brings upon wreaking havoc, The soundtrack features samples of Debussy’s Preludes, now in the public domain. Along with the gooses frantic footsteps, the music swells to the highest notes when you are being pursued. It’ll drop when the item you’ve stolen is reclaimed, but pick up where it A wi Pl st g£ w tii u. tc C( Cl ti y v\ g n F a c I i ( 1 < 1 �An Undergraduate Guide to Grad School by Isaiah McGahee Part I: Preparing for the GRE I didn’t come into college with even the remotest intent of pursuing any type of graduate study. To be fair, however, I be­ gan my undergraduate education without any finite career aspira­ tions at all. Initially, I went into undergrad thinking that I wanted to be a television news reporter and consequently, declared a major in communications. However, rela­ tively early on in my sophomore year, I began to realize I was in the wrong course of study, as I was grossly uninterested in my commu­ nications courses, and the career prospectus within the field did not appeal to me. Perhaps by the hand of fate itself, I enrolled in Dr. Sean Kelly’s English 101 course, because it was the only English class that fit into my schedule; I loved it. During our in-class discussion of Plato’s “Allegory of the Cave”, the seed was planted, and I strongly con­ sidered the possibility of switching to English; something about the field deeply appealed to me. The next fall, after another intellectually unstimulating semester in commu­ nications, I’d had enough. I deter­ mined finally and irrevocably, and in the last possible moment that I was going to become an English major, and Dr. Kelly became my academic advisor. I haven’t looked back since. I’ve enjoyed my course of study in English so much, that I have decided that I want to pursue graduate study in Comparative Literature, the same field as Dr. Kelly, upon graduation this spring. At the moment, I am studying for the GRE, and find myself fully im­ mersed in the graduate school ap­ plication process. I figured it would be helpful to tell the ins and outs of my journey to any English students (or any students in general) inter­ ested in going to graduate school. Surprisingly, the whole ordeal feels quite similar to high school--- preparing for the SAT’s and looking at prospective colleges. So if any grad school hopefuls think their days of standardized testing are over, I’ve got some very unfortunate news. Preparing for the GRE’s feels so much like preparing for the SAT, it’s uncanny. I vividly remem­ ber the hell of vainly going through Kaplan math prep books, just to get a decent score on the Quantitative section of the SAT, but thankfully, this time around, the majority of the programs which I will be apply­ ing to seem to say: “This is compar­ ative literature! We don’t care about math!” Therefore, to any prospec­ tive students, I would advise you to look at prospective graduate schools’ websites and examine the typical class profile, and either to your delight or chagrin, you will see what to expect in terms of GRE score(s) and therefore, the amount of preparation you will need. Much to my delight, the majority of the schools I am applying to, do not list the Quantitative scores for enter­ ing comparative literature students (as you may have guessed, I’m not spending much time studying “Quantitative Reasoning”). How­ ever, the verbal section of the GRE appears, and rightfully so, to be MUCH more difficult than that found on the SAT. Every practice test that I’ve taken, largely focuses on one’s ability to use a complex and comprehensive vocabulary. It would behoove any and all to study root words, that way you can understand the crux of words that you may otherwise be unfamiliar with. After finding myself relatively unfamiliar with a great deal of the vocabulary on the first practice test I took and scoring lower than I would have liked, I proceeded to both familiarize myself with GRE vocabulary, courtesy of the Kaplan Verbal GRE Workbook, and learn Latin root words. These methods proved extremely effective, and on practices tests two and three, 1 scored in the 90th percentile--slightly above the average score for my top choice: Binghamton University. Finally, preparing for the writing section is as straight­ forward as one might think. It is very easy to find practice prompts online, and one can easily practice writing under timed conditions. However, I should note, it would be in your best interest to familiarize yourself with current events if you do not, as the GRE seems to rely on current events in the creation of their writing prompts. Plus, a perceptive knowledge to the world around us never hurts. That’s all for now. I’ll talk to you all once the GRE’s are complete (hopefully it will be a one-time affair). I look forward to updating you on the rest of the application process! 9 �Rocket League Game Review by Brian Vu The Game Although Rocket League is a little over four years old, the game is still extremely fun to play and a great game overall. Released on July 7th, 2015, Rocket League was rated 9/10 by Gamespot, 9.3/10 by IGN, and 9/10 by Steam. The main game mode engulfs players in mul­ tiplayer matches where they battle with jumping and rocketing cars to put a giant soccer ball in the op­ posing goal. Throughout the field, there are boosts that you can pick up so you can speed up and also fly in the air. When I used to play the game in high school I wasn’t that good so I quit the game. After playing it again about a month ago, I was enticed by how fun the game is, even if you’re losing. After buying the game, I realized that it’s fun to lose as long as you tried your best. Playing the game more is just practicing to get better at the game. The game takes patience, but once players start to develop their own skills, taking it to the next level is always an opportunity. Starting Out New players starting off the game will find hitting the ball a little difficult. It might seem im­ possible to ever be as good as the flying players who make insane plays on the field with their aerial moves. But with practice and time, players will see a gradual improve­ ment. Training mode is a great way for players to work on their skills. This includes striker, goalie, and aerial training. These work on the individual skills needed to improve your game. You can also do custom 10 training or free training where you have an unlimited boost, giving you the opportunity to get a feel for the ball and the field itself. To get better, players have to be confident. Instead of being too scared to miss the ball, I just try to jump in the air and fly toward the ball anyway. After a while, I got used to being in the air, which helped me hit the ball more often. Training to get better is the best way to make good plays and win close games. Modes Ranked games take Rock­ et League to the next level, where players will play against other players with their own skill levels. This is a great way to improve your game. Ranked matches consist of 3v3, 2v2, Ivl, and 3v3 solos (which means you can’t party up with friends to play). There are also extra modes that are also ranked. These modes are called Rumble, Dropshot, Hoops, and Snow Day. Rumble is 3v3 with superpowers for your vehicles. Dropshot is kind of like volleyball where you have to shoot the ball down through the floor to score a point. Hoops is just a basketball version of the normal game which really works your aeri­ al moves. Snow Day is 3v3 except you play with a sliding hockey puck instead of a soccer ball. Customization Rocket League has a great customization platform. You can open crates with decryptors that you receive after reaching spvecific levels or with the Rocket Pass (Pre­ mium Pass). Customizing your ve­ hicles lets you look awesome in the goal cams as you fly through the air. It’s kind of like your shining armor. Players> can customize their vehicle bodies, along with their own colors for each side. Customization also includes different wheels, boosters, toppers, antennas, sounds for your vehicle, moving decals, and even different animations for when the ball explodes in the goal. You can present different customizations as well so you can switch to a different customized car in between games, which means you don’t have to go through the hassle of leaving the game and fully changing up your vehicle every time. Customization in Rocket League makes the game even more awesome. Halloween Update Right now there’s a Hallow­ een update that lasts until October 31st, and the theme for this year is the Netflix series Stranger Things. Players can unlock fun custom­ izations that are Stranger Things or Halloween related. There’s a currency of candy corn, and once you have enough candy corn for an item you can unlock it. You can also unlock 10 free crates to open along with experience to level up. Conclusion Rocket League’s aesthetics are so beautiful. The skins for the cars and the explosion of the ball are mesmerizing, not to mention all the different maps in the game. The game is definitely well thought out and deserves the ratings that it got. For the gamers who’ve never played Rocket League, definitely give it a try. You won’t regret it. �Diversity and Inclusion r. s it i by Rashonda Montgomery On Saturday, October 19, Wilkes University’s Associate Di­ rector of Diversity Initiatives, Erica Acosta, hosted the university’s third Annual Diversity and Inclusion Student Conference. The theme for this year’s conference was “Under­ standing and Addressing Social Inequalities.” The first workshop I attended was a discussion about White privilege presented by Dr. Jim Calderone from Misericordia University. He did a fantastic job of explaining the phenomenon of White Privilege in a way that did not put shame on any particular group of people. One of the most interesting ideas he discussed at length is intersectionality, which is the idea that no one belongs solely to one societal group. Because of intersectionality, it is people for a person to be privileged in one as­ pect of their lives, and not in others. One particular way Calderone put in perspective that stuck with me is by announcing that every person in the room has one common privilege over 90% of the world, and that is by having access to higher education. Following that, I en­ gaged in an extremely interesting presentation on microaggressions by the Assistant Director of the Cross Cultural Center at the Uni­ versity of Scranton, Jose Sanchez. He opened up a safe discussion, in which everyone was welcomed to share experiences of micro-aggres­ sions they have endured in their lives. The presentation ended with an activity that allowed us all to see the ways we assume things about people without being given certain information about them. In this way, Sanchez ended his presenta­ tion by telling us it is very easy to be the person spewing micro-ag­ gressions if you are not careful and mindful of your own biases towards others. The Diversity and Inclusion Conference was an amazing op­ portunity to discuss important, but possibly uncomfortable, topics like white privilege and microaggres­ sions with people of several differ­ ent backgrounds. Each workshop left attendees with something to think about, and it was an impact­ ful learning experience. Something to understand is that there are many forms of social inequalities that we, as a society face. A major part of getting past these inequali­ ties is to share our experiences with one another and learn about how privileges and inequalities shape our lives as individuals and as com­ munities. I would like to see much more university participation from Wilkes faculty, staff, and students alike in the future. Transferring To Wilkes n continuation from page 4 ill were an adjustment to say the least. I did not expect to be alone as much as I am as a commuter. I was also not prepared for how difficult it is to make friends when you don’t live on campus. It often feels like everyone already knows each other and at times it can be very alien­ ating. It also took me quite some time to adjust to the workload of an English major, which is far more than I had expected. The good outweighs the bad by a long-shot, however, and I le t :d know that Wilkes is exactly where I need to be. I am more challenged academically than I have ever been, which I truly believe is one of the important parts of college. For me, making friends is difficult, and it is even more difficult without an extensive freshman orientation process to help me meet people. How­ ever, I am proud of myself for the work that I have done so far to be an active member of campus life by joining student clubs and organiza­ tions such as Inkwell and Education club. I plan on joining even more as my semesters here progress. And, every day, I get to go home to my family and my dog (the best part of it all) and be by myself for a few hours, allowing me to recharge and be 100% prepared for the next day. At the end of the day, I am so glad and thankful that I made the decision to transfer when I did and that I will be able to complete my bachelor’s degree at Wilkes. 11 �MANUSCRIPT UPDATE Comments from the Executive Editor: “We just wrapped up our Halloween Reading at the end of last month, which was well-attended. We gave away two prizes this year for Best Costume and Best Reading, as well as a door prize of over 10 donated “spooky” Halloween books. We had so many good costumes and readings to choose from! We also just held our first round of submission reviews for our spring print edition, and I’m really happy - both with the pieces we received and the discussion we had about the pieces. I hope all of our writers are happy with the feedback they will receive in the coming weeks. We also held our first writing workshop in early October, and at our next meeting we will be planning our next workshop. We hope some of our “revise and resubmit” pieces will show up to work on their pieces as well as anyone else who wants to get into creative writing!” Top: Manuscript staff members: William Billignsley, Brianna Schunk, Sheyla Silva, and Jay Guziewicz Bottom: June and Grace Hamill enjoy the annual Halloween reading. Images courtesy of Thomas A. Hamill Any additional questions can be sent to the Manuscript Executive Editor, Brianna Schunk, at: brianna.schunk@wilkes.edu Writing Center The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Our Fall 2019 schedule is: Monday: 9:00 am-6:00 pm Tuesday: 9:00 am-2:00 pm; 3:00pm6:00pm Wednesday: 10:00 am-1:00 pm; 2:00pm-6:00pm Thursday: 9:00 am-6:00pm Friday: 9:00 am-12:00 pm; 2:00pm6:00pm The Online Writing Center is available at: http://wilkes.edu/pages766.asp For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Spring 2020 Upper-Level Class Listings Room Course Number/Name Days/Time Instructor ENG 202: Technical Writing ENG 203: Creative Writing/ WGS ENG 234: Survey of English Lit. II/WGS/Honors ENG 281: American Lit. 1/ WGS ENG 324: Hisory of the English Language/DH ENG 351: Studies in Postmodernismm ENG 365: Studies in British Drama ENG 392: Senior Projects ENG 397: S: American Romantics ENG 497: S: American Romantics M 9:00-9:50 MWF 11:00-11:50 Dr. Lobb Dr. Kovacs KIRBY 103 KIRBY 108 TR Dr. Davis KIRBY 108 Dr. Kelly KIRBY 108 2:30-3:45 MWF 10:00-10:50 TR 9:30-10:45 Dr. Hamill KIBRY 108 TR 1:00-2:15 Dr. Kuhar KIRBY 103 MW 1:00-2:15 Dr. Stanley KIRBY 103 TBA TBA MWF 12:00-12:50 TBA Dr. Anthony TBA KIRBY 108 MWF 12:00-12:50 Dr. Anthony KIRBY 108 � 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 2019 (Volume 14, 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 2019 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/76dbd2a9601cd42def7c5c64a1138b4d.pdf 9a2967d31a58b706726671493cdb0c3c PDF Text Text UART Career Choices for an English Major by Emily Banks What cart you do with an English major? Poster by W.W. Norton & Co. Image taken from https://twitter.com/NortonCriticals/sta- tus/1191433768357285891 When I chose to be an English major, the most frequent question I was asked was “what are you going to do with an English degree?” I had chosen English for multiple reasons, the first reason being, I was good at it. In high school, I had excelled in my English classes, so it seemed best. I also planned to go to law school at the time when I chose my major. Most people assume that a goal to go to law school is tied together with an undergraduate degree in political science. This is not true. I conduct­ ed research and found that one can practically major in anything in the humanities or science fields as preparation for law school, so why English? English helps build the foundations for almost all com­ munication and critical thinking skills. Think about it. In a typical English class, you learn, of course, how to form basic sentences and how to verbally communicate. You also dive into literature and uncov­ er, through various close reading techniques and different lenses, the meaning and complications this text has to offer society to­ day as well as society when it was published. You analyze authorial intent by way of deconstructing sentences in the text. Details can even be as minute as a punctuation choice. For example, why an author chooses to insert dashes into her text becomes important in uncovering the message of the text. These skills speak for themselves when considering why English seemed an appropriate major in preparation for law school. My goal, howev­ er, in this article is to argue that a degree in English actually has a lot to offer when looking into employ­ ment opportunities. The skills that one learns in English are of value when considering almost any field. First, having a degree in English is beneficial for a student interested in graduate school. I am arguing this from my own experience. I recently made a career shift from an inter­ est in law school to an interest in teaching grades K-4. Having taken no education classes, I thought I would be looking at a major change and basically adding another 4 years of school. I contacted local schools with a graduate program in obtaining a teaching certificate as well as a MAT degree, and because I majored in English, I can apply for the program and graduate in two years. This will of course differ for every program, but the point is having an English degree has given me an advantage even in my late career change. Aside from graduate school, having a bachelors degree in En­ glish is beneficial for most employ­ ment opportunities. An English Story Continued on page 4 1 �Ink]/ Sophomore Spotlights by Erica Bicchetti character, who would you be? A: Chris Traeger from Parks and Recreation. Briauna Robinson Q: What is your major/minor and area of concentration? A: I double major in English and Secondary Education. Q: Where are you from? A: I am pretty local to campus. I’m Image courtesy of Nicole McNelis. from Exeter, PA. Q: Where do you see yourself in 5 years? A: Hopefully teaching in my own Nicole McNelis classroom by then! I hope to have an upper high school classroom. Q: What is your major/minor and Q: What has been your favorite area of concentration? A: English major, Secondary Educa- English class thus far? A: I think my favorite English class tion minor. so far has been ENG 120 from my Q: Where are you from? second semester here. I had it with A: Forty-Fort, PA. Dr.Hamill and I really enjoyed the Q: Where do you see yourself in 5 environment of the classroom. I years? learned a lot of works that I did not A: Teaching! know about, leading in me having Q: What has been your favorite a better appreciation, and under­ English class thus far? standing, for poetry than before. A: Eng 201- challenging but rewarding! Q: If you could be any fictional Q: If you could be any fictional character, who would you be? A: Leona from League of Legends. Thomas Papas Q: What is your major/minor and area of concentration? A: English and Secondary Educa­ tion. Q: Where are you from? A: East Hampton, NY. Q: Where do you see yourself in 5 years? A: Hopefully teaching, and engaged. Q: What has been your favorite English class thus far? A: Mythology (took this at commu­ nity college, actually considered a philosophy class but it was struc­ tured very much like an English class.) Q: If you could be any fictional character, who would you be? A: Zoro Roronoa from One Piece. Inkwell Quarterly’s Staff Faculty Advisor: Dr. Thomas A. Hamill Editor-in-Chief & Layout Editor: Erica Bicchetti Guest Contributor: Grace Hamill Staff Writers. Brian Vu, Veronica Romanelli, Isaiah McGahee, Rashonda Montgomery, Darren Martinez, Briauna Robinson, Emily Banks, Brittany Stanton, Savannah Pinnock, and Nicole McNelis 2 Inkwell ( question that is Ei related, j sue we h Notice tl had the * and (fun see each vance. V staff mei of your( question The Infa is as foil 1 mas stor children, and why Darren consume only thii year is b mas Vac ie and tr early. Its and it cc feel aboi Erica Bi to say th story is i by Chris reading child (at days.)" Dr. Har mas boo Charles �Inkwell Quarterly Staff Question ?d. Almost every semester, the Inkwell Quarterly likes to ask a staff question. Typically, we choose one that is English related or holiday i elated. As you can see, for this is­ sue we have decided to mix the two. Notice that many Inkwell members had the same response or similar, and (fun fact) they did not get to see each other’s answer’s in ad­ vance. While reading some of our staff members answers, try to think of your own! We know. It is a tough question to answer. 1U- The Inkwell Quarterly staff question is as follows: reading it for the first time for English class in middle school during the Christmas season. It heightened the Christmas spirit for me then, and it still does so (even more so) now. It’s become a family tradition. Every year, my mom takes Grace (and will soon start taking June) to the an­ nual Theatre Three production of A Christmas Carol near where I grew up on LI. And Grace and I read the book together each year (starting just after Thanksgiving). This year June has been listening in on occasion as part of the sessions. So it holds a special place for me and for all of the Hamills.” press by Chris Van Allsburg. I love this story because it shows a child’s wonder and awe of the holiday sea­ son. I love to watch the movie and read the book it is such a classic tale of the holiday spirit.” Emily Banks - “My favorite book is How the Grinch Stole Christ­ mas because it was one of the first Christmas stories I can remember reading on my own as a child, and I’m a huge Dr. Seuss fan. I think his creativity is brilliant.” i What is yourfavorite Christ­ mas story (could be a novel, play, childrens book, short story, or poem), and why? Darren Martinez - “I don’t really consume Christmas literature, the only thing I can really stomach every year is National Lampoon’s Christ­ mas Vacation. It’s a very “dad” mov­ ie and maybe I’m turning into one early. It’s stupid, low brow humor and it correlates exactly with how I feel about the holidays.” Erica Bicchetti - “I would have to say that my favorite Christmas story is a classic: The Polar Express by Chris Van Allsburg. I remember reading it over and over again as a child (and not just during the holi­ days.)” tuna Dr. Hamill - “My favorite Christ­ mas book is A Christmas Carol by Charles Dickens. I still remember Brian Vu - “My favorite Christmas movie is the Polar Express because it’s an awesome classic. Every time I watch it, I get the chills. I watched this movie since I was a kid and never got tired of it.” Nicole McNelis - “My favorite Christmas story is the childrens book ‘Twas the Night Before Christmas because my grandfather used to read it to my cousins and me on Christ­ mas Eve so I just have really great, warm memories associated with it.” How the Grinch Stole Christmas by Dr. Seuss. A favorite of mem­ ber Emily Banks. Savannah Pinnock - “My favorite Christmas story is The Polar Ex­ press. I love it because it captures the aesthetics of the holiday season as well as a child’s anticipation for the wonder of the holidays. However, it is marginally followed by How the Grinch Stole Christmas.” Brittany Stanton- “My favorite Christmas Story is The Polar Ex­ The Polar Express by Chris Van Allsburg, a favorite of members Erica, Savannah, and Brittany. �Career Choices for an English Major An Ei continuation of page 1 by Briaui degree opens doorways for the typical careers in writing, editing and publishing. Also, according to an article titled “Best Jobs for English Degree Majors” on thebalancecareers.com , having a degree in English also opens doorways for careers such as “social media managemer, public relations specialist, lawyer, grant writer, librarian, human resource specialist, and teacher of English as a second language”(thebalancecareers.com). Essentially, being an English major has potential to open doorways for any jobs involving proficient communication skills, whether written or verbal, as well as any jobs that are detail oriented and require critical thinking. If you are considering majoring in English or minoring, but you are unsure of what the degree has to offer, I urge you to go on any job listing website and read the responsibilities or job description. Most of them will express the need to be able to communicate comfortably and proficiently. I work in retail and I cannot tell you how many times my knowledge obtained from English classes has helped me to either sound more educated to a raging customer or simply get my message across clearly and effectively to whomever I am addressing. Brief Thoughts on Nine and Writer’s Block by Rashonda Montgomery I thoroughly enjoyed Wilkes University’s production of the musical Nine. The musical had the much needed comedic relief to help soften the blow of the more serious topics at hand like Guidos awful sad childhood experience with older women, an his current depression and suicidal thoughts stemming from his feelings of in­ adequacy. All of the actors and actresses did an amazing job playing their roles. The tiniest actor of them all, the little boy who played as nine-year-old Guido, stole my heart. I think the play presented a struggle that most peo­ ple have come across at one point or another - the inability to create. For writers, like myself, this is called writers block, and it is awful. I could not imagine suffering from writer’s block so severe that my entire career begins to plummet. U1 warm emb the euphoi without wc needs to b< hot chocol of family fi blissful silt all at once ing me tha comfort of ache for. N the stress t me. Everyl rather quit ing me, pa and study! I do not w Ila other majc ing in Eng stigma tha the smootl lege. Thou another m love to see str « 19*1 4 Images c �An English Major’s Fall Semester Wrap-Up by Briauna Robinson n, go r od le irs > I grasp longingly for the warm embrace of the winter break: the euphoric feeling of being without worry of what school work needs to be done, while sipping hot chocolate. The joyful laughter of family filling my ears and the blissful silence of being off campus all at once overwhelms me, reminding me that it is more so just the comfort of home that I await and ache for. My head is pounding from the stress this semester has offered me. Everything is coming to an end rather quickly; due dates are haunt­ ing me, papers need to be written, and studying for finals is something I do not want to even think about. I laugh in the faces of the other majors who think major­ ing in English is easy. There is a stigma that majoring in English is the smoother route through col­ lege. Though I do not think being another major is any easier, I would love to see them write a 8-10 page nr SHMESPfAfj QUMTOLY research paper using a literarytheory to shape the perspective on a work of literature. That sentence alone is intimidating to read and take in. The stress of having three papers due close to each other in three different classes is something that one cannot prepare for, unless they have requested those prompts and assignment papers early, which is rare to happen. At the end of the semester as an English major, there is no denying that there was an expan­ sion of appreciation for those “great works,” even maybe a gained newfound love for poetry, or a discov­ ery of a new writing style. However, there is nothing compared to the feeling of elation when that last final paper is sent in, so one can be sent on their way to that sublime idea of “break.” Does the concept not sound sweet just thinking about it? A break. A long awaited break that was certainly earned after all the Chauceran analysis, the Shake­ spearean digging, and the Mil­ tonic reading about lost paradise . Through which ever writer or work that was explored, the experience and expansion of knowledge is what makes all the stress worth it in the end. I bring with me the pride of knowing I expanded my writ­ ing abilities and discovered timely writers I had no idea existed, like Edmund Spenser who wrote The Faerie Queene. Though it was diffi­ cult to push through a course like English 201, one that challenged my ability to write through a new lense, I take with me all the new literary theories that will help me along the way of my English Major track. The new perspectives taught to me allows my mind to be more open to the different meanings of a work of literature, making the world of writing even more ex­ pansive than I have ever known or thought it to be. wn»> Images of the Halls of Kirby courtesy of'Thomas A. Hamill. 5 ____________ �Nine continu by Veronica Romanelli As we continue to read Chaucer in ENG 397,1 realize more and more just how prevalent some of the issues presented in his works are still in the 21st century. The Wife of Bath’s Tale is one that got me thinking more about the alle­ gations Chaucer has faced. In this tale, a maiden is raped by a knight, and he is given the opportunity to keep his life if he can find out what it is that women desire most. In the end, he does find the answer, and he gets to keep his life. When it is decided that the knight will live, it is evident that the maiden will not receive any form of justice. When I considered the fact that the knight did not have to face any charges, it made me think about the reasons the charges against Chaucer may have been dropped. Of course it is possible that the charges were dropped because Chaucer really was innocent, but it could have also been because he was a successful man and was given the benefit of the doubt, or the benefit of influ­ ential connections and significant financial resources. The hypothetical scenarios I was conjuring in my mind about how the charges against Chaucer ended up getting dropped got me thinking of the very real reasons people drop rape charges, or are hesitant to come out with them at all. Today, stories frequently come out about rapists who do not receive severe punishments for what they have done. One case I thought of was the case in which a Stanford student raped a woman behind a dumpster and was de­ fended as an excellent swimmer, a guy who made a mistake, and a kid with a bright future. He was origi­ nally only sentenced to six months behind bars but ended up in jail for half of that time. Stories like these are a big part of why people never share their stories or press charges in the first place. As if living as a sexual assault survivor is not a harsh enough reality, these victims then have to watch their rapists face little to no consequences for their actions. Although they are some­ times unsettling, I do believe it is still important to read Chaucer’s works. At the very least, Chaucer’s works encourage his readers to think about problems that occurred in his works, during his lifetime, and still today. Because of their relevance today, Chaucers works may also inspire conversation around issues that still occur today. Chaucer’s readers can begin to look at 14th century problems and apply them to 21st century life, helping them to work towards a solution, or break harmful patterns. I Image of The Canterbury Tales by Geoffrey Chaucer edited by Boenig and Taylor. i Nine Review I by Erica Bicchetti The Wilkes University Theatre Department showcased the musical production Nine over the weekend. Going into it, I had zero expectations because I had never heard of this musical before, and I thought I was just going for an extra credit opportunity rather than for my own enjoyment. I can defi­ nitely say now that I was surprised. 6 1 Nine is a musical produc­ tion about an italian film director, Guido Contini who battles his own personal and professional strug­ gles. He is currently working on his ninth film (hence the name) and cannot seem to write the script. Guido Contini is also in a love triangle, or moreso a love square if that’s a thing; between his wife, mistress, and confidant. While watching the musical, one of the first things I caught on to was the imperfect relationship between Guido and his wife. When I got there (a few minutes late) his wife was on stage singing, I believe, or just speaking to Guido hinting to him that she knew about the other women in his life. Reporters kept Story Continued on page 7 interview nitely ma an audier ing in my couldn’t I it was cle; man; he i own persi this prodi diately sti I could te comparec was more ness casu; showing, more inap were reve that I felt she was s( my opinic In struggled film. I’m I was becau personal s those pen inability ti enjoyed tl when the sample dil film. He is something there is a < audience t doesn't lik by him. O wife come is filming done, ham papers. Ev and confit are done a Guidos lit' productioi �Nine Review mie’ it is cer’s tucer’s to ccurred ime, eir orks n ■ today, to look d apply Ping tion, or Chaucer le the s the en jot wife e, or Lg to other kept 7 page 7 continuation of page 6 interviewing Guido which defi­ nitely made his wife suspicious. As an audience member, I kept say­ ing in my head “just dump him.” I couldn’t help feel this way because it was clear Guido is not a perfect man; he is definitely fighting his own personal battles throughout this production. The wife imme­ diately struck me as more puristic. I could tell by the way she dressed compared to the other women. She was more modest and dressed busi­ ness casual with hardly any skin showing. The other women wore more inappropriate clothes that were revealing. It added to the fact that I felt bad for his wife because she was sort of seen as innocent in my opinion. In the production, Guido struggled to find a story for his film. I’m honestly not sure if this was because he was facing other personal struggles in his life OR if those personal struggles led to his inability to come up with a story. I enjoyed the part of the production when the cast is on set trying to sample different ideas for Guido’s film. He is rushed to come up with something, of course, because there is a deadline and he has an audience to live up to. But, Guido doesn’t like any ideas that are run by him. On top of all of this, his wife comes on set one day while he is filming to announce that she is done, handing Guido the divorce papers. Even further, his mistress and confidant also express that they are done and have moved on from Guido’s life. While watching the production, it became clear that Guido truly only loved Luisa; but because he messed around with other women and didn’t take their marriage as serious as he should have, she left. Luisa gave Guido plenty of chances to change, and stayed with him even knowing of his “secret life.” I think the mor­ al of this is that Guido needed to grow up. The productions staging of Guido as a young boy made the production much more successful and impactful on the audience. Clearly, Guido has made mistakes as a young boy which affected him as an adult. Having his mom visit him at different moments during the production shows how Gui­ do should have listened to her throughout his childhood because “she knows best.” I believe Guido had a successful career despite the struggles he faced making his ninth film, but it was obvious there were more important parts of his life that did not end successfully. Perhaps he spent too much of his focus on making films and giving his atten­ tion to the wrong people. Overall, I enjoyed going to see Nine at the Darte Center. Wilkes University Theatre Depart­ ment put on a great show, and it made me want to see more of their productions. Though, I felt a little offended at times being half ital'' I was able to laugh and ian myself, realize that this was set in an older time period. It was actually quite interesting to learn about the way others viewed Italians, Germans, and French individuals. Bravo to the Wilkes Theatre Department. » All images courtesy of Professor Joseph Dawson, Wilkes University Theatre Department. 7 �Figh Fight Night: Smash Bros, at Wilkes by Darren Martinez On any given day, you can likely find a group of students on Wilkes campus playing Super Smash Bros. Ultimate. While being friendly to casuals and newcom­ ers, oftentimes these students are playing with a competitively legal ruleset. This ruleset bans items and most stages, breaking Smash down to its core. Competitive play is simple at first glance but grows increasingly complex as you learn the game. As Smash grows in pop­ ularity on campus, so too does the competitive scene. Smash is one of Nintendo’s core franchises. It is one of the big­ gest crossovers of video game IPs and is part party game, part fight­ ing game. Its unique status makes it debatable if it belongs in the fighting game community, but most seasoned players on campus would agree that it is a fighting game. The turnout for the official Games and Media Club tourney, Smashgivings, was 28 players, with a few others who came simply to watch. Rough­ ly 50 people showed interest and signed up for a non-binding pre­ registration. Having been a routine par­ ticipant in tournaments as a stu­ dent, I see new faces at every event. The skill levels range from interme­ diate to skilled, playtime ranging from a few matches to hundreds of hours spanning multiple iterations in the franchise. Some players are literate in Smash and watch streams of top players, but lack playing partners and setups. Leaders in the community like Games and Me­ dia Club president Sean Schmoyer 8 continu in Sean’s hands. Despite being a advocate for a gaming space that competitor and friend to most of promotes both friendlies and the players, Sean works to create practice for dedicated players. I sat an official atmosphere for the way down with Sean to get some opin­ the tournament is run. The key is ions on the current state of Smash Bros, on Wilkes campus. In regards that he is “looking to get players to come back and play again. Some to a gaming lounge, Sean replied necessities to that are “providing that “a designated gaming space on campus would do wonders. The setups yourself so matches ; are mov­ campus only has a couple of spaces ing at a consistent pace, providing a prize incentive, and clean and for people to openly play Smash.” memorable advertisement. ” He also While there are a few TVs around, noticed the importance of location and the observation of rules and bracket creation. While it is a video game, competitors strive to respect the game’s integrity. Having the TO lift respect the game encourages the players and staff to as well. Sean’s training partners are myself and freshman Jack Wasko. Both of us are close friends of Sean, and Jack and I placed 2nd and 1st respectively in Smashgivings. I asked Sean what it was like to have his friends and training partners as f '"Tj L T I M A T ’ rivals. “Playing against my friends Image from https://www.ign.com/games/sucan be difficult. You want to do per-smash-bros-ultimate well but you hate to see them have a bad day. In the end, you are all “other than that you need to aiming to get better, and seeing a reserve rooms ahead of time for friend or yourself win or make it far larger spaces. A designated gam­ in a tournament brings you closer ing space lets people know they together in the end,” he remarked. I can go to that spot and find people share a similar sentiment; especially interested in playing Smash Bros. ___ _ is far different as Smash practice whenever. We both agree a gaming than traditional sports. Your only lounge goes beyond just Smash, opportunity to prove yourself is as well. Having the space to make with something on the line, and friends with similar interests is with sparse tournaments you must always a benefit to dedicated loca­ have good showings to create an tions. identity. Being club president lands On a final note, I asked the role of Tourney Organizer Sean about the future of Smash at < SUPER* •SMASH BRj^g Story Continued on page 9 Wilkes. “ of great p classmate players is comes a ] open and see happi campus, not just 5 sidering ’ King’s C( esports a and strea ing, perh in that di I Mist by Britt Being ar Easy 1 Educatic that our major hi it. We h and unit to make we are d When c< we have students During i meet the ment wl all our e to move courses, indue te< partmei �Fight Night: Smash Bros, at Wilkes continuation of page 8 Wilkes. “Northeast PA has plenty has its own weekly or biweekly of great players and to see fellow tournament, encouraging both classmates play against those top student and local talent to com­ players is the best. If Wilkes be­ pete. With official support, tour­ comes a place where gaming is an naments can more easily organize open and promoted activity, you’ll prize pools and events and foster a see happier people and a livelier greater relationship with the com­ campus. That goes for any game, munity. If the scene grows large not just Smash Bros” When con­ enough, therein lies a possibility to sidering how our nearby neighbor stream matches or organize crew King’s College endeavors to support battles against other schools in the esports and other schools promote area. The University of Oklahoma is and stream competitive video gam­ frequently featured on the YouTube ing, perhaps Wilkes will take steps channel Dragon Smash, a channel in that direction. dedicated to compiling clips of I see a future where Wilkes interesting or skillful Smash play. Videos of even obscure subjects like hype plays from low tier characters score 200,000+ views. The future of eSports is growing, regardless of if Wilkes chooses to hop onto that train. Image from https://www.theguarclian.com/ games/2018/dec/12/super-smash-bros-ultimate-review-nintendo-switch Misconceptions of Education Majors by Brittany Stanton Being and Education Major is Easy This is a big pet peeve for Education majors: when people say that our major is an easy one. Our major has a lot of work attached to it. We have to make lesson plans and unit plans that are very detailed to make sure we outline everything we are doing for the day or week. When coming up with lesson plans we have to plan out everything our students are going to do that day. During the major itself, we have to meet the limits set by the depart­ ment which include getting 2.5 in all our education classes in order to move on to the next semester’s courses. And it’s not easy getting inducted into the Education de­ partment. To begin with, education majors need to have a 3.0 GPA, they need to pass the Praxis Test of Basic Skills, and they need to com­ plete six English and math credits to be able to be inducted into the Education program. They also nee<:d to keep that GPA to stay in the program. Teachers Don’t Love What They Do Some would say that teach­ ers don’t love what they do because they have had a teacher in the past who seemed like they didn’t want to be there or didn’t have the best attitude in the classroom. This isn’t really always the case, however, as most teachers love what they do and wouldn’t choose another career. Most teachers love mak- ing an impact on their student’s lives and wouldn’t change that for anything in the world. Even when the kids drive us crazy we still love them and what we do. It brings great joy to us when we get through to a student who may have been struggling; that’s why we love what we do. Teachers love being able to reach their students and teach their content in a fun and interesting way. We Do it for the Summers Off Having the summers off is a nice perk of being a teacher but that is not the main reason why we teach. Even in the summer we revise our lesson plans and devel­ op new plans and curricula. We also have to go back and set up or Story Continued on page 11 9 �How to Effectively Prepare for the Spring Semester Mis by Savannah Pinnock conti i or uncertainty. And one of these At this point during your preparations may come in the collegiate experience you’ve either form of simply purchasing your just survived your first, your third, fifth, or maybe even seventh semes- textbooks early. It is quite easy to procrastinate or wait until the last ter. What this means is that you’ve minute to purchase your textbooks. circumnavigated the pitfalls of the However, doing so can be a bit disFall semester and you’re halfway advantageous for you. For example, done with the academic school if you wait until the last minute, year. Please take this moment to your textbook could be sold out at give yourself a pat on the back, as surviving a semester and being suc­ your favorite online bookseller or at the bookstore. And even worse, you cessful is commendable and indi­ may be forced to buy the textbook cates that you’re on the right track or rent or buy the online version. academically. However, having To avoid having to start the semes­ a successful Fall semester is only ter without having your textbooks half the battle. If you’re like many in hand and putting yourself at a college students, myself included, disadvantage, aim to purchase your you desire to have a successful academic year as a whole. With this textbooks at least two weeks before the semester. in mind, after surviving the Fall semester, how does one prepare for Also, if you happen to be a the Spring semester? student of the humanities or you’re If you’re a freshman, this taking a reading intensive course question may be an unsaid and/ like many of us are in the English or unarticulated concern of yours. department, start reading your If you’re a well-seasoned student textbooks early. One of the best at Wilkes University, the Spring things you can do is to familiarize semester may always be a peculiar yourself with the material before­ or even daunting specimen due hand. During the semester, you to its unknown nature. Regardless may have a small part time job or of your academic year, you may extracurricular commitments that wonder, what will my professor be may require some of your time. like? Is the course well-known to be As a consequence of this, having a insanely difficult? Am I still wait­ grasp of a novel’s content will allow listed, and what should I do if I am? the semester to be smoother and All of these questions and more it 11 allow you to be more successful may consume even the strongest of on midterms and finals to come. students when closely pondered. ~ °f y°U h*ving In order to alleviate these prior knowledge of the text and it anxieties and concerns, you should would not be your first time work­ prepare, prepare, prepare! Prepa­ ing through the material. This tip ration is something that is widely will prove to be advantageous to held as a means of reducing unease you throughout your academic 10 career. Alongside these steps don’t be afraid to ask upperclassmen or those who have taken the course before for their perspective on a professor and/or course. And while this may be helpful, please take it with a grain of salt. Always know that one’s experience is shaped by a series of factors and that a profes­ sors primary goal is to teach you and give you the tools you need to be successful. In other words, if a professor seems strict to a friend of yours, it doesn’t mean they’ll appear strict to you. And always allow your professors to demonstrate their character: they always have your best interest in mind. And on the topic of pro­ fessors, in the case of being wait­ listed, please feel free to email your professor about three weeks prior to the start of the semester to inquire on your waitlisted status. However, please keep in mind that the professor is human and may be enjoying the Winter Break as well. So if they don’t respond during that three week period, try to attend the class on the first day of classes and inquire on your status after class. If the professor has room and wants to add you, they may decide to add you. Professors are amazing at accommodating students but in the case that they can t add you, please be sure t0 add another class within the first week to fulfill any neces­ sary requirements you may have; it is imperative that you do. Also, about one to two weeks prior to the Spring semester, please be Story Continued on page 11 classro starts s mer is first w< for tha come t summi use it t or to g< subject be usee how w< strateg: Hen sure to would ’ semest< is in ha will net weeks, plies ar to feel t If you a it’s not it may 1 ademic are a bi all but < to resto supplie: semestf “back t< mean tl to stay < an agen a requii organiz �Misconceptions of Education Majors continuation of page 9 classrooms before the school year starts anew. And part of the sum­ mer is used to make copies for the first weeks of school to be prepared for that first day when the students come back. Though having the summer off is nice, some teachers use it to further their education or to get certified to teach another subject. Some of the summer might be used to go to seminars to see how we can improve our teaching strategies and our classrooms. Hav- ing the summer is great, but it isn’t just used as a vacation. Teachers Don’t Make an Impact on Their Students Some would say that teach­ ers don’t make an impact on their students but most would insist that is not the case at all. When we teach our students we try to make an impact on them to make a difference and to help them in their educational journey. Most teachers would say that they had a teacher in their past who influenced them to become a teacher because of the impact they had. For me personal­ ly, I hope to make a big impact on my students and to be able to help them on their educational journey. I hope to influence them in the best possible way in their education. How to Effectively Prepare for the Spring Semester bookstore, Walmart, and at almost sure to set an alarm for when you any general retailer. Along with would want to wake up during the semester. That way your sleep cycle staying organized, please be sure to invest in a desk calendar and other is in harmony with the one you organizational tools so you always will need to adopt in the next few weeks. And be sure to buy new sup­ have little reminders of to dos in the semester. And last but not least, plies and items that will allow you be sure to rest during your Winter to feel enthusiastic about studying. break and your breaks in general. If you are one who holds to the “if They will revitalize you as well as it’s not broken, don’t fix it” notion, allow you to perform well academ­ it may be detrimental to your ac­ ically. They will also give you the ademic success. So if your binders energy you need to get through the are a bit worn and your pens have remainder of your semester. all but disappeared, please feel free With the previously afore­ to restock in terms of your school mentioned tips in mind, you can supplies. Just because it’s the Spring rest assured that you’ll be well-pre­ semester and subsequently not the pared for the semester to come. “back to school” season doesn’t Taking these small steps will allow mean this isn’t worth doing. you to be ready for all of your It also goes without saying courses and it’ll relieve any anxiet­ to stay organized and always have ies you may have at the moment. an agenda. An agenda is almost And also, have a little faith and a requirement if you want to stay believe in yourself. You’re going to organized and they’re at our local i be successful this semester but you have to know and believe that for yourself; that belief will take you a long way. So please be sure to fol­ low these tips to effectively prepare for the Spring semester, and good luck! You’ll do great! 11 �cc by Nicole McNelis Its the most wonderful time of the year! And I often find myself looking for places to go to get my­ self in the Christmas spirit. Lucky for me, there are so many places nearby to help with that. Here are some of the best places within two hours to go for all your Christmas 2. NEPA Philharmonic’s PNC Holiday Pops Concert- Another way to get your classical music fix of the season is through NEPA’s own Philharmonic! Their Holiday Pops concert will be held on De­ cember 7 at 7pm at the EM. Kirby Center, just a few blocks from Wil­ kes! Tickets at $ 16 for students— a tremendous price to see wonderful music! 3. Reading of Charles Dickens’ A Christmas Carol- The Wyoming Valley Art League and Sunday at I the Circle will be presenting their I 5th annual reading of Charles al 1 Dickens’ classic Christmas tale, A Image taken from https://www.timesleader. Christmas Carol. Free and open com/features/765668/degnan-ballet-center-presto the public, this is an awesome ents-the-nutcracker opportunity for English majors to 1. Degnan Ballet Center 2019 witness this live rendition of Holi­ Nutcracker- If you enjoy day literature just a few blocks away' Tchaikovsky as much as I do, you’ll from Wilkes at the Wyoming Valley Irvtro kin i o t-orl i41♦-» nfiLln A —4- T------------love this rendition of his wonderArt League. mas lights around the Holiday season. Located in New Hope, PA, about two hours south of Wilkes’ campus, Peddler’s Village is the per­ fect place to see some amazing light displays as well as shop for loved ones. What’s better than killing two birds with one stone? abl frit * # Image taken from Peddlers Village Facebook Page. 4. Peddler’s Village- A personal favorite of mine, Peddler’s Village is a little conglomerate of shops and restaurants decked out in Christ­ 12 Image taken from https://www.discovernepa. com/calendar/pnc-hoIiday-pops-performances-2/ Image ziar-s-i 800461: Image taken from https://uncoveringpa.com/hersheypark-christmas-candylane 5. Hersheypark- Starting November Hersheypark begins ------15,.--------their annual Christmas Candyla: which includes lights and visits from Santa and his reindeer! On top of all of that, they keep a few rides and coasters open for their guests to ride and enjoy. Located in Hershey, PA, about two hours away, Hersheypark is the perfect place to bring children and families for a fun-filled Christmas-spirit day. 7.H Stret play, Stree Soutl a row go all mas 1. comp and cl 6. Koziar’s Christmas Village- Lo­ cated a few miles east of Hershey, Koziar’s Christmas Village is a popular light display focused only on lights. Guests can walk around and enjoy hot chocolate, take pic­ tures with Santa, and simply enjoy the views around them. Koziar’s Christmas Village is an aft'ordImage taki Story Continued on page 13 �Christmas Destinations Around NEPA continuation of page 12 Y 2, PA, kes’ ie per? light ed ig two able place to visit with family and friends-- but be sure to bundle up! I I 8. New York City- Obviously, I saved the best for last— the Big Apple. New York has so many plac­ es to see around Christmas time, including the window displays around Sax 5th Avenue, Christmas tree at Rockefeller Center (and ice skating!!), and the Radio City Rockettes Holiday Spectacular! NYC becomes an epicenter for Christmas visitor, and rightfully so! Although it could be pricey, it is worth it to see what New York has to offer around the holidays. Image taken from https://lancasteronline.com/news/local/with-million-lights-koziar-s-christmas-village-in-berks-county/article_e038f4d8-bcbf-11 e6-a351-6fl5c80046ba.html her- ine 7. The Miracle on South 13th Street- A lesser known light dis­ play, the Miracle on South 13th Street is located in the heart of South Philadelphia. It is simply just a row of apartment buildings that go all out when it comes to Christ­ mas lights. This light display is also completely free, making it a fun and cheap way to see some lights! d in vay, to Image of the 2019 Rockefeller Center Christmas Tree Lighting. All of these places are a great way to get in the Holiday spirit with friends, family, or that special someone. Hopefully you can make it to some of these places and events this season! „O- y d y Image taken from https://uncoveitringpa.com/miracle-on-south-13th-street 13 13 �T Limitless Review by Brian Vu cases for the FBI. In return, he is given a home and NZT. He is the FBI’s special weapon to crack cases. He’s basically a genius on NZT and considered a hero. What I really enjoyed about this show is that the main charac­ ter is very quirky, weird, and wins everyone over with his charisma and humor, which are chemically Image taken from https://medium.eom/@ enhanced after he takes his first pill Awad23/limitless-a-formula-breaking-show-unof NZT. The deal that he has with der-nzt-85b8806fb8aa the FBI is that he is given one pill of NZT every day before he starts Limitless is a show on Netflix that I just finished watching his job and it lasts 12 hours. The about a few weeks ago. The show reason why they chose him is that engulfed me in mind-blowing he is mysteriously “immune” to investigations and awesome humor, the drug. NZT is illegal because its The show is based on the movie side effects are extremely danger­ Limitless that came out in 2011 ous and will kill users if used only starring Bradley Cooper. I actu­ a couple of times. There are funny ally enjoyed the show more than moments in the show and there the movie. I really liked the com­ are also serious moments. I ex­ edy and also related to the main perienced various emotions while character a lot. His personality is watching this show, and it was a extremely similar to mine, which wild roller coaster. The show has so made me love the show. The main much more compared to the movie. character, Brian Finch, reaches a I would personally give this show a very low point in his life but then 4.4 out of 5. stumbles upon a drug called NZTI see myself in the charac­ 48 that unlocks the full potential ter of Brian Finch, which is a big of the human brain and gives him reason why I enjoyed the show enhanced mental faculties. There is so much. Being so similar to the only one season, but each episode main character, I felt myself jump is about an hour, so the season is into the character’s mind a lot as I pretty long. Brian Finch is taken in watched the season. The show put by a senator who is actually played me in a very productive mode as by Bradley Cooper, who gives well, and I had a different perspec­ him immunity to the side effects tive or approach to situations in my of NZT. He is then taken under life, such as school and life. The the wing of an FBI agent, Rebecca mind of Brian Finch is fascinating, Harris. His whole life turns around and he made the most mind-blow­ and a lot of crazy events happen, ing connections that solved cases forcing him to get to the bottom of and was accepted by everyone. The f I I 14 by FBI recognized him as a genius investigator. As you follow his thought process, you make the connections yourself and it stirs up excitement. Many times have I just stared at the TV screen in awe as things played out either the way I thought it would or in surprisingly unexpected ways, and my room­ mate can attest to that. Limitless is an extraordi­ nary show. If you’re looking for a crime and investigation TV show to watch or just a new and entertain­ ing show, I say give Limitless a shot. It’s no ordinary Criminal Minds or Law and Order. If you’ve seen the movie and have doubts, I’d say give it a shot anyway. You won’t be disappointed. c J' I s s S' Cl Image taken from https://www.denofgeek.com/uk/ tv/limitless/40989/cbs-cancels-limitless-tv-show EN( Isaii Ron orig Ann and vian Ove and cour the c ceed lectu Profit Colle natic Al.” �The Inkwell Quarterly Holiday Word Search enius vhis 2 the t stirs up ave I just awe as e way I ?risingly roomiordiig for a / show to tertainS5 a shot. finds re seen i, I’d say von’t be by Grace Hamill candycanesqewrfghfnjjffstockingdoltn wsantaasdfgnnmhstarlllllnyyysfxsfgfh bjfghcvvbchhctreehyetefduohyhtyhyyv rjoyfulmlgnewyeartttwrhtrrrwrrrangel cthgileightdayscjanuarykwanzaahtypll hfaithlglyuykrshfjghfhfszzafhgfddxxcx rjkoprlhannukahfireworksloppygollybl ikjyzxsnngrlalmidnightcandlesudklhgll shukalanternllllcreativityhgiftsloprmi tklmenorahglhhdyyufsdgdafdvhsadghl mlakoplndreideluteqtypewritersadnto ahtyooijdafricahjnurgracemadethismk sevenkkoyutredwsaqqzxcvbnmlopjpzxl CHRISTMAS JOYFUL TREE STAR ANGEL SANTA STOCKING HANNUKAH DREIDEL LANTERN EIGHTDAYS SHAMASH LIGHT GIFTS KWANZAA CREATIVITY JOYFUL AFRICA FAITH KINARA SEVEN NEWYEAR FIREWORKS JANUARY CANDLES MENORAH CANDYCANES MIDNIGHT Chaucer Students Present at Conference 1 k.com/uk/ v-show On Saturday, 07 December, ENG397 students Brianna Schunk, Isaiah McGahee, and Veronica Romanelli each presented their original research papers at the 14th Annual Conference in Medieval and Early Modern Studies at Mora­ vian College in Bethlehem, PA. Over 70 tudents from 31 colleges and university’s throughout the country presented their research at the confernece, and the days pro­ ceedings also included a plenary lecture by Dr. Elly Truitt (Associate Professor of History at Bryn Mawr College) titled “Demons and Divi­ nation: Artificial Intelligence before AL” Brianna Schunk presented her paper, “The Face of Fame: How Hundreds of Eyes and Ears Em­ power in House of Fame’,’ as part of a panel focused on “Outstand­ ing and Deviant Women.” Isaiah McGahee presented his paper, “The Sublime Specter of das Ding: The Impossibility of Language in Chau­ cer’s Book of the Duchess” as part of a panel devoted to “Modern Theo­ rists; Medieval Texts and Contexts.” And Veronica Romanelli presented her paper, “The Problematic Idea of Goodness in The Legend of Good Women” as part of a panel examing “Chaucer and Social Conventions.” Congratulations, Brianna, Isaiah, and Veroncia! Veronica, Isaiah, and Brianna at the Moravian Con­ ference. Image courtesy of Thomas A. Hamill. 15 �MANUSCRIPT UPDATE After an active fall schedule of events, capped by an exam-week screening of the classic film Die Hard, the staff the Manuscript is looking forward to Winter Break. Keep an eye out for a full slate of Manuscript activities this coming Spring—and consider getting involved yourself I Questions regarding Manuscript can be sent to the Executive Editor, Brianna Schunk, at: brianna.schunk@wilkes.edu Writing Center The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Our Fall 2019 schedule is: Monday: 9:00 am-6:00 pm Tuesday: 9:00 am-2:00 pm; 3:00pm6:00pm Wednesday: 10:00 am-l:00 pm; 2:00pm-6:00pm Thursday: 9:00 am-6:00pm Friday: 9:00 am-12:00 pm; 2:00pm6:00pm The Online Writing Center is available at: http://wilkes.edu/pages766.asp For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu Spring 2020 Upper-Level Class Listings Course Number/Name Days/Time Instructor ENG 202: Technical Writing ENG 203: Creative Writing/ WGS ENG 234: Survey of English Lit. II/WGS/Honors ENG 281: American Lit. 1/ WGS ENG 324: Hisory of the English Language/DH ENG 351: Studies in Postmodernismm ENG 365: Studies in British Drama ENG 392: Senior Projects ENG 397: S: American Romantics ENG 497: S: American Romantics M 9:00-9:50 MWF 11:00-11:50 Dr. Lobb Dr Kovacs KIRBY 103 KIRBY 108 TR Dr. Davis KIRBY 108 Dr. Kelly KIRBY 108 2:30-3:45 MWF 10:00-10:50 Room TR 9:30-10:45 Dr. Hamill KIBRY 108 TR 1:00-2:15 Dr. Kuhar KIRBY 103 MW 1:00-2:15 Dr. Stanley KIRBY 103 TBA TBA MWF 12:00-12:50 TBA Dr. Anthony TBA KIRBY 108 MWF 12:00-12:50 Dr. Anthony KIRBY 108 � 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 2019 (Volume 14, Issue 2) 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 2019 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/e1df260cd4cde22e45e7e6c6e71065b9.pdf f332a3cdaf1070732ebfc824b887ffd7 PDF Text Text E INKWELL} QUARTERIN'! Exploring Issues at the Intersection of Race and Class By Savannah Pinnock On February 27th, 2020, English Professor Dr. Jap-Nanak Makkar delivered an informative and thought­ provoking presentation that addressed the topic of Black liberation. It primarily focused on the intersection of race, class, and colonialism. Her presentation was eloquently presented and she incorporated the insights of W.E.B Du Bois and Frantz Fanon which dovetailed seamlessly with her presentation and gave it an added level of credibility, as well as a strong foundation. For English majors and minors at Wilkes University, W.E.B Du Bois should not be and likely il Intnts Is The Spitfire Grill Rcvi< Cindered Shadows Ga Garrie Review isn’t an unfamiliar name as he was Booker Prize Controv a prominent voice in the Pan­ Africanist movement, a well-known Vhe Vagina Monologu Witness to “Living at writer, and a major contributor to History..” Black Literature and culture as they pertain to the Harlem Renaissance. However, Frantz Fanon may be an unknown name to many English majors and minors as his works King Lea'r Review were focused on other disciplines in the humanities and he wasn’t surrounding the dynamics primarily a literary figure. With this that informBlack Liberation being said, Frantz Fanon’s voice is informative and more inclusive. still very relevant as it pertains to As it pertains to inclusivity, I am racial equality—and to the study a person who identifies as Black of literature. His relevance comes but I am not African-American in from his moral starting point terms of ethnicity. I am an Afroas a Black, French West Indian West Indian American which often psychiatrist and political author. complicates my relationship with In laymans terms, Fanon discussed being Black in America and being a the topic of racial inequality from Black American as I was born here. the perspective of a Black person of As a consequence of my French West Indian (or Carribean) identity as an Afro-West Indian descent. On the other hand, American, I found myself drawn to W.E.B. Du Bois discussed topics her discussion of Black Liberation related to racial inequality from his as it is quite inclusive in terms of perspective as an African-American nomenclature. For many who are author. Their moral starting points not aware of the intersection of as Black individuals from different race and ethnicity, one can be Black walks of life and areas of the world without being African-American allowed Dr. Makkar’s presentation and vice versa. So her use of the to have a very well-rounded term Black is quite fitting and foundation. As an American of inclusive as it refers to all Black Jamaican and/or West Indian people who are in the Americas descent I found her discussion and/or America. Black should not _ 1 Story Continued on page 2 I �Exploring Issues at the Intersection ofRace and Class continuation of page 1 be seen as an informal means of discussing African-Americans; it simply refers to all Black people who may or may not be American, African-American is a Western or American term. A Black person in Brazil may not understand or be aware of the term AfricanAmerican, and a Brazilian may live in the Americas but they are by no means American and thus, not African-American but Black. The same is true for other Black but non-American individuals in the Americas or across the globe. With this being said, Dr. Makkar’s discussion of Black Liberation was quite inclusive on this level alone. It was inclusive in that it discussed a topic that is relevant to Black History Month without discussing it in a manner that is only applicable to a subgroup of the Black Diaspora, AfricanAmericans. The title “Black Liberation” includes everyone who identified as a member of the Black Diaspora. Also, Dr. Makkar’s decision to maintain a primary focus on the insights of W.E.B. Du Bois and Frantz Fanon opened up her dialogue to include not only African-American rhetoric but the insights and rhetoric of Black people from all walks of life and around the world. This inclusivity is primarily due to her inclusion of Frantz Fanon as he was a Black individual although he was not African-American. During Dr. Makkar’s presentation she discussed a topic that has often been overlooked as it has to do with the economic well-being of African-Americans 2 and Black individuals in general. Upon reading this statement, one may wonder why this would be an aspect of Black Liberation that would be overlooked. The reason this aspect of Black liberation would be overlooked is due to the fact that in the civil rights movement, the most pressing aspect of Black Liberation is the desire for racial equality. This equality is civic in nature and has to do with a Black person in America or the Americas desire to have the freedom to vote, to own property, and have the same rights as the majority or non-marginalized groups like that of Caucasian Americans. With this being said, relatively “smaller” issues like that of a racial groups’ socio-economic health may not be met with much passion or given much attention, An analogy for this phenomenon is the idea of someone being extremely dehydrated and hungry. Due to a person having a higher likelihood of survival while being hungry, a doctor may try to attend to treating their dehydration before attending to their hunger. However, for a persons optimal health and well-being, it is essential that both needs are met. As a consequence of this dynamic, Dr. Makkar discussed and addressed the effects of colonialism on the socio-economic class of Black people in the Americas. Dr. Makkar noted that one major issue that presented itself is that in the past is that poor White Americans preferred to maintain their “racial superiority” instead of fight on the side of poor Black Americans. If these poor Whites had fought on the side of poor Blacks in terms of economic prosperity, poor Whites and poor Blacks would likely have been in a better socio-economic position. However, the problem is that poor Whites thought they would lose their “racial superiority” in fighting with poor Blacks. Dr. Makkar also addressed the repercussions of such phenomena in that some Black women and men during that time refused to date within their race for reasons having to do with their class. Dr. Makkar’s presentation was amazing and insightful. Instead of addressing the hackneyed topics of general racism, she discussed the issues that occur at the intersection of race and class. These issues are still looming and subtly present in modern day society. They present and manifest themselves in the fact that a lot of racial minorities of Black descent live in poor communities often as a result of red lining which may be a relic of our nations racial past. Her presentation was informative and eye-opening and reveals that racial inequality doesn’t end with race; it is interwoven into every aspect of our lives. Photo credit: Savannah Pinnock Jun By Hale Image courtesy Darren M Q: Which your favor A: I thinki the two cr< I’ve taken 1 Intro to Ci Dr. Antho] Workshop didn’t mak y’know? 11 and storytt the things not the bes gave me th myself a pc Q: Which c influenced A: It is one Bernie and owe a debt the reason Wilkes, ho to writing a good spr my creativ endlessly s �iss ht on rms of Vhites y have »mic lem they •riority” Junior Spotlights 1 ° By Haley Katona always keeps me engaged. She sees so much in me that I do not see in myself. Dr. Stanley consistently allows me to pursue my interests framed in English. I have written far too many videogame-based essays for his class and he has accepted them every time. When I took classes at Wilkes as a high school student, Dr. Stanley encouraged me to join the honors program. I took Honors English 120 as a high school student, and now I’m here. he mena nd men late having ation Instead topics sed the section s are ent in esent he ities t of lie ;r : and racial ace; it ict of /mage courtesy o/Daran MartnS^ ’ Darren Martinez Q: Which English class has been your favorite so far? Why? A: I think it’s a tossup between the two creative writing courses I’ve taken thus far. Bernie Kovacs’ Intro to Creative Writing and Dr. Anthony’s Advanced Poetry Workshop were both enjoyable and didn’t make class feel like ‘class,’ y’know? I got to work on poetry and storytelling, and actually hone the things I have pride in. I’m still not the best writer but these classes gave me the confidence to call myself a poet. Q: Which college professor has influenced you the most? How? A: It is once again a toss up between Bernie and Dr. Anthony. I also owe a debt to Dr. Stanley, and he’s the reason I’m currently attending Wilkes, honestly. Bernie’s approach to writing made class fun and made a good springboard to furthering my creative skills. Dr. Anthony is endlessly supportive and kind and Q: If you could go back in time, what would you change about your college experience so far and why? A: Barring monetary restrictions, I’d probably try to live on campus. I honestly might have even tried going to Susquehanna University instead. Living at home honestly sucks. I work every weekend, don’t leave my room as often as I’d like, and just feel like I miss out on a lot of experiences. My grades are fine, but what memories do I have to show for it? Q: If you could give first-year English majors one piece of advice, what would it be? A: Don’t become addicted to caffeine. Water, a healthy diet, and a consistent sleep schedule will help so much. Q: Do you feel prepared to take on your future career? Explain. A: Frankly, no. I’ve been “fake it till you make it” for a while now. No idea where I would find work, even though I favor the creative side of things. It just feels like a disconnect between what I love (thinking critically and casually about games and film, storytelling) and what is usually done in class. When I think of successful English majors, the first two that come to mind are Twitch streamers. So I’ll just keep on faking it. Image Sheylah Silva Q: Which English class has been your favorite so far? Why? A: My favorite class so far has been English 353, a study in Postcolonial literature. It was the first class I’ve ever had that addressed systems of oppression directly, and it informed my ability to discuss them. q: which college professor has influenced you the most? How? A: Dr. Makkar, who teaches PoCo. has definitely been my greatest influence so far. In taking two of her classes, she has really helped me find my voice and strengthened my understanding of my own identity. Q: If you could go back in time, what would you change about your Story Continued on page 4 3 �Juni< Junior Spotlights continuatk continuation of page 3 college experience so far and why? A: If I could go back in time, I suppose I would have been more prepared and outgoing if possible. As a first generation student, I had very little knowledge to rely on and had to figure everything out firsthand. My first year was rather strenuous. Q: If you could give first-year English majors one piece of advice, what would it be? A: Whatever you’re going through, write it down, and be willing to listen. Q: Do you feel prepared to take on your future career? Explain. A: Absolutely. My career path has changed a bit, but my main goal has only increased in importance to me. I feel ready to do the work instead of just telling people about it. 4! . Image courtesy of Madison Yoh Madison Yoh Q: Which English class has been your favorite so far? Why? 4 A: I have a lot of fun in creative writing! I haven’t been able to write freely for a class in so long, and it’s so nice to be able to do that. Q: Which college professor has influenced you the most? How? A: I’d have to say Professor Lobb has influenced me the most. I had no idea what technical writing was before I took her class, and I am really interested in it. I plan on applying to some sort of technical writing career after I graduate. Q: If you could go back in time, what would you change about your college experience so far and why? A: I spent two years as an engineering major before I realized I wasn’t happy. I made some great friends and had some good times, but I spent two whole years of my life struggling with subjects I didn’t enjoy, and I’ll never get those two years back. If I had listened to nrtyself a lot earlier, I would’ve been much happier with my first two years of college. Q: If you could give first-year English majors one piece of advice, what would it be? A: Listen to yourself. You know what you want to do and you shouldn’t be afraid to do it! Other people can offer their opinions but at the end of the day you know what’s best for you. Don’t be pressured into majors or classes that you aren’t passionate about just because other people * . think it’ll bebetter for you. Q: Do you feel prepared to take on your future career? Explain, A: I definitely have a lot more to learn! I think when I graduate I’ll have great skills that will help me in my future career. I’ve learned a lot so far, but there are plenty of things I have yet to discover. music, movi< in challengin about the pri experiences ( driven me to and my thou a more critic way. Also I w watch a romthere’s that tc Q: If you cou' what would y college exper A: If I could £ out to profess involved with freshman anc year, I was ah talking to pro The ; Image courtesy ofGenny Frederick Genny Frederick Q: Which English class has been your favorite so far? Why? A: So far my favorite English class was my English 101 class with Dr. Kelly. I took it during my first semester at Wilkes when I wasn’t an English major yet, but through the texts we read and the essays we wrote, my enthusiasm and passion for writing and literature, sparked again. So that class was my favorite because it’s what motivated me to join the English department. Q: Which college professor has influenced youthe most? How? A: Dr. Davis has been the most influential professor to me. In her class she constantly pushed us to think about literature, Story Continued on page 5 By Brian Vt After: performance did a great jot playing as ext awesome was house that loc moved me all To sta see everythin' or invisible w Spitfire Grill i cell. What If Percy look lit Effy was mak on the right a Spitfire Grill, stayed here, f up in front oi little doorbel Spitfire Grill, �Junior Spotlights continuation of page 4 music, movies, and ourselves in challenging ways. Thinking about the privileges I have and the experiences of other people has driven me to think about the world and my thoughts and opinions in a more critical, yet understanding way. Also I will never be able to watch a rom-com the same way, so there’s that too. 1 s in at ags know they really just want to help. As I spend time in English classes, I see so many students that are super involved in events on campus and some of these events I didn’t even know existed. So if I could go back I would try to be more involved in events on campus. Q: If you could give first-year English majors one piece of advice, Q: If you could go back in time, what would it be? what would you change about your A: Don’t be afraid to write in your college experience so far and why? own way. I used to think that good A: If I could go back, I would reach writing came in one format, with out to professors more and become one particular voice. As I got older involved with clubs and events. As a and read different works, I realized freshman and even into sophomore that good writing is something that year, I was always terrified of tells a story. Don’t tell your story talking to professors, but I now using someone else’s voice. Q: Do you feel prepared to take on your future career? Explain. A: While the idea of getting a job is a little daunting, I feel like what I have learned here and the opportunities I’ve had prepared me for getting a job. Not only have I become a better writer and literary analyst through the classes I have taken, but I have also become a better person. From Dr. Hamill always asking us how we’re doing, to Dr. Davis reminding us to check our privilege, I have learned the importance of compassion, listening, and humility through my time so far at Wilkes. The Spitfire Grill at Wilkes University By Brian Vu I e i e •5 After seeing The Spitfire Grill production, the one word that I can use to describe it is outstanding. The performance as a whole was moving and entertaining. It was dramatic and comedic as well. The performers also did a great job staying in character throughout the whole play. If you observed any character, whether they were playing as extras or in the spotlight, you could tell they gave it a hundred percent. What also made the play so awesome was the stage and set design. When I walked into the auditorium, I saw a massive looking restaurant house that looked so well put together. I sat through the whole play without ever feeling bored. Every scene moved me all the way to the end, and the singing was hypnotic. To start off, the stage and set design were extremely well done. The stage was set so the audience could see everything from the back view of the house as if they were standing outside and looking through a window or invisible wall. On the right side of the stage is where there were small scenes that didn’t take place in the Spitfire Grill itself. At the start of the play, Percy was standing and singing “A Ring Around the Moon” in a jail cell. What I particularly liked about this scene was the lighting design. There were bars in the lightray that made Percy look like she was in an actual jail cell. There were other smaller moments in this side stage area, like when Efly was making phone calls to gossip about the Spitfire Grill. In the main section of the stage, there was a porch on the right and a pile of timber where an ax was wedged into a tree stump. The back screen door led into the S 'tfire Grill where a staircase on the right led all the way up to the living area that Hannah lived in. Percy also t d here for she worked at the Spitfire Grill and had nowhere else to stay. There were tables and chairs set in front of the kitchen area for customers, and the front entrance was in the back left side of the stage with a UP , , ji yhe setting was in a dark wide woods which was depicted by the cozy trees that arched above the S ’ fi e Grill and also represented in the space of orchestra pit in front of the stage, and by the audience itself. Story Continued on page 7 5 �Cindered Shadows, but not Dashed Hopes The SJ By Darren Martinez continuation ( The limitations on unit the base game, so it was a welcome The Fire Emblem series variability let the devs tighten addition when the update rectified does not have the most illustrious their map design. The only real what players anticipated would history in terms of purchasable differences are in potential stat already be a story beat. Ashen downloadable content. Shadows gains upon level ups; otherwise Wolves goes a step beyond these ofValentia offered a season pass the variables are all known. One units, adding four completely new that was more expensive than would expect the map design to characters with a new side story to the base game, which did not sit reflect this reality, but far too many flesh out their introduction. well with fans. Fates sold a third maps rely on overwhelming enemy The gameplay of the Ashen story, Revelations, which, although numbers and reinforcements. To Wolves side story revolves around it brought together characters reiterate, this was hard difficulty... a union of the game’s three lords, from the separated Birthright and but I cannot help but feel that some Conquest, failed to deliver anything their retainers, and the protagonist. of the difficulty was arbitrary. The It is the only time all three lords altogether unique. Fire Emblem silver weapons and inflated stats are playable at once, and their Three Houses was a critical and of enemy units only served to dynamic both in the brief story commercial success, encouraging reinforce the meta of Three Houses: a new level of trust for the series in and in battle is one of the more the game is a dance of speed and terms of mainline releases. Despite charming aspects. By far the most defense. You either hit extremely interesting facet is the concept success, the question of faith in hard and fast, or you can somewhat of limited resources in the side DLC is still up in the air. I will do campaign. Characters are relegated absorb those hits. If you cannot my best to parse through the pros one round an enemy that doubles to a few select classes, with fixed and cons of Three Houses’ $25 your entire squad, you better hope expansion pass, Cindered Shadows. weapon ranks and skills. The main campaign allowed you to teach your mages or archers can whittle Through both free updates your units virtually any skills them down from a distance. Most and purchasable DLC, multiple and weapon types, although of encounters break down in this cosmetic items were distributed. manner. Units can be outfitted in a variety of course their proficiencies suggest different clothing options, aligning what classes they should be. The story is also relatively Customization is so open-ended with the game’s general theme of goofy. Because most of the customization. The cosmetics are that it is almost overwhelming, escapades take place underground a neat addition, but as one would with only a select few classes even the base location of the main expect do not add as much as the being viable beyond a point. Ashen game, it begs the question of why final Ashen Wolves update. The Wolves forces the player to make the three lords and their professor previous updates added only two strategic decisions more precise can hang out underground for playable units, Anna and Jeritza. than the main story. Is movement seemingly days at a time without Anna is a merchant who appears or 1-3 tile range on attacks Garrech Mach Monastery, which in nearly every Fire Emblem, much preferable? Do you significantly they all attend, raising some sort like Nurse Joy of Pokemon being nerf the protagonist to get an extra of alarm. It is the sort of game-y a recurring character in every healer? Edelgard is the only unit logic you just need to ignore or joke game. She lacks supports with any that is offered an armor class in about while you complete the side character, leaving her development this side story, giving a previously mission. sadly flat. Jeritza is a previously lackluster class archetype . Je a The qualms I had with the unplayable but story-centric neces;.sary niche. As I played in hard gameplay did not keep me from character who is offered a new role mode, these decisions weighed hunkering down and strategizing. in a specific route. His addition is heavily and forced me to strategize With clever, albeit forced, usage of one that fans somewhat expected in units for every single map. gambits I managed to defeat the The plot 90s, when Perq Ledvinka, set o being released f stepfather, who v her. Herbackstc pulled in the auc a mysterious che the blue to this s scene in this pla; seats. Hannah F Grill. She gave P Percy in. One ti they both lost th employee. Music pl; or to express sor would be singing favorite song in 1 keeping the wide audience symbol The Will set and design t< really showed w me almost to tes job on an outsta 111. 6 - ' Story Continued on page 1 Cindet continuation of final boss. Rem; before the boss boss itself. Siege range) with a ci made the map e that regard, I d( recommend a $ based on the ga However, there Yuri, Balthus, f are great additi and bring uniq to their suppor classes reflects are great throve �_ init :en real stat wise i. One ign to oo many ig enemy nts. To iculty... hat some try. The I stats to Houses: d and emely jmewhat nnot oubles er hope whittle i. Most this The Spitfire Grill at Wilkes UniversityJ continuation of page 5 1. Tire plot of the play was set in the 90s, when Percy Talbott, played by Marcy Ledvinka, set out to live a new life after being released from prison for killing her stepfather, who we learn has sexually abused her. Her backstory is pretty dark and really pulled in the audience, for she seemed to be a mysterious character who appeared out of the blue to this small town in Maine. Every Image courtesy ofProfessor Jon Liebetrau and the Wilkes University Theatre scene in this play was neatly organized in the little pamphlet that audience members received before taking their seats. Hannah Ferguson, played by our very own Maddison Black, was an elderly woman who owned the Spitfire Grill. She gave Percy a job when Sheriff Joe Sutter, played by Kris Tjornhom approached her with a request to take Percy in. One thing that both Percy (Marcy Ledvinka) and Hannah (Maddison Black) have in common is that they both lost their sons. This created a very powerful connection between the Spitfire Grill owner and her new employee. Music played a big part in this show. It brought characters together to resolve issues that they were having or to express sorrow or excitement. In some songs, characters would be in completely different rooms and they would be singing a duet, which I thought was really awesome because it vocalized different parts of the stage. My favorite song in this play is “This Wide Woods,” sung by Percy and Sheriff Joe. Percy seemed to move Joe toward keeping the wide woods that his father gave to him instead of selling it and moving out of town. And we as the audience symbolize the wide woods that they stare at while singing. The Wilkes University Theatre Department did an outstanding job with The Spitfire Grill, from the stage set and design to the performance and singing. The actors and stage crew put their hearts into this play, and it really showed with a standing ovation at the conclusion of the show. Personally, this whole performance moved me almost to tears; it was an emotional rollercoaster consisting of tears of sadness and tears of joy. Bravo! Great job on an outstanding performance, Wilkes University Theatre team! atively ground in ff why □fessor for thout v'hich : sort ae-y : orjoke e side h the om izing. the iage 7 Cindered Shadows, but not Dashed Hopes continuation of page 6 final boss. Remarkably, the map before the boss is harder than the boss itself. Siege tomes (3-10 tile range) with a critical hit bonus made the map excruciating. In that regard, I do not think I can recommend a $25 expansion pass based on the gameplay alone. However, there are indeed positives. Yuri, Balthus, Hapi, and Constance are great additions to the roster and bring unique personalities to their supports. The four new classes reflected in the new units are great throwbacks to Fire Emblem Awakening and are also beneficial for reclassing your other units. The music is phenomenal and fits in well with the rest of an already amazing soundtrack. The quality of life additions that come with purchasing the DLC, along with a new overworld area (that is ironically underground) to explore, help to supplement the main story after beating the side campaign. I am a longtime Fire Emblem fan, so I admittedly bought the DLC long before all the details were even totally revealed. You might want to take the praise I’ve given it with a grain of salt. Is it worth $25? For me, yeah. I’m excited to run through the main campaign from a different lord’s perspective for the third time, but for the first time with the benefits of the Ashen Wolves. If the extras don’t help you look beyond the side story, I’m inclined to believe you should pass on purchasing. At least watch a playthrough on YouTube and listen to the new music. 6.8/10 7 �Carrie: A University of Scranton Performance For a Cause Carri Perfo By Emily Banks continuation of O ver the weekend of 07 & 08 March, I went to the University of Scranton to see their performance of Carrie: The Musical. I was drawn to attending this play for a couple of reasons. The first reason is that I love plays and I love supporting fellow peers as they showcase their talents. Secondly, I saw a notification about this performance on Facebook and the post read, “Imagine having to choose between a meal and a box of tampons. Carrie helps the homeless, period” (The University of Scranton Players). The post continued to inform readers that if they donate an unopened box of tampons or pads, two dollars will be cut from their admission ticket. Knowing that the play was helping a great cause was essentially what pushed me toward attending. Lastly, I am a huge Stephen King fan, and I have watched both the original movie and the remake of Carrie, so I wanted to see how it would play out on stage, literally! First, I am going to start with a brief review of what I thought about the play both in terms of performance and in comparison to the movie versions. I think the actors and actresses did phenomenal work. I was telling my mom, I could listen to Erin Horan, the girl playing Carrie, sing all day. Her voice is beautiful. This play had the perfect casting from Carrie White down to Sue Snell. Each performer really embodied their character and transformed into who they were playing. For example, I think one of the toughest roles to play would be Margaret White played by Holly Ference. She really had to take on Margarets intense paranoia regarding damnation and Hell, which I am sure was not an easy task. She made the audience believe that was how she felt as well. The passion in her voice and her facial expressions told us that, yes, Carrie is going to Hell because she got her period, and the fear in her eyes when Carrie showed her mom that she can close windows and move objects without touching them was equally powerful. The way she muttered the word “witch” and trembled in fear was incredibly believable. I was truly engulfed in this performance to the point that the actors and actresses did not seem like actors and actresses, but like real people. For the most part, I have not had this happen to me while watching a live performance. In movies, this has happened to me plenty of times. ----------- event page https://www.facebook.com/events/887713361659355/ When comparing the play to the movie, there were not many differences. I was interested to see how they would incorporate the pig blood, and I think they had a brilliant idea. They had a huge red ribbon pour down and with the way the lighting was and the movement of the ribbon, it looked like blood. In the meantime, Erin Horan is doing an outfit change into her bloody dress behind the flowing ribbon, or the pig blood as we know it. The next scene shows Carries freak out and they chose to use strobe lights, which was again brilliant. The way they were moving the tables and chairs while the strobe light was on made it look like Carrie was actually throwing the tables with her mind. Of course, a live performance cannot include every scene. In the movie, we follow Carrie all the way to her house where she wreaks havoc in cars causing accidents continuing her murder streak. In the play, we did not see this full sequence, but instead Sue Snell was talking and made a statement about following Carrie all the way home where the chaos continued. Even though that part was cut out, we still hear about it from one of the characters, which was very interesting, as the musical has a slightly different story line. The story line involves two interrogators questioning Sue Snell about what happened that night, prom night, and Sue reliving each moment. In other words, we are reliving the events whereas in the movies we follow Story Continued on page 9 them as they ha the play was spe would recomme if you ever have regardless of wh #CarrieP ButHIO toiub <1 n. S2.itu- i c s* V Photofound on Carrie: V https://www.facebook.con Beyond t performance, I n my focus on the i University of Scr invoking homek their lack of acce hygiene products my attention to a often overlook in Being lucky enou the reality of inac necessity, I thank Scranton for dra5 to such an impor Homeless people �1 2020 1 Carrie: A University of Scranton Performance For a Cause continuation of page 8 ay ny ee them as they happen. Overall, the play was spectacular, and I would recommend going to see it, if you ever have the opportunity, regardless of who is performing it. between a meal or hygiene product and the University of Scranton expresses the importance of donating hygiene items to shelters amongst other things including, but not limited to, canned goods, blankets and winter attire. I read an article from a woman who was homeless and experienced the difficulty and horor of having a bull S BC* I'kk J period without access to feminine hitipabdnd iKljMbCipM' .1 paL Junxed hygiene products. The article ufi id wu: ikkii is titled, “Homeless Periods: A U".a.itUc '4 iii.al lucsl “unit! ui Problem of Poverty, Dignity and need Feminine Hygiene” on Soapboxie. 11 com by Kylyssa Shay. Shay makes it clear that her goal of this article is to explain the horrors of experiencing a period while impoverished and that she is not going to sugarcoat the reality. She explains that toilet paper is not an option for a homeless person because toilet paper in the public • SCR-ANTtiN restrooms is not as clean as our toilet paper at home. She says Photo found on Carrie: The Musical event page “its been touched by strangers https://www.facebook.com/events/887713361659355/ who’ve gotten feces, urine, or menstrual blood on their hands. Beyond the shows It also receives a filthy baptism performance, I now want to shift of vaporized dirty toilet water on my focus on the issue that the it every time someone flushes” University of Scranton addresses (Shay). She continues to address involving homeless people and the idea that, even if they did use their lack of access to feminine the public restroom toilet paper, hygiene products. The play brought they have limited access to public my attention to an issue that I restrooms and showers as it is. often overlook in my daily life. Finally aside from the inability to Being lucky enough to never face access feminine hygiene products, the reality of inaccessibility to a often homeless people have necessity, I thank the University of limited clothing options and they Scranton for drawing my attention are deprived of a normal sleep to such an important cause. schedule, thus adding on to the Homeless people have to choose #CarriePeriodProject :ed n . as iTS re rile ook g ot e, er J** I ? I pain periods often bring. I think the University of Scranton addresses an important issue in their promotion for the play regarding the donations of hygiene products for a good cause. It was clever of them and overall thoughtful to consider the lack of hygiene products in homeless shelters, especially considering the fact that Carrie getting her period is a key scene in the musical as well as the movie. I am encouraging readers to consider making a couple hygiene kits to donate to shelters. This can include: pads, tampons, pain medicine, menstrual cups, wipes, toilet paper, and soap. Anything helps. No woman should have to worry about not having the proper supplies to deal with something out of her control each month. ■ i g e t I g h r rs, f'** II • « Photo found on Carrie: The Musical event page https://www.facebook.com/events/887713361659355/ 9 �Facul Faculty Updates continuation By Daniel Stish Dr. Helen Davis was elected to the Executive Council of the International Society for the Study of Narrative. She presented her paper “Singular They and Non-binary Queer Narrative Poetics,” on the panel Queer Narrative Poetics and Alternative Coalitions,” which she chaired, at the International Conference on Narrative in March. At present, Dr. some updates 1 Dr. Mischelle Anthony, along with two other area poets (Jennifer Yonkoski, Creative Writing faculty at Kings College, and Dawn Leas) are coordinating the second annual May* Poetry Retreat for campus and other area poets right here in Kirby Hall. (*Due to the COVID-19 pandemic, the date for this May event has been moved to 01 August.) It’s a full day of workshops, writing time, and readings. The $35 registration fee includes breakfast, lunch, and dinner. Everyone is invited. Bring your friends! Registration deadline is 25 July. For more information, contact Dr. Anthony (mischelle.anthony@wilkes.edu). Dr. Anthony is also a member of the League of Women Voters and reminds everyone that this is the Centennial of the 19 th Amendment, which gave women the right to vote. Celebrate this Centenial by voting in the Pennsylvania primary on 02 June. Pennsylvania also accepts mail-in ballots, with applications accepted through 26 May. See www.votespa, com for more information. Dr. Thomas A case study” wa February. The of his Shakesp* class. The onlii assignment. Book Invol Dr. Jap-Nanak Makkar’s essay appeared in boundary 2 in February. Citation: “More on the Missing Half Second: A Review of Hayles and Hansen,” boundary 2: an international journal of literature and culture, 47.1 (February 2020): 215-238. Dr. Makkar is currently working on a book chapter on Nadine Gordimer. She presented an early draft of this chapter at MLA in early January, and was scheduled to present a later draft at ACLA in March/ (*This conference was cancelled due to the COVID-19 pandemic.) The paper she delivered at the Modern Language Association (MLA) conference was called “Profit of Code: Nadine Gordimer after Structuralism”; the paper she will deliver at the American Comparative Literature Association (ACLA) conference is called “Gordimer after Writing Degree Zero.’’ By Rachel N Dr. Sean Kelly was scheduled to present his paper entitled “The Rhetoric of Secrecy and the Epistemological Problem of Rights in Rebecca Harding Davis’s ‘Life in the Iron Mills,’” at the American Literature Association conference in San Diego, CA, May 21-24/ (*This conference was cancelled due to the COVID-19 pandemic.) Dr. Kelly’s review of John Michael’s book Secular Lyric: the Modernization of the Poem in Poe, Whitman, and Dickinson was published in the Edgar Allan Poe Review (Winter 2019). Dr. Larry Kuhar presented a paper entitled “Reified Minimalism: The Aesthetics of Epistemology in Denis Johnson’s Jesus’ Son’,’ at the American Literature Association’s (ALA) international symposium sponsored by The Society for the Study of the American Short Story (SSASS) in New Orleans, September 5-7, 2019. In this presentation, he critiqued Denis Johnson’s innovative approach to form in his short story collection Jesus’ Son. He focused on how Johnson’s collection of stories serves to reify constructs of minimalism developed and advanced by writers such as Ernest Hemingway, Donald Barthelme, Grace Paley, Bobbie Ann Mason and Raymond Carver. Jonson’s minimalism engages and presents an aesthetics of epistemology, a result of an embedded structural awareness that negotiates and develops his characters’ recognition of an understanding of knowledge, its function and its implications for deciding on truth. This objectification of manifest recognition and conscious awareness becomes the core feature of Johnson’s aesthetics of epistemology. Dr. Kuhar made a presentation entitled “Effective Communications in Underwriting Personal Lines Division,” at Berkshire Hathaway Guard’s national organizational Summit on December 12, 2019, in Pocono Manor, PA. In this presentation, he identified written and interpersonal communication strategies for employe*:es and leaders in underwriting to use to promote relationship building with clients, to build team structure internally, and to integrate selected core values in Personal Lines Underwriting at Berkshire Hathaway GUARD 10 Story Continued on page 11 1 I ul The Man Bool literature writl the prize bein’ the award this favorite. And ] Howe's was in 1974 ai award allowed that rule. Muc more sticky, E celebrated Cai with Evaristo’s Colour, wrote an incredible to accept the ] for the Booke not bear to re matter as well receive half oi Howe first black wo: Atwoods sect for five hours interpreted as that both wor to race and aj analyzes the j �Faculty Updates continuation from page 1 () live. She itive larch. At J i esent, Dr. Chad Stanley has nothing to report (as events were last summer and very early fall). He will have some updates tor the end of the spring. <ings area r. °’n®s A- Hamill s article Students as digital producers of Shakespeare: a group Staging/Filming Project case stu a a\ as published in Research in Drama Education: The Journal ofApplied Theatre and Performance in e ■nuax). Tire article discusses a group staging/filming project assignment that Dr. Hamill developed as part ot s Shakespeare class in 2016, and it focuses on and features the projects of some of the students from that class. The online version of the article includes links to the films that two groups from the class produced for the assignment. i eludes ?r more League eomen nia also mation. Booker Prize Controversy: Was Race Involved? Iqf >n I to .) The adine ion By Rachel Nardozzi cal ion lie.) man. s *y lis 4 in igof ion o oyees IRD. gell The Man Booker Prize, commonly known as the Booker Prize, is an award that is given out annually to the best literature written from authors from Ireland or the British Commonwealth. It is an extremely prestigious award, the prize being equivalent to about $100,000 U.S. dollars. Both Margaret Atwood and Bernadine Evaristo won the award this previous year. Atwoods, The Testaments, which was her sequel to The Handmaids Tale, a clear fan favorite. And Evaristo’s, Girl, Woman, Other summarized as the celebration of black womens voices. However, there were only two previous times that the award was given to two authors, One of those times was in 1974 and the other in 1992. Since then a new rule was established that under no circumstances was the award allowed to be given to two people. Then, in October 2019 the judges awarding the Booker Prize broke that rule. Much controversy surrounded the award because of the rule that was made, and to make matters a bit more sticky, Evaristo is an African-American woman, and Margaret Atwood was an already widely-known and celebrated Caucasian writer. People questioned if Atwood needed the award, and also questioned if it had to do with Evaristo’s race. Sunny Singh, a writer and co-founder of the Jhalak Prize for Book of the Year by a Writer of Colour, wrote, “2019 was a potentially revolutionary year for the Booker: an extraordinary book by a writer with an incredible track record [Evaristo]. Instead, a powerful white mans [Peter Florence, chair of the judges] refusal to accept the prizes own rules and a damaging insistence on pushing his own meagre agenda means even a first for the Booker has not gone untainted. The lesson from Booker in 2019 was that white supremacy could still not bear to reward a prodigious black woman writer a win of her own.” Other people have their opinions on the matter as well, not only did the first black woman have to share her award with another author, but she had to receive half of the prize money as well. However, on a more positive note, both women did set new records this past year. Evaristo was the first black woman to win the award, and Atwood became the oldest woman to receive the award. (This was Atwood’s second time receiving it.) Judges on the board of the Booker Prize commented that they deliberated for five hours, and yet they could simply not choose between the two. The hours long deliberation time can be interpreted as a result of the strong quality of both books. Because both women set records, it is logical to assume that both women have strong literary skills, regardless of the societal judgements that are sometimes in place due to race and age. Aside from that, both books look at the dangers of these societal norms as well. Atwood’s book analyzes the possibility of women losing complete autonomy in the United States, while Avaristo discusses the Story Continued on page 12 11 �Booker Prize Controversy: Was Race Involved? The Vagina Monologues An Interview with Veronica Romanelli By Rashonda Montgomery of the monologues, but I would The women of The Vagina probably never say the words in the Monologues: Season 2020 paid continuation of page 11 script as my own due to the fear homage to the 100th year struggles of an African American anniversary of the 19th amendment of coming off as too crude. Based woman in todays world. If the on the number of women in the by wearing purple and green double prize is interpreted in show, and the number of women (the suffragette colors) instead of this way, it can be seen that both in the audience, I am confident their signature purple and pink. women are making a difference in that many other women can also The event was also included in the category of feminist literature. relate to the monologues. Some It can be understood where Wilkes University’s focus on the of the monologues are very silly, Year to Vote. I enjoy the comedic the controversy surrounding the while others are very serious. What factor of The Vagina Monologues. topic is coming from. Yet, there is unifies all of the monologues is that still some positivity to be celebrated Adding comedy to something that they are based on real events and is typically taboo to talk about is a from this award. Two brilliant experiences of women. Women good way to get people to loosen women received an award, both relate with and see themselves in up and become more open. Being setting records within their genres a woman is not embarrassing. The Vagina Monologues, and it is an of literature. Both Atwood and It should not be embarrassing incredible platform for women to Evaristo have made it clear that to discuss womanhood. This is talk about issues specific to them. they are both proud and happy something that I have only recently The voices of the monologues are to share the award with another begun to understand. My friend from all different kinds of women, woman author. According to The here at Wilkes, Veronica Romanelli, including young women, old Smithsonian Magazine, Evaristo is an excellent example of an women, sex workers, transgender commented, “It is so incredible to unapologetically powerful young women, and victims of rape. share [ the Booker Award] with woman who has no problems This variety of representation Margaret Atwood, who is such a speaking to me about things some legend.” And Atwood expressed is important because it gives all will shy away from ever saying. She her similar feelings as well. The women a chance to see themselves had the opportunity to present her Washington Post quoted Atwoods in the monologues. personality on stage this year by acceptance speech with Evaristo, participating in the 2020 Vagina stating, “Neither of us expected Q: What made you take part in to win this. I’m very surprised. I Monologues. I decided to interview this? her about her experience. would have thought that I was too A: I have been going to see The elderly. And I kind of don’t need Vagina Monologues at Wilkes since the attention, so I’m very glad that Q: Why are The Vagina Monologues I was around 14 years old. My sister you’re getting some. That makes me important? used to go to school at Wilkes, and happy.” It is both impressive and A: The Vagina Monologues are one year, she decided to take me to heartwarming to hear two winners important because they give see the show. After that, it became without animosity, and instead women a way to discuss topics that a tradition. The first time 1 saw the with kindness and respect for one might otherwise be uncomfortable show, I really enjoyed it, but 1 also another. or awkward to talk about. For me, felt a little embarrassed to be there. personally, I related to several I couldn’t tell why, but something 12 Story Continued on page 13 The \ An If continuation was making me Looking back, I because I was n other women tz vaginas. I knew for women to u bodies, but I wz idea that it was to be talked abt Vagina Monolo. ■went on, I beca comfortable in looked forward high school, I k likely going to< college, and I k be in The Vcgin women I had si in them for the made me feel e inspired, and I of that. Q; What are y< from the progi A: When 1 was Skirt” was one because it talks womans choici nothing to do i herself. Listeni at 14 and 15, it various times i in trouble for r inch or two tot could really rel like “My Angr is so straightto but also very ti the not-so-fun vagina, like ha �’S could rds in the ie fear . Based in the romen dent m also >ome r silly, us. 'What ies is that its and men ves in d it is an nen to them, ies are vomen, Id gender m s all nselves rt in The is since 4y sister es, and ; me to ecame aw the I also ; there, thing age 13 The Vagina Monologues An Interview with Veronica Romanelli continuation from page 12 was making me feel very awkward. Looking back, 1 know it was because I was not used to hearing other women talk about their vaginas. I knew it was important for women to understand their bodies, but I was not sold on the idea that it was something that had to be talked about until I saw The Vagina Monologues. As the years went on, I became more and more comfortable in the audience, and I looked forward to the event every year. By the time I was a senior in high school, I knew I was most likely going to come to Wilkes for college, and I knew I wanted to be in The Vagina Monologues. The women I had seen performing in them for the past couple years made me feel empowered and inspired, and I wanted to be a part of that. uncomfortable medical exams, and thong underwear giving wedgies. It makes me laugh every year, and the audience always loves it. Q: Why did you choose the monologue you chose? How did it feel to perform it? A: The monologue I read is called “The Vagina Workshop.” I was really excited to read this one, but I was also extremely nervous. This monologue is about a woman who goes to a “vagina workshop” to learn more about her body and how to give herself pleasure. Every time I have seen The Vagina Monologues, I have always felt the most uncomfortable listening to this monologue, so I thought if I was the one reading it, it would make me feel differently, and it did. The reason this particular monologue always made me feel weird is because, in the vagina Q; What are your favorite pieces workshop that the speaker is from the program? attending, several women are in A: When I was younger, “My Short a room together, sprawled out on Skirt” was one of my favorites the floor, looking at their vaginas because it talks about how a with hand mirrors. The thought woman’s choice of clothing has of this is absolutely horrifying to nothing to do with anyone but herself. Listening to this monologue me, and I cannot imagine being at 14 and 15, it reminded me of the in that situation, especially with a various times in school I had gotten room full of strangers. This came in trouble for my skirt being an in handy for my performance, inch or two too short, and I felt I however, because the speaker is could really relate to it. I also really very clearly uneasy in her situation, just like I was at the thought of it. like “My Angry Vagina” because it I like this monologue because it is so straightforward and hilarious, but also very true. It talks about all has both silly and serious lines, so the not-so-fun parts about having a I got to explore both sides. After all the panic the speaker faces while vagina, like having to use tampons, she is in the workshop, by the end, she becomes more confident and understanding of her own body, which I really like. It shows part of the process that ultimately leads to the speakers acceptance of and comfortability in her body. Q: How do you feel about the crowd? Do you wish more people would come? Do you feel the crowd is diverse enough? A: It is always interesting to be on stage and watch the audience react to each monologue. On our opening night, we had a pretty big audience, and the room was filled with laughter for the funnier monologues, and it fell silent for the more serious ones. There was a diverse crowd of women, which was nice, but I feel like more men should come to the event. Every year I see a few dads and boyfriends of women in the cast come to see the show, but the number of women in the audience is usually significantly higher. Although the show is about women and their experiences, I think it would be beneficial for men to see the show so that they can have a better understanding of the kinds of things women experience and care about, that are specific to women. 13 �Witness to “Living at the End of History: HBO’s Watchmen and African American Citizenship” By Isaiah McGahee On Monday, February 24th, along with Dr. Helen Davis, I had the opportunity of attending Dr. Jonathan W. Gray’s lecture: “Living at the End of History: HBO’s Watchmen and African American Citizenship, at Scranton University. Dr. Gray is an Associate Professor of English at the CUNY Graduate Center and John Jay College, CUNY. He is the author of Civil Rights in the White Literary Imagination (Mississippi) and is currently working on Illustrating the Race (Columbia), an investigation of Black representation in comics published since 1966. Grays lecture dealt exclusively with the cultural phenomenon that HBO’s hit show has become, and its implications both socially and historically. Using Derridean analysis, Dr. Gray discussed Watchmens relationship with author Ta-Nehisi Coates critical essay, “The Case of Reparations,” which explores the United States’ Cold War with the Soviet Union, specifically the events of 1986, and the ultimate threat of nuclear annihilation. In Gray’s view, the Watchmen comic suggests that a massive external threat might be the only way to break the deadlock between the USA and the USSR. Gray said: “Ozymandias, the antagonist of the 1986 series, sets about creating just such a threat. HBO’s Watchmen— Damon Lindelof’s sequel of sorts set thirty years after the events chronicled in the groundbreaking comic— reorients the political concerns of the original series by placing white supremacist racial discrimination and the threat posed by capitalist technocrats at the center of its narrative. Indeed, the television show replaces the logic of the Cold War with the lingering aftermath of the Tulsa Massacre of 1921 as its organizing crisis... This allows the HBO show to exchange the threat of nuclear annihilation with a crisis more suited to our contemporary moment. But this shift also allows us to reevaluate the political logics that obtained in the 1980s and doing so reveals that in the real world—in addition to threatening humanity with extinction—the Cold War in fact served as a massive external threat that kept the equally destructive forces of racism and ethno-nationalism at bay.” Gray used this idea to make the ultimate point that again we as a society are living at the “end of history”— meaning that despite the history of the past thirty years, there remains a lack of political will to root out white supremacy. In Gray’s view, a certain clarity remains as an insufficient remedy to forestall the destructive forces that animate those driven to remake the world in their image. Poignantly, Gray noted how the television show influenced legislation in Oklahoma so that the Tulsa Race Massacre is now taught in public schools. This idea reminded me of Ralph Ellison’s narrator of Invisible Man (1952), who, in a race struggle, similarly finds himself grappling with being inside or outside of history. The narrator, colloquially referred to as “Invisible Man,” says, “Everyone must have seen them or heard the muted laughter... or perhaps failed to see them at all. For they were men outside of historical time, they were untouched, they didn’t believe in Brotherhood, no doubt had never heard of it; or perhaps like Clifton would mysteriously have rejected its mysteries; men of transition whose feces were immobile. To Ellison history is inscribed in the symbolic, and therefore history itself is a totality of ones personal ideologies. Much hke Ellisons protagonists realization that history is to be inhabited in the margins. Wctaer, does tnst that. Instead o framing the margins, HBO's limited series fills in the margins-the gaps-and thus, must remain a„ • « r fl F tha‘the ''politics of b“ness" as contained within Wtta™. Zld^hei imaT lb 7 k ‘rUC,iVe f°r“S lhat i,nto»te ,h<)sc (forces) driven to remake the world in their image—the image of the subject. 14 Ali By Ras Hamiltc her proi degree f fiction v works o to be im writing scene sh events p their wo story, bi ( will be d question ven- enc is not m response I it in a bi novels),: she bingi more tin in the au She also are easy Fro By Rad I It isn’t ui movies c children' Frozen n more th< movie to story, of Howevei is a fan c more ths apprecia aspect w �Alice Sola Kim at Wilkes an onathan kranton College, rking on 5. Grays ms both critical callythe ?sts that -ay said: tmen— id the i logic allows y ; so served :ory — t white : forces i show milady visible y were er faces rsonal chmen , must hmen, ke the By Kashonda Montgomery On luesday, February 12th, Author Alice Sola Kim visited the English program as part of the Allen I Lunilton Dickson Spring Writer Series. After reading some of her work, she answered questions and spoke about her piocess as a writer moving from shorter works to full length novels. Alice Sola Kim received her Bachelor’s degree from Stanford University and her MFA from Washington University in St. Louis. She has been a science fiction writer for some time now. Originally starting off as a short story writer, she has now begun writing longer works ot fiction. As she said to the audience after her reading, she believes that you need to have a playful nature to be imaginative in your writing. Similar to that point, in a writing workshop earlier in the day, she explained that writing too seriously can limit what you can produce. At the evening reading, Kim read from an unpublished novel of hers which she had never read from. The scene she read involved girls going to a frat house for a party. The language she used to describe the unfolding of events painted such a beautifully vivid picture in my mind. Listening to visiting authors or speakers actually read their work is always an amazing thing to experience, considering they know better than anyone else how to tell the story, but the question and answer component of Alice Sola Kim’s session was really interesting. One student asked about how science fiction seems to be set in the future and looking at how the world will be different. In a world in which it is easy to imagine us nearing technological max advancement, the student questioned how this dynamic will affect the further development of the science fiction genre. Kim’s response was very endearing to me. She basically explained that for her as well as for other science fiction writers, the genre is not meant to forecast the future. Instead, she said, it is meant to exaggerate what already exists. Through this response, we learn a lot more about the type of creative writer Kim is. Kim also briefly spoke on her writing process. She noted that when she writes her shorter works, she does it in a bingeing fashion. She explained that moving from smaller works (her short stories) to longer works (her novels), she had to change this process a little. She said she can’t just sit down and write a novel in one go, so instead she binges by writing a few chapters in one go, which she conceded is a much longer process that extends over a lot more time. She added that she came across the issue of “keeping the project in her head”. Addressing the writers in the audience, she spoke about the importance of revisiting the details of your project somehow on a daily basis. She also spoke about writing yourself into your characters. If your characters are strangers to you, she insisted, they are easy to forget. Frozen II Review By Rachel Nardozzi Isn’t it so interesting to think that we watched movies as children for the fun of simply watching a movie? It isn’t until we grow older and become adults that we realize the adult-minded commentary that most children’s movies contain. From rewatching some of these movies in my adulthood, I began to notice that there are many children’s movies that adults can appreciate from a new perspective. Although there was much talk about the first Frozen movie, and I can appreciate that for what it is, I feel that the sequel of Frozen takes the cake as an even more thought out and captivating film. To compare them side by side, Frozen seems to be an average children’s movie to watch for pure enjoyment. There are enjoyable songs, an adventure through rough terrain, and a love story, of course. Frozen was meant to be watched for pure enjoyment, and I do appreciate that for what it is. However, Frozen II, in my opinion, was much more adult-orientated. Initially, I watched Frozen because my niece is a fan of Anna and Elsa. However, when I watched the second film recently, I noticed that there was so much more than a princess storyline. I decided that a review of the movie was necessary, giving others the option to appreciate such beautifully done social critiques that were woven throughout the film, along with the enjoyment aspect with beautiful songs, graphics, and, of course,...more of a love story. Story Continued on page 16 15 �Tht Frozen II Review By Brian continuation from page 15 Although I will not comment enough to give spoilers to the film, I will say that the most important issue that was touched on was that of colonialism. This is a topic that Native Americans are still struggling with immensely today. In Frozen II, there is a situation that places colonizers and natives against each other, and initially watching, the audience seems forced to side with the colonizers due to their opinions being the only ones that are heard in the beginning of the film. (Sounds a bit like our real world, no?) But it isn’t until the movie progresses that it becomes known that the colonizers had their own secrets, and the story unfolds to let the audience know to not believe the first thing they hear, or see. The truth can be deceiving, Yet, the way that Frozen II presents this issue is so well thought out and intertwined through the movie with catchy songs and fife-like graphics that it may be missed. Aside from the commentary on colonialism, there is much throughout the movie that forces the audience to reflect on personal decisions and how they affect others close to us, and our world as a whole. In an interview with The LA Times, Co-director Jennifer Lee stated, “We all sit here with the stakes of our families, the stakes of our community, the stakes of our environment, the stakes of our world, and we wrestle with it.” Lee continued, “So with this, we wanted to touch on all the parts of growing up that are extraordinarily hard to navigate. Not only does the movie offer commentary on the world around us, but it helps us reflect on becoming an adult and how difficult that is. There is a song that • __-----ii''^ c<When I Olaf sings a song called Am Older ” : “ See, that will all make - —-----sense when II am older/So there’s no need to be terrified or tense/I’ll just dream about a time/When I m in my aged prime/ Cause when you re older/Absolutely everything makes sense.” From a child s perspective, this song is adorably done by a singing snowman. A child may hear this song and agree with this, As children, we believed that the more we age, the more we have our life together. This may relay a hopeful message. However, as an adult viewing the movie, we know this is not true. It’s almost a “haha” moment, becasue we understand how untrue this song really is. Not only is the movie an enjoyable one for children to watch, but it also helps to educate them on decisions they have made and how to make better ones in the future. It also educates children on how to be a good person. For us adults, it helps us understand the world around us better. It helps us understand our past selfish decisions (or how we’ve benefited from the past selfish decisions of others), and to see how much we can grow from reflecting on them. It helps us to be smarter about future decisions we make, all while being tied up with captivating music, love, and a relationship between sisters that is realistic, relatable, and enjoyable to watch. Frozen II is a must see for all ages, because everyone will find something to relate to in the film­ something to laugh at, to cry at, and to grow from. Photo owned by Disney * Ti­ the depth the classic at a more and go thi mode for j my persor lores of th< video gam “Multiplav I h: abundance that I can s develop, is Games, ha' counting, t and person there is un< and how th mentioned them bevoi style and m life through ■with the ba but I notice confusing f I think this element wit to be aware each other, it does get c lines betwe« full underst when Leagit backstory a It m and why cei and getting playing an " to cause ha\ makes her v am excited t to create ne1 champions i �The Lore of League o f Legends By Briauna Robinson I i ° J ° Fheie is something satisfying when playing a video game with some depth to the story and/or characters; t ic (. epth adds more meaning into the time that is spent playing. A number of games have this depth, from the classic Super Mario Brothers, to todays popular game, Fortnite, with little hints in the games suggesting at a moie expansive background. This is the reason many video games have a “campaign” for players to play and go thiough to fully understand the meaning, or purpose, of it. The Call of Duty franchise has a campaign mode for players to fully emerse themselves into when they are tired of the multiplayer aspect of the game. For my personal favorite that I play often, League of Legends (LoLf the story of the game lies within the individual lores of the characters, or “champions” as LoL calls them. What League ofLegends has achieved in its depth as a video game is something I have not seen often within the online community, especially with it being genre’d as a "Multiplayer Online Battle Arena” or MOBA. I have been playing LoL since 2012, meaning I have seen an abundance of change and updates brought to the game. One element that I can say I am proud to have seen develop, and continue to develop, is the universe of League of Legends. LoL s creators, at Riot Games, have brought the backstories of every 148 champions, and counting, to intertwine together to bring the players a world of stories and personalities to delve into. I personally find LoL enjoyable when there is understanding of who the champion is that one is playing as and how they operate within the universe of League of Legends. As I mentioned, every single champion has their own lore that develops them beyond just a character to play just because one enjoys their play style and mechanics. Each champion has a personality that comes to fife through the in-game voice lines the player hears while interacting with the battle arena map. These voice lines have always been there, but I noticed that the majority of champions have lines that would be confusing for the player if you were not aware of that champions lore. Photo owned by League of Legends: Retrieved from https://vsbattlesfandom.com/wiki/Jinx_ I think this is why I enjoy League s way of incorporating this in-depth (League_of_Legends) element within their gameplay. It is so different and requires the player to be aware of these stories and how some champions interact with each other. While it is easy to play LoL without knowing these stories, it does get confusing while playing in terms of the interactive voice lines between champions and the map. I think there is almost not a full understanding of the game without reading the lore, especially when League of Legends forms the champions abilities around their Photo owned by League ofLegends backstory and essence as a character. It may be the English major in me, but I really enjoy getting a type of "meaning” behind a game and why certain champions/characters are the way they are. Not to mention that I love reading fiction and getting tied into a whole universe of champions that I actually get to play as. For example, I enjoy playing an “attack damage carry,” or ADC, named Jinx because of her expansive lore of how she enjoys to cause havoc in kingdoms and cities alike. Knowing her back story and seeing how insane she is, it makes her voice lines more understandable and explains why she is all over the place while playing. I am excited to see how far League of Legends goes with their “universe” of champions as they continue to create new ones frequently, especially since they have already developed a world map of where these champions reside in specific regions that have their own unique elements and cultures. 17 �King Lear at King’s College Review By Nicole McNelis a huge way and exhibiting their On February 20th, I had the talents outside of class time. privilege of seeing my cousin All of the actors, both faculty and stage manage King’s College’s students, were absolutely awesome production of The Tragedy of King Lear and his Three Daughters. I had at what they did on stage that night. Without having any background never read or seen the play before, knowledge on the plot of the play, so I was excited to gain knowledge from seeing something new. I have I assumed that it would be hard to seen other Shakespeare productions follow, as Shakespeare usually is at King’s before and they always do for me. I ended up grasping the a wonderful job, so my expectations storyline more than I thought I were pretty high. would, and it was all thanks to the I went on a Thursday, which wonderful acting on stage. Without was their opening night. It ended the actor’s talent when it came to up being a sold out show, and the facial expressions, body language, crew actually had to bring extra and word inflection, it definitely seating into the house in order to would have been more difficult to accommodate all of the guests. understand. My cousin said that every night following was like this as well, so it ended up being a huge success for the King’s Theatre Department! Photos Courtesy ofKing's College, PA Theatre Facebook page Facebook page The cast consisted of mostly Kings students and even a few King’s faculty members, which I thought was pretty cool. King Lear was played by a professor of history, Rev. Dr. Brian Pavlac, and Gloucester by Dr. Mike Little, a professor of English. It was really cool to see the faculty of the campus being involved in such 18 Another huge proponent of the play’s success was the outstanding sound design and lighting throughout. My cousin was in charge of this portion of the show, so I may be a little biased toward her wonderful work, but special things like background music, fog machine, and sound effects enhanced the already great performance more than I thought possible. Before the show even began, there was background music from the TV show Game of Thrones playing in order to set the Medieval scene. It was a great touch and overall, the show was very well done. After the opening night show, the actors, crew, and director, Dave Renoylds, all gathered on stage for a “talk-back” discussion during which audience members could ask questions or make comments regarding the show in order to receive input from the people involved. It was facilitated by Dr. Megan Lloyd, Shakespeare expert and English professor at King’s. Multiple topics were discussed, including the power of seeing Shakespeare live and points during the show in which the audience laughed that the cast and crew did not expect. Questions were asked about the research that the cast and crew conducted in order to make this show as accurate and real as possible. This portion of the night was very informative, and it was fun to hear “behind the scenes” parts of the show that audience members may not have been attuned to otherwise. Although heartbreaking, The Tragedy of King Lear and His Three Daughters was a smashing success. I can’t wait to see more Shakespeare at King’s! Se this S sched MON] TUES. antho Si; < Tau D memb to Sigr senior origiai suppoi Ac strem; Currei May. 1 makin dates t Ini EditorLayoui Staff V Darrer Facult �Senior Capstones Presentations the Medieval )uch and rery well . . „ 1° canipus closures do to the COVID-19 pandemic, Capstones will unfold in adjusted formats this Spi ing. Piesentations via Zoom video conference will occur on Monday, 04 May and Tuesday 05 May. The schedule of presentations is as follows: ing night and director, hered on discussion ? members make le show in rom the s facilitated lakespeare fessor ics were e power of : and points ich the die cast and Questions isearch that acted in v as accurate iis portion formative, behind show that r not have ise. creaking, r and His mashing ee more MONDAY, 04 MAY: 2:00 PM Isaiah McGahee 2:30 PM Maddison Black TUESDAY, 05 MAY: 1:00 PM Brianna Schunk 1:30 PM Brian Vu lo receive the access information for the Zoom presentation, please contact Dr. Anthony at mischelle@ anthony@wilkes.edu. We hope that you can join us remotely as we celebrate our graduating Seniors’ research! Sigma Tau Delta Induction Ceremony In light of campus closures do to the COVID-19 pandemic, the annual Induciton Ceremony for Sigma Tau Delta will also unfold in an adjusted format this spring. The ceremony honoring and inducting the newest members of Sigma Tau Delta will occur via Zoom on Sunday, 03 May, at 2:00 PM. Dr. Makkar, faculty advisor to Sigma Tau Delta, will preside over the ceremony, and current Sigma Tau Delta members and graduating seniors Maddie Black and Briauna Schunk will both deliver keynote addresses drawn from research presentaions origianlly planned for presentation at the 2020 Sigmal Tau Delta National Conference. For access informaiton for the Zoom ceremony, please contact sigmataudelta@wilkes.edu. Come out and support Sigma Tau Delta as we celebrate our newest inductees and honor our graduating seniors! Access Shakespeare’s Globe Online In response to theatre closings due to the COVID-19 pandemic, Shaksepeares Globe in London will be stremaing for free on YouTube selected performances from recent years in two-week intervals through June. Currently playing (through 03 May) is Romeo and Juliet (from 2009). The Two Noble Kinsmen will run 04-17 May. For a full schedule, visit https://www.shakespearesglobe.com/watch/. Note also that the Globe will also be making available for free most of the 37 productions (in 37 languages) of its 2012 Globe to Globe Series. Release dates for this additional free resource are TBA at https://www.shakespearesglobe.eom/watch/#globe-player Inkwell Quarterly Staff Editor-in-Chief: Brian Vu Layout Editor: Briauna Robinson Staff Writers: Emily Banks, Erica Bichetti, Vernonica Romanelli, Isaiah McGahee, Rashondsa Montgomery, Darren Martinez, Brittany Stanton, Savannah Pinnock, Nicole McNelis, Haley Katona, and Daniel Stish Faculty Advisor: Dr. fhomas A. Flamill 19 �MANUSCRIPI UPDATE A message from Brianna Schunk, Executive Editor: Manuscript is still preceding with our 2019-2020 publication! Please keep an eye out for the issue, which will be released digitally. We will share the link, and it will be available online via the English Departments website. With hick, it will be printed once we return to campus and1 our print source opens back up for business, and print copies will be available for pickup in Kirby Hall. Submissions are officially closed - the Editorial Board would like to send a massive THANK YOU to all of our submitters, and a heart}' congratulations to everyone whose pieces we accepted! Were also looking for members for next year! Are you interested in creative writing, art, and photography? Do you enjoy writing and making art? Are you interested in the ins and outs of magazine publication? Then join Manuscript, Wilkes’ undergrad literary & art magazine! We welcome anyone to join our Submission Review Board, and spots are open in our 2020-2021 Executive Board. Were amazed at the talented submissions we received this year, and we’d love to have more of you involved in the magazine next year. Please email magazine@svilkes.edu or our advisors, Dr. Anthony and Dr. Stanley, for more information. Stay tuned for updates by following our social media on Facebook (Manuscript at Wilkes University), Twitter (@WilkesMag), and Instagram (@wilkes_manuscript). If you have any questions, email us at magazine@wilkes.edu. Writing Center Hours The Writing Center, located in the .Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Course Number/Nome Date/Time Instructor ENG 201: Writing about Lit. & Culture MWF M 10:00-10:50 11:00-11:50 Dr. Makkar ENG 202: Technical Writing MWF 11:00-11:50 Prof. Lobb ENG 225: Comparative Grammar/DH MWF 3:00-3:50 Dr. Stanley ENG 228 Prof/Wkplace Writing/DH MWF 10:00-10:50 Dr. Anthony ENG 233: English Lit. I/WGS/Honors MWF 1:00-1:50 Dr. Hamill ENG 282: American Lit. II/WGS TR 9:30-10:45 Dr. Kuhar ENG 350: English Novel/WGS TR 1:00-2:15 Dr. Davis https://www.wilkes.edu/writing ENG 351: African Am.. Lit.: Morrison/WGS TR 3:00-4:15 Dr. Kelly For more information, contact: Dr. Chad Stanley email: chad.stanley&wilkes.edu ENG 393: Teaching of English M 6:00-8:45 Prof. Lartz ENG 397: S: Horror & SciFi/DH MWF 2:00-2:50 Dr. Stanley Like all operations at Wilkes, the Writing Center is currently operaitng in remonte mode in light of campus closures in response to the COVID-19 pandemic. For the reaminder of the Spring 2020 semester Writing Center support is available via 'Ihe Online Writing Center at: 20 Fall 2020 Upper-Level Class Listings � 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, Spring 2020 (Volume 14, Issue 3) 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 2020 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/eeafb7a3da44884813d9849d213cc84f.pdf 5cfc2c7cc943b5597e056e265c598f24 PDF Text Text Issue 14.4: Spring 2020 I. Quarantined Student Teacher By Erica Bicchetti This semester I had planned on student teaching in the classroom for a full 14 weeks, as we were told. I was prepared to experience the good, the bad, and the ugly moments in my classroom. Of course I was nervous at first, but who wasn’t? I was also excited. I had bought professional outfits, what I call a “teacher bag,” a lunch bag, tons of pens and pencils, expo markers, you name it. In my EDSP 388 I ED 390 class, student teachers were overwhelmed with information on becoming educators which seemed stressful, but we knew it helped prepare us. I can thank Dr. Galella for that. Unfortunately, student teaching didn’t end the way I had hoped, but I can tell you why I am thankful for what occurred. On January 27th, I began student teaching at Hanover Area Junior/Senior High School. I had some previous experience at this school the semester before because I was placed there for field hours/ observations. Only this time I was with a new teacher. During my first week, I observed everything that took place in the classroom. I took notes, SO many notes. I almost filled an entire journal (believe it or not). I observed student behavior, interruptions to instruction, effective lesson planning, and I used the week to learn student names and personalities, along with their assigned seats. I introduced myself as Miss B because my last name can be a disaster to pronounce. My cooperating teacher taught one 9th grade and three 7th grade English classes, and two 7th grade Career Planning classes. All of which I would soon take over. When I slowly began taking over the classes, I realized just how hard a teachers job really is; and I don’t think anyone realizes this until they’re in their position. The amount of responsibility teachers have is tremendous. There were times when I felt like I was failing at my job. I would forget until last minute to make hundreds of copies, and then when I would come in the next morning, the copy machine would be jammed. (Surprisingly, this happens more often than not.) But not all of my student­ teaching experience was bad. I met intelligent students with bright futures, and I’m so happy I could help shape the path to their success, Although it felt like my time at Hanover was short, I was able to In this Issue: 1 A Message from Dr. Anthony I Minimalism: A Lifestyle Online Learning, Future or Fad? Senior Spotlights Thoughts on Being an Essential Worker During a Global Pandemic Managing Senior During COVID-19 Reflecting on the Coronavirus Save the Band at Wilkes Saying Goodbye to Wilkes learn so much. During the week of March 9th, I would say it was a time when things were kind of up in the air. It was a stressful time to say the least. It was when midterm observations were taking place, meaning I was about halfway through my student teaching experience. This was when COVID-19 had reached the U.S. and cases were increasing. I believe during that week there were only two positive cases in Pennsylvania, but obviously there would be more to follow. There were major concerns about the safety of individuals’ health, and therefore rumors kind of began circulating about schools shutting down for at least two weeks. On Tuesday, March 10th, we had a department head meeting. We discussed the possibility of a tw<roweek shut down, and what that would mean. Many teachers had Story Continued on Page 2 J �To All Our 2020 Graduates in English, and All Our English Majors and Minors: A Messt continuation from Congratulations agair A Message from Dr. Anthony Congratulations! And thank you. What a privilege to witness and participate in your hard work for this / degree and, frankly, this semester. Your diligent authenticity shines through. It was heartbreaking not to be with our seniors in celebration during Senior Week and May Commencement, events postponed in the COVID-19 global pandemic. As I reflect on all our activities in Kirby Hall and beyond these past few years, however, I know our English graduates will celebrate in creative ways. Our dinners with Allen Hamilton Dickson visiting writers; our Manuscript Society Halloween readings; our movie nights, picnics, banned book readings, class sessions where we didn’t end on time, and creative writing workshops—all have been formative moments in our department that also brought joy. I trust you to find some brightness, even now, to mark the occasion. Please know that I, along with all our English faculty and our departmental assistant, Debra Archavage, celebrate with you! A special thank you and commendation to our graduating seniors who were able to present their capstones on Zoom. What an accomplishment to be professional, clear, and engaging through this remote application. You give us hope for a bright future as you progress to the next part of your lives, whether it be to graduate school, the publishing industry, digital content writing, law school, or other English-related parts of the workforce. Your skills honed these past few years will take you far. In this month’s Poetry magazine, there is a poem worth sharing on this occasion of your accomplishment. Published since 1912 by Harriet Monroe at The Poetry Foundation to help define what American poetry is in our ever-changing cultural landscape, Poetry magazine lazes around Kirby Hall, mostly on the second floor. (This magazine is also available at a student discount if you’d like your own subscription.) I couldn’t believe the kismet when I opened up the May issue to the poem below: I Sleep in My Inkwell and Wave to the Distant By Zakia el-Marmouke Translated from the Arabic by Jennifer Jean and Amir al-Azraki who plant nails in their blood To those who enter the fire with boats, who touch heaven with kites, who stuff roof holes with clouds, into the traffic of silence; to those who collect their own ashes whenever their pillow is dry, who hide under beds whenever the road stutters in the throat of footfalls entering fog— whenever there’s absence, who aren’t tired of waving to loves in the distance of footfalls that never return from the checkpoint which only sends back bodies; to those who resort to the inkwell when speech narrows, whenever the wall slouches— more and more nails so the lover’s image does not fade whenever maps are locked; to those who venture into meadows before the waters flow, on the threshold of the unknown whenever life leaves them behind; to those who know themselves through their wounds whenever the war sleeps in their eyes while reassuring the subjects of war; to all those, I say: the forest begins with a tree; let your left hand—which keeps the throne— shake your right hand. Maybe dreams hatch between them. who keep the keys whenever they know the doors were stolen, who leave their crutch Message Continued on Page 3 Take good car Misch< Associ _ ___________ Englisl Quaran continuation of paj unanswered questions for the school to say e: would happen since tl has never occurred be the governor was still time. At this meeting, the possibility of pape: students to bring horn two-week shutdown b every student has intei various forms of techn one statement teacher; on to was the fact that given a two-day notice were to shut down. Aft I noticed some of the s wearing masks to scho like the situation becai all of a sudden. On Ma students were getting c to the library to learn 1 Google Classroom. By of the day we were infc Friday, March 13 th wo day for students, and tl would meet in the audi after school to implemi action. March 13th wa; craziest day in my stud experience. It began lik half day: a bit stressful schedule was fast pacec op and I hadn’t prepare packet for our students we thought all material �Issue 14.4: Spring 2020 sh, lors: A Message from Dr. Anthony continuation from page 2 if ork for this Take good care, Mischelle Anthony Associate Professor & Chair ____________ English_________________________________________________ ow our g writers; our sions where partment now that I, rou! their remote ler it be to i parts of the Quarantined Student Teacher continuation of page 1 I >mplishment. •etry is in id floor. believe the = unknown em behind; mselves 2S I bjects of •rest begins :eeps the laybe iem. nPage 3 Congratulations again, and please keep in touch. Stop by and visit when we’re back in Kirby Hall. I unanswered questions. It was hard for the school to say exactly what would happen since this situation has never occurred before. Plus, the governor was still unsure at the time. At this meeting, we discussed the possibility of paper packets for students to bring home during the two-week shutdown because not every student has internet access or various forms of technology. The one statement teachers could hold on to was the fact that we would be given a two-day notice if the school were to shut down. After this day, I noticed some of the students wearing masks to school. It was like the situation became more real all of a sudden. On March 12th, students were getting called down to the library to learn how to use Google Classroom. By the end of the day we were informed that Friday, March 13th would be a half day for students, and the district would meet in the auditorium after school to implement a plan of action. March 13th was by far the craziest day in my student teaching experience. It began like a normal halfday: a bit stressful because the schedule was fast paced. My co­ op and I hadn’t prepared a paper packet for our students because we thought all material would be posted to Google Classroom if there were to be a two-week shut down. When third period came around, my cooperating teacher was informed that we would need packets ready AND passed out to students in case of a shut down. So, I had to juggle teaching and getting work ready for six classes, or in other words, about 125 packets or work. On top of that, I had to track down first- and second-period students to give them their packets as well. Of course my cooperating teacher was a huge helping hand in this situation. I emailed him all of the material while he printed and made copies, but it was tough with so many other teachers doing the same. I can’t express all of the hard work we did before the end of the day, but we got it done. I can tell you, however, that my co-op and I were so relieved that we got everything accomplished that we actually high-fived each other when the last student walked out that door with a packet in their hand. The first half of the after school meeting consisted of teaching teachers how to use Google Classroom. Then, we received a break. We took this time to mess with the application, and even began setting up our classes. When we were called back to the auditorium, the teachers, administration, and staff would be given a positive answer on whether or not the school was going to shut down. Long story short, the answer was yes. The school would be off positively for two weeks. The district would move to distance learning through Google Classroom only if the closure were to extend. All PA schools shut down on March 13th, and they have remained closed since. Student teachers like myself had to adjust to teaching students online. For Hanover, students have only received enrichment material, meaning nothing new will be taught. I have found Google Classroom to be easily accessible. It was completely different from in-person learning, but I adapted rather quickly. I believe this unique experience will make me an even better teacher. Although I missed out on half of the required “inperson” experience, such as dealing with student misbehavior and daily interruptions, I’ve gained experience in other fields. I learned how to operate Google Classroom. I worked through internet and technology issues. I continued to Story Continued on Page 4 3 �Minimalism: A Lifestyle By Brian Vu Quarantined Student Teacher As a YouTube binge-watcher, I’ve recently stumbled upon a way of living, a specific lifestyle that people find to be extremely helpful in keeping their lives in shape and less stressful. This lifestyle is a practice called Minimalism. After watching a couple of long videos by Matt continuation of page 3 D’Avella on Minimalism, I decided that maybe I should try it out to see communicate with students daily. if it would help me. It seemed very tempting. After a week of living I learned how to keep enrichment a Minimalist lifestyle, I noticed a great shift in my routines and my material engaging, even though headspace. I was able to be more productive and had more energy to get things done. My whole schedule changed for the better, and I wasn’t going it’s looked at as review work for students. Most importantly, I to sleep at 4 or 5 AM anymore. This practice also kept my body healthy, learned that education will always which is important to maintain given the specific circumstances that we be important, and that teachers have all been put in during the pandemic. Minimalism is merely just hold a special job. Unfortunately, a mindset to have that you can apply to pretty much any aspect of your life. In this review, I will be explaining Matt D’Avella and his experiments nothing will ever fill that void on the missed weeks with my students. with Minimalism. This review also entails my own experiences of However, I am grateful to have implementing Minimalism into my recent living habits. Hopefully, some conquered distance education. I of you might take interest in trying out Minimalism and find that it believe it will help me stand out actually helps you too. from other future teachers. Matt D’Avella is a freelance filmmaker who made a documentary called Minimalism. He is also a Minimalist who has spent many years practicing Minimalism already. He owns a podcast called Ground Up where he interviews successful people who give advice about anything in life, whether it’s saving money, being happy, or on Minimalism itself. Matt D’Avella’s videos explain different aspects of life that Minimalism can be applied to, like financial life, or digital Minimalism, which is the reorganization of apps and files on your phone or computer. He explains that Minimalism is a method of living with less. This means initially sacrificing and letting go of some things that you might feel a long connection with. What I got from Matt D’Avella’s videos is that cutting down the number of things you own can make you value other things in life rather than your materialistic belongings. Matt explains in one video that “Minimalism is all about efficiency, optimization, and multi-functionality.” He wears the same exact outfit every day so that he doesn’t have to worry about picking out an outfit every day, owning multiple sets of the same clothes in his wardrobe. While this may be a little too much for people, it’s really all about what makes every individual comfortable. It’s about living with a minimal amount of clutter so that you can focus more on productivity and creativity. Minimalism also implicitly helps us live healthier as well. It automatically creates a routine specific for each individual, since every individual has their own way of practicing Minimalism. Matt D Avella uses the term “declutter” to emphasize Minimalistic approaches. Decluttering rooms like your closet can make you feel like you have more space to breathe. People live with so many things in their houses that they don’t even use, it becomes overwhelming just looking at all of it when you walk into a storage room or open a closet door. By taking away things that aren’t essential to you personally, you wontbe slowed down in your everyday routine, therefore helping you create a more fluid and comfortable routine. This is what Minimalism tries to achieve. There are no solidified rules about how to be Minimalistic, there are only guidelines to keep in mind when actively reinventing yourself and your habits. er vitiating my interest in Minimalism, I was able to relieve a lot of stress inside me that I thought devicl a Veiy °nJ t0 8° 7^’ My firSt Step in Practicin§ Minimalism was to digitally declutter all my have to scr7^ that 1 USe on a ^is Xibll This way I didn’t files and I will also be transferrin? ° n a sPecific one that I’m looking for. I also cleared out unnecessary files, and I will also be transferring my important media and school files into an external SSD drive so they are 4 Story Continued on PaQe $ ■■■■ Minir continuation c all backed up. I < data storage rath to using only one value a lot of my change my work out of bed to bru day, play video g course, is an extr this Minimalistic structure to it an< I subconsciously focused. My rout a half-hour, and t minute of breathi around 8 to 8:30, eat breakfast and my day from here Minimalij ways for each ind I even cleared out Thanks to Matt D how to use Minin chasing things the it actually helps th sounds like somet podcast Ground L linage courtesy ofMatt D'Avi �■KZ :ined Issue 14.4: Spring 2020 Minimalism: A Lifestyle J continuation of page 4 dents daily, enrichment n though work for antly, I will always teachers jrtunately, at void on my students, to have ication. I tand out ers. I people elf. Matt or plains ie things tvn the mgings. ality.” He ry day, pie, it’s clutter ealthier own proaches, ze with so t when you sonally, mfortable imalistic, thought tter all my way I d'dllt necessary > they are onPMe5 1 all backed up. I also set a reminder every 6 months to update my backup storage. I prefer a physical form of data storage rather than cloud storage. Of course, I’ll still be using Google Drive, but I will be narrowing down to using only one Google Drive account. This plan to rearrange my files really helped me personally because I value a lot of my digital belongings. After decluttering my phone, laptop, and computer, I felt like I was able to change my work routine, so I did. My normal routine used to be waking up at 1 or 2 in the afternoon, jumping out of bed to brush my teeth quickly and then heading downstairs to grab some quick food. Then I go about my day, play video games at around 10 PM until about 1 AM, and then I do school work until 4 or 5 AM. This, of course, is an extremely unhealthy way of living. I wanted to fix this pattern. Decluttering my files and involving this Minimalistic mindset in my life gave me a lot of clarity to change my habits. My new routine now has more structure to it and happens mostly in the morning. From waking up in the morning instead of the afternoon, I subconsciously added specific actions to my mornings that helped me stay in a routine and feel extremely focused. My routine now involves waking up at around 7:30 to 8 AM, reading the news on my phone for about a half-hour, and then opening my blinds to get sunlight into my room. After this, I sit on my floor and do a minute of breathing and meditating. Then I brush my teeth, do my morning skincare routine, and go outside at around 8 to 8:30 AM. I then stretch my legs and kick around a ball to get exercise. After I come back inside, I eat breakfast and then make a cup of coffee to drink while I sit at my desk working until about 1 PM. The rest of my day from here is freelance. With this new routine, I am able to focus and feel less anxious about my work. Minimalism is more complex than it seems. The plan is simple, but it is complexly suitable in its own ways for each individual. Minimalism has helped me reshape my lifestyle to be more efficient in productivity. I even cleared out my closet of things that I didn’t really need, from clothes that I never wear to empty boxes. Thanks to Matt D’Avella’s podcast and YouTube channel, I have gained a tremendous amount of information on how to use Minimalism effectively in my everyday life. Minimalism is about not spending any unnecessary time chasing things that aren’t important. Minimalism may sound very mundane and normal, but for some people, it actually helps them get through a cluttered lifestyle and can change their habits for the better. If Minimalism sounds like something you may want to try out, then go check out Matt D’Avella on YouTube or listen to his podcast Ground Up. Image courtesy ofMatt DAvella Story Continued on Page 6 5 �J- Ihe Inkwell Quarterly Senio Online Learning, Future or Fad? continuation < By Daniel Stish Despite some of the headaches brought about in our fumble to stay as far apart as physically possible from one another this last semester, I feel like this whole experience is allowing us to reassess some of our norms and traditions. As someone who was enrolled in an online school for the better part of seven years before attending Wilkes, I thought it may be interesting to look specifically at the state of online learning. Are brick and mortar schools going to be phased out, or are they merely a temporary casualty of the plague? Online learning certainly has its advantages. Prime among them, I think, is the ability to work at your own pace. It’s pretty obviously nice to be able to work around your schedule, especially if you have something like a job or some family engagements. However, in my personal experience, I’ve found something even more important. It’s all the little things that add up. If you didn’t get enough sleep the night prior, instead of shuffling into class galvanized by some alchemical concoction of coffee and redbull, you can just sleep an extra hour or two. If you find your mind wandering and you can’t concentrate, you can just take a break for a bit. The point here is that a digital learning environment allows you to always work at your best. Your life doesn’t get in the way of your education. Whilst there are undoubtedly some other benefits, this is the main one that really sticks out in my view. Unfortunately in this imperfect world of ours, it isn’t all sunshine and roses, as with most things there are certain problems which arise with online schooling. The most prominent of these has to be the social aspect. As you may imagine, being stuck behind a computer screen all day leaves little room for seeing other human beings. As pleasant as that may sound to some, take my word for it that just having other students around can change the learning dynamic for the better. Of course, one also loses out on the classroom experience. Being able to easily ask teachers questions about the material, or hear an answer from a fellow student which changes or enhances our understanding of our subject is something which one often takes for granted. Another problem is of course the fact that some learning has to be done in person. This is a problem that encompasses the entire spectrum of academic disciplines, from STEM to the humanities. On the STEM side, one absolutely needs hands-on experience in the lab. Trust me, I had to digitally dissect a frog once, I would have absolutely no idea where to begin if I had to do that in a real lab. And on the humanities side, some entire majors need to be done in person. I can’t imagine any scenario where a theatre or studio art major would be able to exist in a digital environment (can you take the theatre major out of the theatre or the studio art major out of the studio?). So, is cyber-school going to be the order of the future? Well, probably not. Even with the benefits, one gets the sense that a little inefficiency goes a long way in making school a lot more “human.” Still, as with all technology we can use it to enhance and improve the necessary and do away with that which isn’t. Overall, expect more ones and zeroes, and let’s hope it improves the quality of learning rather than just the efficiency of it. Senior Spotlights By Haley Katona Erica Bicchetti 1. What was/were your concentration (s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: I was a double major in English 6 and Secondary Education. 2. What are your future career aspirations? A: I aspire to be a high school English teacher. 3. What was your favorite literary text from a class you’ve taken here, and why? A: The Immortal Life of Henrietta Lacks by Rebecca Skloot. I read this novel as a requirement for my bio class. I think it tells an incredible Story Continued on Page 1 story about a w< no control over It focuses on a c medical science well as African-. •L 4. What literary you hate the m< A: Probably The by Chaucer. Sor was difficult to i translate Middle 5. What Englisl you would have take? A: I would’ve lil writing classes i 6. What was yo English class at A: Probably ED Kaster. It was sc interactive class a teacher. 7. Tell us a favo one of the Engl A: Dr. Hamill’s 1 “Hey, gang.” 8. What advice English majors^ who have yet to A: I would tell o majors/minors t procrastinating, will eventually p 9. What is your from Wilkes? A: I have so mai from Wilkes, bu always stick out went on a trip w �Issue 14.4: Spring 20201 Senior Spotlights continuation of page 6 is of learning This asses demic > the 1 side, Is-on it me, I rog once. > idea do that in lanities eed to be igine any r studio exist in i you take e theatre t of the going re? rith the ; that a ng way in “human.” f we can rove the h that tmore lope it rning cy of it. literary ten rietta ead this ny bio dible Joge 7 story about a woman who had no control over her own body. It focuses on a combination of medical science and engineering as well as African-American history. my English class to see Antony and Cleopatra at the Folger Theatre in Washington, D.C. 4. What literary text for class did you hate the most, and why? A: Probably The Canterbury Tales by Chaucer. Sorry, Dr. Hamill. It was difficult to understand and translate Middle English. Maddison Black 1. What was/were your concentration(s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: I double-majored in English as well as Musical Theatre. My concentration in English is Writing, and my minor wasin Creative Writing. 5. What English class do you wish you would have had the chance to take? A: I would’ve liked to take more writing classes if I had the chance. 6. What was your favorite non­ English class at Wilkes? A: Probably ED 190 with Ms. Kaster. It was such a fun and interactive class all about becoming a teacher. 7. Tell us a favorite quote from one of the English professors. A: Dr. Hamill’s famous phrase “Hey, gang.” 8. What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: I would tell other English majors/minors to stop procrastinating. If you work hard, it will eventually pay off. 9. What is your favorite memory from Wilkes? A: I have so many great memories from Wilkes, but one that will always stick out to me is when I went on a trip with Dr. Hamill and job, but because of the pandemic I’m concerned that the rest of the year will be conducted through online learning. Image courtesy ofErica Bicchetti 10. What is your favorite book/ author you have read, separate or just in general from the English courses here at Wilkes? A: I love The Color Purple by Alice Walker. It’s a classic with a good lesson. Also, one of my favorite authors has always been John Green. 11. Do you have a favorite movie? A: I have way too many favorite movies. I recently found a new love for the movie Hidden Figures. I think everyone should watch it!!............ I’m also obsessed with Disney i movies. 12. What are you most hopeful for or concerned about for your future as you move past graduation? A: I’m excited to find a teaching 2. What are your future career aspirations? A: My goal is to one day be a writer/performer on Saturday Night Live. 3. What was your favorite literary text from a class you’ve taken here, and why? A: I have a few different literary texts that I’ve read for my courses at Wilkes. If I had to pick, I’d narrow it down to Flannery O’Connor’s “A Good Man is Hard to Find,” which I read twice (once in Dr. Anthony’s English 120 class before I declared my English major and a second time when I read it just last semester in Dr. Kuhar’s survey). I also really liked “Young Goodman Brown” which I read in two of Dr. Kelly’s classes and I loved Raymond Carver’s “What We Talk About When We Talk About Love” which I also read in Dr. Kuhar’s survey. Story Continued on Page 8 7 �Senio] Senior Spotlights continuation o continuation of page 6 4. What literary text for class did you hate the most, and why? A: I can’t say I hated any. However, the hardest text to read and interpret were a few Chaucerian pieces I recently read in a Chaucer seminar led by Dr. Hamill. Dr. Hamill’s enthusiasm for the material allowed me to engage in such difficult material. may be the last. Go to a Manuscript event. Check out what Sigma Tau Delta is about. Meet up with your favorite teachers during their office hours and ask important questions. I wish I had another chance to do these things. Image courtesy oj Maddison Black 9. What is your favorite memory from Wilkes? A: My favorite memory from Wilkes was the 2019 Manuscript unveiling. I had just finished 7. Tell us a favorite quote from my Acting III final, which was a one of the English professors. “Shakespereian Prom” in which A: “[Marijuana is] the bar mitzvah we created our own characters and of 90s youth.” connected different Shakespeare Bernie Kovacs scenes together to make a story. I played the scene chick (obviously) 8. What advice do you have for and as soon we finished I ran over English majors/minors at Wilkes to Kirby Hall for a fun afternoon who have yet to graduate? of reading Manuscript pieces. A: I’m sure my advice is similar to I had also just gotten my first the other seniors graduating during ever performance job and was COVID-19, regardless I’d like to anticipating my senior year while say —z xplease cherish and appreciate .x saying goodbye to my dear friend, each event you have at Wilkes like it Mackenzie Egan. She had decorated 8 Thou^ Workf 10. What is your favorite book/ author you have read, separate or just in general from the English courses here at Wilkes? A: I owe a lot to John Synge, who wrote The Playboy of The Western World. It is a comedic Irish play and the first ever show I did at Wilkes in the Fall of 2016. My final semester, we read the text for Dr. Stanley’s British Drama class. I felt like an expert in the subject. It was the perfect way to tie together my time at Wilkes. 5. What English class do you wish you would have had the chance to take? A: I’m so glad you asked this question! Dr. Stanely is offering a class this upcoming fall in either horror or science fiction. I cannot remember which, but regardless I’m so disappointed I cannot take it! I loved his British Drama class. 6. What was your favorite non­ English class at Wilkes? A: My acting classes were my favorite non-English classes at Wilkes. We did a lot of writing in those classes as well while we worked on the various characters we had to play. “goodbye” to my to relocate to the to pursue my cor writing career. I i Kirby Hall in various types of “art deco” decorations, as our theme was the roaring 20’s. I felt like there was so much promise for the next school year. It was one of the happiest days of my life. 11. Do you have a favorite movie? A: My favorite movie is Ghost starring Patrick Swayze, Demi Moore, and Whoopi Goldberg. If you haven’t seen it, I totally recommend doing so. It is a drama, but Whoopi provides many comedic moments. If you’re looking for a comedy, my favorite is probably Superbad with Jonah Hill and Michael Cera which I only recently saw for the very first time (surprisingly). 12. What are you most hopeful for or concerned about for your future as you move past graduation? A: Following graduation, I’m most concerned about moving. I’ve lived in Wilkes-Barre my entire life, and it’ll be hard to leave my family. In a sense, I wrote my capstone as a Story Continued on Page 9 By Veronica R r No matte person works, or daily life looks lil changed at least i this time. COVU regulations that < changed the wor it. As someone v fortunate enougl job during this u imagine many m assume that notl my routine has c however, could r the truth. Work! service has alwa^ interesting job. I at a grocery ston three years, and experienced bus events unfold, ar insane questions anything quite li during this pane and employees a scared, and tens: time high. It feel go into work, th In the beginning required to cleai between every s Since that rule h place, many mo followed. Masks �issue 14.4: Spring 2020 Senior Spotlights continuation of page 8 -S of“art theme like se for the ne of the :book/ parate or English ige, who Western sh play did at j. My final t for Dr. lass. I felt ect. It was ether my te movie? Ihost Demi dberg. tally is a ides . If you’re r favorite h Jonah hich I only first time lopeful for :past , I’m most r. I’ve lived ■e life, and amity In one as a on Page 9 goodbye” to my hometown. I plan to relocate to the Chicago area to pursue my comedy/comedic writing career. I intend to take classes at “The Second City” theatre in which many Saturday Night Live stars got their start. They’re offering online classes during the quarantine, so I’ve already planned to get a head start on my professional training. Story Continued on Page 10 Thoughts on Being an Essential Worker During a Global Pandemic By Veronica Romanelli No matter what job a person works, or what his or her daily life looks like, it has likely changed at least a little bit during this time. COVID-19 and the regulations that come with it have changed the world as we know it. As someone who has been fortunate enough to keep her job during this uncertain time, I imagine many might reasonably assume that nothing much about my routine has changed. This, however, could not be further from the truth. Working in customer service has always been an interesting job. I have been working at a grocery store for nearly three years, and although I have ejqiperienced busy days, seen bizarre events unfold, and been asked insane questions, I have never seen anything quite like what I’ve seen during this pandemic. Customers and employees are stressed and scared, and tensions are at an all time high. It feels like every time I go into work, there is a new rule. In the beginning, cashiers were required to clean their registers between every single customer. Since that rule has been put into place, maniy 1 more drastic rules have followed. Masks must be worn at all times but not before watching a training video on how to wear them safely. Plexiglass has been put at every register, separating cashiers from customers. Every thirty minutes, employees take turns shutting their registers down to wash their hands. After clocking in for work, every employee must have his or her temperature taken and answer health-related questions before officially starting the work day. These are just a sample of the standards put in place within the last two months. Although these rules are sometimes stressful to keep up with, it is comforting to know that the store is taking as many precautions as they can for the sake of its employees and customers. The fear of getting sick at work and bringing it home to my family of seven is stressful, but at least I know that measures are being taken for the benefit of all who enter the store. Perhaps what is even more stressful than the rules are the on-edge customers. Within the two months of COVID-19 related restrictions, I think I have been yelled at by customers more than I have in my last few years of working as a cashier. At times the insults can be very degrading, like when a customer told me I was useless because I was cleaning the store instead of working at a register, but something about the immediate follow-up to this comment being an angry, “WHERE ARE THE CAPERS?!” made me laugh, so I was not too torn up about it. During a time like this, it is easy to be upset about everything that is going wrong, but I have learned to find moments of peace throughout my workday. For as many rude customers I have had, there are twice as many nice customers. A woman even bought a bouquet of flowers and handed one flower out to each cashier. Even if I still do not particularly love showing up for work, I can finally see the value in the work I do. Before, I looked at my work as a placeholder that I could use to support myself until I finished school and found a job that I really loved. Now, I see that the work I am doing is important and essential. Being quarantined does not come without its challenges, but it has given me the time to reflect, be grateful, and look at life from a more positive perspective. 9 �- ________ .... ...__ Senior Senior Spotlights continuation of page 9 Emily Banks 1. What was/were your concentration(s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: Digital Humanities and Writing. 2. What are your future career aspirations? A: Elementary school teacher. 3. What was your favorite literary text from a class you’ve taken here, and why? A: Jane Eyre because it features a powerful female character. take? A: Dr. Stanley mentioned the possibility of a film class next semester . I would have taken that if I wasn’t graduating. 6. What was your favorite nonEnglish class at Wilkes? A: PHL 217 Animal minds/ Animal lives. 7. Tell us a favorite quote from one of the English professors. A: “Hey, gang” Dr. Thomas Hamill ... its a classic and I will miss it. I have to come up with my own greeting in my future classroom. 8. What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: My best advice would be to keep up on the readings and write every day. Even keeping a simple journal will help improve writing skills. 9. What is your favorite memory from Wilkes? A: There is no specific memory, just meeting my friends who are also future teachers Image courtesy ofEmily Banks 4. What literary text for class did you hate the most, and why? A: Nothing specific. I do find that I am not much of a poetry person though. 5. What English class do you wish you would have had the chance to 10 10. What is your favorite book/ author you have read, separate or just in general from the English courses here at Wilkes? A: N/A no favorite book / author 11. Do you have a favorite movie? A: I’m a Marvel fan, I like the Thor movies but I don’t have a specific favorite. I also love almost all Disney movies. 12. What are you most hopeful continuation of for or concerned about for your future as you move past graduation? A: I just want to work in an environment centered around creating/promoting compassion and concern for others. I want to help contribute to influencing future generations and get them on the right path. Brianna Schunk 1. What was/were your concentration(s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: English with a concentration in Writing; double major in Dance, minor in Women and Gender Studies. 4. What literary t you hate the mosl A: Anything by Cl Sorry, Dr. Davis! I with his endless di of stuff and his da; settings. J 5. What English c you would have h take? A: POSTCOLONI the Science Fictioi that Dr. Stanley is SEMESTER!! 2. What are your future career aspirations? A: I would love to write poetry and have it published (that’s what I did my capstone on), but I’d be happy writing and researching in any way, especially in a way that combines with my dance major - possibly a dance historian or a dance critic! 3. What was your favorite literary text from a class you’ve taken here, and why? A: Fun Home by Alison Bechdel for ENG 352 (though I’d already read it before the class, it made me appreciate her writing even more) or any poetry/work by the poet Mina Loy for ENG 234 (specifically her Feminist Manifesto, probably?). Story Continued on Page 11 Image courtesy ofBrianna Si 6. What was your English class at W A: Women and Ge with Dr. Mia Brice to get a WGS expe COM teacher - it r a different way tha with my English di �Issue 14.4: Spring 2020 Senior Spotlights continuation of page 10 or past 4. What literary text for class did you hate the most, and why? A: Anything by Charles Dickens. Sorry, Dr. Davis! I just can’t jive with his endless descriptions of stuff and his dark, industrial settings. in >und 'assion want encing t them on 5. What English class do you wish you would have had the chance to take? A: POSTCOLONIAL!!!! That or the Science Fiction/Horror class that Dr. Stanley is teaching NEXT SEMESTER!! ish here ninoring r majors/ ration in Dance, ader :areer oetry and hat I did e happy i any way, mbines ssibly a » critic! e literary iken schdel Iready nade me n more) poet jecifically obably?)- J- 4 Image courtesy ofBrianna Schunk 6. What was your favorite non­ English class at Wilkes? A: Women and Gender Studies with Dr. Mia Briceno! It was so cool to get a WGS experience from a COM teacher - it made me work in a different way that was still parallel with my English department work. 7. Tell us a favorite quote from one of the English professors. A: “Hey gang, how we doin?” - Dr. Hamill, every single time you see him and at the beginning of every class :D// or, alternately, “hymenial intentions” from Dr. Davis’s ENG 336 Victorian Lit Class 8. What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: Oh my gosh! So many things. Get involved in stuff on or off campus, make friends beyond just the major - interdisciplinary work and research is an incredible thing to do!! Be nice to your professors - they can open doors for you, but only if you show that you’re willing to put in the work. Oh, also - put in the work! Be engaged in class, always write and include a strong and visible thesis in your papers, and don’t be afraid to take classes like ENG 101 - sometimes, going back to the beginning really is a good place to start. 9. What is your favorite memory from Wilkes? A: My favorite memories are probably the Halloween readings we have for Manuscript! Everyone comes dressed in costume, we all read some great work (including Creepy Carrots, read by Dr. Hamill), eat delicious candy and snacks, and it’s always a really fun time! 10. What is your favorite book/ author you have read, separate or just in general from the English courses here at Wilkes? A: One of my FAVORITE books that I’ve read (not for class, but was recommended to me by a professor) is Geek Love by Katherine Dunn. So creepy and thrilling, but also an amazing commentary on freak shows and our societal concepts of the body. 11. Do you have a favorite movie? Ratatouille, or the 1998 reboot of The Parent Trap. 12. What are you most hopeful for or concerned about for your future as you move past graduation? A: I would like to attend graduate school, so I’m looking forward to continuing my English work in that setting, and I think I have a lot of opportunities from where I am as a college graduate, so I’m happy about that! Story Continued on Page 12 Inkwell Quarterly Staff Editor-in-Chief Brian Vu Layout Editor Briauna Robinson Staff Writers Emily Banks, Erica Bichetti, Veronica Romanelli, Isaiah McGahee, Rashonda Montgomery, Darren Martinez, Brittany Stanton, Savannah Pinock, Nicole McNelis, Haley Katona, Daniel Stish, and Rachel Nardozzi Faculty Advisor Dr. Thomas A. Hamill 11 Page 11 �Managir Senior Spotlights By Rachel Nard continuation of page 11 Brian Vu 1. What was/were your concentration(s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: I was a Digital Humanities concentration with minors in Art and Women and Gender Studies. 2. What are your future career aspirations? A: I hope to work with databases and/or become a writer for companies or businesses. 3. What was your favorite literary text from a class you’ve taken here, and why? A: My favorite literary text would have to be Zoo City by Lauren Beukes. I read this book in ENG120 with Dr. Farrell when I was still a Mechanical Engineer. I think taking this class had a major influence on my decision to change my major to English. 4. What literary text for class did you hate the most, and why? A: My least favorite text was The Importance of Being Earnest. Surprisingly, the book wasn’t my forte and I had a pretty hard time getting through it, even after watching the movie. 5. What English class do you wish you would have had the chance to take? A: I wish I could have taken Creative Writing. I feel like that class would have helped me a lot. 12 6. What was your favorite non­ English class at Wilkes? A: My favorite non-English class at Wilkes has to be Drawing and Composition (ART 113) with Heather Sincavage. courses here at Wilkes? A: My favorite book series that I’ve read since I was a kid has to be Rick Riordan’s Percy Jackson series. I still have every book from the first and second series on my bookshelf. 7. Tell us a favorite quote from one of the English professors. A: My favorite quote obviously has to be Dr. Hamill’s “Miles to Go” speech where he quotes Robert Frost. The quote is from his poem “Stopping by Woods on a Snowy Evening,” saying “But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep.” This quote is very relatable and resonated with me throughout the semesters. 11. Do you have a favorite movie? A: My favorite movie ever is The Pursuit ofHappyness, a 2006 movie starring Will Smith as Chris 8. What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: I would say cherish every single skill you acquire from your classes, give everything your best shot, and know that your professors are your best mentors, especially in the English Department. 9. What is your favorite memory from Wilkes? A: My favorite memory isn’t a single memory, it’s more of a routine memory. My favorite thing that I will remember at Wilkes is getting on my longboard and saying hello to everyone I know on campus as I make my way to Kirby Hall for class. 10. What is your favorite book/ author you have read, separate, or just in general from the English Image courtesy of Brian Vu 12. What are you most hopeful for or concerned about for your future as you move past graduation? A: I am mostly concerned about finding a job that I will enjoy and be enthusiastic about. I want to be happy in my professional career, so I’m just hoping to find one that supports my kind of productivity. Rachel Nardozzi 1. What was/were your concentration (s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: I concentrated in Writing and Digital Humanities. I minored in women and gender studies. Story Continued on Page 14 During mi family, days of dri being honored. 1i meant to happen the decorations. I and I could not w However, that wa President about tl months. “Tentath was much confus thing that was set very close and so I initially ’ as something triv lot of things in or will support mys« from; the uncerta still maintain the: certain is gone to from that, career; housing has chan college students c I have experience eight years. It has However, making things wi more the situatio that the energy I into attempting t lot. I started teac drained to readii bigger steps to rr school work, am other life prioriti attempt to keep: living space. I m slack on househ I’m in a messy s] know when sorr said than done.” I began 1 one school assig these tasks way in the morning getting so angr} �Issue 14.4: Spring 2020 Managing Senior Year During COVID-19 By Rachel Nardozzi ■ I’ve : Rick I first shelf. »vie? 'ie <•> Ihris g M il it id be r, hat ty. .re ing >rs/ d n 14 During most senior years, there is an abundance of celebration. There are the graduation parties with family, days of drinking and dancing with friends, and all of the accomplishments of the last four years are being honored. I was looking forward to my graduation party with all of my family and friends which was meant to happen this upcoming Memorial Day. My mom and I had picked out the party favors, the food, and the decorations. I had picked out my graduation dress. I was over the moon during the last several months and I could not wait to experience the ending of something wonderful and the beginning of the rest of my life. However, that was all put on hold about two months ago. I was devastated when I received the email from the President about the postponement of graduation and that it was tentatively going to be held in the next several months. Tentative” was the word that has been used to describe my life for the last few months. Although there was much confusion prior to COVID-19 on how the next few years of my life would go, graduation was the one thing that was set in stone for me. And now, everything was in limbo, including the one thing that seemed too very close and so very real. I initially was filled with anxiety and depression. You see, some people outside of college may look at this as something trivial to be upset about. However, as a college senior, I speak from experience when I say that a lot of things in our lives are on hold. I don’t know where I will have a career, or where I will move to, or how I will support myself. But, I did have something. I think that’s where most of the depression and anxiety stems from; the uncertainty. College seniors do not have the opportunity to receive unemployment from careers and still maintain their financial stability. We are in debt, we are broke, and now the only thing we had left that was certain is gone too. We just don’t know what our lives are going to look like in any retrospect anymore. Aside from that, careers will now be on hold for us while the economy rebuilds itself, whenever that may be. Our housing has changed, and many of us had to return home to our parent’s houses. Also, most part time jobs that college students can maintain have been temporarily closed due to the virus, such as retail and restaurant jobs. I have experienced this personally, due to the closing of my job at a restaurant that I have worked at for the last eight years. It has been several months of loss and grief for college seniors. However, I began to realize after my few weeks of moping that I was not doing myself any favors. I was making things worse, actually. I noticed that the more sorry I felt for myself, the more miserable I became, the more the situation snowballed in my brain and sent me into a deep sadness that I couldn’t get out of. I decided that the energy I was directing into how upset I was about my senior year being cut short, could instead be put into attempting to give myself the best senior year I possibly could while being quarantined. I began reading a lot. I started teaching myself about things I always wanted to learn and reading books that I was too mentally drained to reading during semesters. It was a small step, but it helped. From that small step, I began to take bigger steps to maintain a healthy lifestyle during all of this madness. I began to put all of my effort into my school work, and promised myself that I would give my absolute all to this semester because I no longer had other life priorities to deal with. I began handing in work early and giving the extra amount of effort in an attempt to keep myself as busy as possible. Aside from those two actions, I began to take more time to clean my living space. I noticed that when my apartment wasn’t in it’s best shape, I wasn’t either, and vice versa. I often slack on household chores when I’m feeling down and it makes being productive that much more difficult when I’m in a messy space. I focused on these three responsibilities, everyday, to make sure I didn’t sink. Personally, I know when someone tells me to be productive when I’m feeling down, I always respond with, “It’s much easier said than done.” So, it wasn’t the tasks that I was using to occupy myself, but how I chose to do them. I began to set aside 1-3 things a day that I wanted to get done. I didn’t overwhelm myself. I would pick one school assignment, one chapter in a book, and one household chore. It made the actual action of finishing these tasks way less daunting. I also didn’t punish myself for not getting everything done. I would make my list in the morning and I would get to work. If I was feeling tired halfway through my day, I would rest. I stopped getting so angry at myself for not getting everything done. Because, hey, I have a lot more free time on my hands Story Continued on Page 14 13 �The Inkwell Quarterly Managing Senior Year During COVID-19 continuation of page 13 continuation o; now. Laundry didn’t need to be done on Tuesday if I couldn’t handle any more responsibilities for that day. No one could judge me if I wore my pajamas for three days in a row because everyone is wearing eir pajamas or three days in a row now. If I managed to get all three tasks done at the end of my ay, great. on y got one tas done, that was great too. Both needed to be accomplishments to me to keep me going. An ey, t ere were some days where I couldn’t (and still can’t) get myself out of bed for the full day. I started telling myself that was okay too. I counted that as a rest day and tried again the next day. I’ve also been focusing a lot on self care. I do my nails, I have spa days in the comfort of my sm apartment-sized bathroom. I do face masks when my skin is looking dull. I even attempted dying my hair a crazy color. What I stopped doing was things that I HAD to do. I don t have to get up every morning and put on a full face of makeup and dress professionally because I have somewhere to be. I started dressing up or doing my makeup when I choose to. It allowed me to start feeling beautiful in my sweats and in my jeans because it was my choice on how I wanted to look. I started watching movies and terrible reality television that I never get time to watch. I started giving myself what I need when I need it. If that happens to be that I eat an entire large pizza or lay in bed all day watching non-educational shows, or it happens to be me taking care of my body and getting some exercise, then either option is fine. Or if I wake up in the morning and feel like playing around in my makeup and doing my hair, then that’s okay too. I started listening to my body and mind and what they needed from me. I take small steps. I try not to criticize myself. I don’t judge myself for not finishing tasks. I give myself time to feel sadness and anxiety, but I also allow myself to feel small spurts of happiness in this unsurity. I started loving myself. It’s easier to do when you’re stuck hanging out with yourself 24/7. So, my takeaway as a college senior during CO VID-19 is this: an accomplishment within myself is still an accomplishment even if I can’t share that with everyone right now. It took months of me being with myself to feel good about this graduation for me and not because everyone else could see it. It’s still an accomplishment. This time spent with myself has been an eye-opener. Although I wish it came at a different time in my life, I have to deal with it the best way I can with the resources that I have. Life often throws unimaginable obstacles in our way and the only way we can grow from them is to go with them. So, I may have finished my semester while in my three-day-old pajamas. But I finished. I accomplished something on my own. And I understand now that we must celebrate the small accomplishments (getting dressed) just as much as the big accomplishments (graduation) because they are both celebratory. They are still accomplishments. Senior Spotlights continuation of page 12 2. What are your future career aspirations? A: I hope to become a writer. I would really love to write coming of age novels. 3. What was your favorite literary text from a class you’ve taken here, and why? A: My favorite text was The Wife of Senioi Baths Prologue in The Canterbury Tales by Chaucer. Her character was beyond her times and focused on issues of gender and fought for the right of women to do whatever they please. She was a feminist before feminism was even a societal thought. She was brilliant and I often reference her ideas in my other papers. Her words really stuck with---mei as a 21 st century k Image courtesy ofRachel 5. What English you would have take? A: I wanted to ta class with Dr. Ar got the chance tc 6. What was you English class at A: Women and ( with Helen Davi Reflet feminist. 4. What literary text for class did you hate the most, and why? A: I didn’t hate any texts, but I did struggle the most with Chaucer’s works because they were written in Middle English. 14 Story Continued on Page 15 By Emily Ban! The Con short and forcec and students im writing to say th on the back bur work at CVS Ph unbearable the: interaction, as v writing to expre �Issue 14.4: Spring 2020] Senior Spotlights continuation of page 1 at day. No >ajamas for got one task •e were some it was okay mall y hair a crazy ?ut on a r doing my use it was my ' get time to rge pizza or nd getting ] in my hey needed i. ( ve myself rity. I started 8. What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: Keep going. The pressure and stress might seem like it is never ending but once you see the finish line of graduation and all of your accomplishments, all of the hard times are so worth it. Image courtesy ofRachel Nardozzi 5. What English class do you wish you would have had the chance to take? A: I wanted to take another writing class with Dr. Anthony but I never got the chance to. self is still th myself to >lishment. iy life, I obstacles semester lerstand now shments 6. What was your favorite non­ English class at Wilkes? A: Women and Gender studies with Helen Davis. 9. What is your favorite memory from Wilkes? A: My favorite memory was meeting my two good friends, Emily and Kate in my first creative writing class. I had nowhere to sit and sat next to Emily who made an extremely funny comment to me and we immediately became friends, at the end of the class she introduced me to Kate. We’ve been 10. What is your favorite book/ author you have read, separate or just in general from the English courses here at Wilkes? A: My favorite book right now outside of my major is Letting Go: The Pathway of Surrender by David Hawkins. 11. Do you have a favorite movie? A: Serendipity. 12. What are you most hopeful for or concerned about for your future as you move past graduation? A: I am most hopeful and nervous to begin a career. I hope it is a career that I love and can stay in for the rest of my life. But, I am concerned with COVID and how transitioning into the real world will be affected by that. Reflecting on the Coronavirus By Emily Banks ►r class did I why? s, but I did Chaucer’s e written in ?n Page 15 friends ever since. 7. Tell us a favorite quote from one of the English professors. A: Dr. Hamill quoted Milton once and it really resonated with me: “The mind is its own place, and in itself can make a heaven of hell, a hell of heaven.” I’ll also miss his daily greetings of “Hey, gang!” I ] The Coronavirus has impacted every person reading this in one way or another. It has cut our semester short and forced a transition to online only classes, which has been confusing and challenging for professors and students involved. It has canceled events and taken away memories from people all over the world. I am writing to say that it is OK to be sad about what is happening. Major milestones in our lives had to take a seat on the back burner and people are dying. We had to change our lifestyle to fit the needs of our new world. I work at CVS Pharmacy and it has been a very difficult time during this pandemic. Wearing a mask was almost unbearable the first week of work, but it had to be done. There has been an extreme limit on face to face human interaction, as well as touch. I want to see my friends and family, but social distancing is a way of life now. I am writing to express the fact that this has impacted everyone and I think it has revealed a need for change in our Story Continued on Page 18 15 �______ Save the Band at Wilkes By Nicole McNelis created (426 members at the time of writing), and a website was even designed with the intention of alive keeping1Wilkes ------- '’ ’band\program 2 (visit the site at savewilkesbands. com). Both the Times Leader and Fox56 News have published stories on the matter, including the communities’ concern over the topic. Clearly, the community push back against this decision is strong, with the hope of being meaningful, impactful, and able to spark change. Wilkes administrators have sent out emails stating that despite the elimination of Dr. Johnsons position, “no final decisions have been made about the future of the Marching Colonels,” Wilkes’ fairly new and dearly beloved marching band. Although I am personally not a member of the Marching Colonels, all of my band friends who are members genuinely and wholeheartedly enjoy being a part of such a fun organization. Being a part of marching bands in the past, however, I realize that it is almost impossible to have such an organization without a leader of some:sort to keep up with everyday Following the information tasks of the band. Without Dr. came a wave of pushback Johnson, or any sort of band from band members, parents, director, it is difficult to see how students, alumni, local musicians, the Marching Colonels can possibly community members, and so stay afloat. many more. Luckily, Dr. Johnson I joined the Civic Band at included a list of people that took Wilkes last year when I transferred part in making the decision along niaF^fUniyereity Every Wednesday with their emails in order for night for the pastOne oneand andaahalf half anyone to reach out and voice their JL t 1 /e testers (cut short due to CO VID concern. Electronic petitions went iy'’l have spent my time at the viral (one having 1,119 signatures Dorothy Dickson Darte Center at the time of writing this article), making music with dedicated advocacy Facebook groups were ilkes students and community On Tuesday, May 12th, the Director of Bands at Wilkes University, Dr. Mark Johnson, sent an email to members of the band program at Wilkes with the subject reading “The End of Band at Wilkes (PLEASE READ).” In the email, Dr. Johnson disclosed that he was informed by the university that his position would be terminated after the 2020-2021 school year due to budgetary cuts, marking the end of the band program at Wilkes. This news came as a shock to many, as Dr. Johnson had just completed his first year as Director of Bands at the university. 16 members with the intent of putting on a concert to showcase our hard work and musicianship at the end of the semester. For many, myself included, these rehearsals are a time to escape the everyday stressors of Image courtesy ofNic Save tl continuatioi Image courtesy of Nicole McNelis being a student or working full­ time and gives us time to be present in the moment and focus solely on the page of music in front of us. For me, band has always been a staple in my life— something that I could always count on being there no matter how hectic life could be. It is devastating to think that I might not have this anymore due to a budget cut. This, unfortunately, is not the first time that Wilkes has eliminated a music program due to lack of funds. In 2006, Wilkes announced that they would no longer offer degrees in Music Education „orx Music ............. Performance,. devastating and shocking the livelihood of many local musicians, Almost ah music teachers in the area have their music degrees from Wilkes and are both successful and good at what they do. As for the music minor program at Wilkes, Story Continued on Page 17 it will also “mi future of the r From 1 beloved organ and saying thi Musicians ant which is both children (and this, please re the decision t Dr. Greg Cam Dr. Terese W Dr. Paul Rigj Dr. Paul Ada Mr. Joseph B Dr. Johnatha Mr. Loren Pi Ms. Kishan i �Issue 14.4: Spring 2020 1/7. , ! le intent of putting howcase our hard anship at the end For many, myself ehearsals are a time ryday stressors of *‘4 ■ ilhiM W Image courtesy of Nicole McNelis Save the Band at Wilkes continuation of page 16 IcNelis or working fullis time to be present ind focus solely on ic in front of us. is always been a - something that I ant on being there lectic life could ting to think that I this anymore due to it will also “most likely” be cut as well, as per Dr. Johnson. No final decisions have been made in regards to the future of the music minor program at Wilkes. From the bottom of my heart, I sincerely hope the university can figure this out without eliminating beloved organizations like the Civic and Marching bands. I have always heard people advocating for the arts and saying things like “that arts are always the first to go,” but have never experienced it first-hand until now. Musicians and other artists always receive the short end of the stick when it comes to budgets and funding, which is both baffling and extremely unfair. From an educational standpoint, the arts are essential in keeping children (and people of all ages) both well-rounded and grounded. If you or any of your friends are affected by this, please reach out to the administration listed below in an attempt to express displeasure and concern with the decision to potentially end the bands at Wilkes. Dr. Greg Cant-President: greg.cant@wilkes.edu Dr. Terese Wignot-Interim Provost: terese.wignot@wilkes.edu Dr. Paul Riggs-Dean of the College of Arts, Humanities, and Social Sciences: paul.riggs@wilkes.edu fortunately, is e that Wilkes has isic program due In 2006, Wilkes they would no rees in Music usic Performance, shocking the iny local musicians, c teachers in the nusic degrees from loth successful and ey do. As for the ogram at Wilkes, itinued on Page 17 Dr. Paul Adams-Vice President of Student Affairs: paul.adams@wilkes.edu Mr. Joseph Housenick-Chief Human Resources Officer: joseph.housenick@wilkes.edu Dr. Johnathan Ference-Associate Provost: jonathan.ference@wilkes.edu Mr. Loren Prescott-Vice President of Finance & General Counsel: loren.prescott@wilkes.edu Ms. Kishan Zuber-Vice President of Enrollment Management and Marketing: kishan.zuber@wilkes.edu 17 �Reflecting on the Coronavirus continuation of page 15 world. We need to embrace this as a chance to value simple conversations with friends or trips to the mall or eating out and not take advantage of human interaction and compassion. For a member of a generation that is practically glued to their phone screen, I have a lot of friends who are depressed without face to face interactions. Another important issue that has been brought to light amidst our current living situations is how dependent children are on their schools to provide meals. A child should never have to be dependent on their school system for food, and we need to think of better ways that we can support families who struggle to feed their kids. Additionally, I think it is extremely important to support small businesses, as we have seen many have to close down during this pandemic. If the coronavirus has shown me anything this far, its that we only have each other and we should value our time with friends and family and limit our phone usage. We need human interaction. We also need to support one another all the time, not only during a major pandemic. We now see the problem areas in our communities that this pandemic has revealed, and it is up to us to work toward improving these issues and not bouncing back into our old selfish ways. Saying Goodbye to Wilkes By Emily Banks Senior year was certainly not what I thought it way, but, leaving Wilkes, I am confident in the skills would be, but I am so proud of my school for thinking I have learned. English classes, in particular, have about the students and still trying to make up for lost helped me get accepted to Grad school for next fall. events, especially graduation. I know of other schools I think as far as communication, I can communicate that either completely canceled graduation or are in a more professional and academic manner than making it virtual. I think Wilkes genuinely cares about before, and I often find myself thinking critically and their students and wants to recognize and celebrate analyzing analyzingbefore beforeforming formingan anopinion opinionor oraathought. thought.The The ouraccom] ”’ iplishments. I have made so many memories past four years have helped me prepare for a lifetime in the past four years especially in Kirby Hall. Wilkes in a professional environment, and I am confident that is a perfect school for getting to know your peers, the skills I have learned will help me excel in whatever as well as your professors. Being an English major, I career I choose. I also leave Wilkes with friends for have gotten to know almost every student graduating life. I think this all loops back to Wilkes having a in 2020 with an English degree. I have also gotten to welcoming atmosphere. The small class sizes allow for know my professors well. I don’t think it has always growing relationships, both with peers and professors. been easy, and there have been challenges along the Depai Congratula Isaiah McGal Brianna Scht the humaniti Brianna Schi] English studi Sarah Weyna writing in pr Sigma Congratula 19 This years Inducl members, Sigma upcoming 2020-^ again to our newt Photo Credit: Wilkes Alumni Facebook page 18 �Issue 14.4: Spring 2020 Department Award Winners ■ mall or ion that is interactions, ^pendent :hool :d their kids. re to close each other teraction. ; problem ig these Congratulations to our Annual English Department Award Winners! Isaiah McGahee—Frank J.J. Davies Award for outstanding achievement in English Brianna Schunk—Annette Evans Humanities Award for outstanding scholarship in the humanities and contribution to cultural affairs Brianna Schunk—Patricia Boyle & Robert J. Heaman Scholarship for excellence in English studies, potential for advanced study, scholarship, and financial need Sarah Weynand—Taft Achilles Rosenbery Naparsteck Scholarship for promising writing in prose fiction, journalism, or poetry the skills ■, have text fall, nunicate er than ically and ought. The i lifetime ifident that i whatever nds for inga > allow for jrofessors. Sigma Tau Delta Inductees Congratulations to our newest inductees to Sigma Tau Delta! Amanda Andersen Genevieve Frederick Erin Schaepe Hannah Simmerson Sheylah Silva This year’s Induction Ceremony was held via Zoom on Sunday, 03 May. In addition to welcoming its newest members, Sigma Tau Delta is also excited to announce that Sarah Weynand will serve as President for the upcoming 2020-21 Academic Year and that Dr. Davis will serve as the new Faculty Advisor! Congratualtions again to our newest inductees—and stay tuned for great work from Sigma Tau Delta next year! 19 �Issue 14.4: Spring 2O20 manuscript update The 2020 Edition of The Manuscipt was released during a virtual Launch Party (via Zoom) on Tuesday, 12 May at 5:00 PM. Congratuationsto everyone whose work has been published in this year s issue! And thank you and congratulations to the staff for putting the issue together despite the challenges of working in remote mode! I! Keep an eye out for the printed edition of the 2020 issue in the coming weeks and months as campus reopens. In the meantime, please contact magazine@wilkes.edu for access to the digital link to the issue. Writing Center Hours The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. 20 Fall 2020 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 201: Writing about Lit. & Culture MWF M 10:00-10:50 11:00-11:50 Dr. Anthony Like all operations at Wilkes, the Writing Center is currently operaitng in remonte mode in light of campus closures in response to the COVID 19 pandemic. ENG 202: Technical Writing MWF 11:00-11:50 Prof. Lobb ENG 225: Comparative Grammar/DH MWF 3:00-3:50 Dr. Stanley ENG 228 Prof/Wkplace Writing/DH MWF 10:00-10:50 Dr. Anthony For the reaminder of the Spring 2020 semester Writing Center support is available via The Online Writing Center at: ENG 233: English Lit. I/WGS/Honors MWF 1:00-1:50 Dr. Hamill TR 9:30-10:45 Dr. Kuhar TR 1:00-2:15 Dr. Davis 3:00-4:15 Dr. Kelly M 6:00-8:45 Prof. Lartz MWF 2:00-2:50 Dr. Stanley ENG 282: American Lit. II/WGS ENG 350: English Novel/WGS https://www.wilkes.edu/writing ENG 351: African Am.. Lit.: Morrison/WGS TR For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu ENG 393: Teaching of English ENG 397: S: Horror & SciFi/DH � 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, Spring 2020 (Volume 14, Issue 4) 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 2020 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/d0cf32d7ad0d31b8aa268a4c3825c7c8.pdf 46024beb041a1f0fc3687eaad880e961 PDF Text Text Issue 15.1: 14.3: Fall Spring 2020 2020 THE INKWELL QUARTERLY English Majors and the Terror of the Book Club By Daniel Stish So, I figured I’d bloviate for a while about something which I’m now dubbing “the terror of the book club.” As an English major, I’ve run into something (which I’m sure we’ve all come face to face with at some point) which I’ll call the “weight of expectations.” This great horned beast manifests itself in many ways—the glazed over look, the “Oh, that’s nice”, even the perfidious, “As long as you're happy.” What I mean to say is that amongst the “uninitiated” (the parent, the relative, the friend), the idea of an English major finds itself occupying a singular sort of reference. This “reference”—meant in the way one might construct a thought—finds itself crafting (as Yaldabaoth might) the image of a book club, and the singular destruction of ambitions that one may imagine goes along with it, that is to say, a self-indulgent intellectualism. Rendered in simpler terms, this may be summed up as the question, which I’ve been asked, and which I would have no doubts some among you have been asked also: “Why not pick a different major, and just read books in your free time?” I must now say how singularly glad I am that I didn’t follow in the prodding direction of this question, and I hope the rest of you are as well. I answered instead with my own form of bourgeois rebellion, that very loud yet resoundingly silent suggestion to do whatever makes you happy. I must say I’ve had my doubts— have wrestled with that self same question dangling at the end of the previous paragraph. I had danced along with other advisors in other majors (great people, all!) but my heart never quite found its rhythm. So, as alluded to, I took the plunge into English, wondering what I’d gotten myself into all the while. One of the reasons I decided to write this shanty article (besides personal indulgence and serious writers’ block) was because I’ve been genuinely impressed with what I’ve studied so far. My only real exposure to the study of literature was the two gen-eds I took in my freshman year, and my first taste of the upper level courses (201 and 282 this semester) has been very positive. My point here is that, before my eyes and despite my presumptions, I’ve seen my study of English move from personal indulgence to a genuine In This Issue: Black Lives Matter Silent Protest: An Interview Experience the PA Renaissance Faire Ace Attorney Apollo Justice Review Transferring Into a New Way of Learning The Poetic Nature of Pence’s Fly First- Year Faces Hamill’s Hunches Harry Potter Cake task of intellect. Now, I’m not saying this in order to be conceited, but rather to celebrate English and its study. In much the same respect, I’d encourage anyone out there, whatever their major, to celebrate their own field and the work they're doing. It may seem somewhat callow to suggest that people should take account of the things they’re thankful for. However, at times like these when the world finds itself on fire—both literally and figuratively—I find it useful to put things in perspective. College, in many respects, appears to me to position itself as a sort of oasis. It can be hard to realize how important these four (or more, bless you!) years in college are, with your nose buried in a book studying—doubly hard with the added stresses of an atypical Story Continued on Page 2 1 �The Inkwell Quarterly English Majors and the Terror of the Book Club continuation from page 2 semester, and yes, the world as a whole is perhaps on shaky ground at this point. But, all the more this should allow us to take pride in the work we’re doing. Like it or not, we’re going to be out in this wide world of ours some day. This fact only serves to make the work we’re doing more important—the skills we’re building and the knowledge we’re acquiring. When we leave we’ll carry these things with us. I’ll end this proselytizing here before this ends up sounding like propaganda from the college board. If nothing else, especially in trying times like these, you, as college majors, are doing good work. For myself, an English major allows me to be able to study literature and therefore the minds of the societies which created it. It allows me to have the tools to interpret and interface with that society. That’s good work. So yes, even the little book club has value. And from this position, I’m sure that whatever your major and wherever you’re going in life has value as well. As you, the reader, continue your work, your studies, throughout this hectic year, I hope you can remember that. Black Lives Matter Silent Protest: An Inter view with Morgan Burton By Veronica Romanelli On Friday, September 25, Wilkes University’s Multicultural Student Coalition (MSC) organized a Black Lives Matter (BLM) silent protest. Throughout the day, students were stationed all around campus in an effort to make their voices heard on a very important and relevant subject: the Black Lives Matter Movement. More than 200 students, faculty, and staff gathered to support the cause, and protesters made their voices heard in the SUB, on the Greenway, and in the lobby of Stark. Although the protest was silent, meaning protesters did not recite chants or give speeches, the message was heard loud and clear. I talked with Morgan Burton, MSC’s Vice President, and asked her to share her thoughts on the event. What made you want to get involved in organizing a BLM silent protest? My biggest motivation for this silent protest is to bring change and to educate my Wilkes-Barre friends and community about the social injustices that people of color face on a daily basis. This is something that affects thousands of African Americans and I want to use my platform to make sure my people are being heard and seen. 2 Why is it important to hold an event like this on campus? Why should people get involved? I think this event shows the University’s stance on the BLM movement and support for our Black community on campus. Although Wilkes is a predominantly White institution (PWI) I believe hosting events like this remind everyone that diversity is a pillar of our University and that we stand by this especially with the increase in racial tensions and divides within the nation. Colonels need to support our Black community more now than ever as we are constantly under attack. How do you feel about the outcome of the event? Are there any noteworthy details/moments you’d like to share? I was very pleased with the turn out of the event. We had over 220 people participate. I was thrilled to see the Wilkes community come together in such a beautiful way. At one point I had to make more signs for participants to hold because we ran out. I also loved that some students just came for a few minutes in between classes to show their support. I also saw many students wearing black to show their support. I appreciated this, as people were showing their Story Continued on Page 3 � Issue 15.1: 14.3: Fall Spring 2020 2020 Black Lives Matter Silent Protest: An Inter view with Morgan Burton continuation from page 2 support in whatever way they were able to. What type of work does MSC do? Do you have any advice/tips for people who want to get involved with MSC and don’t know how? The Multicultural Student Cultural is a group of students dedicated to spreading diversity here on campus and in the Wilkes-Barre community. We look to get students more involved in campus activities. I would recommend students visit the Max Roth Center, which is across from the library, or they can reach out to me (morgan.burton@wilkes.edu) or Erica Acosta (erica.acosta@wilkes.edu) Experience the PA Renaissance Faire By Juliana Lueders Fall is without a doubt my favorite season. Besides the chilly sweater weather and the beautiful colors of the leaves, fall has some of the best activities to enjoy together with friends. Regular staples include apple picking, pumpkin carving, and watching horror movies in preparation for Halloween. But a few years back I was introduced to something new, or should I say something old: the PA Renaissance Faire. For those of you who don’t know, a Ren Faire is a festival that allows people to experience the best of what the ye old days had to offer without all of the things that made the time a living nightmare. The PA Ren Faire is one of the largest of its kind and has been a seasonal staple since 1980. A reason for its success is all the care that is put into every square inch of the park. The Faire itself is located in Manheim at the Mount Hope Estate and Winery. The 35 acres of land include these buildings, two thematic amphitheaters, a life-sized chess board, a jousting arena, and all of the tiny authentic shops situated amongst the paved walking trails. All these sights are just the beginning, there are so many things a person could do at the Ren Faire. After entering through the castle gate one is immediately bombarded with colors, sights, and smells. The paths that run through the park are all connected in one way or another so there’s no wrong direction to go. There are certain areas designated for certain activities, such as the carnival section where all the games are located. People can play an array of strength or shooting games. Or one could pay to smash glass bottles against a wall if one is into that sort of thing. Continuing down the path, there are large stages that showcase talents like singing, comedy, and whip-cracking. Performances are happening around the park constantly, and there is never a dull moment. But the performance that attracts the most attention is the joust. In the back of the park, there is an area set up with a track for the knights to fight on horseback, a stage for the queen to declare a winner, and benches so the public can watch it all unfold. These knights are put through trials to test their skills and to gain the queen’s favor. At the end of the program, there is a battle amongst the remaining knights, and the last one standing is declared the champion. This event is typically the last of the day and is commemorated with a firework display. Personally, my favorite thing to do when at the Faire is wander through the tiny shops that make up a majority of the Faire. The Ren Faire provides a great opportunity for smaller businesses to access to the public and it allows them to get the recognition they don’t find in regular markets. There are so many items, most of them being genuine handcrafted products that would be impossible to find anywhere else. Things like real forged swords and knives (if you are over the age of 18), leather clothing, incense, candles, and handcrafted jewelry. There are also places that provide services instead of goods like fortune-telling, hair braiding, and henna art. All of these products Story Continued on Page 4 3 �The Inkwell Quarterly Experience the PA Renaissance Faire continuation of page 3 4 and even their sellers help add to experience a bit of the past in a the aesthetic and atmosphere of the way they never thought possible. faire. These costumes connect all the Now, I can’t talk about Faire goers together through their atmosphere without mentioning mutual appreciation for the past. the real stars of the faire; the actors. The small army of hired performers that roam around the entirety of the park to cause mischief wherever they go. Some of them have designated roles like the queen and her court, they’re specific in their locations and skits. But if you are lucky you’ll be able to catch them walking through the main streets in all their grandeur. Other actors are townspeople. They interact with anyone that they come across and wield enough obscure oldtimey language that would make Shakespeare proud. Photo Credit: PA Renassaince Faire Normally, for such events, it would be easy to point out the The dedication that goes into every performers by the outfits they’re costume creates an environment wearing. All the actors there are that is open and accepting of all the in full costume, some are more mythical fantasies one would want elaborate than others, but all are to recreate. And for someone who very fitting for the time. But a key has a certain fondness for historical element to the Ren Faire is that not fantasy books like me, it is like a just the actors can be in costume. fairy-tale dream come true. The Regular people are encouraged to costumes are always a highlight of wear costumes as well. This leads to my trip, seeing so many people that some people building entire outfits passionate about an event really so they can be whomever they want illustrates how much it means to at the Faire. I have seen suits of them. The Faire helps to establish a armor, ball gowns, fairy wings, and community between these people, cloaks of every shape and color. A one that would be impossible to favorite costume of mine, and one find anywhere else. my friends would always get very But an adjustment that had excited about whenever we would to be made to everyone’s costume see them, was a group of Vikings. this year was the addition of a Not exactly Renaissance but it’s all mask. Since the pandemic began at in the spirit of expressing oneself the beginning of this year and then and the people at the Faire use this the following shut down of many medium to interact and events, people were scared that the Faire would be canceled this year. I think that this Faire is very fortunate to have physical buildings instead of tents, meaning that they have real bathrooms for people to wash their hands. This factor combined with its large size and the outdoor location definitely helps to protect people. Of course, the owners are still taking precautions like mandatory masks and they are limiting the number of people allowed in per day to cut down crowding. All the Faire goers take these precautions in stride, some even decorate their masks to match their costumes. Not to mention all of the plague doctors roaming around the grounds in good spirit. Everyone is trying their best to make the most out of these more difficult times. The Ren Faire runs from 05 September to 01 November, so there are only a few weekends left to go visit. Every weekend the Faire has a certain theme for people to dress up accordingly, and in honor of the scariest holiday coming up the last three weekends are all spooky-themed! So even if trick or treating is not allowed due to the pandemic this year you can still wear your costume to the Ren Faire. This event has quickly become the highlight of my fall and I hope you will get a chance to experience the fantasy for yourself. � Issue 14.3: 2020 15.1: Spring Fall 2020 A ce Attorney A pollo Justice Review Caution: Potential Spoilers By Darren Martinez Over the summer, there’s a good chance quarantine gave you a bit of extra free time. Maybe you learned a new skill, caught up on your Netflix backlog, or doomscrolled on Twitter (guilty). I also learned how to be a lawyer! The Ace Attorney universe has a version of Los Angeles, also dubbed “Japanifornia,” where murders occur every three days. The services of lawyers are desperately needed. Photo Credit: Nintendo In the original trilogy, you play as Phoenix Wright, the ace attorney. Over the course of these three games, Wright builds his reputation by taking on nigh unwinnable cases and bringing down the most cutthroat prosecutors. His philosophy is to believe in his client’s innocence, despite how stacked the evidence is against them. Outside of special circumstances, Wright defends all of his clients to ‘not guilty’ verdicts. This makes the beginning of Apollo Justice that much more interesting, as Wright appears to you in a hoodie and a beanie. He’s accused of murder, and happens to be your first client as a new defense attorney. It’s been seven years since he lost his attorney’s badge, but his reputation as an ace attorney is still intact. The mystery surrounding Wright’s circumstances bleeds into every case in the game, and ultimately creates a new tonal direction for the series. While dressed as a bum and accused of murder, Phoenix has protagonist Apollo Justice essentially play into his hand. It turns out Phoenix was framed by his friend and fellow defense attorney, Kristoph Gavin. Apollo is Kristoph’s understudy, and Phoenix requests Apollo specifically to make sure Kristoph can be incriminated. Gears are turning on plots not visible to the player, as Phoenix promises all will become clear later. It’s admittedly jarring! The great Phoenix Wright is brought back without even a hint of fanservice. He is aloof, yet cunning. He has an adopted daughter who is a practicing magician. His law office is now the Wright Anything Agency. Everything familiar about his character from the first three games is flipped on its head. He was once the player character, which makes his transformation even more alienating for players familiar with the franchise. Gameplay wise, very little deviates from the Ace Attorney formula. Explore crime scenes, conduct interviews, and defend your clients in court. The defining difference is the game’s tone and art direction. Characters are a lot livelier and some have idle animations. Trucy Wright bounces slightly, ever eager to assist Apollo in his work. Prosecutor Klavier Gavin (Kristoph’s younger brother and frontman of a rock band) snaps his fingers in court. While still adhering to limited animation, the characters emote just enough to show growth from the first three games. The contrast is especially noteworthy when the final case brings back Phoenix’s old sprite. For backstory purposes, we learn how Phoenix lost his attorney’s badge. His sprite is stiff and oddly proportioned when juxtaposed with a younger Klavier, as well as the magicians that serve as defendant and witness. The sprites are so visually advanced that I can’t help but think it is an intentionally drawn comparison. The game’s meta commentary wants to say that Phoenix’s attorney identity is shelved. Phoenix himself admits his limits, wanting to pass the torch to new blood with abilities to survive in a new era of court. Apollo’s defining courtroom ability is Perception. On certain testimonies, Apollo’s bracelet alerts him to the tenseness of the witness. You might not have evidence that proves a contraction, but you Story Continued on Page 6 5 �The Inkwell Quarterly A ce Attorney A pollo Justice Review Caution: Potential Spoilers continuation from page 5 can see your witness’s tells. On a certain line, perhaps their eyes dart away or they play with their fingers. Identifying these lies is what Phoenix believes sets Apollo apart from all other defense attorneys. The game’s soundtrack compliments the transition to surrealism. The original trilogy is centered around the Fey clan and their ability to channel spirits. In Apollo Justice, Apollo’s aide is a practicing magician and the prosecutor he faces is a rock god. His mentor is a disgraced attorney, “pianist that can’t play a lick,” and poker player on the side. All of this is delivered with absolute sincerity. The soundtrack is a bit like being sentient in a dream. A few of the themes relating to Apollo’s abilities have instruments that play to the beating of a heart. As the player reveals the witness’s secrets, the soundtrack is making you aware of the beating of your own heart. Themes like the courthouse introduction feel familiar, but not too familiar that they don’t feel new. The remixes evoke distance, as if yesterday was summer and today you woke up to fall’s cool air drifting through your bedroom window. An entire case revolves around the rock music Prosecutor Gavin plays as well. The soundtrack is varied enough that the player is never bored. Altogether, it’s a hauntingly beautiful arrangement that somehow evokes nostalgia on the first playthrough. Apollo Justice was a very fun game for me. I get hyperfixations where I tend to hone in on certain franchises or media properties for a distinct period of time. It happened to me with Pokémon, Animal Crossing, and Dark Souls, to name a few. I still cannot stop thinking about Apollo Justice, even though it’s the kind of game where once you know the story, you’ll likely never be able to replay the game. However, you have made it this far (hopefully). I would urge you to play the game for yourself if you have not already, because I don’t believe I spoiled too much. I give Ace Attorney: Apollo Justice a firm 9/10. conflicted - I have a whole lifetime ahead of me, wanting to gain a further education but afraid of not succeeding in the field I chose to study and practice in for the remainder of my life. During those two years, I took a class or two at a time, some in the classroom and others virtually as I continued to reflect on my passions, skills and talents, and on how I could use them to have a successful and delightful career. During my transition into Wilkes, I thought it would be a piece of cake. After many years of experience enrolling and partaking in college courses, I thought to myself it would be the same experience as my other semesters. Boy was I wrong. It took less than a week to experience the issues many of my collegiate friends faced in the recent Spring semester this year. Zoom quit during a second meeting for one of my courses and I was unable to join again (which happened again a few times after that). I began to worry about a Transferring Into a New Way of Learning By Ryan Zaruta COVID-19 has changed many aspects of our lives, forcing us to adapt to the chaos it has created. Store closures, government shut-downs, mandatory mask policies, social distancing. Even our typical means of education came to a halt as the pandemic reigned havoc on the world. I took two years off from my educational experience, after completing two degrees from Luzerne County Community College and a semester at Temple University. Like many, I was 6 Story Continued on Page 7 � Issue 15.1: 14.3: Fall Spring 2020 2020 Transferring Into a New Way of Learning continuation of page 6 completely new way of learning, and I felt astonished with the amount of reading and assignments required. Going through whole chapters and modules one week at a time, struggling to remember the overabundance of due dates, I began to panic. One of my weaknesses is the ability to keep track of the time frame I have to complete tasks and requirements, between my full time work schedule as a Night Shift Supervisor / Second Level Operations Technology Person at a small town McDonald’s in Kentucky (you read that right - this current semester I am spending away from Wilkes-Barre and residing in the Louisville area briefly), to the full time school schedule I have devoted so much time and effort to get a great education, and the other contributions i indulge myself into. I have attempted time and time again each semester to jot everything down in a planner, but I never kept up with it. To me, it was too time consuming. Here’s the odd thing about my inability to maintain an agenda planner and my new education experience. I began to become more organized. In-person courses made it much easier to remember due dates, between having several reminders through email and virtual classroom sessions, and setting time aside on the very first day of the semester to comb through every syllabus I had to write down every due date for each class. We are halfway through the semester, and each day and month in my planner has due dates and reminders scribbled throughout. For once, I finally feel organized. Not only benefiting in my academic learning, but in my personal life as well. I have been more attentive to note taking which I have applied toward my current occupation (such as writing down suggestions and ideas to discuss with my boss and the night shift managers I supervise, to keeping track of tasks assigned to the crew members), allowing myself to be more aware of the day-to-day tasks required. Since the beginning of my organization efforts, I have lost that feeling of frantically hoping I could miraculously remember when my assignments were due and complete them in time. My professors have been impressed with my ability to keep track of due dates and my ability to reach out to them with concerns regarding possible conflictions or confusions that might arise, and the superiors I report to at my establishment of employment have praised my growth with the company. COVID-19 may have changed many aspects of our lives negatively, yet this transition into a different style of learning has impacted me in many positive aspects, which will change the way I organize myself for years to come. The Poetic Nature of Pence’s Fly By Nicole McNelis Like many Americans, I tuned in at 9:00 PM on 07 October to watch Vice President Mike Pence and Vice Presidential Candidate Kamala Harris in their first and only debate. I had hoped it would be more productive than the Presidential Debate that happened last Tuesday, which it was. Important issues were discussed, and both candidates addressed their values in a clear, concise manner (for the most part). The one moment that stuck out to me and probably everyone watching was the 30-ish seconds that a fly landed on top of Mike Pence’s hair. His hair is a bright white color, so it definitely stood out and stole the entire show. Once I had realized what was going on, that there was actually a fly on the Vice President’s head, I thought to myself, “how symbolic.” On a non-metaphorical level, flies are attracted to and commonly associated with garbage, feces, decay, and other things of that nature. On a symbolic level, flies (and all insects) in literature are usually associated with a similar connotation. In Lord of the Flies, for example, flies swarm the 7 �The Inkwell Quarterly The Poetic Nature of Pence’s Fly continuation of page 7 sacrificial pig’s head after death, representing their attraction to decay as well as the savagery and instinctual drives of the group that caused them to kill the pig. In short, flies do not normally have a good reputation in reality or in literature. Since Pence is a widely-disliked candidate, in favor of harmful prospects such as supporting homosexual conversion therapy and defunding Planned Parenthood, it seemed appropriate that the fly landed on him last night. Social media users pointed out that a fly also landed on another widely-disliked candidate, Hilary Clinton, during one of her Presidential Debates in 2016. Clinton then went on to lose the election, so people were making jokes that maybe the fly picks the loser of the subsequent election. As of last night, the fly has spoken! Mike Pence also happens to be the head of the White House Coronavirus task force, which has failed the millions of Americans infected with COVID and the 200,000+ that have died due to the virus. The fly landing on his head last night seems almost representative of those lives America has lost due to a lack of leadership and effort to contain the virus coming from the White House. After all, the first poem that comes to my head when discussing flies in Emily Dickinson’s, “I heard a Fly buzz--when I died,” which discusses the stillness of death compared to a buzzing fly in the air. Again, not a beautiful or uplifting connotation to the fly, but a more dark insinuation associated with death and decay. The fly that stole the show in Lord of the Flies Pig .... Photo Credit: Lenox Artist - Etsy last night’s debate was not only funny to watch (it stayed there for so long!), but it could also be deconstructed to mean something dark and twisted for the future of Mike Pence, and the future of this country as a whole. This election is pivotal to the course of American politics and American life in general, and the fly on Pence’s head reflects the dark prospect we face in four more years of a Trump administration. What a strange reality we are living in! 8 Photo Credit: NYTimes � First-Year Faces Issue 15.1: 14.3: Fall Spring 2020 2020 By Emily Cherkauskas Juliana Lueders Q: Where are you from? I am from Lancaster, PA. Q: Why did you choose Wilkes? I chose Wilkes because I fell in love with the campus during a visit senior year. This school is everything I want from a college; the size isn't too large, the location's beautiful but not in the middle of nowhere, and it has a wonderful English department with a lot of flexibility major and class wise. Q: What made you decide to major/minor in English? I've always enjoyed reading, I used to demolish books as a kid and I still try to now in my free time. Besides that, growing up, English was one of the only classes I enjoyed during high school, nothing else clicked for me like writing did. So now going forward with this major, I'm hoping to make writing a permanent part of my life. characters that go on a magical adventure. To me, it's the kind of book that you read through once, and as soon as you're done all you want to do is read it over again. It will always hold a special place in my heart. Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? I'm looking forward to taking part in the experiences that the program offers. There's so much one could do with a writing education and honestly, I have no idea what I want to do with mine. I'm hoping that being a part of the English program over the next few years will give me some perspective on potential options for the future while learning and having some fun along the way. Anmarie Lebron Q: What is your area of concentration (Writing, Literature, Digital Humanities, or Teaching)? My concentration is in writing, I’m hoping to complete business and creative writing courses. Q: What is your favorite book? Why? My favorite book is Howl's Moving Castle by Diana Wynne Jones. It's a sort of adventure story with amazing, diverse, and funny Photo Credit: Anmarie Lebron Q: Where are you from? I am from Pennsauken New Jersey which is about three minutes from Philly. Q: Why did you choose Wilkes? I chose Wilkes because it was far enough from home that I could experience college life for myself, but am still able to get home easily if needed. Q: What made you decide to major/minor in English? I have always been a big writer. Oftentimes as a child I didn’t quite feel connected to my family and writing was a way to express myself along with other things such as sports. Q: What is your area of concentration? I am focusing on creative writing. Q: What is your favorite book? Why? My favorite book is House Rules by Jodi Picoult. I love all of her books. I think she is an exquisite author who has a unique way of bringing life to her characters. Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? A lot of people are shocked when I mention that I am an English major, and it gives me this rushing feeling that they know something is coming that I don’t. I’m super excited to learn more and enhance my roles as a writer and a person in society as a whole. 9 �The Inkwell Quarterly Inkw ell Quar terly Staff Editor-in-Chief & Layout Editor: Briauna Robinson Copy Editors: Nicole McNelis & Ryan Zaruta Staff: Daniel Stish, Veronica Romanelli, Rashonda Montgomery, Emily Cherkauskas, Juliana Leuders, Darren Martinez, Dwight Mitchell, Haley Katona, and Alexis Charowksy Guest Contributor: Grace Hamill Faculty Advisor: Dr. Thomas A. Hamill Harr y Potter Cake By Grace Hamill This cake combines two receipes taken directly from Lindsay Conchar’s Simply Beautiful Homemade Cakes. The Harry Potter design is my own. Chocolate Cake: 2 cups all-purpose flour 2 cups sugar 3/4 cup dark cocoa powder 1 tbsp baking soda 1 tsp salt 1 cup hot coffee 3/4 cup milk, room temperature 3/4 cup vegetable oil 1 1/2 tsp vanilla extract 3 large eggs, room temperature Preheat oven to 350 degrees. Line two cake pan bottoms with parchment & grease the sides. In a large mixing bowl, combine the flour, sugar, cocoa powder, baking soda, and salt. In another (medium) bowl, combine the hot coffee, milk, vegetable oil and vanilla extract. Add the eggs and whisk until combined. Pour the coffee mixture into the flour mixture and mix until smooth. The batter will be thin. Divide the batter evenly between the cake pans. Bake the cakes for 22 to 25 minutes, or until a toothpick inserted into the middle of the cakes comes out with a few crumbs. Remove the cakes from the oven and allow them to cool in pans for 2 to 3 minutes, then remove the cakes from the pans, flipping them onto a cooling rack so that they can cool completely. Vanilla Frosting: 1 1/2 cups salted butter, room temperature 1 1/2 cups vegetable shortening 12 cups powdered sugar 1 tbsp vanilla extract 1/4 cup water or milk, room temperature* [*& food coloring as prefered] 10 The finished product, baked in celebration of Dr. Hamill (with Grace’s crucial motivaiton and direction) finally finishing the Harry Potter book series. Vanilla Frosting, continued To make the frosting, mix together the butter and shortening until combined. Slowly add 6 cups of the powdered sugar, mixing between additions until smooth. Mix in the vanilla extract and the water or milk until smooth. Slowly add the remaining 6 cups of powdered sugar and mix until smooth. For the hair and glasses, add cocoa powder until desired shade is reached.(Note that you probably wont be able to get the hair completely black.) Use the food coloring also to create the desired shade. Frost the cake as desired. Enjoy! � Issue 14.3: 2020 15.1: Spring Fall 2020 Hamill’s Hunches By Thomas A. Hamill As we all navigate the markedly complex dynamics of this Fall 2020 semester, I’m struck in particular, from my own narrow vantage point, by the unique mix of what I’ll call, for the sake of alliteration (and slight morphological straining), the wonderments and weirdnesses it has thus far offered forth. The wonderments are perhaps the easiest to both identify and articulate—at least for me: Our students negotiating the no-doubt unprecedented balance of in-person and remote-access classes (and their proliferating acronomies as F2F and SOL, and OL, and the abreviation-as-acronym HYB, not to mention the oddly clipped, almost non-acronymic FLX, better known by that buzzwordy (but never sufficiently conceptualized or realized) reification, Hyflex). Our faculty reinventing their teaching styles and course content to accommodate the range of delivery modalities required to keep the campus community (and its extended community) safe. Our campus staff in all areas of the University, from Facilities, to OTTL, to ITS, to Farley Library, to all Academic Programs and Academic Support offices, working tirelessly to help keep campus running—and thriving. Our campus administration endeavoring to coordinate one of the most logistically challenging and variable semesters in Wilkes’s (or any campus’s) history. In short, then, I suppose the wonderments all come down to one or two simple words. Us. Our people. Whether from our living rooms or from the Halls of Kirby (or anywhere else on campus), we’re hanging in there, which is more than enough. And we’re doing well more than that too, as we all know. And I, for one, and impressed. And grateful. The weirdnesses are somewhat more challenging to enumerate and—barring the most immediate and unreleting (the masks, the fogged up glasses (which are f*gged up), the constant santization, the “if-it’s-atleast- 60%” alchohol absolution)—they are certainly more personal and idiosyncratic in their manifestation and thus their enumeration. For instance, walking the aforementioned Halls of Kirby has, for 18 years, been one of the more enjoyable social aspects of my work at Wilkes. And don’t get me wrong, I still love them Halls. But adjusting to the quieter, more empty realities of the Fall 2020 version of Kirby, where there are, of necessity, fewer classes held and fewer students and colleagues around—and where, again of necessity, interactions are distanced and brief—is, well, weird. And not seeing the staff at the cafeteria, where I’ve gone for lunch almost religiously every day since I’ve been on campus these past 18 years, but instead eating alone, in my office, with my homemade lunch, obsessively (even if logically) meted out in reusable containers, is, yes, just as it sounds: weird. And is it me or is the Alma Mater chiming through the Burns Clocktower each day at noon not, well, suddenly weird, given the newly elegiac lilt the recording, always already layered with nostalgia-as-reverb, has seemingly accrued? That ubi sunt pathos, now more immediate and forboding, is almost too much, no? For those of us who are here to hear it at least—and for those of us who are actually listening? And, indeed, for those of us who know why it (now) haunts us so? I told you the weirdnesses were idiosyncratic…. But maybe not so much. Maybe the weirdnesses just point back to the importance of the wonderments, putting them in a sort of Covid-era relief. Maybe what’s weird about the semester is simply all the ways we can’t be us, the Wilkes Community, at least not right now. And maybe all these weirdnesses are also a reminder, weirdly, of the many new ways that we can. Wondrously. If weirdly. In wonderment. As I’ve already said, I’m impressed. And grateful. I hope we all are. And I hope we all keep hanging in there…. I trust we will. 11 �MANUSCRIPT UPDATE The Manuscript Society will be publishing two issues of The Manuscript this 2020-2021 Academic Year. The submission period for the general issue will be open through 02 April 2021. The submission period for the Black History Month issue will be open until 04 February 2021. If you’re interested, please submit your work to magazine@wilkes.edu with your Wilkes email, and specify which issue, if not both, you want to be a part of. 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 Fall 2020 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Spring 2021 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 202: Technical Writing MWF 9:00-9:50 Prof. Lobb ENG 222: Intr. to Digital Humanities/DH MWF 1:00-1:50 Dr. Hamill ENG 234: English Lit. II/WGS/&H TR 9:30-10:45 Dr. Davis ENG 281: American Lit. I/WGS TR 2:30-3:45 Dr. Kelly ENG 298: Adv. Workshop in Screenwriting MWF 11:00-11:50 Prof. Kovacs ENG 324: History of the English Language MWF 2:00-2:50 Dr. Hamill ENG 376: Modern Amer. Poetry/WGS/&H MWF 10:00-10:50 Dr. Anthony ENG 397: S: Postmodernism Dr. Kuhar TR 1:00-2:15 � 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 2020 (Volume 15, 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 2020 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/f6c88d34a04b2a43d1e91d0dd1e5bfb3.pdf 8a3f7a461ff4433c34e6976a5edc3c6e PDF Text Text Issue 15.2: Fall 2020 THE INKWELL QUARTERLY Thoughts on the Fall In This Issue: The Holiday Season:COVIDSemester and Looking A head Style By Juliana Lueders The completion of this fall semester left students and teachers feeling more drained than any semester before it. The ongoing pandemic inspired a lot of changes to not only classes but to college life as a whole. Shortening the window of time for the semester limited the amount of time new students, like me, had to adapt to the new environment. After coming off of a thrown-together online end of senior year in high school I had no idea what to expect walking on to the Wilkes campus the following fall. This article is going to be my thoughts on the recently completed fall semester and on some of the hopes I have looking ahead to the spring. I, like every other freshman, was excited and terrified to begin college. COVID was actually only a small part of that fear; the rest of it was made up of more generic school-related stress like surviving classes and making friends. For how much the pandemic had a hand in altering everything, I was surprised at how simple it was to get into the routine of it all. After the first few days, which were made up of mostly orientation activities, I made an effort to explore more of the campus and buildings on my own. I did this even though I knew I only had two in-person classes out of my five total. Those two were eventually cut short and made into an in-person and online synchronous blend. But honestly, I didn’t really mind the online classes that much, because I knew that the alternative of being sent home would have been much more depressing. I can’t count the number of times I had upperclassmen and teachers say something along the lines of feeling sorry for my group of newer students coming in and having their first college experience be as constricted as it was. I didn’t want to let that kind of sentiment bring me down with self-pity or use it as some kind of excuse. I tried to stay positive with all of it because there were bigger problems out there, and being on campus was enough for me. Every night talking to friends from home we would take bets on who was going to be sent home first. I was actually tied for second in our running, but fortunately there was only one friend who was sent home from their college. Of Webcams and Foucault “The Show Must Go On!”Pledges to Keep the Performing Arts Alive in the COVID-19 Era Hades: The Joy of Trying Again Sophomore Spotlight In accordance with the guidelines, schools didn’t want large groups of people interacting so I found myself solo for a majority of the time on campus. I still hung out with a few people to either walk or get food but I really wasn’t interested in having a huge social circle. And frankly, it was really nice. I was able to focus on myself, my school work, and my job without having any other annoying outside social obligations. True to the college form there was no one telling me what I should or shouldn’t do and everything I did was all up to me. I had to be the push to get me out of the dorm room to go work in the library, I was able to decide if I wanted to talk to or see anyone, and I got to choose where and when I got food from. It was a freedom that I wasn’t familiar with and is one of the things I miss the most with coming home. But going back to the subject of classes, my first semester was mostly made up of gen eds. The idea was to not get overwhelmed Story Continued on Page 2 1 �The Inkwell Quarterly Thoughts on the Fall Semester and Looking A head continuation from page 2 but to still be productive, although this led to me not being super enthusiastic about all of them as most weren’t what I wanted to study. With the exception of this being my 101 English class. I was always a fan of English in high school so it was comforting going back to something familiar. I also had the added bonus of still doing poorly in a math class to complete my high school fantasy. But this English class was strictly online. It was a synchronous schedule so there was still technically a class to show up to. I enjoyed having that kind of structure compared to an asynchronous class where the work can be finished whenever, which usually meant at the very last minute. Initially, I did have some reservations about having the class online. Personally, I view English classes as being made up of reading, writing, and discussions in equal measure. I doubted technology’s ability to facilitate meaningful discussions. It might have just been how flawed the online process was at the end of my senior year, not that I blame any of the teachers for that, they did the best they could on very short notice. But this class put my fears to rest I would argue that it did one of the best in engaging the students and allowed for all of us to interact with each other without having 2 to worry about COVID. The class itself was mainly broken down into three essays with short essays for discussion in between them. I look forward to being a part of more classes like it in the future. Image courtesy of Shyann Barret on Wilkes’ Facebook Page That being said, I am just as relieved as every other student that the fall semester is over and those classes are done. The shortened pandemic semester made the past couple of months feel like finals week, with everything being on a time crunch. While I would prefer this kind of schedule compared to having longer semesters, I know there are many students that would disagree with me. This semester was extremely hard on everyone involved but the reward is being home to relax and unclench after the constant stream of work. Being at home can pose its own difficulties as well, but I hope that everyone is able to enjoy the time off, however they choose to spend it. When looking forward to the spring semester, as of right now we are all scheduled to return. I’m sure this semester will have similar pacing compared to the fall without any breaks, but hopefully the university will take some of the student’s opinions into consideration and put in a few mental health or “catch up” days to lessen the stress. I can’t imagine what it means to be a senior right now during these times. High school graduation was more of a ceremony or show. It’s really just a warm-up to the accomplishment that it is to graduate from college. I can’t provide a perspective like that; I can only provide a freshman one. A perspective that includes walking on to campus for the first time in a mask, having my first ever college class be on a computer, having all the activities I was so excited for being canceled till further notice, and even after all that being able to succeed and be ready for the next one. � Issue 15.2: Fall 2020 The Holiday Season: COVID Style By Nicol McNelis When the severity of COVID-19 increased in the United States in March, I’m sure that no one anticipated that it would still be happening at Christmas time. Personally, I made plans to travel in the summer that, of course, fell through due to COVID. Then, I held out hope for my 21st birthday in October that I would be able to have a somewhat normal birthday celebration. Of course, these plans were also ruined due to COVID. Now, December 25th is quickly approaching, and we are facing the reality that it is going to be completely different this year than in years past. Not only is the celebration part of the holidays going to be altered, but the entire season surrounding them is already vastly different. Working in retail, I’ve noticed how more people are choosing to get their shopping done online rather than coming into a store and looking around. While I agree that this is the right and safe thing to do, there’s no denying that it feels weird and different. Events like Christmas concerts and light displays are being held virtually or cancelled altogether. Even aspects of Christmas like sitting on Santa’s lap in the mall are completely changed due to social distancing guidelines. We’ve never seen a holiday season like this before, and I hope we don’t have another like it again. Those who celebrate Thanksgiving have already had a glimpse into how the holidays coming up may look. Families could not gather in ways that they normally would. Those who have capabilities to FaceTime or Zoom with each other probably did, but it’s just not the same. Now, we have to ship our loved ones their gifts in the mail, or leave them on their front porch in order to limit our contact and possible exposure to people with COVID. What is usually a joyous occasion filled with family and love will be spent alone or through a video screen. All of this is completely depressing to think about, but also necessary. The best gift someone could give their family and friends this holiday is safety. It is up to everyone to do their part--stay home, don’t gather in large groups, wear a mask--in order to keep themselves and their loved ones safe. Although Christmas may be different and sad this year, it is important to keep hope that next year we can be with our loved ones in the environment we are currently longing for. Plus, think about how much we will cherish those experiences after being isolated from them for so long. COVID Christmas requires much adaptation that I am willing to embrace in order to assure my health and safety--and my family’s health and safety--in this trying time. Of Webcams and Foucault By Daniel Stish Over this past winter break I decided it would be a good idea to take a course, lightening my load for the spring semester. The course itself proceeded as one may expect—lots of work crammed into little time. Whilst everything was moving along rather smoothly, I found myself somewhat at odds with a software package which students in this course, and I’m certain many others, were required to install: LockDown Browser, and Respondus Monitor. Their names reveal their functions. LockDown Browser quite literally locks down your browser, preventing you from opening any other websites (or, for that matter, any other applications on your computer). Respondus Monitor, as might be expected, monitors you through the commandeering of your computer’s webcam. What struck me about this was the distinctive sense of “unreality” which followed the use of this software, and only really subsided once my computer had had a full reboot. By unreality I mean a sense that the space surrounding the computer, and perhaps my own person, was somehow changed into a simulacrum of the space it had been previously. In other words, this software set about creating an “other”, or an alienation from myself and my surroundings. It was Story Continued on Page 4 3 �The Inkwell Quarterly Of Webcams and Foucault Continuation of page 3 the distinct experience of viewing my actions and my self from within, as usual, but also through the unblinking eye of my webcam, through imagining what my computer saw, how the software would record my actions, my tics, my behaviors. This got me thinking about Michel Foucault’s model of discourse, inspired quite fittingly by the model of the panopticon prison. This panopticon was a model of a prison in which, situated in a central tower (and through the means of technology, a system of mirrors when the panopticon was first visualized— no doubt cameras today) the guards would be able to monitor every cell at every time. This dynamic would mean that the prisoners would have no idea when they are being watched, meaning they must assume they are always unders surveillance.. This would create a distinct sense of paranoia, in which the prisoner’s every action had to be viewed both from his internal state, and also through the imagined lens of what the guards where observing, thus alienating the prisoner from himself, and forcing him to internalize the behaviors and ideologies of his captors—for any break from the protocol set forth for him would be unthinkable in the paranoid air which was intentionally created in the prison. Foucault saw this as a wonderful analogy for the dissemination of power in society, in which knowledge comes from 4 the self-regulating behaviors of people subject to unequal distributions of power, in that they would—must—inherit the ideologies of their rulers through the same system of self-censoring, and paranoia. This relationship is posited quite succinctly by Lockdown Browser, and especially Respondus. The webcam has become a guard tower, surveilling us never and always, within the liminal state of awareness where paranoia makes its roost. If these systems, the panopticon and its modern day equivalent are made to reproduce power, then I must ask: who rules our society? Or perhaps, I should ask what rules our society? It is of no doubt that we live in a “digital age”, but what exactly does that mean? In my view, it means that our world is run by algorithms. From the economy, to health care, to industry, to travel, everything is run by algorithms, the genetics of computers, their function. All of these industries, and frankly all industries, are informed by or perhaps even made completely possible on the back of digital algorithms, implemented through computer software. As a simple thought experiment to confirm this contention, simply imagine what would happen to society if, for a single day, all the computers in the world were to simply—stop. What would we even be able to do? We therefore live in this algorithmic world, one designed, originally, by humans, until we humans had to begin designing ourselves around the algorithms we had created, to make ourselves viable in the age of efficiency. The digital age also means a thinking gone over to computation, one in which the qualitative has given way to the quantitative. Where artifacts of being like place, like situatedness, like the self, are to be reduced to the humming electric of thinking machines. Respondus, is thus an outreach of that ontology, a discourse in which machines and their eyes become the arbiters of virtue and of truth. Students thus become data points. Their knowledge becomes little more than test scores as data points, their human comprehension a comparison to the mean. These things—knowledge and pedagogy— thus become little more than data points to be consumed and iterated over by ever more complex algorithms, the same kind of quality insurance a mechanical part would go through, to test the ability of one to feed the grinding cogs of industry. For the moment, as far as I am aware, there are still humans who have the final say in these processes, who look over the data and the videos created by the machines to make still human decisions. This is a problem in the technical society, as it means our technics can yet be improved. Machines will have to be made more intelligent, algorithms more advanced—until we are all watched over by machines of loving grace. � Issue 15.2: Fall 2020 “ The Shows Must Go On!” Pledges to Keep the Performing Arts A live in the COVID-19 Era By Emily Cherkauskas With the COVID-19 pandemic sending shockwaves around the world, many businesses suffered incapacitating wounds in how they operate, with one such field being the performing arts. Some performing arts groups adapted to the pandemic adjustments by offering socially distanced, outside performances with a limited number of audience members; or, actors independently created their own videos or live streams in order to connect with fans. However, one such organization has allowed a rather creative way of still offering performances and supporting the performing arts, allowing for thousands Image courtesy of “The Shows Must Go On!” of people to gather together as an audience. The difference from the traditional sense, however, is that this certain method is entirely digital. “The Shows Must Go On!” offers full recordings of various theatrical performances and shows on its YouTube channel of the same name. The channel holds special “save-the-date” occasions for viewers, premiering in a live stream. Premieres also feature a live chat box, allowing for viewers to discuss their favorite moments of their shows with other members of the audience. Once a show is premiered, it remains available on the channel for 48 hours in the United States for anyone to watch before the channel removes it and moves on to the next scheduled premiere. “The Shows Must Go On!” also provides full-fledged closed captioning and subtitles in its videos. The initiative was started in a joint collaboration between legendary composer Andrew Lloyd Webber and Universal. Since its conception, the YouTube channel for “The Shows Must Go On!” has aired a variety of critically acclaimed shows with a wide range of programs. This catalog of productions includes popular musicals, from the West End to Broadway, such as the 25th anniversary production of The Phantom of the Opera, Love Never Dies, The Wiz Live!, the 1998 Cats movie musical, Evita, Jesus Christ Superstar, Hairspray Live!, and a wide variety of additional musicals, films, and plays. This unique type of adjustment to the COVID-19 pandemic allows theater lovers to still embrace and experience the magic that comes with watching their favorite shows, while still residing in the comfort and safety of their homes. Additionally, due to the lack of activities and events caused by the coronavirus, a notable amount of viewers have been allowed to see such live theatrical performances for the first time. In the spirit of keeping the performing arts alive, “The Shows Must Go On!” holds a fundraiser during every premiering of a show, where viewers can donate to three different charities: the United Kingdom’s “Acting for Brothers;” the United States’s “Broadway Cares/Equity Fights AIDS;” and Australia’s “Actor’s Benevolent Fund.” These charities gather funds to support the thousands of performing arts workers who have been left unemployed for months due to COVID-19. Some premiere events have managed to gather thousands of dollars in donations. The channel offers the links to these charities in every single description of their posted videos. Not only does the channel feature livestreams and clips of acclaimed plays and musicals, but it also Story Continued on Page 6 5 �The Inkwell Quarterly “ The Shows Must Go On!” pledges to keep the performing arts alive in the COVID-19 era Continuation of page 5 holds a wide variety of behind-the-scenes videos of such hit shows. Are you interested in seeing the makeup process of turning Ramin Karlimoo into the intimidating Phantom? Were you ever curious to meet the entire cast of the 1998 musical film adaptation of Cats? “The Shows Must Go On!” have these topics covered with some behind-the-scenes videos. Along with these musical airings and clips, the channel also features numerous one-off performances of legendary artists. Some include a concert performance of Sarah Brightman and Antonio Banderas’s duetted rendition of “The Phantom of the Opera,” or Alice Fearn’s rendition of “The Wizard and I.” In order to keep up with “The Shows Must Go On!” and to learn about future events,subscribe to the channel, which frequently posts trailers for future premieres of productions, popular short clips of shows, and engaging community posts. It is highly recommended for not just English majors and minors, but also musical theater and communication studies majors and minors, to check out the channel. It is a great way to see just how these musical performers have adjusted to the restrictions of the COVID-19 pandemic—all while still managing to bring magic to the hearts of viewers. Hades: The Joy of Tr ying Again By Darren Martinez Supergiant Games delivered one of my favorite games of 2020. It was highly recommended from friends that I highly valued. It received accolade after accolade. After weeks of urging and subliminal messaging, I finally took the hint and threw myself into hell. I was met with a rehashing of a classic Greek tale that seamlessly wove itself into the fabric of a randomly generated roguelike. While the gameplay may not be a selling point for someone not steeped in the genre, the story is facilitated so well by the gameplay that even non-gamers deserve to experience it. Hades’s protagonist is a deep cut from Greek lore. In the canon of the game, he is the stillborn son of Hades and Persephone, given life by Nyx’s power. Actual Greek mythology suggests Zagreus’s relation to Dionysus, perhaps as a proto-Dionysus. Whatever the case, Zagreus is not one of your typical Olympian heroes or gods. What this means for Hades is that Zagreus can be characterized in his entirety by Supergiant, rather than being forced to adhere to established design. The writing becomes even more endearing when the traditional gods are brought into the midst, as every god grants favor to Zagreus with the hopes of receiving it in return. Zeus and Poseidon constantly talk down upon their brother Hades. They applaud the spirit of their nephew Zagreus for sticking it to his old man. Ares sees a brother of warfare in Zagreus. Athena remarks on the wisdom of Nyx and the tenacity of Zagreus, and works diligently in their favor. Within the freshness that is Zagreus, established Greek characters are given new life. The story of Hades is rather simple. Zagreus wants to meet his mother. Olympus thinks his mother is Nyx, but he was actually born to Persephone. So, Nyx helps Zagreus feint Olympus, receive blessings from the gods, and bust out of hell under the guise that Zagreus is going to join them atop their lofty mountain. Zagreus is a bit guilty, but once he begins receiving the gods’ boons, he realizes he cannot do without them. The game has a developing story even though all the player does is dungeon crawl. You’re very nearly guaranteed to get new dialogue from a character on any given run. The cast of Greek heroes, gods, and 6 Story Continued on Page 7 � Issue 15.2: Fall 2020 Hades: The Joy of Tr ying Again Continuation of page 6 troglodytes is so well-voiced that every time an exclamation point indicates new lines, it makes the previous run worth it. Drowsy Hypnos always has a comment on the way you died. Zagreus’s ex, Megara the Fury, tends to have a snide remark for your repeated escape attempts. If the player continually talks to her, battles her, and gifts her nectar, they can reignite the old flame. Moments like these create that sense of “Ok, I’ll just do one more run.” The combat is crunchy and streamlined, with attention on enemy shapes to convey their relative danger to the player. Tartarus is first. Lumbering giants with clubs mill slowly towards the player. Witches lob shadowy orbs from the corners of the chamber. Pots toss out land mines and dance around. Enemy design correlates to the dead spirits permitted to rest there. Asphodel is the next level, flooded with rivers of magma. Most of the enemies here are skeletal beings, their flesh melted by the heat. Elysium comes next, the resting place of great warriors and heroes in life. Enemies here mirror the player’s capability, as the Exalted can access the same weapon types as Zagreus can. Gladiator chariots mew like cats and lions, and rush headlong into the player to commit vehicular manslaughter. The odd being of chaos also floats around in this stratum. Lastly, the Temple of Styx is the defensive layer between life and death. Rats and poison satyrs infest the tight, trap-packed rooms. Ares will note that it is Zagreus’s first chance to kill a quarry that is not already dead, and applauds him for it. Overall, the world design is incredible. Hades offers multiple weapon types to suit any type of play. Further Image via Hades Wikipedia Page investment will also unlock alternate move sets and modifiers for weapons. They are balanced pretty well, and I personally like taking the one that gets ‘Dark Thirst,’ a boon randomly assigned to a different weapon after a run that increases the percentage of some loot gained. Getting good at all the weapons ensures the player will not miss out on any rewards. You start with a sword, eventually getting a spear, bow, shield, gauntlets, and gun. Don’t question the gun. I personally used the bow a lot early-game to grasp the mechanics, but also so I could stay extremely far away from the enemy. You should eventually get comfortable enough with enemy hitboxes and hurtboxes to play around them with close range weapons. The gauntlets are very good for that. The most interesting part of Hades is how it ties all these mechanics together. All weapons have story significance, and the Gods and other NPCs take note of them. They can even unlock alternate weapon forms. Befriending characters to certain levels nets you an accessory, and even more rarely, a summon. With those Story Continued on Page 8 7 �The Inkwell Quarterly Hades: The Joy of Tr ying Again Continuation of page 7 items, you likely make it farther in the dungeon. In turn, the story characters recognize your progress, and you have a chance for further rewards. The game does not give you things for free, but it does not make earning them difficult. The visuals and voice directions give the game life. According to Supergiant, Hades is composed of 21,020 voice lines with 305,433 words. For the casual player, delving into the character relationships and dialogue drive the experience. For speedrunners and competitive players, the postgame allows the player to crank the difficulty to insane levels. I would say I’m in between, having enjoyed both of these aspects of gameplay. After 90 hours spent in a game that cost $25, I would say it is well worth it. 9/10 Sophomore Spotlight By Caitlyn Bly For this issue of the Inkwell Quarterly, the sophomores of the English department are in the spotlight. Both sophomores majoring and minoring in English were given a set of questions to answer. Even though all of the sophomore students had the chance to participate in this article, we only received a selection of responses. Thankfully, the majority of sophomore students were willing to be interviewed and featured in this issue of the Inkwell Quarterly. ...... Daniel Stish Q: Where are you from? A: I'm from Hazleton, Pennsylvania Communications, and Rhetoric. I have minors in English and Women's and Gender Studies! Q: Where do you see yourself in 5 years? A: In five years time, I'd hope to be in graduate school, studying what-I'm not sure. Q: Where are you from? A: I am a Wilkes-Barre native actually! I found my "home away from home", if you will, only a few miles from my home here. Q: What has been your favorite English class thus far? Why? A: I think my favorite class thus far has been ENG 201. I very much enjoy learning and working with new ideas, which was certainly the heuristic of that course. Q: Where do you see yourself in 5 years? A:I love this question, because the possibilities are endless and I would be happy with the multitude of "choose your own adventures" I have come up with for my own reality. Ideally, I see myself working in a writing intensive position or using my speech skills in whatever career I am pursuing. I want to be in a city somewhere North, where I can find a coffee shop and social circle close to home and have my own little life to inspire me. I would love to incorporate my love for Women and Gender Studies with that of writing and English, hoping to empower others to want to use their voices and written words to make the world a better place as well. As cliche as that may sound, it would be the best achievement in my eyes. Q: If you could be any fictional character, who would you be, and why? A: While it's perhaps an odd answer, I should like to be John from Aldous Huxley's novel Brave New World. He died free, which seems a grand thing these days. ...... Lindsey Scorey Image courtesy of Daniel Stish 8 Q: What is your major / minor and area of concentration? A: I'm an English major currently focusing on the literature track. Q: What is your major / minor and area of concentration? A: I am a Communication Studies major, concentrating in Multimedia Journalism, Strategic Story Continued on Page 9 � Sophomore Spotlight Issue 15.2: 14.3: Fall 15.1: Spring 2020 2020 Continuation of page 8 Q: What has been your favorite pixie dream girl, which I highly English class thus far? Why? suggest researching this character A: My favorite English class is type if you have not before. It one I am currently in! I am taking makes the work mysterious and English 376 Modern American almost satirical. One can only hope Poetry with Dr. Anthony and to be written about so deeply, as I while we may only be a few weeks once heard, "to love a writer means in, I enjoy every second of it. Dr. to live forever". Anthony encourages free thought, ...... and every interpretation given Heaven Toms by a classmate of mine opens my eyes to something I may not have even realized while I was reading. We were even able to meet and discuss poetry with Zach Linge, a young esteemed poet who led a workshop and poetry reading that were, excuse my appropriate exaggeration, to die for. I highly recommend this class and any class with Dr. Anthony. I am constantly reminded why I love poetry and Image courtesy of Heaven Toms writing. The work always feels Q: What is your major / minor worth it when you are doing and area of concentration? something you love! A: I am an English major with a writing concentration. Q: If you could be any fictional character, who would you be, and why? A: This question put my mind to work more than any essay could, because I have so many answers. But alas, I will choose one. I would love to be Margo Roth Spiegelman from Paper Towns by John Green. I think John Green is a phenomenal young adult author and his books raised me through my teen years. Green's illustration of Margo makes the reader really question what we consider the ordinary and coined the term "paper girl" which has made me think about identity years after I read it. Margo embodies the meaning of a manic Q: Where are you from? A: I am from Waynesboro, Pennsylvania. Professor Lobb because the content of the course really pertains to what I want to do with my career. Q: If you could be any fictional character, who would you be, and why? A: I would want to be Kiki from Kiki's Delivery Service. She's a young witch learning to hone her abilities on a peaceful little island and has made friends through her deliveries on her broomstick. As a person that really values the simple things in life, I feel that I could really be content in her world. ...... Sydney Kraynack Q: What is your major / minor and area of concentration? A: My major is English with a concentration in writing. Q: Where are you from? A: I'm from Dallas, Pennsylvania which is about 15 minutes away from campus so I commute to and from school. Q: Where do you see yourself in 5 years? A: Living-wise, I would like to own my own land in Delaware and build a small house to live in. Career-wise, I hope to be an established freelance writer as well as work for a stable company. Q: Where do you see yourself in 5 years? A: In five years, I would love to become a professional editor for a publication company. I love the technical aspects that go into writing. Besides looking at my aspirations career wise, all I can hope for is that in five years I'm living my best life! Q: What has been your favorite English class thus far? Why? A: I have really enjoyed my Technical Writing course with Q: What has been your favorite English class thus far? Why? A: My favorite English class thus far has to be English 201 which I Story Continued on Page 10 9 �The Inkwell Quarterly Sophomore Spotlight Continuation of page 8 took with Dr. Anthony. I loved this class mainly because Dr. Anthony shared her excitement to dive into pieces of literature with the class. The works we read in that class are going to stick with me beyond my college experience. a minor in women's and gender studies. Q: If you could be any fictional character, who would you be, and why? A: If I could be any fictional character, I would have to choose Rapunzel from Disney's Tangled. She's outgoing and curious about what the world has to offer and those characteristics resonate the most with me. ...... Emily Cherkauskas Q: Where do you see yourself in 5 years? A: I don't have a clear and definite answer to this right now, but I would love to have a career where I can utilize my writing skills to the fullest extent--such as being a creative writer, journalist, or editor. Image courtesy of Emily Cherkauskas 10 Q: What is your major / minor and area of concentration? A: I am a double major in communication studies and English. My concentrations in communication studies are multimedia journalism, broadcast production and strategic communications. My concentration in English is writing. I also have a minor in creative writing and am planning to declare Q: Where are you from? A: I'm from Pittston, PA. I'm a commuter, but I pretty much live in Karambelas. Q: What has been your favorite English class thus far? Why? A: As someone who enjoys and constantly engages in conducting research, I think I have most enjoyed ENG 201 (Writing about Literature & Culture) so far. Learning about all of the different writers and theorists of literature has taught me how to analyze the works and papers that I study in my both my English and communication studies courses. That class is an amazing eyeopener for readers and writers and I loved listening to and engaging with everyone's various discussions about whatever piece or theory we were studying. It is a great stepping stone for becoming an English major/minor. Q: If you could be any fictional character, who would you be, and why? A: Honestly, I would wish to be like the fictional characters that I make in my own stories, or even in video games. They'll always have a better aesthetic and fashion sense than me in real life. ...... Alexis Charowsky Q: What is your major / minor and area of concentration? A: My major is English with a concentration in writing Q: Where are you from? A: Pottsville, PA Q: Where do you see yourself in 5 years? A: In 5 years I hope to be somewhere down south starting my career as a paralegal. Q: What has been your favorite English class thus far? Why? A: Definitely English 101. I had that class with professor Hamill and he always made the class interesting. Q: If you could be any fictional character, who would you be, and why? A: If I could be any fictional character I would be the Flash. He has the ability to move at fast speeds and arrives to his destination in a matter of seconds. I would be able to go anywhere and appear in less than a minute! � Issue 15.2: Fall 2020 Faculty Updates By A lexis Charowsky I have recently reached out to our English Faculty asking for any recent updates. I enjoyed learning about some of our English faculty’s projects and I think you will too! I learned that: Dr. Helen H. Davis will present a paper titled “’I am My Own Mistress’: Jane Eyre’s Queer Ending” at the 2021 International Conference on Narrative in May. She will also present and participate in a pedagogy roundtable on “Trigger Warnings, Safe Spaces, and Tough Conversations.” Dr. Davis currently serves on the Executive Council of the International Society for the Study of Narrative (ISSN). She is Co-chair of the ISSN’s Diversity, Equity, and Inclusion Committee. She also serves on the Conference Planning Committee, which was responsible for planning the society’s first digital conference. Dr. Sean Kelly has just completed an essay entitled “’Nothing beneath--all?’: Rebecca Harding Davis’s Critique of Possessive Individualism in Life in the Iron Mills.” The article is currently under review at a journal, and he will be presenting a section of it at the American Language Association conference (via Zoom) this July. Dr. Chad Stanley is working on poetry, on an article on an Adam Nevill novel (entitled “The Brexiting: Nevill’s The Reddening and Political Tribalism”), and on a sculptural installation for the Florence Griswold Museum’s 2021 Folly Woods Wee Faerie Village exhibit. Dr. Mischelle Anthony wrote poems that will be appearing in these 2021 publications: o o o o “Barbed Wire” and “Narrative’s Impossible Because the Past is Shards” in Cimarron Review “It’s Been so Long since the Last Divorce” in Typehouse “Three Times Divorced She Braids Her Hair” and “The Poison is the Weight” in I-70 Review “Kitchen” and “There’s No Such Thing as Safe Enough” in Midwest Quarterly Stay tuned for additional updates from our active English Faculty! The Inkwell Quarterly Staff Editor-in-Chief & Layout Editor: Briauna Robinson Copy Editors: Nicole McNelis & Ryan Zaruta Staff: Daniel Stish, Veronica Romanelli, Rashonda Montgomery, Emily Cherkauskas, Juliana Leuders, Darren Martinez, Caitlyn Bly, and Alexis Charowksy Faculty Advisor: Dr. Thomas A. Hamill 11 � Issue 15.2: Fall 2020 MANUSCRIPT UPDATE The Manuscript Society will be publishing two issues of The Manuscript this 2020-2021 Academic Year. The submission period for the general issue will be open through 02 April 2021. The submission period for the Black History Month issue will be open until 04 February 2021. If you’re interested, please submit your work to magazine@wilkes.edu with your Wilkes email, and specify which issue, if not both, you want to be a part of. 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 Fall 2020 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Spring 2021 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 202: Technical Writing MWF 9:00-9:50 Prof. Lobb ENG 222: Intr. to Digital Humanities/DH MWF 1:00-1:50 Dr. Hamill ENG 234: English Lit. II/WGS/&H TR 9:30-10:45 Dr. Davis ENG 281: American Lit. I/WGS TR 2:30-3:45 Dr. Kelly ENG 298: Adv. Workshop in Screenwriting MWF 11:00-11:50 Prof. Kovacs ENG 324: History of the English Language MWF 2:00-2:50 Dr. Hamill ENG 376: Modern Amer. Poetry/WGS/&H MWF 10:00-10:50 Dr. Anthony ENG 397: S: Postmodernism Dr. Kuhar TR 1:00-2:15 � 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 2020 (Volume 15, Issue 2) 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 2020 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/0c397874669eb79668bb05cd929faa82.pdf 804e3f20019c91a46cff4b2a1aac72a3 PDF Text Text Issue 15.3: Spring 2021 THE INKWELL QUARTERLY This Issue: Teaching During COVID: In A Message to Adult Learners... Review of Nice Work If You Can Is it Getting Better? Get It By Nicole McNelis As the “light at the end of the tunnel” of the COVID-19 pandemic continues to grow, institutions and public buildings are beginning to lift restrictions in an attempt to bring life back to “normal.” One of the most controversial topics in the realm of COVID and how to handle it has been public schools. The majority of public schools students, at least in Northeastern Pennsylvania, have had mostly online instruction for about a year now. Of course, these measures are in place to keep students and teachers safe, but lots of parents are itching to get their students back into the classroom. The one question of everyone’s mind during this difficult time is simply “Is it safe yet?” Luckily, I have had experience as a student observer at a local high school as they transition between fully remote learning and fully in-person learning. When I started my observation, the students were prohibited from entering the school building and were only able to receive instruction online via Google Classroom and Google Meet. Live classes were held every day, with teachers readily available Review of Julius Caesar to teach lessons as well as answer Various takes on Zach Linge questions as needed. Just as Junior Spotlight students started getting used to A Visit with Poupeh Missaghi this format, the school reopened Shin Megami Tensei I V: The and a certain number of students Power of My th and teachers were allowed back in Cancellation of Dr. Suess the classroom. Finally! However, my cooperating Recognizing Writers and teacher and I found this transition Members of Literature Arts to be exceptionally difficult. As have decided to stay home despite a disclaimer, I will note that I the school being open, and these am currently placed in a special students must be integrated into education classroom, so the what is going on in the in-person experience may have been a little classroom, which has posed a different than usual; however, I challenge in itself. Technology still think the students in my classroom malfunctions, student attendance exhibited what every other student rates are still low, and learning still may feel when transitioning back just doesn’t seem “normal.” Overall, to in-person learning. The first however, I do believe that it is few days were rough; students were getting better. asking to go home early because The school at which I they felt “sick,” behavior was not am placed does a fantastic so good, and a few meltdowns job at enforcing CDC Guidelines ensued. There was little to no of wearing masks and staying six explanation for this other than the feet apart. Students are constantly students were enduring a difficult reminded to keep their masks transition from virtual to in-person over their nose and stay six feet learning. apart from each other, and most As the weeks have gone follow the rules accordingly. The on, however, this has become a lot social aspect of learning that was easier and students are growing so desperately needed during the more accustomed to the in-person pandemic has come back, although classroom format. There are in a different form, and I can tell still a handful of students who that this interaction helps students. Story Continued on Page 2 1 �The Inkwell Quarterly Teaching During COVID: Is it Getting Better? Continuation from page 1 And, perhaps the best of all news, teachers and paraprofessionals in the Northeastern region of Pennsylvania have been offered and administered the Johnson and Johnson COVID-19 vaccine. This is a sure way to ensure that students and teachers can safely be together within the coming year, and learning can return to some semblance of normalcy soon. Teaching during the pandemic has had extreme highs and extreme lows, and it seems that we are finally toward the end of a very, very difficult year. A Message to Adult Learners: Success Comes in A ll Forms By Ryan Zaruta 2 Confession - I am struggling. Like many of us, we are trying our hardest to succeed within this paradoxical world of virtual learning in the midst of a pandemic. Virtual learning, alone, can be an obstacle for students who, despite applying themselves to their fullest potential regarding their academic studies, feel limited to succeeding in an entirely new environment. Some students may be financially burdened, and others may face other hardships and challenges. Personally, the pandemic has been the cherry on top of life’s concoction full of stress. I feel out of place in my studies. Not because of the institution, but because of my personal obligations outside of my academic studies. I know there are many adult learners who share the same feelings, yet I feel I’m the sole adult learner in all of my courses. Outside of school, I balance a full time schedule with my employer. Add moving from Kentucky back to the Wyoming Valley, and I feel maxed out. I struggle finding time between classes and work to not only complete the assignments required, but to also pack and arrange everything I need in place for a successful move. Yet, with the obstacles I face in my daily life, I am successful. I’ll be the first to admit that I do not obtain the grades I desire to receive. I have worked full time outside of school since my high school graduation, and I have never been able to apply myself the way I know. Yet, I have shown up to class when I could, and I have applied myself to the fullest extent possible. And I have passed. With life’s heavy weight on my shoulders, that alone feels like a huge success for me. Another one of my recent successes would be moving in the midst of the COVID-19 pandemic. For months I struggled trying to find housing within a decent price range, and was met with even more obstacles when walk-throughs were extremely difficult to arrange. Finally, during the first month of the new year, I finally found a place in which I could call home. I used to be so afraid to reach out to professors and instructors in the past regarding my personal hardships, which have led to even more stress. I know I am a dedicated student, and my studies are very important to me - yet previous professors thought I was lacking in participation and overall quality of assignments and knowledge learned from courses because I had no interest in applying myself. When I transferred to Wilkes University, I knew I needed to do something different. I could not change the amount of hours I work with my employer, and I did not want to change my school schedule to parttime. Instead, I remained open and honest with my professors, who have all understood the personal matters I have outside of the classroom, and have been willing to help me in many ways. For all you adult learners who are struggling more than I am, focus on the successes you achieve, no matter great or small. Whether you were finally able to hand in that ten page paper you struggled writing while caring for the kids Story Continued on Page 3 � A Message to Adult Learners: Success Comes in A ll Forms Issue 15.3: Spring 2021 Continuation from page 2 after a long day at work, or passing an exam you studied extensively for in the limited amount of time you had. Whether you were able to complete your assignments for the day, or even get out of bed - these are all successes. Do not be afraid to reach out to your professors if you are struggling, for they are not only there to teach a classroom, but to help their students out. Maybe they can offer you an extension on an assignment you have been struggling with and have not had the chance to submit it on time, or maybe they can direct you to different university resources to assist you with any needs you may have. Take pride in your work, take pride in your accomplishments, and never focus on the negatives. Life is full of challenges, and we all overcome them one way or another. Be strong and diligent, for your hard work will pay off in the long run. Review of Nice Work If You Can G et It By Caitlyn Bly This past March, the theatrical department here at Wilkes University put on the performance of the famous broadway musical Nice Work If You Can Get It by Joe DiPietro. This performance happened mid March 2021, from March 11th to March 14th. I was lucky enough to sit in on this performance, although through a live stream due to the current circumstances brought on by the Coronavirus. It was delightful that the department made it possible for fellow students and the public to be able to still enjoy the play even though the present circumstances limited seats for in-person viewings. This play by Joe DiPietro takes place during the 1920s, otherwise known as the “Prohibition Era”. In short, the plot of Nice Work If You Can Get It regards a very wealthy ladies’ man named Jimmy Winter who goes on to marry his fourth wife. Before the wedding, he meets a female bootlegger named Billie Bendix. Under the assumption that Jimmy never uses his mansion on Long Island, Billie decides that she will hide crates of alcohol in the cellar. When Jimmy and his new wife’s family arrive at the mansion in Long Beach, Billie and her bootlegging buddies must pose as Jimmy’s servants, which leads to a series of escapades and a new flourishing romance between Billie and Jimmy. A lex Booth and Marc y Ledvinka in a scene from the Wilkes University Theatre production of Ni ce Work If You Can Get It. Photo credits: Wilkes University Theatre and News@Wilkes Story Continued on Page 10 3 �The Inkwell Quarterly A Visit with Poupeh Missaghi By Nicole McNelis Wilkes University’s English Department recently had the honor of hosting Persian author Poupeh Missaghi and discussing topics such as her writing process and her work trans(re)lating house one. Although I was unfortunately unable to attend her reading on Wednesday, March 17 or the writing workshop she hosted on Thursday, March 18, we were fortunate enough to have her in our Seminar to Postmodernism class with Dr. Kuhar. Through this visit came some interesting details and anecdotes about her writing as well as her education. One of the most compelling pieces of information to come from Poupeh’s discussion with our class was about her writing process. She shared with us that most of her writing, specifically in trans(re)lating house one, comes from her own dreams. She keeps a dream journal and writes down all of the dreams that she can remember every morning upon waking up. Sometimes these entries are long and elaborate, and other times they are short and inconclusive. Through doing this exercise for a number of years, Poupeh was able to construct trans(re)lating house one in its entirety, with lots of inspiration coming from these dream journals. To me, this process was extremely fascinating as dreams are always something I have been interested in. To Poupeh, dreams hold so much weight and significance within our minds and our lives as a whole, and she made sure to emphasize this idea throughout her writing process of trans(re)lating house one. Her approach also makes Accessed from @PoupehMissaghi on Twitter. writing on such a high caliber seem more accessible to even beginning or inexperienced writers, with dreams acting as a gateway to an entirely unique story. Since this discussion with Poupeh, I have been keeping a dream journal, and I’m hoping I get to utilize it like she did! Another interesting aspect of Poupeh’s visit was her knowledge of postmodernism. Since Dr. Kuhar is teaching a Seminar in postmodernism, we read Poupeh’s work with that sort of mindset and discussed aspects of her writing that could be considered postmodern. It turned out that trans(re)lating house one is more postmodern than any of us realized, with both thematics and aesthetics relating to those within the postmodern realm. So, Dr. Kuhar asked what Poupeh’s understanding of postmodernism is and what it means to her, and her answer was basically, “not much.” She has never had any formal instruction on postmodernism and, frankly, does not think of her work in that way. This was interesting to find out, considering we concluded, as a class, that her work is very postmodern in nature. Plus, as Dr. Kuhar noted, we know more about postmodernism than a critically-acclaimed writer, which is pretty fascinating to think about. Overall, Poupeh Missaghi’s visit to Wilkes was insightful and informed discussions about writing and reading. Using dreams as a basis of her writing opens doors to interpretation as well as making such complex writing seem more accessible. And, the “postmodern spin” that we assigned to her writing was one that she had not put much thought into, which is both interesting and exciting for our class and how we view literature in a variety of ways. 4 � A Take on Zach Linge’s Visit Issue 15.3: Spring 2021 By Daniel Stish and Darren Martinez Wilkes was recently virtually visited on February 17th, 2021 by the published poet and editor-in-chief of the Southeast Review Zach Linge. Linge led Dr. Anthony’s Modern American Poetry course in the morning, before hosting a workshop in the afternoon, followed by a reading in the evening. Below are reflections on the visit from Darren Martinez and Dan Stish on the class and workshop respectively: Darren: Upon walking into class, I found it starkly empty aside for two of my other classmates. It seems we all missed the email that the class would be meeting online. Our neglect to read our emails didn’t stop us from joining via Zoom, though. Though late to the party, I arrived just in time to join in on the conversation about “What is there to do in Wilkes Barre?” Zach Linge, in true poet fashion, wanted to get a sense of the community that we all inhabit. Multiple students were eager to talk about local eateries, especially the trifecta of pizza joints: Gerry’s, Angelo’s, and Ricci’s. We laid out the dynamic between the three to Linge where I gave an expert testimonial as an Angelo’s employee myself. Through this conversational tactic, Linge had the class buzzing and energetic from the start. We hopped into the lesson on Paul Laurence Dunbar and Alexander Posey. Linge chose poems that were not in our anthology, which actually helped the lesson. We came in having read a certain selection of poems, and then we took on an additional one in the spur of the moment. In reading Dunbar’s “Invitation to Love,” the poem was tonally and structurally different from what the Modern American Poetry anthology contained. Dunbar often wrote with dialect, covering themes of being African American. Linge surprised us with their suggestion of “Invitation to Love” because it was so different. The poem was painfully sweet, to the point of which I had to comment on it. Linge turned my criticism around, saying that the poem’s emotional core was the fact that such pristine love does not actually exist. The best poems exist in tension, and Dunbar’s poem reveals that deep down, everyone wishes they could embody love in which you were always invited, always welcome. Such love is unobtainable, and thus compelling. Dan: The workshop was hosted via Zoom and Linge led the attendees through various activities to aid in writing poetry, along with some Q&A. Activities included an association game, in which two nouns were described using the first five words which came to mind, and then swapped—each taking on the other’s associations. This approach was an effort to break free from monotony and cliche, and to allow for the defamiliarization which is so crucial to the poet’s art. The second activity was impromptu poetry writing, in which each person in attendance would offer up a word or piece of punctuation to contribute to a group poem. As a whole, this event served as a fantastic stepping stone towards being a better writer of poetry, giving one tools which allow for creative associations, and advice from an accomplished poet. Editor’s Note: For access for the live, full, and public reading, visit the WilkesUVideo “Poet Zach Linge Lecture at Wilkes University, 2/17/21” on Youtube.com See also, fellow English Major, Genny‘s article in Wilkes University’s newspaper, The Beacon 5 �The Inkwell Quarterly A Take on the Cancelling of Dr. Suess By A lexis Charowsky The childhood writer Dr. Seuss has been cancelled recently for racist images and language in some of his work. Multiple copies of his books are being taken off of shelves and discontinued because of these actions. They hold images that are racist and no child should be taught to look at people like that. Starting with the book, And to Think That I Saw It on Mulberry Street, we see a parade of people. A reference that Suess adds to his book is “a Chinese man who eats with sticks.” This is unnecessary to the book and quite random to refer to the man eating with sticks. Suess also adds a line for eyes on a Chinese man but everyone else has dots for eyes. This would be considered a problem because the Chinese man is made to look different than everyone else. If the character wasn’t a Chinese man and the only character with lines for eyes, it wouldn’t be such a big deal. By putting lines for eyes on the Chinese man, it is being disrespectful to the race by only making that one character, who happened to be Chinese, have lines for eyes. In the book If I Ran the Zoo, Suess adds “I hunt in the mountains of Zomba-ma-Tant with helpers who wear their eyes at slant.” Again he has it out for Asian people and continues to refer to the race. He also added two characters into the book from the “African Island of Yerka.” These characters resemble monkeys wearing no shoes or shirts. Could this be a possible reference to the people who live in Africa, or just a coincidence he added that it was an African Island? The four other books being taken off shelves are McElligot’s Pool, On Beyond Zebra! Scrambled Eggs Super! and The Cat’s Quizzer. These books are being removed from shelves for racist images Accessed from Dr. Suess’s book-covers. and commentary throughout. All of these books characterize people in hurtful ways. Society has changed significantly since the time when Suess wrote these books. These books may have not seemed racist back then and they might have been seen as just children’s books, but in today’s times we have a clearer understanding of why these representations can be harmful to the people the book is portraying. Books become old and are taken off the shelves or simply not read once they are no longer enjoyed as much. Those who say that these books are not racist are part of the problem. Taking these books away will help the younger generation to not portray others like that and maybe at some time make the world an equal environment for everyone. I feel as though taking these Dr. Suess books off of the shelves will help children learn to not look at others differently just because they don't match up to the degree that earlier generations wanted them to. As children, we grow up learning things. We aren’t born racist; children are taught to be racist. In order to make a change in racism, we have to stop teaching our kids to be racist to those that don’t match the standards of others. In order to make a change in racism we shouldn’t teach the next generation how Suess did in these selected sections of his books. We should instead teach that everyone is equal and unique in their own way. 6 � Junior Spotlight Issue 15.3: Spring 2021 By Caitlyn Bly For our third issue of the Inkwell, we decided to shift our focus onto the juniors in the English department. Each junior majoring and minoring in English was asked a series of questions. These questions were aimed to allow the Juniors to express themselves and ultimately give us an insight on their experiences during their time in the English Department here at Wilkes University. Here are the responses we received. Hannah Simerson Photo given by Hannah Simerson. Q: Which English class has been your favorite so far? Why? A: My favorite English class that I have taken so far has been the Advanced Workshop in Screenwriting course that was just offered this semester. During the course, we watched plenty of different genres of movies and even created our own script to a fulllength movie! It’s a special feeling to have created something so large in its entirety and I am so thankful for all that I have learned in the class. Q: Which college professor has influenced you the most? How? A: Every professor that I have had at Wilkes has touched my life and my education in various ways, but Dr. Churcher has definitely been the most influential in my college career. As a double major in English and Communication Studies, I spend a lot of time in the Karambelas Center in Dr. Churcher’s classes. She was actually the professor that helped me declare my double major! She is truly so supportive and genuine to her students and that certainly makes her stand out to me. Q: If you could go back in time, what would you change about your college experience so far and why? A: If I could go back in time, I would participate in class more. I have always been a shy person and this translates over into the classroom as well. I worry a lot about sounding stupid or saying the wrong thing, but I wish I had spoken up more. Q: If you could give First-Year English majors one piece of advice, what would it be? A: First-Year English majors, please do yourselves a favor and never take a class in 305. Those stairs are brutal! In all seriousness, I would advise against putting off major papers until finals week. You’re already stressed enough with tests and final projects. The last thing you need is a huge research paper on top of it all. Q: Do you feel prepared to take on your future career? Explain. A: I hope to go into the world of publishing after graduation and I feel that I am both prepared and unprepared for this next step. On one hand, I am confident in my abilities and the knowledge that I have gained from my time in undergrad so far. On the other hand, my heart belongs to academia. I feel as if I will never know enough or study enough to be fully ready. I guess it’s a good thing that I want to go to graduate school! Nicole McNelis Q: Which English class has been your favorite so far? Why? A: I really liked the Seminar in Postmodernism with Dr. Kuhar this past semester as well as Toni Morrison/African American Literature with Dr. Kelly last fall. Q: Which college professor has influenced you the most? How? A: Probably Dr. Polacheck in the Education Department because she has inspired the type of educator that I wish to be one day. Q: If you could go back in time, what would you change about your college experience so far and why? A: I would definitely either spend two years at a Community College, or take some college classes while Story Continued on Page 8 7 �The Inkwell Quarterly Junior Spotlight Continuation from Page 7 in high school. This definitely would have saved time and money in the end! Q: If you could give First-Year English majors one piece of advice, what would it be? A: I would tell First-Year majors just to keep up on their class work before it all piles up and becomes unmanageable. Also do the readings!!! Q: Do you feel prepared to take on your future career? Explain. A:I absolutely feel prepared to take on my career as an Educator and mentor in English Lindsey Bowman Photo given by Lindsey Bowman. Q: Which English class has been your favorite so far? Why? A: My favorite class that I’ve taken so far has been the horror and scifi seminar with Dr. Stanley during 8 the fall 2020 semester. Horror and Sci-fF are some of my favorite genres so that made it really enjoyable. It was also cool to read stories written by more modern authors. Q: Which college professor has influenced you the most? How? A: Dr. Davis has probably been the most influential professor I’ve had at Wilkes. I originally started out as a chemistry major and I was required to take her ENG 120 class my Sophomore year for the general education credit requirement. I loved reading the stories and talking about them in class. I never had that same level of engagement or excitement in a chemistry class before. After my second day in ENG 120, I had a huge realization that I was meant to be an English major instead. By the end of the first week, I had went ahead and switched from chemistry to English. If I hadn’t had Dr. Davis as my professor, I may have never of made the decision to switch majors. I’m always going to be grateful for that ENG 120 class. Q: If you could go back in time, what would you change about your college experience so far and why? A: If I could go back in time, I’d start my freshman year as an English major instead of a chemistry major. I would have maybe considered dual majoring in English and communications as well, provided I had enough time. I feel like I wasted my first year in a major I didn’t like, so I’d make this switch so that I could get a head start in my actual major. Q: If you could give First-Year English majors one piece of advice, what would it be? A: Don’t be afraid to participate in class discussions. They’re a big part of most English classes, so it’s always good to have everyone contribute. Literature can be incredibly subjective as well, so putting your personal opinions out there is always great. Some people may have not considered something that you have to say, allowing for the conversation to further expand. So just make sure you complete all of the assigned readings and come to class prepared to discuss. Q: Do you feel prepared to take on your future career? Explain. A: Yes, I’m feeling prepared. I just went to an alumni panel over zoom a few weeks ago where English alumni from Wilkes talked about their experiences in the field after they graduated. There are so many various paths and opportunities this major can provide. It teaches you not only about writing and literature, but also valuable skills like communication and critical thinking as well. Although the job market looks intimidating right now, I know that I have so many valuable skills from my time at Wilkes and I can succeed if I put forth the time and effort to do so. Story Continued on Page 9 � Junior Spotlight Issue 15.3: Spring 2021 Continuation from Page 8 Briauna Robinson Photo given by Briauna Robinson. Q: Which English class has been your favorite so far? Why? A: My favorite English class I have taken so far has to be the Horror and Sci-Fi Seminar I took with Dr. Stanley. Horror has always been my guilty pleasure and my absolute favorite to read and watch. It was amazing to study the genre in an actual course and learn all the ins and outs of it. It was especially exciting to discuss how authors portray horror and insight fear into their readers. Since I aim to write horror novels of my own, it was a wonderful experience to dive so deep into what it means to write within the horror scene. Q: Which college professor has influenced you the most? How? A: Honestly, Dr. Hamill. My first class with him was ENG 120 during my second year at Wilkes and it was so enlightening! Even if studying “great works” isn’t the most exciting for me, he managed to still make the class interesting. Actually, Dr. Hamill has taught me how to get excited about English (more than I thought I already was) and has shown me how to be patient with my writing. Being taught how to be patient and forgiving of the writing mistakes I make has been such a valuable skill to learn over the last few years; especially with being a perfectionist. I am not sure how he taught me to be this way besides Dr. Hamill just being Dr. Hamill, truthfully. He is so kind and shows an extensive amount of understanding towards his students. Having him as a professor has been an honor and has shown me exactly who I want to be when I, myself, also become a teacher. Q: If you could go back in time, what would you change about your college experience so far and why? A: I am not sure, to be honest! I have actually enjoyed my college experience so far. I suppose if I HAD to go back in time, I would have put creative writing as my minor earlier. Though there have been no bumps in the road from me pursuing it so late, it would have just made choosing my future classes easier, I suppose. Q: If you could give First-Year English majors one piece of advice, what would it be? A: Please, please, PLEASE, do not hold back from speaking in class. Most of the English professors actually enjoy discussing these topics openly and not so much in a lecture style. As soon as you open up and participate in class discussions, you will learn so much more than you thought you would about a text. It is also a really great way to pass the clock of those two hour courses! Active class discussions are probably the best way to study English. Q: Do you feel prepared to take on your future career? Explain. A: Most definitely! I am an English major with secondary education and creative writing, and the English department has been so supportive of my decisions and my track. The classes I have taken have been so educational and so enlightening towards my favorite aspects of English and studying literature. I have noticed my writing ability has gotten better since my first semester here at Wilkes University; all thanks to Dr. Davis, her ENG 101 course. and her portfolio assignment. I am now able to analyze a text, and share it with ease, because of both the education department assisting me with teaching, and the English department with polishing my literature skills. It truly has been such an amazing experience, and I am more than ready to set off into my future career as an educator and writer. I am actually planning on pursuing a MFA in creative writing to further my studies - all thanks to Wilkes! 9 �The Inkwell Quarterly Review of Nice Work If You Can G et It Continuation from Page 3 I personally love the Prohibition Era, and the style that accompanies it. I feel like the actors did an amazing job depicting this time period between their accents to their body language. They all did a wonderful job portraying characters that came from this specific time period. In particular, Alex Booth, who portrayed Jimmy Winter, did a fantastic job with nailing the accent of a 1920s New Yorker and also the persona of a privileged rich man. He really did the character justice. The same goes for Marcy Ledvinka, who played Billie Bendix, and Jack Flynn, who played Cookie McGee. They both were spot on with their accents and behavior that would represent someone living during the 1920s. Marcy in particular did a great job on having her character seem rough around the edges. I really enjoyed this play and the dynamic it represented. I am really a sucker for a good romance, so the play kept me intrigued and glued to the screen. The set itself provided minimal props, but just enough so the audience could really feel the 1920 dynamic trying to be represented. It is definitely a play I would recommend anyone to see, especially if you enjoy the Prohibition Era. I am so glad that the Wilkes University Theatre department was able to solve the problem of limiting seating in the theater, and decided to live stream the play so more people could enjoy this production. I know this was probably different and much more difficult for the actors to perform, but overall everyone did an amazing job. Wilkes’s Own Julius Caesar By A lexis Charnowsky The Wilkes University Theatre held their annual spring play with the showing of William Shakespeare’s The Tragedy of Julius Caesar directed by Professor Joe Dawson. For a course of three nights and two matinees, many Wilkes students worked hard and dedicated their time to put on a great show. Some main roles of the play were Julius Caesar (Brianna Rowland), Brutus (Alex Booth), Mark Antony (Olivia Schanbacher), Cassius (Marcy Ledvinka), Calpurnia (Jayna Johnson) and Cinna the Poet (Sam Uggla). Throughout the play, it felt as though you were a part of the show. The live action and sound effects were a great contribution to take viewers back into Roman times. Though Julius Caesar was set back in Roman times, the production of the ancient Roman 10 setting was also modern. The crew had computers and technology they used that was not available during Roman times. Many sound effects, such as the sound best described as R2D2, were also applied. The use of modern technology and other effects allowed those watching to have a sense of the Shakespearian era while still keeping it contemporary and upbeat. These features were a key interest to me, leaving me entertained and fascinated by the use of current technology for an older play. The play starts in the streets of Rome with Caesar standing on the steps. Setting the scene, the stage had an eerie backdrop of red lights and smoke. During the course of the play, we see that Brutus and Cassius are teaming up to put an end to Caesar. From the Gardens of the Tuileries, 1872 � Issue 15.3: Spring 2021 Wilkes’s Own Julius Caesar Continuation from Page 10 They negotiate on how they want Caesar gone and come together with others to kill him. Brutus, Cassius, and a collective group take down Caesar. This takes an unexpected turn since Caesar had no idea that his acquaintances would do such a thing to him. Caesar’s last lines before being killed are “Et Tu, Brute” and she falls to the ground. This leaves watchers in shock, wondering how something like this could happen so quickly. Fast forward to later in the play, a funeral for Caesar was coordinated. Marc Antony is on her knees asking to speak on behalf of Caesar. Caesar was her friend too and tells those of the Romans and the audience that yes Caesar may have wronged some, but at some point or another everyone loved him. By the end of the play, both Cassius and Brutus die. Cassius is killed by the same sword that killed Caesar. Brutus hands a dagger to Lucius and runs into it, killing himself. The stage transforms back into the beginning scene with red lights and sound effects. Members look over Brutus’s dead body and the stage goes dark. The members of Wilkes University Theatre did an awesome job bringing together Julius Caesar. Seeing this play in person, rather than just reading about it, gave me a better understanding of Shakespeare’s language and work. I felt indulged in the play, wondering what would happen next. The Shakespearean language can be hard to understand but the characters helped me interpret the language better. Their costumes were modern, with the use of pants and tops. Back in Roman times, men would wear a toga while women would wear stolas. The use of costumes being present day allowed the audience to relate better. Everyone was very successful in carrying out their roles, whether it was a large or small, no one broke character and convinced the crowd of the role they played. This play had a great amount of female roles, who did an excellent job of portraying male characters. The use of feminie roles grabs the audience’s attention, making them more attentive. This can change the way audiences view the masculine roles played by females. It gives a new perspective of how women can portray the roles the same way men can. I am personally a fan of plays, no matter the play type, and feel that the Wilkes University Theatre cast did a fantastic job of organizing Julius Caesar. If you didn’t get a chance to watch fellow students in this past play, Wilkes will be holding multiple plays and musicals next year. We hope to see your faces out there and support those of Wilkes University Theatre! A still from the Wilkes University Theatre’s produciton of Julius Caesar demonstrates how the adaptations modern dress and setting contrast with the play’s ancient subject matter. Photo credit: Wilkes University Theatre’s Facebook page. 11 � Issue 15.3: Spring 2021 MANUSCRIPT UPDATE The Manuscript Society will be publishing two issues of The Manuscript this 2020-2021 Academic Year. The submission period for the general issue will be open through 02 April 2021. If you’re interested, please submit your work to magazine@wilkes.edu with your Wilkes email by that date. The submission period for the Black Lives Matter issue of Manuscript closed on 19 February 2021. Keep an eye out for the forthcoming release of this issue! 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 2021 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Fall 2021 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 201: Wiriting about Lit. & Cult./WI TR 1:00-2:40 Dr. Kuhar ENG 202: Technical Wrtiting/WI MWF 9:00-9:50 Prof. Lobb ENG 203: Creative Writing/WI MWF 11:00-11:50 Prof. Kovacs ENG 225: Comparative Grammar/DH MW Dr. Stanley 2:30-3:45 ENG 233: Survey of English Lit./WGS/&H MWF 10:00-10:50 Dr. Hamill ENG 282: American Lit. II/ WGS TR Dr. Kuhar ENG 342: Studies in Shakespeare MWF 12:00-12:50 Dr. Hamill ENG 352: American Novel/WGS TR 3:00-4:15 Dr. Kelly ENG 397: Jane Austen Empire MW 1:00-2:15 Dr. Davis 9:30-10:45 � 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, Spring 2021 (Volume 15, Issue 3) 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 2021 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/e09697621287cc670b6821c18d653c82.pdf 80945f1b7365d5d7a802fc428c8a60e1 PDF Text Text Issue 15.4: Spring 2021 THE INKWELL QUARTERLY The Grizzled Veterans of the Wilkes English Program By Darren Martinez In this Issue: Shin Megami Tensei I V: The Power of My th Senior Spotlight Recognizing the Importance of Writers and Members of Literature Arts For someone that’s been flotsam on a stormy sea since I graduated high school, the alumni panel really helped clarify a few things. Most people lack the ability to situate themselves in terms of the grander universe, and that’s fine. We tend to seek meanings in our individual pursuits and find purpose that way. I had been prepped for university from an early age. I was taking college classes as an 11th grader, with no personal plans or ambition. I mostly just followed along with what I was told and hoped being an honors student would get me where I needed to be. Well, here I am. A senior at Wilkes still with no plan, deprived of at least two years of a college social life. I’d been on these grounds as a high schooler with no real direction, and later taking classes as a full-time student from the paradoxical comfort and unease of my own room. Compared to the aimlessness I floated along with as a high schooler, a newfound sense of dread had gripped me. My schooling felt pointless. Dr. Anthony told me about her plans to get English alumni together I believe spring of last year. Some fragment of my brain held on to that memory, or it decided to fabricate it. Regardless, I feel like our English faculty had a general sense of the unease that gripped many of their students. I’d told Dr. Kelly in multiple meetings that writing scholarly articles didn’t really suit me as a line of work. I had a hard time seeing outside of the box I had built. It’s easy to feel like you’ll be writing essays and sitting in classrooms for the rest of your life, because you’ve been doing it nonstop since entering the school system. It’s something my professors have been alluding for years Kirby Hall - accessed from Wilkes University Alumni Association but I was unable to see for myself: an English degree is incredibly versatile. The alums we met came from diverse fields and skillsets. Kendra Kuhar stuck out to me with her position of Campaigns Coordinator at Epic Games. When asked the obligatory English question of “what book are you reading right now?” she mentioned that she was reading comic books. At that moment, it proved to me that I Story Continued on Page 2 1 �The Inkwell Quarterly The Grizzled Veterans of the Wilkes English Program Continuation of Page 1 could continue to bring English towards my interests as I had been trying to for so long. The box I’d built for myself of what an English student was had been shattered. I always saw myself as a bit of an outsider in the program because I don’t really read literature. I’ve pored over manga like Dorohedoro and Vinland Saga in my off time instead. Frequent readers of Inkwell will recognize that I’m always analyzing video games mechanically, and as stories. They are works, just like everything we English majors cover. For Kendra to work in video games helped me think about my potential future a little more positively. Despite their differing trajectories, the alums made one thing clear. Getting to where they ended up was a result of hard work. Sometimes it’s as simple as learning to spin your previous life experiences in clever ways on resumes. I’m not just writing game reviews or working an awful part time job at a pizza joint. There are words and phrases that frame what you’re doing as things that make you hirable. You shouldn’t be sheepish about writing a resume, as I originally did while interviewing for an internship this year. It’s not embellishing because you really do have those skills! You want to build off your time and Wilkes and pivot into something you want to do. English majors have a sense of whimsy. I think you all know what I mean. The alums stressed that we English majors are particularly capable of creating narratives surrounding our journeys. Compartmentalizing our trials and tribulations is a part of resume building, but also a part of building ourselves as humans. That is the nature of earning a humanities degree. If you’ve studied postcolonialism, or even if you haven’t, you’re probably aware of all the tiny ways in which capitalism kills us. It’s a common sentiment to hear that humanities degrees are kind of useless. So much so that once the pandemic hit I pretty much shut down and internalized that idea. We have the capacity to do work that gratifies us in a way beyond just being cut a paycheck, while also still, y’know, getting paid enough to live. We won’t have to be slaves to capitalism. I still don’t have all the answers I think I need. However, I’m more confident in my ability to find those answers. I’m not alone being lost, or into video games in English, or in wanting to find purpose in life. Sometimes all you need is a little assurance. Veronica Romanelli Senior Spotlight By A lexis Charowsky Q: What was/were your concentration(s) in English here at Wilkes? A: I was an English major with a concentration in Literature. I also have a minor in Women's and Gender Studies! Q: What are your future career aspirations? A: I wish I knew! I honestly have no idea what I want to do with my degree, so my plan is to try everything and see what sticks! I would also really like to write children's books at some point, but probably not as my full time career. 2 Photo taken by Veronica Romanelli. Story Continued on Page 4 � Issue 15.4: Spring 2021 Shin Megami Tensei I V: The Power of My th By Darren Martinez It’s quite interesting how my Inkwell game reviews catalogue the hyperfixation phases I’ve gone through in this extended quarantine. I’m not very good at collecting my thoughts about writing on manga, so once I learn how to do that I can paint a more full picture of the media I’ve been consuming while I’ve been stuck in my room. Since February 23rd, I’ve hit 40 hours in Shin Megami Tensei IV(SMT IV). With the way my workload has been, I’d imagine about half of those hours are sacrificed sleep. I’ve probably got an equivalent amount of hours listening to music from SMT IV, as well as other games from the franchise. God damn, does this game have a grip on my life. I’ll do my best to try and explain why, but quite honestly going into the series blind has created the best impression for me. My initial intrigue for the series had to have come from the Persona series. Persona is a spinoff of SMT, but by combining labyrinthian dungeon crawling with dating elements, it became a bigger hit than the SMT series did on its own. I’d listen to music from Persona 4 and 5, both of which I only have passing familiarity with. 5’s protagonist netted a spot as a DLC character in Smash Brothers, further cementing the series’ popularity. That protagonist sits in front of me as I type as an amiibo figure. I own Persona 4 but have Photo accesed on IGN. not had the chance to dive into it very heavily. The Persona series has great music to listen to while working, which I’d engage with more than the game. Eventually, the YouTube algorithm started catching on. It would recommend to me battle music compilations of SMT games, which I eventually clicked on after exhausting my Persona tastes. I was blown away by what I heard. SMT IV in particular had this insane guitar riff for its Tokyo battle theme, and if there’s anything that sold me on the game, it was this theme. Some light story spoilers from here on out, so be warned. I haven’t actually gotten close to completing the game, so I’ll consider this review incomplete as well. There is no overarching series story, so starting at the fourth entry in the mainline series makes no difference to the overall enjoyment. However, what I’ve since learned in watching video essays on the series is that it typically prioritizes a story system of differently aligned endings. The game makes these end goals apparent. You often make moral choices like sparing or slaying enemies and decide between dialogue options that tend to be opposites . The series as a whole encourages the player to select endings among law, chaos, and neutral factions. Characters and setting are usually built with these choices in mind. I haven’t gotten to the point where my alignment has been set, but I think in my head I lean towards chaos. The stratification of the lawful society is sickening, and reminds me of everything I hate about capitalism. You start as an outsider to a medieval fortress, the Story Continued on Page 5 3 �The Inkwell Quarterly Senior Spotlight Continuation of Page 2 Q: What was your favorite literary text from a class you’ve taken here, and why? A: I really liked reading Love and Information by Caryl Churchill in Dr. Stanley's British Drama class. It covered a lot of different topics and showed how different people dealt with everyday human experiences, and I really enjoyed that! Q: What literary text for class did you hate the most, and why? A: I can't think of anything I hated! Q: What English class do you wish you would have had the chance to take? A: I wish I took a creative writing or poetry class. Q: What was your favorite nonEnglish class at Wilkes? A: Women's Studies! Q: Tell us a favorite quote from one of the English professors. A: I always liked when Dr. Hamill walked into class and asked, "We gonna make it?" Spoiler alert: we did! Q: What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: Don't be afraid to share your ideas in class! My first year at Wilkes, I always had so much anxiety about sharing my ideas, but I eventually realized that was what I was there for! It's so much better to be involved, and there is rarely ever a "wrong way" to interpret a text, so don't be afraid! 4 Q: What is your favorite memory from Wilkes? A: Probably either presenting my work at a conference at Moravian College, or visiting the Morgan Library in New York. Both were for Dr. Hamill's CHaucer seminar. Q: What is your favorite book/ author you have read, separate from English courses here at Wilkes, or just in general? A: I did take a Toni Morrison course with Dr. Kelly at Wilkes, but I also read The Bluest Eye in high school and really loved it. I was super excited to take the Toni Morrison class because of this, and after reading so many of her books, I would definitely say she is one of my favorite authors. Q: Do you have a favorite movie? A: I have many, but I have been falling asleep to the Disney movie Soul every night. It's so good!! Q: What are you most hopeful for or concerned about for your future as you move past graduation? A: I'm excited to have free time, and I am hopeful that I will find a job I love! Even though I do not know exactly what I want to do, I am so glad I chose English, and no matter what I end up doing, I know I picked the right major. Erin Schaepe Photo taken by Erin Schaepe. Q: What was/were your concentration(s) in English here at Wilkes? A: Secondary education and English. Q: What are your future career aspirations? A: My future aspirations focus on obtaining degrees in Spanish and guidance counseling. Q: What was your favorite literary text from a class you’ve taken here, and why? A: Charlotte Brontë’s Jane Eyre. The novel explores feminism (a topic that I am very passionate about) and focuses on the romance between Rochester and Jane that is strengthened by the different gothic elements that the author incorporates. Story Continued on Page 6 � Issue 15.4: Spring 2021 Shin Megami Tensei I V: The Power of My th Continuation of Page 3 Eastern Kingdom of Mikado. The city is formed with multiple walls, dividing Casualries and Luxurors. Among these groups, the Casualries are split again based on trade or farming. The Luxurors see some difference based on trade, but they call access to most of the privileges of the main castle. Player companion Jonathan represents law as a Luxuror, and appears in the protagonist’s dreams early in the game beckoning him to preserve the peace of the world. The peace is frankly hogwash. The rich persecute the poor for reading, wield the Samurai like personal tools, and claim God dictated these separations in men. Many Casualries buy this rhetoric, as they aren’t given the social mobility to know better. Only if Casualries become Samurais can they transcend their rank. I’ll get back to the chaos side of things, but allow me to explain the connective tissue between all SMT games. The Samurai are this game’s main “class.” They are given the ability to communicate with and capture demons, the main draw of the SMT games. “Demons” is a catch-all category that wraps up deities, monsters, spirits, and more from every mythology into one bow. Demons all have varied personalities, informed by their mythologies. The Greek god of war Ares is a powerful physical fighter who rarely loses, but can respect defeat when it occurs. Demons of the Fairy family are typically adept in healing magic and causing status effects. Demons can be talked to in order to recruit, but it’s Photo accesed on IGN. never such a sure thing as answering truthfully or simply giving the demon gifts like it asks. They might ask for a grocery list of items and take off after you’ve fulfilled their requests. Or, you might reject their desires and that’ll be what impresses them. Demons also have affinities, playing into the “press turn” system. In SMT IV, the player has as many turns as they have demons on the field, for a max of four turns including the main character. Attacking a demon’s weakness or netting a critical hit counts as a half-turn, allowing a player to maximize their actions at eight. Demons that represent birds are often weak to Gun type affinities. Ice demons are weak to fire affinities. Judging the weaknesses and strengths is typically intuitive, though you might be caught by surprise and have to reset. It also takes out the surprise factor once their weaknesses are known. Attacks can miss or be nullified, costing two turns. Drained or reflected attacks will reduce the turn count to zero if it happens. Both your own party and the enemy’s abides by this system, and it creates strategizing depth. And now, to explain chaos. After a certain point in the story, the party plunges through the initial dungeon to find an apocalyptic Tokyo, with the base of the first dungeon serving as the ceiling of the world they come across. A computer program summoned devils into the world, which caused a fallout of normal life. Factions of humans abide by varying principles and constantly battle. Ashura-Kai are like yakuza, offering protection from demons but forcing the populace into underground cities and taking the best of the remaining resources for themselves. The Ring of Gaea is a cult that respects strength above all else, believing only the powerful deserve to survive. The hunters are Tokyo’s version of Samurai, but they’re more like freelance workers than a holy, ordained fighting force. There’s also the demons, attacking and eating people from every faction. (Note: I initially perceived Tokyo as explicitly representing chaos when that isn’t the case. The Ashura-Kai reflects law because of their creation of ‘Reds,’ drugs made from human thoughts and emotions that feed demons and placate them. I also neglect to mention the other party ally, Walter, who appears in your dreams appealing to the chaos side. I touch on this in my update.) The game really opens up when you reach Tokyo. The story expands, you’re offered more freedom, and quests carry you to every corner of the map. I can’t even praise the music of this area enough, either. To Story Continued on Page 7 5 �The Inkwell Quarterly Senior Spotlight Continuation of Page 2 Q: What literary text for class did you hate the most, and why? A: Any text involving Christopher Columbus. I am definitely going to miss Dr. Hamill’s “How’s are we doing today, gang?” at the beginning of each class. Q: What English class do you wish you would have had the chance to take? A: ENG 356 Studies in African American Literature or ENG 357 Studies in Gothic Literature. Q: What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: Do not be afraid to ask for help, utilize the writing center, and make the most of your time here. Slow down and really take it all in, it goes by entirely too fast. Q: What was your favorite nonEnglish class at Wilkes? A: PSY 101 or HST 101. Q: Tell us a favorite quote from one of the English professors. A: This is more of a greeting, but Q: What is your favorite memory from Wilkes? A: Any Programming Board or student government event. I was able to get together with my friends and really take in the experience. Q: What is your favorite book/ author you have read, separate from English courses here at Wilkes, or just in general? A: To Kill a Mockingbird written by Harper Lee. Q: Do you have a favorite movie? A: Good Will Hunting. Q: What are you most hopeful for or concerned about for your future as you move past graduation? A: I am most hopeful that I will inspire others the way my teachers and professors have inspired me. The Inkwell Quarterly Staff Editor-in-Chief & Layout Editor: Briauna Robinson Copy Editors: Nicole McNelis & Ryan Zaruta Staff: Daniel Stish, Veronica Romanelli, Rashonda Montgomery, Emily Cherkauskas, Juliana Leuders, Darren Martinez, Caitlyn Bly, and Alexis Charowksy Faculty Advisor: Dr. Thomas A. Hamill Intersted in becoming a part of The Inkwell Quarterly? Contact Briauna Robinson @ briauna.robinson@wilkes.edu or Dr. Hamill @ thomas.hamill@wilkes.edu 6 � Issue 15.4: Spring 2021 Shin Megami Tensei I V: The Power of My th Continuation of Page 5 paraphrase a YouTube comment that I can no longer find on the OST, “this is the theme. perhaps the reason for the entire series.” The song is immaculately somber, where the player is finally somewhat familiar but the game’s characters are experiencing an entirely new world. It’s Tokyo with all its modern amenities, but with a hoard of demons on the surface. The piano and synths combine, making you feel sad and nostalgic for a song that you’re hearing for the first time. It still gives me chills and puts tears in my eye. The catch-all term of demon is compelling to me, and coupled with the story themes presents an interesting commentary on the real world. Human beings are the ones that afford mythologies their power. Every demon has a menu for their stats and skills. At the very end, there’s a tooltip that explains said character’s realworld mythological significance. Despite the demons being rendered in beautiful art, they appear in dungeons and on the overworld as bundles of semi-transparent cubes or circles of static. While this design choice was likely aimed at creating a more interesting, random element to battles, it creates a juxtaposition that asks what a demon actually is. None of the game’s characters make direct note of the demon’s individual mythologies, despite the demons obviously knowing where they exist in their respective lore. Multiple side quests revolve around gods from Buddhism, where they directly address Buddha and their place in the teachings. Other characters from Tokyo make brief references to China and America, but none of the Mikado Samurai really grasp the mythologies of the demons they wield. Even though the game eventually takes place in Tokyo, nobody in the medieval-inspired Mikado knows what any of the technology is. The kingdom has a gauntlet that can trap demons, an AI in the gauntlet named Burroughs that can communicate intelligently and scan just about anything, and a teleportation device. The church commissions you to find “mystic relics,” and slowly learns how to use electricity and computers as you send back your relics. Every demon will try to kill you in battle, no matter its theological affiliation. Through a game mechanic called Demon Whisper, the player character can learn demon skills. The powers they offer dictate the build of your character. We barely understand the technology in our lives, and yet it dictates our survival. Maybe I’m reading too much into this, but perhaps by the end I’ll have a more finalized thing to say about humanity’s relationship to god, as well as to technology. I don’t want to give it a numerical grade until I’ve finished either. Update: It sure is crazy to read some of the things I wrote before finishing the game. I went with chaos alright, and boy do I regret it. Chaos is represented by the Casualry who becomes a Samurai, Walter. Voiced by the immaculate Matt Mercer, he visualizes a world where those with strength could do as they pleased. Only, those with the strength required to transcend their station tended to be, well, you, the player character, and Walter. Other citizenry were possessed or turned into demons in the search for power, which is what spurs Jonathan and the forces of law to corral the peasantry again. I was quite enrapt with the idea of tearing down the old world order, so much so that I made in-game decisions that I don’t think reflect what I would have actually done in such a scenario. Isabeau is the player’s indecisiveness. She, along with you, Walter, and Jonathan, makes ground at Tokyo for the first time. She has her character moments, like revealing that she loves manga, but might be seen as a ‘non-character’ by some players. The most heartbreaking thing is that after a certain point in the game, if you are not on the neutral path, Isabeau chooses to fight you. Law or chaos turns the player into a zealot, seeing Walter or Jonathan turn be consumed by Lucifer or Merkabah respectively. The dialogue options in this fight had me choose things I thought uncharacteristic, just for the stat buffs. She says, “There is something I must know from you. What you are about to do will cause a cycle of endless war, bringing grave Story Continued on Page 8 7 �The Inkwell Quarterly Shin Megami Tensei I V: The Power of My th Continuation of Page 7 misfortune to the people. Do you truly believe that such an act will be forgiven?” I chose, “It doesn’t need to be forgiven.” I knew that such an answer would likely give me a stat boost as past bosses had similar mechanics, and I acted way out of character. She indeed lost her turns. Her decision to fight you, and eventual decision to slit her throat rather than die at your hands, tells you everything you need to know. You f*cked up. I’ve seen hints online as to who Burroughs is. The Terminals, which allow for fast travel via teleportation, are apparently gates between the demon world and human world. The Yamato Perpetual Reactor, which I didn’t even touch upon before, forces the player to enter Blasted and Infernal Tokyo. These are alternate timelines where law and chaos respectively got too out of hand, and they need a little of their opposite to return to neutrality. I talked about the relationship humanity has with technology earlier, and it’s all there in the game, but I think that sort of criticism is outside of the scope of this review. The reactor is also a portal to the demon world, and destroying it can net the player the shortest and worst ending. Upon the urging of these beings Photo accesed on IGN. known as The White, they commission the player to destroy the Yamato Perpetual Reactor. This would create a black hole that destroys the world and returns it to nothing, much like the proposed Third Impact in Evangelion. The futility of chaos and law are stressed by The White, whom I destroyed in my chaos route playthrough because I did not believe them. I still believe that returning to nothing is a worse ending than chaos, but having Lucifer tell me that the demons would require a new king as they destroyed the Eastern Kingdom of Mikado was not so satisfying. So, here I stand. A boy with 85 and a half hours in Shin Megami Tensei IV. I did as many side quests as I can on a first playthrough. I was soon learning there are ultra-rare Fiends, even more difficult to fight after they’re found, along with other quests that occur only on new game plus. There are still three whole routes for me to complete, along with an entire demonary I could complete if I’m a masochist. With the workload of this Photo accesed on IGN. 8 Story Continued Bottom of Page 10 � Issue 15.4: Spring 2021 Recognizing the Importance of Writers and Members of Literature Arts By Emily Cherkauskas Language is the keystone to our society. If we could not communicate with each other, we would not have culture. We would not have a government. We would not be able to educate each other. With that being the case, if language is so important for us, why is there so little focus on financial support or funding for writing? As Americans for the Arts’s biography explains: “The arts are fundamental to our humanity. They ennoble us and inspire us—fostering creativity, empathy, and beauty.” The arts improve the healthcare of our people. In its advocating for the benefits of better mental health., Americans for the Arts explains, “The arts heal the mental, physical, and moral injuries of war for military servicemembers and veterans, who rank the creative arts therapies in the top four (out of 40) interventions and treatments.” This is a groundbreaking revelation. While people with traumatic injuries and mental scars Photo accesed on YouGov.com are prescribed with drugs and rigorous therapy sessions, another important aspect to healing is being able to express the mind. After an intensive search through the search results database of the Department of Education’s government website, the latest piece regarding learning writing skills that I found, “Teaching Students to Write Effectively,” was a handbook that was printed in 2017. A smaller handbook from 2012 came in second place in the search results. Writing and reading are not just “pasttime” hobbies, or careers for some people; on a greater, worldwide scale, they are natural, organic stimulants for the brain that allow us to engage in our artistic side. Some may not know it is there, as we are used to the digital worlds of casual social media and Writing and reading are escapes from reality, especially considering the tense climate that our country has been in for the past few years. This is especially important with the current state of America: recently recovering from a chaotic election process, undergoing an economic recession and high rates of unemployment, and worst of all, COVID-19 deaths. Putting our thoughts on something tangible and readable for others, whether it be a journal or online document, is a therapeutic method that enhances our ability to express our emotions. Being able to articulate and explain (to the best of your ability from your perspective) the happenings of the world as it happens in real time, allows us to take a deep dive into the mind and psyche of the writer, bringing forth fresh new critiques and ideas of human emotion and empathy. Speaking of such issues, how can we help revive the economy in this pandemic world? If you guess the arts and humanities, you are correct. The arts and humanities workforce and industry contains a diverse range of organizations. Some examples include museums, historical societies, nonprofit Story Continued on Page 10 9 �The Inkwell Quarterly Recognizing the Importance of Writers and Members of Literature Arts Continuation of Page 9 councils; performing arts industries including theaters, schools, and performance centers; and media organizations that specialize in nonprofit endeavors, filmmaking, and writing. According to Cause IQ, a website whose main focus is to analyze the data and work of nonprofits, the amount of revenue and contribution generated by the arts industry is extremely high: more than $45 billion in revenue and employing nearly 600,00 people for every year, and totaling for an asset worth of $157 billion dollars, in an analysis of data gathered and reviewed over the past few years. With the prevalent rise of social media and digital platforms in this era, especially with working from home during the pandemic, adequate literacy skills are desperately needed. Now, knowing how to talk alone cannot let one get by. According to the National Center for Education Statistics, the United States in general is stuck below the worldwide average for strong literacy skills. On a level scale from 1-3, around 50 percent of Americans’ highest literacy skills was either level 1 or level 3—although the statistics were technically balanced, it showed a stark division and inequality between literacy skills and the educational opportunities that people are able to utilize. Our education system is clearly lacking in resources. 10 What is the point of letting these people suffer without proper literacy skills? What is the point of letting people suffer without proper writing skills? Photo accesed on CatingtonPost.com. Writing and reading language are how people communicate with each other on a profound level. Even sending a merely short email requires strong writing and literacy skills--without them, how can we communicate with classmates and professors? Language is a beautiful aspect of human culture and behavior whose significance needs to be further addressed. With more funding for educational institutions and further education with literacy skills, our country can get back on its feet from the current crises and become a culturally and spiritually diverse group of people, far beyond how we operate with each other right now. Writing and reading offer endless possibilities and opportunities for those who chose to engage with the subject, so it is important for us to integrate them deeply into our community. Shin Megami Tensei I V. . . Continuation of Page 6 semester, that is a little more dedication required than I currently am willing to give to a video game. My numerical grade is a 10/10. Please play this game. Even if you don’t like JRPGs. Or you don’t like RPGs. Or you don’t like video games. I will buy you a 3DS. Play this game. It’ll put you through hell and back, make you feel like god, spit in your eye, and make you start from ground zero. Gameplay and story both. Please. Play it. � Issue 15.4: Spring 2021 Department Award Winners Congratulations to our Annual English Department Award Winners! Hannah Bolacker—Frank J.J. Davies Award for outstanding achievement in English Sarah Weynand—Annette Evans Humanities Award for outstanding scholarship in the humanities and contribution to cultural affairs Veronica Romanelli—Patricia Boyle & Robert J. Heaman Scholarship for excellence in English studies, potential for advanced study, scholarship, and financial need Darren Martinez—Taft Achilles Rosenbery Naparsteck Scholarship for promising writing in prose fiction, journalism, or poetry Sigma Tau Delta Inductees Congratulations to our newest inductees to Sigma Tau Delta! Emily Cherkauskas Fen Farnelli Sydney Kraynack Lindsey Bowman Madelynn Kinard Nicole McNelis Darren Martinez Taylor Coleman Sarina Rabbitt Kirsten Peters This year’s Induction Ceremony was held via Zoom on Sunday, 23 May via Zoom. Special thanks to Sarah Weynand, who is graduating this Spring, for seving as Sigma Tau Delta President for the 2020-21 Academic Year, and to Dr. Davis for serving as Faculty Advisor! 11 � Issue 16.1: Fall 2021 MANUSCRIPT UPDATE Grab your copy of the Manuscript’s Blacks Lives Matter special issue, produced in partnership with the Multicultural Student Association. Hard copies in Kirby Hall, and digital access is also available. The Spring 2021 Issue of Manuscriopt launcheed digitally and via Zoom on Friday, 07 May @ 3:00 PM. Hard copies will be available in Kirby Hall (and around campus) soon. If you would like to learn more about The Manuscript Society or about upcoming Manuscript 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 2021 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Fall 2021 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 201: Wiriting about Lit. & Cult./WI TR 1:00-2:40 Dr. Kuhar ENG 202: Technical Wrtiting/WI MWF 9:00-9:50 Prof. Lobb ENG 203: Creative Writing/WI MWF 11:00-11:50 Prof. Kovacs ENG 225: Comparative Grammar/DH MW Dr. Stanley 2:30-3:45 ENG 233: Survey of English Lit./WGS/&H MWF 10:00-10:50 Dr. Hamill ENG 282: American Lit. II/ WGS TR Dr. Kuhar ENG 342: Studies in Shakespeare MWF 12:00-12:50 Dr. Hamill ENG 352: American Novel/WGS TR 3:00-4:15 Dr. Kelly ENG 397: Jane Austen Empire MW 1:00-2:15 Dr. Davis 9:30-10:45 � 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, Spring 2021 (Volume 15, Issue 4) 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 2021 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/e4adb328df8fc2fb2a1b8df6d4b1cc72.pdf d4996530ebc1613079585eb18c5cf582 PDF Text Text Issue 16.1: Fall 2021 THE INKWELL QUARTERLY October ’s Influence on a In This Issue: Fate Is Not Just the Stuff of Fiction Writer Reflection on My First Semester of College Well, autumn has fallen upon us once more, and with it comes all of the A ndrocles and The Lion creeps and ghouls out of their little hidey-holes: like the local costume Review shops that randomly pop up in abandoned store outlets, a chilling air giving hint to the dark winter season ahead, and of course, like the local L’E sprit: The Sordoni A rt theaters that roll the newest scary movies to feed the horror movie lovers Galler y their long awaited spooky fix. Though I personally indulge in horror of all The Work of English in the types and spooky festivities all year round, October is full of inspiration Age of Instrumental Reason for a horror writer like me. I absolutely love writing the most grotesque A Glimpse at the English scenarios, like serial axe-killings, and things that make your skin crawl, like the mysterious noise you hear in your basement. When the fall season Department Social By Briauna Robinson presents itself to the East Coast, I get to experience things that are not open all year round; like haunted houses, scary hay-rides, and pumpkin patches alike. I swear the essence of fright is even stained into the fall air, and with every breath I take, inspiration flows through my veins. When I get to go to these one-time-a-year events, my brain gets flooded with ideas for short stories, novels, and, surprisingly, poems. I mean, who is an artist without their muse? Who am I without my favorite season to spark some horrific ideas in between the frightful screams and corn maze walking? October is the hallmark for terror. It is embedded within the American culture that this month is the beacon for the creepiest of monsters and famous Hollywood killers. So, of course creators would utilize the aesthetic of October to power their ability to create! The majority of creators make the most spine-chilling content during the fall compared to the rest of the year. I find that once October hits, I can walk outside with headphones popped in, and write down a dozen of uncanny Accessed from Treehugger.com story concepts that may never come about to be anything other than short sentences and scattered ideas. Nonetheless, it does not lessen just how heavy the influence October is on the hundreds of fragmented sentences in my notebook. At a glance of said notebook, one would find a number of familiar words like, “vampire,” “serial killer,” “haunted,” “ghostly,” “monster,” and so on and so forth. All due to the dead leaves that crunch under every step, the orange essence of those still clinging Story Continued on Page 3 1 �The Inkwell Quarterly Fate Is Not Just the Stuff of Fiction By Hannah Simerson For an English major, I have a tough time reading classic novels for pleasure. I think that reading should be enjoyable and relaxing, and, typically, the classics stress me out. I would never read works like Jane Eyre or 1984 for fun. Half of the time, I do not even understand what is happening, and the whole point of reading is to turn my brain off and just absorb the story passively. My number one rule at the bookstore is to find where the classic literature section is and go in the opposite direction. I do have an exception to this rule, however. In my senior year of high school, my class read The Bell Jar, and I instantly connected with it. I have a love story with the novel that I eagerly share with anyone that listens. I believe a lot in fate and the “everything happens for a reason” mentality. At the time that we read The Bell Jar, I had lost my love for reading. As a kid, I plowed through at least 4 books a week, but I found myself without any motivation to even pick up a book in high school. Once we started to read and discuss The Bell Jar, my lost motivation was found. A new fire was ignited and, suddenly, I knew where my heart belonged. I owe The Bell Jar for my decision to become an English major and for every bit of confidence that being an English major has brought me. The Bell Jar came into my life exactly when I needed it to. I recently re-read The Bell Jar after four years, and I finished it in one sitting. It resonated with me even more now than it did when I was seventeen. Anyone who has struggled with some mental illness can understand the tragic beauty that pervades the novel. The main character, Esther, has always reminded me of my childhood friend. She is intelligent, sometimes cynical, beautiful, but incredibly numb. She is an observer; instead of basking in the limelight she would much prefer to lurk in the shadows. Her reclusion into and entrapment in the bell jar tells a tale of mental illness in its most raw form. The Bell Jar does not just illustrate and hint at the suffocating cage. Instead, it plants the bell jar directly on top of the reader, encapsulating them inside of it along with Esther. I think my favorite aspect of The Bell Jar is Sylvia Plath’s combined use of metaphors and gut-wrenching one-liners. She finds a way to suck the air right out from your lungs with just a few words. A few times throughout my most recent reading, I had to put my book down and digest what I had just read. Many have heard of the iconic, “I am, I am, I am” line, and, although I have a Accessed from biblio.com strong love for that quote, The Bell Jar houses another quote that I gravitate more towards. Near the end of the novel, Esther has a bit of an identity crisis. She pretends to be so many different people to find a fit for where she belongs. She begins to describe a fig tree and uses this image to describe this part of her life. She imagines each fig in this tree as a different possibility of who she can become and what kind of life she can live. She says, “I saw myself sitting in the crotch of this fig tree, starving to death, just because I couldn’t make up my mind which of the figs I would choose. I wanted every one of them, but choosing one meant losing all the rest, and, as I sat there, unable to decide, the figs began to wrinkle and go black, and, one by one, they plopped to the ground at my feet”. Every time I read this quote, I think there must be no possible way that I did not write it myself. This illustration of the fig tree resonates with me in such a way that I feel as if it were written just for my understanding. I feel just like Esther in this scene; I want so many different paths for my life that I simply cannot choose. I use this example of the fig tree often to remind myself of the purpose of choosing rather than just dreaming. I think about Esther and The Bell Jar quite often in my daily life, and this speaks to the novel’s immortality. Mental illness will never cease to exist; there will always be people who struggle with it. The basis 2 Story Continued on Page 3 � Fate Is Not Just the Stuff of Fiction Continuation of Page 2 of The Bell Jar is not founded in what Esther does, but what she thinks and feels. Feelings are timeless. The Bell Jar has made me think twice about passing up the classics. Had I initially judged it the way I do with other classics, I never would have found it. The Bell Jar has taught me not to judge a book by its relation to the cannon. Generations from now, I believe people will still be using The Bell Jar as a tool to understand themselves. I have no doubt that it will withstand the test of time. It is nothing if not vulnerable, and this vulnerability offers an outlet for readers to connect and, in turn, heal with Esther. As I said before, I am a strong believer in fate. I think that The Bell Jar found me exactly when it needed to and, perhaps for some of you who may have just been introduced to the wonderful mind of Sylvia Plath, it has found you at exactly the right time, too. Issue 16.1: Fall 2021 October ’s Influence on a Writer Continuation of Page 1 onto branches, the chilled air, and an abundance of decorations that portray Halloween clichés. While taking a drive the other night, the strikingly black night and the fact a traffic light in the middle of nowhere randomly turned red with no one else around, inspired me to write a short story about a couple who get murdered in their car while stopped at a traffic like that, too, was red for no particular reason. It was the weirdness of the light, and the eerie mysteries that lie within the darkness around my car that struck a flame of inspiration to create the goriest scene my imagination could muster up. Let’s just say, I quickly rolled my windows up as the red light shone down into my car. A ndrocles and The Lion Review By Caitlyn Bly This past October, the Wilkes University Theatre put on the play Androcles and The Lion written by George Bernard Shaw. The play was shown from October 7th through the 9th. I was fortunate enough to make the showing on the 9th and had a wonderful experience. Androcles and The Lion takes place in ancient Rome during the persecution of Christians. The play starts off with Androcles and his wife, Maegeara, traveling on a jungle path, in an effort to escape from the Romans. They get into a fight and as the wife tries to leave she stumbles upon a lion. This particular lion has a thorn in his paw, and Androcles, having love and kindness for all animals, decides to help the lion and remove the thorn. By Act 1 of the play, we see four Christian women being condemned to later die in the Coliseum at the jaws of a lion. New prisoners are then brought into the equation, one of which is Androcles. We also meet Ferrovius, who once was a very violent man and then turned to Christianity. Throughout the play, Ferrovius struggles between keeping his faith and turning back to old violent patterns. Androcles helps calm Ferrovius in situations where he becomes too angry and could possibly become violent. Androcles also shows great patience with the guards and is willing to die for what he believes, all qualities that help construct the theme of the play. By Act 2, we see the prisoners in the Coliseum and they are ready to sacrifice themselves for what they believe. Androcles decides to not fight the gladiators, but to sacrifice himself to the lion. Luckily for Androcles, this lion is the same lion he had helped in the Jungle. The lion remembers Androcles’ good deed and spares his life. The first thing I noticed when I walked into the theatre was the magnificent stage. It really took my breath Story Continued on Page 5 3 �The Inkwell Quarterly L’Esprit: The Sordoni A rt Galler y By Rudy Urenovich As October breezed in and the seasons began to change, another show came to a close at the Sordoni Art Gallery. On October 10th we bid farewell to L’Esprit: Exploring Wit & Beauty in French Prints. Now, as I have worked at the Sordoni Gallery for a little over a year, of course I am partial and think all the shows are divine. That being said this show in particular was almost comforting in a sense; the soft pastel colors, delicate prints, and cozy atmosphere due to the arrangement of the gallery, provided a place of solitude, very much needed with the uncertain times we are living through. While the prints are aesthetically pleasing, they also offer commentary on societal and political issues in France throughout the 1800s and early 1900s. While making these bold statements, the artworks simultaneously depict humble images of everyday life of average French citizens of this era. The show included some iconic artists including Honore Daumier, Paul Cezanne, Camille Pissarro, and Pierre-Auguste Renoir. The gallery had a display in the back, called a “maker’s space” that cleverly connected subjects like Photo taken by Rudy Urenovich women’s rights, technological advancements, colonialism, and politics to artists featured in the show, and outlined how these aspects evolved throughout the artist's lifetime. Another feature that made the gallery even more inviting during the duration of the exhibit was the Book Nook, also located in the back. Here visitors could cosy up with a book that also corresponds to the subjects and artists in the show. Some visitors spent quite a while reading there! Walking through the gallery, one picks up on how intense care and consideration goes into every detail. I had the pleasure of speaking to the gallery’s current student design fellow and my good friend Alyssa Roberts about how much thought goes into every aspect of an exhibition. This was her first show as the Photo taken by Rudy Urenovich fellow and she reflected on just how much of an intricate process it was to install L’Esprit. She said she was involved in every decision, from where to hang pieces, to the exact shade of paint the wall was colored. Every tangible material, digital asset, and feature in the gallery itself, is extremely well thought-out and has been proofed and reviewed upon by many of the gallery staff. It truly is a labor of love (and boy do we love it). Another dynamic of the gallery that should be appreciated is the wide variety of different types of art. When many people think of an art gallery, there’s a good chance that they just think of paintings on the wall, but at the Sordoni, there are numerous mediums of work featured. In the past there have been interactive pieces, sculptures and hanging works, woodcuts and etchings. Multimedia works make the exhibitions all the more interesting. L’Esprit featured prints. What is a print you might ask? Well a print is a type of artwork that can be reproduced many times, Photo taken by Rudy Urenovich 4 Story Continued on Page 5 � A ndrocles and The Lion Review Issue 16.1: Fall 2021 Continuation of Page 3 away. The time and effort put into the stage props was inevitably noticeable. The stage looked like it was taken directly out of ancient Rome. The columns at each end of the stage really added that extra “Roman” touch. It seemed as if the painters incorporated every little detail they could to resemble ancient Rome. I really give them credit for all of the hard work that must have been done to make the stage look as gorgeous as it did. I was also impressed with the use of the lighting. The lighting crew did an amazing job of incorporating lights to not only highlight the characters but to add extra designs to the stage. They used lighting to their advantage to display almost a tile design on the middle of the stage floor. The purpose of this was to create a floor design that would relate to the time period of ancient Rome. It was very beautiful and helped capture the theme of ancient Rome. The play was written as a comedic epic pastiche, and the actors did a phenomenal job incorporating the many comedic elements to this play. Olivia Schanabacher and Jack Flynn in a scene from Adrocles and the Lion. Photo credit: Wilkes University Theatre and News@Wilkes. In particular, Jack Flynn, who plays Androcles, Olivia Schanbacher, who plays the lion, and Olivia Scarborough, who plays Maegeara, all did amazing jobs with bringing comedic light to the play. The prologue of the play was far from serious. The interactions between Flynn and Scarborough were beyond comical. They both portrayed their parts Story Continued on Page 10 L’Esprit: The Sordoni A rt Galler y Continuation of Page 4 without being considered a duplicate or copy. A print allows for multiple “original” works to be produced. I must admit, before this show, I was not familiar with prints at all. Now I, and probably many other visitors to the gallery, feel like we are aware of the historical significance and logic behind printmaking, and are able to appreciate their beauty like any other medium in art. Like art trends and famous artists, L’Esprit has come and gone. Another stunning, successful exhibition at the Sordoni Gallery. If you are having an art withdrawal while the gallery is dark, fear not, the next show, Juan Logan: Creating and Collecting, opens November 2! Like L’Esprit, and all previous shows for that matter, it is sure to be captivating! 5 �The Inkwell Quarterly Reflection on My First Semester of College By Mya Corcoran Last year at this time, I was an anxious high school senior wondering what my future would hold. There was so much pressure to decide what college I wanted to go to and what I wanted to major in, and I was scared I would make the wrong choice. After all, deciding the trajectory of your life as a teenager is a daunting task. I finally settled upon attending Wilkes University, a college not too far from home, and majoring in English, a subject that had always been my favorite in school. As I now reflect on my college experience so far, I can confidently say that I made all the right decisions. One of the biggest differences I have found between high school and college is the amount of time spent in class and the types of classes offered. In high school, I spent six hours a day sitting in class, but college has proved to be totally different. Instead, I only have to attend two or three classes per day. Moreover, my class schedule changes depending on the day of the week. I have found that this keeps the days from becoming monotonous or repetitive. I am so surprised that we are already more than halfway through the first semester, and I feel like time has flown by. This is probably partly due to being able to take classes that I am actually interested in. The first time I met with my advisor, I was shocked by how much freedom I had in 6 deciding what classes I would take. In high school, my schedule was pretty much laid out for me and the only freedom I had was choosing the one or two elective classes I wanted to take. I have found that I much prefer the freedom and flexibility that my college class schedule offers. The sense of freedom that college offers has made me into a much more independent person. I no longer have teachers reminding me when assignments are due or bells telling me I need to get to class. Instead, I have taken upon many new responsibilities. At first, I found it difficult to balance my workload with also having a social life. However, finding balance in these aspects has become easier and I have learned to utilize my free time more wisely. College has also given me a sense of freedom by challenging the way in which I think. Throughout high school, I mastered being able to follow the formulas and reiterate exactly what my teachers wanted to hear. However, I have found that college professors would much rather you think for yourself. They want you to think critically in order to form your own thoughts and opinions. In this way, college has given me freedom in not only how I spend my time, but also in the way I think. For example, Dr. Davis often encourages us to form our own ideas and opinions about what we read in her English 101 class. We are welcomed to express whether we agree or disagree with the readings during class discussions. While my high school teachers mostly expected me to simply absorb the information I read, college professors have challenged me to form my own ideas and opinions based on the information presented to me. The part of college that I was most nervous about at first was meeting new people and making new friends. I had gone to high school with many of the same kids I had known since kindergarten, so college was a totally new experience for me. Nevertheless, I have met so many new people and made so many friends over the few weeks I have spent on campus so far. I have found that the easiest way to make friends on campus is to get involved in clubs. I have joined the Dance Team where I have met other students who love to dance, as well as joining the Inkwell Quarterly staff. This has gotten me more involved in the English program and introduced me to other English majors who share the same passion for writing as me. I have become close friends with many of the people that were complete strangers to me at the beginning of the semester. I look forward to growing closer to my friends and forming new friendships throughout my time at Wilkes. As I now reflect on my college experience thus far, I can confidently say that Wilkes was the right choice for me. I have Story Continued on Page 7 � Issue 16.1: Fall 2021 Reflection on My First Semester of College Continuation of Page 6 been challenged academically, become more independent, and have met so many new people. I look forward to spending the next four years at Wilkes where I will continue to grow and pursue my passions. I thank my high school self for making all the right decisions that put me on the path that lead me to exactly where I am today. The Work of English in the Age of Instrumental Reason By Dan Stish I’ve undergone a bit of a journey this semester—from Kirby to Cohen and Stark—as I’ve stepped outside the English department and taken a full course load of science and mathematics. And, while the professors of these departments have all been courteous and effective teachers, I’ve still felt as though something was missing—namely myself. I was there in body, certainly, blearily trying to keep all the facts and equations of the morning from seeping out of my mind whilst I tried to clear sleep from my eyes. I was there in mind insofar as I had to be under the pitiless thumb of exam scores and GPA’s. And yet I was not present. I had known this already of course. I started my college career here at Wilkes as a student of mechanical engineering, but I left when I was swept up by the excitement I felt for each English class, leading to my position here as an English major today. And yet, I felt compelled to go back. Like Odysseus being tied to the sail of his ship, I was drawn by the siren call of STEM, compelled into stepping foot once more into the halls of technics. Now, I must of course clarify—in saying this, do I mean to suggest that engineers and scientists, or any of the departments and professors which deal in such things are monsters which lure humans to their deaths? Certainly not, and I hope those in such departments will forgive my literary indulgences. However, I do see a certain monster in the background, not the departments, the people, or the subjects,but rather the logic, the weltanschauung—if you’ll allow the usage of such a word—which provides the language by which we speak of worth and value in this age. By this, I mean to ask what exactly it was that drove me away from the subject I love and into the subject(s) I left. I suppose we may start with the outward grimace of this monster, the full throttle terror of the Bureau of Labor Statistics. And I must admit— though whether this says more about me than anything else, I leave up to you—that my description here is only slightly hyperbolic. There is something profoundly sobering about witnessing one’s future be reduced into a series of statistics and percentiles Photo retreived from Artisteer on a government website. It is the same source of cosmic insignificance which I believe Lovecraft tried to capture in his many works. One cannot help but feel the whole of their existence forced to justify itself in terms of economic regularity. It of course may be objected that this framing comes from a place of privilege on my part, that I have the time and money to worry about how I’ll be walking through the rest of my life. This sort of objection would only seem to further emphasize the things I’m saying, no? Discontent should not be a function of privilege. And, while this example may perhaps strike some as too mundane to be of any significance, I should nevertheless like to proffer that such encounters with a purely mathematical order—one abstracted from the real humans this system is purported to serve—allow us glimpses at moments of fracture into which we can see the logic of our frameworks at play. 7 �The Inkwell Quarterly The Work of English in the Age of Instrumental Reason Continuation of Page 7 8 I shall rely on better thinkers to make this point for me, when I say that this glimpse, however brief, however shallow, allows us sight of what Heidigger called that That of technology in his work,” The Question Concerning Technology”. That can perhaps best be summarized as the instrumental reason alluded to by the title of these rambling pages. This instrumental reason operates as the organizing principle of the technological human and the technological world. It tells us not what is, why is, or for whom is, but rather what “is” can be used for. A forest is no longer a place of adventure, of jaunty strolls through fictional woods, but rather a place of instrument—the timber of trees, the meat and leather of all the critters large and small which call the forest their home. It would seem, of course, that the same logic applies to our social forest, and the little critters we call “humans”. As such, I must admit to feeling a kind of shame in studying English. Perhaps it feels selfish—an implicit understanding that I could be, should be, more useful? To whom I don’t know. It would seem I imagine those numbers—rates of employment and underemployment, job security, resumé success, and whatever other contrivances—mocking me, jeering as, like an iron tarot, they try to predict my future. Everyone’s first question when I tell them my major is almost always, however paraphrased, “What can you do with that?”. Mostly they ask if I’m planning on being a teacher, some humor me with dreams of being a famous writer, others suggest office jobs I’m not entirely qualified for, and that I would certainly despise. Mostly, I can only tell them that I simply love the subject. And why is it, then, that I must feel shame in pursuing passion? Of course instrumental reason is “necessary,” but it is only so by degrees, whereas we have let it become totalizing. And I suppose it is that totalizing zeitgeist of the machine-man which necessarily exerts a kind of psychic gravity upon those like me. One can never step outside of this worldview; it would not be totalizing if it were elsewise. Upon such a stage, one can only react—can only justify, in the face of this other. Stated differently, it is never enough to simply love, or cherish, or have passion for. Perhaps it used to be, perhaps not—the past is notorious for rosy-eyed reflection. Still, today, it stands that to study, to love, to be, without reason, but with whatever it is we may call honesty, is necessarily a kind of defiance to the logic of, the age of, instrumental Photo retreived from iStock.com reason. My point, if I must have one in light of this stand against instrumental being, is this: we live in the age of totalizing reason, though to what end this reason plies itself, I cannot say beyond self-reinforcement. Perhaps this matters to you, perhaps not. As for my own opinion on the matter, I shall only note that freedom, whatever the word truly means, to me implies a decoupling of world-organizing knowledge. That is to say, the rigid hierarchies which govern truth, and the frames which control how and why the world interacts with us and our interaction back, must be exposed, in the manner of the Guerilla Ontology of Robert Anton Wilson. One cannot be free so long as one conforms to an other-imposed logic and organization, one which serves primarily to reinforce and reference itself like a selfish gene. It may be that such thoughts are fanciful, and yet I cannot help but wonder how many of my thoughts I truly own. How would you know if someone else did your thinking for you? What media, which celebrity, which expert, politician, preacher has made that thought come into being, planted seeds nourished by the psychic force of whatever it is we call a mind? Unfortunately, I must leave that thought hanging. To untangle the threads of the subconscious, and the reflections therein of the world and its organization is a task failed by thinkers far beyond my status. Regardless, I do not wish to proselytize, nor do I mean to suggest that I have answers. I must hope that questions are enough. After all, in the process of interpellation, the system asks for our response, and we answer—conforming to its logic and organization. What � Issue 16.1: Fall 2021 A Glimpse at the English Department Social Images taken by Emily Cherkauskas Photo of Darren Martinez (English senior) (left to right)Photo of McKenzie Rawling, Darren Martinez, Jay Guziewicz, Dr. Helen Davis, Fen Farnelli. Photo of Darren Martinez (English senior) (left to right)Photo of McKenzie Rawling, Darren Martinez, Jay Guziewicz, Dr. Helen Davis, Fen Farnelli. (left to right)Photo of McKenzie Rawling, Jay Guziewicz, Darren Martinez, Dr. Helen Davis, Fen Farnelli. Photo of Darren Martinez (English senior) 9 �The Inkwell Quarterly A ndrocles and The Lion Review Continuation of Page 5 perfectly. They brought the stage alive with their smart comments to each other, and especially their sarcasm. For example, when escaping the Romans, Scarborough’s character kept insulting Flynn, her husband, and he kept agreeing with all her statements in a sarcastic manner by saying “Yes, dear” and “ I know, dear”. This display was not only sarcastic, but funny to watch. They gave emotion to every word they spoke, and ultimately made the play intriguing to watch. I also give Schanbacher extreme amounts of credit for her portrayal of the lion. It is hard to portray an animal of any sort on stage, and Schanbacher achieved this. She brought comedy to the lions’ part and her interactions with Flynn were perfect. When they both danced together at the beginning of the play and end of the play, comedy was certainly seen. They portrayed it with their body language and facial expressions. For example, they would use faces of disgust, anguish and happiness all within a short amount of time to convey the proper emotions that went along with the scene. I really enjoyed this play. The whole play kept me intrigued. I really enjoy ancient Rome so this play definitely spiked my interest. The comedy brought to light a serious topic in an extremely effective way. It showed how important the Christians beliefs were to them. The comedy aspect of the play kept the audience intrigued and ultimately got the core message across, that gratitude can lead to noble souls. The gratitude the lion had for Androcles ended up saving his life. The play also showed how beliefs are important to people. So important, that they are willing to die for them. First-Year Faces By Briauna Robinson Sydney Umstead Q: Where are you from? A: I’m from Effort, Pennsylvania Q: Why did you choose Wilkes? A: I chose Wilkes because of the smaller class sizes and because the first time I toured the campus, I was able to envision myself learning here. The architecture of the buildings really stuck out to me which made me feel at home. Q: What made you decide to major in English? A: I chose to major in English because I’ve always been fond of literature and writing. I hope to become a journalist, which leads to my decision for a major. Q: What is your area of concentration? A: I haven’t picked a concentration yet, I’m sorry! Q: What is your favorite book? Why? A: I recently finished I Never Promised You a Rose Garden by Hannah Green and it currently takes the cake for my favorite book. The author details a story of a character’s struggle with her mental health and her experience with that throughout the novel. It’s beautifully written and I felt attached to the main character. However, there are so many good potentials for my favorite book, it’s really an ever-changing decision. 10 Story Continued on Page 11 � Issue 16.1: Fall 2021 First-Year Faces Continuation of Page 10 Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? A: This year, I am incredibly excited about broadening my knowledge of English and growing as a writer. Currently, I am in Dr. Hamill’s ENG 120 class, and I really enjoyed the discussions on poetry as well as the short stories. Over the next few years, I hope to continue to learn new things and be equipped for the future. Plus, I’m excited for the opportunity to meet new friends! Mya Corcoran Q: Where are you from? A: I am from Wilkes-Barre, PA. Q: Why did you choose Wilkes? A: I chose Wilkes because it fit everything I was looking for in a college: it had a great English program, it was not too big or too small of a school, it had a diverse range of clubs I could become involved in, and it just seemed like the right place for me. Photo courtesy of Mya Corcoran Q: What made you decide to major in English? A: I decided to major in English because I have always loved to read and write and English has always been my favorite subject in school. Q: What is your area of concentration? A: My area of concentration is writing. Q: What is your favorite book? Why? A: I have so many different books that I love, but if I had to pick one, I would say To Kill a Mockingbird. Even though I have had to read it a countless number of times for English class in high school, I never get tired of reading it. Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? A: I am excited to learn more and further develop my skills to become a better writer and more critical reader. I am also excited to become more involved in various clubs, such as Inkwell! Editor-in-Chief & Layout Editor: Briauna Robinson Copy Editor: Nicole McNelis Staff: Daniel Stish, Hannah Simerson, Emily Cherkauskas, Sydney Umstead, Juliana Leuders, Darren Martinez, Rudy Urenovich, Caitlyn Bly, Mya Corcoran, and Alexis Charowksy Faculty Advisor: Dr. Thomas A. Hamill The Inkwell Quarterly Staff11 � Issue 16.1: Fall 2021 MANUSCRIPT UPDATE The Manuscript Society will be publishing one issue of The Manuscript this 2021-2022 Academic Year. The submission period for the general issue will be open through the Fall semester and will reopen again at the start of the Spring term. If you’re 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 Fall 2021 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Spring 2022 Upper-Level Class Listings Course Number/Name ENG 202: Technical Writing Date/Time MWF 11:00-11:50 Instructor Prof. Brown ENG 234: Survey of English Lit. II /WGS/&H TR 1:00-2:15 Dr. Davis ENG 281: American Lit. / WGS 9:30-10:45 Dr. Anthony 4:30-5:45 Prof. Howey TR ENG 298: Adv. Wrkshp Creative NonF /WGS MW ENG 324: History of English Lang. /DH MWF 1:00-1:50 Dr. Hamill ENG 334: Studies in 18thC. Life Writing TR 2:30-3:45 Dr. Anthony 3:00-4:15 Dr. Kelly ENG 397: Sem. The Uncanny in Literature MW � 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 2021 (Volume 16, 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 2021 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/3033bb8e47d4688ac59a22fbc3e80990.pdf 3243ff28172470a7ad4ecf873bf30362 PDF Text Text Issue 16.2: Fall 2021 THE INKWELL QUARTERLY The Perception of the American Dream in Through the Night By Mya Corcoran In this Issue: Perceptions of the American Dream in Through the Night Shakespeare in the Modern Day Review of Taylor Switt’s ReRecording of Red Review of Wilkes University Theatre’s Production of Violet Sophomore Spotlight Our country is known for the idea of the American Dream, which states that no matter who you are or where you come from, you can achieve your greatest hopes and dreams in the United States. However, is it actually true that anyone can make it if they try? This question is raised in the documentary Through the Night which details the stories of working parents who are forced to send their children to a 24-hour daycare. A virtual screening of this documentary was held on December 8, 2021 for students across the Wilkes campus. Immediately following the film, Dr. Ellen Newell, Associate Professor of Psychology at Wilkes, hosted an insightful discussion where students were able to express their opinions on several of the topics examined in the film. The documentary follows the stories of parents who send their children to Dee’s Tots, a 24-hour daycare center. The daycare is run by Deloris and Patrick Hogan who are affectionately called Nunu and Pop-Pop by the children they care for. Many of the parents who send their kids to Dee’s Tots work multiple jobs or overnight shifts, and thus are forced to send their kids to daycare while they are at work. Deloris and Patrick have some kids that they care for during the day and some that come in overnight, so they constantly have children in their home that they are caring for. One of the mothers highlighted in the film, Shanona, is a pediatric nurse who works overnight shifts in the hospital, so she is forced to send her two children to Dee’s Tots each night. Shanona works all night and takes care of her children during the day, which leaves her with barely any time to rest. This dynamic brings up the question: is Shanona living the American Dream? She is a nurse, which is a very important job that is essential to the function of our society. But she barely gets any sleep as she tirelessly works to provide for her family and to care for her kids. Shanona’s work ethic is exactly what the American Dream calls for. But even though Shanona is putting in the work and the effort, she is barely able to keep her head above water. This reality surely does not seem like the American Dream, so how much harder does Shanona have to work until she achieves it? Marisol, another mother highlighted in the film, works three jobs to provide for her family. The long hours she spends working mean that her two kids spend a considerable amount of time at Dee’s Tots each day. Marisol’s busy work schedule leaves her very little time to spend with her children. Working a single full-time job would free up time in her schedule to spend more time at home, but Marisol has never been offered a fulltime position with a high enough salary. Even with the combined incomes of her three part-time jobs, Marisol still barely makes enough to provide for her family. Is it true that anyone can work their way up in social class if Marisol’s three jobs are barely keeping her afloat? The film does a great job of depicting the inadequacies of the American Dream; however, this is not to Story Continued on Page 2 1 �The Inkwell Quarterly The Perception of the American Dream in Through the Night Continuation of Page 1 say that the American Dream is completely infeasible. There are many success stories from people in contemporary America who came from disadvantaged starting points, but who were still able to work their way up to reach their dreams. Thus, the notion of the American Dream is not impossible, but it is definitely more difficult than it is made out to seem. In order to truly bolster the rate of success in America, we need more people like Deloris and Patrick who are willing to selflessly devote themselves to helping others. Shanona and Marisol’s experiences prove that the American Dream requires not only hard work, but also a strong support system from those around you. This support may come in the form of child care, such as that provided by Dee’s Tots, or in the form of emotional support that can help one as they overcome the adversities in their life. It is only when we as a society become more generous and loving towards each other that we can truly help each other thrive in our great country. Accessed from PBS.org Shakespeare in the Modern Day By Rudy Urenovich 2 This semester I had the opportunity to take a class where we read and studied only works by William Shakespeare - English 342. I quite liked having the option to take a class where he and his masterpieces were the only thing we read and analyzed; it really puts into perspective just how iconic Shakespeare was and how much of an impact he made on literature and the way we understand and produce it. I can totally see why there was a whole class devoted to him and his legacy. Almost all of the English courses here at Wilkes really focus on writing and different types and eras of literature, very broadly so I thought it would be a nice, educational change to take a class that honed in on a specific writer, whot, let’s face it, probably changed entertainment and written works forever. I think prior to taking this course I did not realize the depth of William Shakespeare’s work, how intricate and at times heavy his work could be. I read a few of his more well-known works in high school, like Julius Caesar and Macbeth. I obviously felt that they were very complex, iconic works that altered how we consume literature today, but I feel we only touched a surface to the meanings and representations in them. One thing that did sort of catch me off guard was the darkness and seriousness of all the plays, even those regarded as comedies. I guess this can be chalked up to the fact that what were considered comedic relief and comical moments back then are very different from what would be considered that in the present day. A big part of how I examined the Shakespearean Story Continued on Page 3 � Issue 16.2: Fall 2021 Shakespeare in the Modern Day Continuation of Page 2 canon was asking, How are the issues and problems presented in the works relevant and applicable today? On one hand, that was a nice connection for me and made me understand and resonate with the material on a greater level, but on the other hand it was somewhat jarring that certain issues, like racism and misogyny, are still some issues that poison society in the 21st Century. Issues like these are illustrated in many of Shakespeare’s plays, but one that is particularly notable where misogyny and racism are concerned, is Titus Andronicus. That specific play is regarded as Shakespeare’s most brutal and graphic, and many intellectuals choose to disregard it as being part of his canon all together. One can argue that these issues have become less prevalent, or that we have made some progress, but they still plague the human race. Perhaps that is another reason why reading and examining the work of Shakespaere is so important today: to acknowledge, address, and have conversations regarding these dangerous issues; to realize they happened and that people thought and felt a certain way back them; and to learn from them, pushing to move forward rather than backwards. On a lighter note, it was quite interesting to see how interactions between romantic partners, as well as platonic friendships, have not changed much since the 1600s; people were just as annoying and awkward back then as they are today. Also another timeless theme I noticed was how these two different dynamic relationships almost always have an impact on each other. I never thought Shakespeare plays would be so relatable in that matter. This notion makes his works timeless in a sense, unless evolution changes human behavior considerably in its next phase. My final thoughts are that I feel I have a thorough understanding of why the works of William Shakespeare are regarded with such esteem in the literary world, as the dilemmas and misfortunes in his catalogue, while the specifics may change, can still be seen in society today. William Shakespeare - accessed from History.com Taylor Swift’s New Red By Alexis Charowsky As many Taylor Swift fans have heard, she has rerecorded her album titled Red. Many fans were put into shock from this after she stated in June that she was rerecording the album. Swift has created music for her friends, family, and fans since 2006, first dropping her hit album Taylor Swift with well-known songs such as “Teardrops on My Guitar” and “Our Song.” Since that time, Swift has nine albums from her previous record deal and two rerecorded ones that she has just dropped. She is featured in other artists' albums such as Ed Sheeran and Tim McGraw. For those who don’t know, Taylor Swift signed with a record company known as Big Machine Records. There was a fight between both and Swift wanted the rights to her music back. Swift agreed to a contract when signing her record deal stating that Big Machine Records owns any rights to her music. There is now a fight for Story Continued on Page 5 3 �The Inkwell Quarterly Violet: A Stunning , Heartwarming Stor y of Inner Beauty By Hannah Simerson 4 Wilkes University’s Theatre Department took the stage once again on the weekend of November 18th with the heartwarming Violet. The musical, which is based upon the short story titled “The Ugliest Pilgrim” by Doris Betts, follows the journey of a disfigured young woman, Violet, who embarks on a bus ride from North Carolina to Oklahoma to see a televangelist that she hopes will heal her. Going into Violet, I had almost no idea what the show was about. I knew that there was a journey via a bus that would be taking place, but that was the extent of my knowledge about the show. After seeing the show, I can confidently say that it is so much more than just a mere traveling journey; Violet is a beautifully crafted exploration of the meaning of self-love and forgiveness. From the moment that the lights dimmed and the show began, I was hooked. First and foremost, I must give praise to Raven Wesley's performance as Violet. I have never seen Wesley in another production before and this was such a strong first impression. Everything from Wesley’s vocals to her delivery and stage presence was utterly phenomenal. Throughout the show, I often found myself feeling as if I was looking at a Broadway stage–the performance was that strong. Wesley certainly is a great asset to the theatre department and casting her as the lead was the right move. Although casting Wesley as Violet was a perfect choice, having the character play a disfigured woman without applying any practical makeup was not. When attending a live performance, there is the expectation that the audience will have to suspend their disbelief in some ways. Unlike movies, live theatre cannot always make things appear hyperrealistic, but there are some decisions that can be made to minimize audience’s disbelief to really engulf them into what is unraveling on stage- this should have been one of Accessed from broadwaymusicalhome.com those decisions. By not applying any kind of scar or physical abnormality on Violet’s face, it was not only hard to believe the story, but also hard to follow it at times. At the end of the second act, Violet believes that her face is healed and that she looks normal again. However, she quickly finds out that this is not the case and becomes very upset. This entire scene was confusing, as the audience could not tell what her face was supposed to look like. I even found myself asking the person next to me what was happening, as I couldn’t tell if Violet’s face had been healed or not. Had the show decided to use makeup to emphasize Violet’s scar, this confusion could have been avoided. Visually, as well, the show would have been stronger. Wesley’s performance was certainly strengthened by the supporting roles of Flick, played by Jahel DuranDiaz and Monty, played by Jack Flynn. The two are United States soldiers that are traveling on the same route as Violet. The chemistry among all three characters was so organic that it aided in my suspension of disbelief. I laughed with them, I was frustrated with them, and I rejoiced with them. Once again, I think the casting in this show was spot on. Had anybody else played the role of these characters, I’m not sure that I would have been so Story Continued on Page 6 � Issue 16.2: Fall 2021 Taylor Swift’s New Red Continuation of Page 3 rights of ownership between the two parties, and Big Machine Records owes Taylor Swift millions of dollars for the assets that she has made. In light of these legal and copyright issues, Swift has rerecorded her albums, making all copyrights in her own name. Swift has only rerecorded two albums so far, Fearless and Red. Big Machine Records had in their contract a clause known as “original production clause” that forbids Swift from creating any songs that sound exactly like ones she has created. This pushed her to change sounds and words in her rerecorded songs to face any lawsuits against the company. An example of this is shown in her new song “All Too Well” (10 Minute Version). Swift took her original song “All Too Well” and added almost an additional five minutes to it. Listeners came to the conclusion that Taylor wrote this song about her ex lover Jake Gyllenhaal, adding lyrics such as “You said if we had been closer in age maybe we would have been fine. And that made me want to die.” Adding further lyrics to her songs in her new album Red allowed Swift to have her own rights to her songs. She also made changes from her previous album Red to the new one by changing the beat of her music, slowing down the tempo and adding a new rhythm to her songs. Speaking about her new album Red, Swift has added an additional ten tracks that were unreleased. She labeled some of her new songs as “from the vault” expressing Album cover to Red(Taylor’s Version) on taylorswift.com that these songs didn’t make the cut. The song known as “Better Man” which was released by Little Big Town in 2016 was actually written by Swift, but Swift gave them the rights to use her song. She added her original version of this song to her album and an additional “All Too Well” (10 Minute Version). Swift displays implications of not being allowed ownership over her own songs and lyrics, just like many writers, authors, and poets have had to face. It’s interesting to see that Swift has multiple comparisons to others who want to put their music and writings out there. She shouldn’t have boundaries over music she has created, if it’s what she came up with then it’s hers. Being unable to have ownership of her music and the interferences that come with it caused chaos and further problems that Taylor has to deal with. Debating on whether or not Taylor has the right to her music, she began rerecording everything to iron out any misunderstandings. Each rerecorded release has had Swifties everywhere obsessed. If you go into the app Spotify, you can see that many of her rerecordings have millions of listens. This doesn’t even compare to the billions of listens she has on her music throughout. Fan favorites of her new album Red includes “Red” (Taylor’s Version), “All Too Well” (Taylor’s Version), and “All Too Well” (10 Minute Version) (From The Vault). My personal favorite from her recent album has to be “All Too Well” (10 Minute Version), “Better Man,” or “I Almost Do.” If you had to pick one of Taylor Swift's songs, what would be your favorite? Accessed from michelmores.com 5 �The Inkwell Quarterly Violet: A Stunning , Heartwarming Stor y of Inner Beauty Continuation of Page 4 invested in the story. In fact, I think there were no “bad” roles in Violet. Each character, no matter how often they were on the stage, knocked it out of the park. The energy was there from the entire cast, and this is one of the main reasons that I enjoyed the show so much. In the second act, there is a dance sequence in the chapel that had the entire theater dancing in their seats. Almost everyone was moving in some way, and there was that electricity in the air that seems to only exist when watching a live performance. To get such a reaction in live theatre is highly sought after, but not easily done, and the show’s ability to do this certainly speaks to the cast’s dedication to their performance and the energy that they brought to the table. The entire musical score in Violet exceeded my expectations by far. I’m not typically a musical fan; I tend to stick more with plays. Musicals usually feel awkward for me, but the songs in Violet were so entertaining that I found myself wanting more. My only gripe was that the music was at times so loud that it made it hard to hear the performers. There were occasions where their voices were completely drowned out by the volume of the music, and it was even visible on their faces that they knew it was happening. Although the music was wonderful, it would have been better had it been balanced with the voices of the performers. Violet had many “quirks” that truly brought it to life for me. Although the set left much to be desired in terms of believability, these little nuisances certainly made up for it. In the opening scene, the characters are just beginning their journey on the bus. During this scene, the actors simultaneously moved in various directions as if they were being jostled by an actual bus ride. It was obvious that this stage direction was well-rehearsed, as every actor was right on cue with the others. Although the setting did not look like an actual bus in any way, this quirk reminded me of where the story was actively taking place. In this way, it grounded the audience and subtly reinforced the setting. The show had many aspects that drew me in, but also a few that sucked me out as well. The lighting, specifically the spotlights, was scattered and disorienting, although this could have just been the show that I attended. There were times when the spotlight was trailing behind the actor and the audience could not see them. When this happened, it was distracting and immediately took me out of the story. The lighting of a show is often overlooked in terms of show success, but it truly is the backbone of any show. When it goes awry, this is when the importance of it is truly revealed. Again, this most likely just happened during my show as it was one of the first shows, but I did find that it took away from the overall experience of Violet. Violet was unlike any other show I had seen before. Many aspects of the show were new and, therefore, exciting to me. However, the one aspect of Violet that truly impressed me the most was the show’s use of duality. During Violet, there were a few scenes where a younger version of Violet was performing at the same time as the older, current version. Often, what each Violet was doing or saying would be paralleled by the other, and the two would eventually say the same thing (in different contexts). Each time this happened and past and present collided, I got chills. These moments in the show were the most powerful, and I won’t forget them for quite some time. From the performances and story to the music and stage direction, Violet thoroughly impressed me. It has been some time since I have seen a show on the Darte Center stage, but it was refreshing to see such new talent. The theatre department always impresses me, but this time was something special. If you missed Violet, the Wilkes University Theatre Department will be presenting Radium Girls, a drama about a female factory worker who battles for compensation after suffering radiation poisoning from luminous paint, from February 24th to February 27th, 2022. 6 � Issue 16.2: Fall 2021 Sophomore Spotlight By Emily Cherkauskas academic career, I really couldn’t see myself pursuing anything else. I think what inspires me the most about it is all the possibilities that writing can have. Juliana Lueders Q: Where are you from? A: I’m from Lancaster, PA. Photo courtesy of Juliana Lueders Q: What are your major(s), minor(s), and area of concentration? A: I am an English major with a concentration in creative and business writing. I am also minoring in philosophy and ethics. Q: What inspired you to major in English? A: English has been my favorite subject throughout my entire Q: Where do you see yourself in five years? A: Frankly, I have no idea. Being able to write is a very versatile and useful skill that lends itself to many fields. My goal is to find a career that I actually enjoy and that allows me to be creative. Q: What has been your favorite English class so far? Why? A: My favorite English class so far is probably one I’m currently taking called History of the English language (ENG 324). This class takes one through the development of English from its origins to the present, explains the changes that it has gone through, and how these changes affect pronunciation. You also learn how to read Middle English which is challenging but the small class size makes it fun. Q: If you could be any fictional character, who would you be, and why? A: Given the choice, I would want to be Cecil Palmer the Welcome to Nightvale narrator and radio show host. He’s a character that is unafraid to express his emotions even when live on air. Along with being caring, his humor and Eldridge-vibe are unmatched. The ambiguity of his character leaves a lot open to the imagination and I think it’s incredible how much life the creators were able to put in such a niche format. His voice has meant so much to me over the years so he would be my top pick. The Inkwell Quarterly Staff Editor-in-Chief & Layout Editor: Briauna Robinson Copy Editor: Nicole McNelis Staff: Daniel Stish, Hannah Simerson, Emily Cherkauskas, Sydney Umstead, Juliana Leuders, Darren Martinez, Rudy Urenovich, Caitlyn Bly, Mya Corcoran, and Alexis Charowksy Faculty Advisor: Dr. Thomas A. Hamill 7 � Issue 16.1: Fall 2021 MANUSCRIPT UPDATE The Manuscript Society will be publishing one issue of The Manuscript this 2021-2020 Academic Year. The submission period for the general issue will be open through the Fall semester and will reopen again at the start of the Spring term. If you’re 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 Fall 2021 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 8 Spring 2022 Upper-Level Class Listings Course Number/Name ENG 202: Technical Writing Date/Time MWF 11:00-11:50 Instructor Prof. Brown ENG 234: Survey of English Lit. II /WGS/&H TR 1:00-2:15 Dr. Davis ENG 281: American Lit. / WGS 9:30-10:45 Dr. Anthony 4:30-5:45 Prof. Howey TR ENG 298: Adv. Wrkshp Creative NonF /WGS MW ENG 324: History of English Lang. /DH MWF 1:00-1:50 Dr. Hamill ENG 334: Studies in 18thC. Life Writing TR 2:30-3:45 Dr. Anthony 3:00-4:15 Dr. Kelly ENG 397: Sem. The Uncanny in Literature MW � 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 2021 (Volume 16, Issue 2) 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 2021 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/bb99b358c0d95bad610b3303c9027fe2.pdf 1b854125107e01aee1664e66476d504d PDF Text Text Issue 17.1: Fall 2022 Where the Crawdads sing Sing Book and Movie Review By Mya Corcoran In This Issue: Where the Crawdads Sing Book and Movie Review ?e n°Vel Where the Crawdads ^ng by Delia Owens has spent Ban on Junie B. Jones 168 weeks on the New York Times Bestseller list and for good reason. e coming o age novel is mixed with a murder mystery, which kept The Salman Rushdie Stabbing is me engrossed m the story and not wanting to put this book down. One Just One Domino of my favorite aspects of this novel were the descriptions of the North Carolina marsh. Owens’ vivid descriptions allowed me to imagine that Investigating the Shape, Sound, I was actually there in the marsh as she carefully and fully explained and Color of One’s Memory every detail, from the densely packed trees and maze of waterways to the colorful seashells and awe-inspiring animals. Owens really changed my preconceived notion that a marsh was just a mucky wetland and helped #BookTok me understand that a marsh is really a breathtaking exhibit of the power of nature. #1 NEW YORK TIMES BESTSELLER One part of the novel that I found issue with was the reveal at » the very end of the novel that Kya actually was the murderer of Chase Andrews. Don’t get me wrong: I thought it was a great twist that Kya was the real murderer, but the lead up to this reveal made it almost unbelievable. During all of the courtroom scenes, each piece of evidence and each of the witnesses’ testimonials seem to prove Kyas innocence. Never was there evidence placed against Kya that was not refuted in some way. This fact made the shocking reveal that she was the murderer confusing and unbelievable. I wish Owens led the reader to believe Kya was innocent while keeping some small pieces of evidence that kept readers with a small sense of suspicion, thus making the reveal at the end not quite so inconceivable. Despite this flaw, the book itself was excellent, and I would definitely recommend it to others. This past summer, the film adaptation of Where the Crawdads Sing was released in theaters. I watched the movie after reading the DELIA OWENS book, and I found the old cliche that “the book is always better than the movie” to be true. I was disappointed that several important details Accessed from Goodreads.com that were included in the book were left out of the movie. For example, the movie does not include any mention of Amanda Hamilton, which is Kya’s pen name in the book. I really appreciated the short pieces of poetry that could be found sporadically throughout the novel, and I thought the idea that Kya was also secretly a poet who wrote under this pen name added even more depth to her character. I think the film missed out by not including this side of Kya. Story Continued on Page 3 1 t aq CRAWDADS SING A NOvFt ■PainfullybeaulihM... At onee a murder mystery, a cominn-of-aoc narrat.we, and a celebration of nature ■ -FWfNFW KMM TIMES BOW REVIEW �The Inkwell Quarterly Ban on Junie B. Jones By Alexis Charowsky Junie B. Jones is a prominent character from my childhood and many others who have grown up to love her. She is a young kindergartener trying to learn the ways of the world through her telling of various stories of what one should and shouldn’t do when approached with different situations. Because Junie B. Jones is only six, readers are given chronicles through the eyes of a child who still has a lot of learning to come. Just recently, many of the books in the Junie B. Jones series, written by Barbara Parks, have been banned due to poor grammar/ social skills and the way that Jones acts. Given that Jones is a child and children from ages five and up are intended to read her stories, is there really a need for a ban due to her “improper” behavior? Ever since the first Junie B. Jones book was published, parents questioned if these books were acceptable for young children to read. Some parents claim that their children are not learning correct spelling and grammar skills from reading Jones’ stories. Jones, like other boys and girls her age, acts like a child. She gets into trouble, likes to have fun, and learns from the actions she partakes in. Being younger, she also lacks the knowledge that adults have. Jones has yet to learn about proper sentences and correct word usage, making some of the things she says in her books sound funny. When comparing Jones to other children, it is quite obvious that both are only just starting to learn new things in school and applying 2 tthose approaches outside of the classroom. For most children, the Junie B. Jones books are relatable, as they similarly go through the process of growing up and expanding their knowledge. From a child’s point of view, or even how I looked at Jones when I read her stories, she is teaching us new lessons in each of her narratives in her own first-person point of view. Being that she is so young, it is understandable that some of the words and phrases she speaks on the page are not commonly said amongst older adults. This “irregular” grammar can be found in multiple stories written by Park, such as in her first book she published of the Junie B. Jones chronicles, titled Junie B. Jones and the Stupid Smelly Bus. Parents have looked at only the title of this book and claimed that calling the bus “stupid” is bad for their child’s learning. Numerous parents have found that using these adjectives to describe the bus might cause their child to speak about other topics in such ways. Opening the pages, readers can see that Junie acts childishly, grabbing onto her teacher and being offended that her teacher forgot the B part in her name, which is really important to Junie. It is Junie’s first day of kindergarten and she does not want to ride the bus home because she finds it to be gross and thinks that it smells bad. Instead, she hides in her school in one of the classroom closets, later roaming around once everybody leaves for the day. Because she is not punished for her actions, adults have found that Jones’ mother has failed her daughter by not teaching her the basic morals between right and wrong. As a result, parents have pushed for many of these fictional stories to be taken off the shelves and banned from stores and school libraries, as some feel that they can cause a misunderstanding for other children reading them of what are acceptable actions. Given that there are mixed reviews on Jones’ persona, should we keep her books unbanned or New York Times Bestsellinc Series 0 , Wher Movi< Continuatit I also di preferred the cl I felt that some abandoned by 1 that the changi: change in Kya < 0 9 , 9 BARBARA PARK 0 junie b. jones ■=j: W ■M i by Dcniso Brunkus An Al Photograph Accessed from Goodreads.com do they really cause children to partake in immoral behaviors? As a kid, I enjoyed many of her works and was never influenced to act the way she does. I found it nice to have another child similar to my age tell me different stories of what she was going through. It was kind of like I had a friend there to support and understand me in some ways. When I was younger, I feared riding the bus to school every day. By the time I was old enough to read Jones’ stories, it was comforting to know that she had Story Continued on Page 5 �■I— ________ ~ ~ Issue 17.1: Fall 2022 Where the Crawdads Sing Book and Movie Review Continuation of Page 1 1 ol m er how the movie flashed back and forth between the courtroom scene and current day, and t 6 Chron°l°§ical f°rmat that the book was written in. As the movie flashed back and forward in time, let at some of Kyas character development was lost. Considering that Kya’s progression from a little girl a andoned by her family to a strong young woman was one of the most crucial components of the book, I felt that the changing periods of time took away from her transformation. I much preferred how we could see each change in Kya chronologically as she grew up as was depicted in the novel. One aspect that the movie did not disappoint was the beauty of the marsh setting. The scenery proved to be just as beautiful in the movie as Owens described it to be in the book. I think that the realness and beauty of the scenery can be attributed to the fact that much of the movie was filmed on a real marsh in Louisiana. Although I thought the movie fell short in a few ways, it was still a good adaptation of the book. For those interested in knowing the full story of Where the Crawdads Sing, I would definitely recommend reading the book over, or at least in addition to, watching the movie. d 1 Accessed from LAtimes.com An All-Hallowed’s Feel of Kirby Photographs by Emily Cherkauskas �llhe Inkwell Quarterly” ________________________________________ Ba The Salman Rushdie Stabbing is Just One Domino By Emily Cherkauskas Salman Rushdies The Satanic Verses has received criticism since its birth into the world for its satirical and critical takes on Islamic worship. According to Penguin Random House, the synopsis of the novel is as follows: “Set in a modern world filled with both mayhem and miracles, the story begins with a bang: the terrorist bombing of a London-bound jet in midflight. Two Indian actors of opposing sensibilities fall to earth, transformed into living symbols of what is angelic and evil.” Where metaphorical beauty shines, so does confusion, and thus hatred and fear toward what groups are traditionally not accustomed to. In this case, a particular religion with millions of followers is being objectified here. In fact, The Satanic Verses is arguably one of the most controversial books ever published. With many either being offended and complaining about the book or others ignoring the critiques of their religion, there will always be the danger of someone wanting to silence any discursive rhetoric surrounding their religion. In late August, the world saw the true extent of what division can lead to. On August 12, 2022, Salman Rushdie was stabbed by a dissident during a public lecture in Chautauqua, New York. Thankfully, Rushdie survived, but not without suffering grave injuries that he is still slowly but surely recovering from. His attacker, 24-year-old Hadi Matar, was arrested and charged with second-degree attempted murder. Some years ago, I felt this attack would, at the base, be described as “yet another radical Islamic terrorist attack”—a key point and common rant in the mid-2010s political landscape—on an author being proud of that good old concept of free speech. However, the debate is not that hegemonic anymore. Rather, it is just one of the many instances and accompanying consequences of unfair attacks on writers and authors bringing their thoughts to the world of literature. This attack is just one of the many notable moments in the timeline of our current era: the era of banned books. Accessed from BBC.com Banning books is not a newfound concept at all. For centuries, writers and rhetors have been threatened, silenced, or killed for their controversial views. Usually, those declarations of punishment toward those authors and rhetors were once due to a single party (the Nazi Party against Jewish writers; the Catholic Church against Martin Luther; public schools against 20th century authors including Harper Lee, John Steinbeck, Toni Morrison, and others—these are just a few examples). At this point, though, the notion of censoring books and silencing authors has gone beyond a single political party or group. It has wavered through intersectional boundaries, finding a way to attack even the most historical pieces of literature and their accompanying authors. You might have already known that the newly popular cute children’s books about race and sexuality you’d see in Barnes & Noble are being challenged, but did you know that challenging and banning books has already reached The Bible, for example? All sides of the ideological spectrum have found themselves addressing this matter of censorship, and having to make the conscious choice of whether or not to participate in such actions. In the same way debaters target gun control, abortion, drug reform, or other controversial topics, banning books has brought in a level of back-and-forth pettiness that has grown to an extent we have perhaps not yet seen before. In Texas, a certain school district has stood out among the challenges and debates for its handling of reviewing and banning controversial books. At Keller ISD, parents and community members are allowed to publicly challenge books, therefore obligating the school to make the decision on if certain books should be allowed in circulation. Interestingly enough, the entire list of challenged books and the accompanying decision 4 Story Continued on Page 5 Conti that san were als humor to conti found f her teac school, her nev\ licked ti mornin would c an impc Th On Conti regardh being cl books i; include^ author’s Sarah J. itself fac 1 .--a Accessed ti I they wei are, we i different gender i my gene cultural being cl< �Issue 17. if Fall 2022 Ban on Junie B. Jones Continuation of Page 2 that same fear as me. Jones’s books were also entertaining, having humor to them that made me want to continue reading. One story I found funny is when Jones meets her teacher on her first day of school. Jones, showing her teacher her new shoes, claims that she had licked them clean previously that morning to get them shiny. Jones would often in her narratives offer an important critical perspective on the worlds of adults from the vantage point of a six-year-old. An example of this occurs when she breaks her nanna’s expensive crystal glass. Not understanding the value this glass has to her nanna, she doesn’t get why her nanna is mad at her. Promising to be careful and to not touch anything else, Jones runs off while her nanna has to clean up the mess she made. Personally, for me, I would say to keep Jones’s books on shelves, and if some parents don’t want their child reading them, then don’t let them. For other parents out there, who are not concerned about the contents of these books, I would definitely recommend having children read and indulge into this unique and funny character. That being said, what is your opinion on Junie B. Jones and all of her books? The Salman Rushdie Stabbing is Just One Domino Continuation of Page 4 regarding their fates are publicly available. Fortunately for us, that allows us to understand which books are being challenged. For those interested in a deeper level of research, the entire list of Keller ISD’s database of challenged books is available to view at www.kellerisd.net/Page/7364 . Even with just a brief overview, the list of books included is eye-opening. For example, George M. Johnson’s All Boys Arent Blue, a 2020 memoir about the author s life growing up as a queer Black man, was removed from circulation temporarily. Starkly enough, Sarah J. Maas’s A Court of Thorns and Roses new-adult fantasy series didn’t survive the cut at all. The Bible itself faced challenges from the community for its content and religious connotations but was reapproved for circulation. Meanwhile, a graphic novel adaptation of Anne Frank’s diary also survived the challenges and reviews. Memoirs, young-and-new-adult series, and religious texts. What, exactly, is the common denominator of these books that lead to them facing challenges of banning? There isn’t really anything that relates them all together. It is as if our current political landscape has taught some that censorship is the only successful way to keep your views and traditions allowed in society. Accessed from cnbc.com these above books were returned to circulation after review, the fact that Regardless of the newsthat ----------they were challenged in the first place is alarming for the entirety of human society. As graphic as some novels are we need them to learn from. Stories about growing up as a certain demographic teach us that everyone is different and it is important to teach young kids and students that-regardless of the subject’s race, sexuality, or gender identity. Metaphorical tales symbolizing religion are not attacks on specific worshippers. Many people in my generation, that is Gen Z, including myself, have grown up being indoctrinated with heteronormativity and cultural ignorance. Ironic, then, that these newly popular minority-demographic-focused books are the ones being classified as indoctrination tactics, when in reality, they simply teach diversity. Story Continued on Page 6 5 I. �(The Inkwell Quarterly The SalmaiTRus Stabbing is Just One Domino Continuation of Page 5 As technology and human culture evolve, we need to get rid of that syAs technology and human culture evolve, we need to get rid of that system that confuses us. Humans need to be more educated about themselves and each other. Even the less important fantasy books (such as Maas’s Court series) serve as roles of entertainment, morality teachers, captures of cultural shifts in readers, and more. Without any of these books, we lack human knowledge and understanding. Authors—anyone, really—should be allowed to express a harmless opinion without having to face a lifetime s worth of threats and potential attacks. Without these debated books, humans would not have empathy. For the sake of human awareness, we need to keep these books available—and authors alive and safe. u T' E >A ANIC E IS S Accessed from Goodreads.com First-Year Faces Spotlight Q: What made you decide to major/minor in English? A: I decided to major in English because I would love one day to write a book. I started writing when I was in elementary school and I have loved it ever since. It really saved my life and I hope one day I could be the author that saved another persons life. Q: What is your favorite book? Why? Meet Julia! Julia Bouder Q: Where are you from? A: I am from Lancaster, PA. 6 A: My favorite book is The Tattooist ofAuschwitz. The book is absolutely heartbreaking but it is one that is so hard to put down because you want to know what is happening with Laie, the main character. Q: Why did you choose Wilkes? A:I chose Wilkes because it was the only campus that felt like home from the very second I stepped on it. Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? A: I am most excited about all of the writing I will get to do in the next few years, while meeting all of these wonderful new people. Q: What is your area of concentration? A: My area of concentration is creative writing. Spotlights Continued on Page 10 Inv( Col By Jessi As brimming October in invited to1 explores tl Since its ir learning w the comm­ vision, bre neurosciei our colled responses how the sc The prese. both chall appeared of familial Moving ff were pres< that signa different f side domi the two si developin in the wai the arts d< us access many. Th, M captured experienc cinnamoi and so we minds. W interwove Ms. Moss and how creation < intensity memorie,' within or even whe Vreeland’ �---------------- __--------- ------------------------------ I Issue 17.1: Fall 2022 Investigating tKe^HapeT^ound, and Color of One s Memory By Jessica Van Orden------------------------------------------- ' , . . ., S mor^ng a^r gave way to warmer winds curling around campus, the Sardoni Art Gallery was brimming with a warmth of its own creation. The Sardoni gallery celebrated its forty-ninth birthday this past October m the most fitting manner one could: scrapbooking! Those in the community and students alike were invi ed to visit the current exhibit, In Search ofMeaning: Memory Becomes Us by Patricia Moss-Vreeland, which exp ores e in uence t at memory has on our lives, as well as creates a piece celebrating their own collections. Since its inception, the Sardoni gallery has worked towards the vision of creating a very different form of earning within its walls. Their exhibits work to connect the numerous interests or programs existing within the community and to emphasize how they are connected through the arts. Their current exhibit stokes this VI! vision, breathing life into the complex conversations between Patricia Moss-Vreeland, the artist, and cognitive .purncripntict, Dr. Dasa Zeithamova, concerning how we are shaned a---------------------neuroscientist, shaped bv by Maxim ’ our collective memory. Moss-Vreeland shares her experience with, and responses to, these conversations through a multimedia show, illustrating 1 how the scientific perspective enriched her creative comprehension. The presence of both perspectives creates an engaging exhibit that is : Patricia Mssi-Vrej jad both challenging to the eye and soothing in its presence. The two worlds appeared to bleed together effortlessly, and I found myself lost in a feeling i Search of familiarity while recognizing something emergent within the room. Moving throughout the space, I couldn’t help but recall how the arts Meaning were presented to me growing up. They were often explained with a tone J Memory Becomes Us that signaled them as other. Beautiful in their own right, to be sure, but different from worlds of science or history. A person’s mind could be left­ side dominant or right-side dominant, but rarely in these conversations did the two sides merge. Yet, creation has been present in every aspect of our developing world. It’s present in language and in movement. It is present 4t*"\ ' in the way we formulate an argument or create a solution for any need, and Accessed from patriciamossvreeland.com the arts do something inherently vital within our society. Beyond expression, they grant us access. They grant us access to express or absorb an experience that we don’t have words for, or for those for which we have too many. The arts connect us, but they also ground and challenge us. Memory, similarly, connects and grounds us, and asks us to grow. They are not single moments captured in time, but rather pieces of information that guide us through the world and connect us to new experiences. One chilly morning, we may find ourselves walking down the street when, suddenly, we smell cinnamon in the air. This smell calls forth a fond childhood memory, bringing with it warmth and stillness, and so we pause. Standing there, eyes closed, we breathe this moment in, and it becomes cemented in our minds. We return to the present moment feeling calm and grounded; just like that, these two memories are interwoven. This idea is what most stood out to me after having left the exhibit. Dr. Zeithamovas studies and Ms. Moss-Vreeland’s expressions consider the effect our emotions play on memories when we recall them, and how the brain works to connect them. For it stands to reason that if our senses hold such power over the creation of our memories, our emotions do as well. Our memories may change in size or shape due to the intensity of our emotions, both at the time we experience them and later when we recall them. Further, our memories—being our experience—allow us to connect to one another s stories. These emotional ties existing within our memories aid us in developing empathy and understanding by connecting to others experiences, even when we cannot know their experiences. I found myself feeling emotionally connected, by way of MossVreeland’s curiosity, about the journey she had taken in creating this exhibition. Her artistic renderings of the fSflnK-’y from allien r a I i J of |B _ ' 25 - O'.Ytxi «. Pl J r Story Continued on Page 9 7 �fflie Inkwell Quarterly In #BookTok By Mya Corcoran TikTok is known to be an undeniable force when it comes to setting trends in everything from music and fashion to dancing and cooking, and this multifaceted app has recently taken on yet another role—making reading trendy. BookTok, a community of people on TikTok who share videos reviewing, recommending, and discussing books, has become a hub where both seasoned book lovers and those who have more recently taken up the hobby of reading go to find what book they should read next. Since BookTok’s start in 2020 during the pandemic, it has quickly grown and amassed a huge following. In fact, the #BookTok on TikTok has over 82.4 billion views to date. Some of BookTok’s growing success can be accredited to the fact that BookTok has popularized a completely new way of talking about and promoting books. Instead of providing a summary of the book, BookTok creators tend to avoid discussing the plot and instead describe the emotions they felt while reading the book. Some BookTok creators even go as far as showing themselves crying at a sad ending or throwing a book across the room. This has proven to be a very effective way to recommend books as viewers see the creators’ strong reactions to the book and want to experience those same emotions for themselves. Another way BookTok creators promote books is by simply describing or showing multiple images that embody the aesthetic of a book. For example, a video displaying 8 the aesthetic of a mystery novel may display photos of a dark forest and a crime scene. This method works particularly well as it shows the viewer what the vibe of the book is without actually revealing any specific features of the plot. The influence of BookTok can be further accredited to its perceived sincerity since the videos are made by regular everyday people who love to read. Instead of these videos coming from book publishers who clearly have money in mind, these videos are created by people who simply want to share their love of books with the world. The popularity and influence of BookTok has made a clear impact on the book market. Barnes and Noble has recognized the influence that BookTok holds over the book industry and now has tables in their stores and a section on their website dedicated tto BookTok books. Furthermore, many of the most popular books on BookTok find their way onto The New York Times Bestseller list. For instance, Colleen Hoover, who has skyrocketed in popularity after being promoted on BookTok, has written seven out of the top ten current New York Times Bestselling paperback fiction novels. One of the most unique parts of BookTok is its ability to popularize not just newly released books, but also books that have been on the shelves for years. NPD BookScan book analyst Kristen McLean asserts, “This is the first time we’ve seen an organic, social­ media phenomenon push backlist books spontaneously back onto the bestseller lists without any kind of marketing or sales push from publishers.” For example, Madeline Millers novel The Song of Achilles was first published and won the Orange Prize for Fiction in 2012. When sales of the novel suddenly started skyrocketing again nearly ten years after the book was originally published, Miller was confused. Later she found out that the sudden revival in sales was all due to BookTok. According to NPD BookScan, The Song ofAchilles is selling about 10,000 copies a week which is nine times as much as when it won the Orange Prize for Fiction. Last month, Penguin Random House, the largest book publisher in the United States, announced they would be partnering with TikTok to unveil a new feature that would allow creators to put direct links to Story Continued on Page 10 c Cor expe piece of id< Her i port] our c ofM had t Care It wa conn been their two 5 had i also1 para] view them reme a cor comi Sard< relati cons: shap is aw the S M R Pic The Hal bot �. ________________________________________________ Issue 17.1: Fall 2022 Investigating the Shape, Sound, and Color of One’s Memory Continuation of Page 7 g in s t ’D c experience connected me to a topic I had never considered by evoking my own memories. In one of the earlier pieces I viewed, she had written a poem where she said nature consistently provided evidence to the creation of ideas, and at that moment mountain air blew into the room, and a Kentucky sunrise played behind my eyes. Her commentary continued to draw forth my own experience and meld it with her own response to better portray all that she had come to learn within the experience, and I found myself drawn by the quiet intimacy of our own conversation. In the intentional space, I found myself at the end of Moss-Vreeland’s exhibit and before the Sardoni gallery’s workshop. I had the opportunity to speak with the gallery’s assistant director, Melissa Carestia, who explained the Sardoni’s intention behind the workshop. It was fashioned in the hopes of encouraging viewers to take these deep connections and questions that Moss-Vreeland and Dr. Zeithamova had been cultivating around memory, and then create an artistic response of their own. A space to consider how one moved about the journey of these two women, and express what was both called forth and carried away. Upon returning to the workshop, I considered how a woman I had never met had somehow conjured up long-forgotten memories while also weaving this feeling of connection to her own journey through these parallel worlds of science and art. Ms. Moss-Vreeland had asked those viewing her experience to consider what about her exhibit would sit within them, only to resurface later. Would others who walked within that space remember similar aspects of that show, and could that be considered Accessed from patriciamossvreeland.com a connection between two strangers? As I sat beside others in the inity, invited to a glimpse of their own stories, I found myself incredibly grateful for a presence like the commui Sardoni Gallery. Its attention to their vision of connection within the community, and their influence on these relationships, is noteworthy, as our society may often feel isolated—especially in recent times. It is intriguing to consider our memories beyond the concept of a collection. That our unique thoughts or emotions do not only shape them, but that our emotions may continue to shape how we experience the world around us. More so, it is awe-inspiring to realize that a few simple hours that I had not considered in depth before walking through the Sardoni doors that morning may be a moment that I carry with me moving forward. Manuscript’s Halloween Poetry Reading Picture by Cas Schiller The Manuscript Society hosted their annual Halloween Poetry Reading this year, sharing both their spooky and written spirits within the halls of Kirby. 9 10 �zz__ ~_ riheTnkwelTQuarterly #BookTok Continuation of Page 8 once was a group of regular people posting about books. This - partnership also comes with _,j| worries that we are seeing the jfZ-j start of a monetized version of i BookTok where it will become a —. r vl. 1_ common practice for publishers to pay creators to talk favorably J about their books. However, many creators have stated that they will not use the new features, and have assured their followers that they will not accept money from on your profile, which allows users publishers in exchange for favorably to compile a list of books that they reviewing their books. In this way, are interested in and may want to BookTok will strive to retain its read in the future. authenticity and hold strong to its Despite these innovative roots as the community of book features, some BookTok creators have expressed disapproval of lovers that it started out as. the fact that a major publishing company has infiltrated what c Penguin Random House books in their videos. Clicking on this link will take users to a separate page that includes a description of the book as well as other information like the book’s genre and the number of pages it contains. Additionally, there is the option to save these books to the favorites tab FIRST YEAR FACES SPOTLIGHT Q: Why did you choose Wilkes? A: I was set on staying local for college and had visited Wilkes .. Q: What are you most excited through a few friends of mine who about as you look ahead to being go here. I loved the campus and a part of the English program this had heard great things about the year and over the next few years? English department. A: I’m excited to discover more literature and take classes that are Q: What is your area of focused on individual authors or concentration? genres. I’m also excited to take A: Literature and Writing. courses that will improve my writing over the next few years. Q: What is your favorite book? Why? Q: What made you decide to A: It’s tough to decide but I read major/minor in English? Great Expectations over the A: I love books but I’ve always summer and loved it. I had never wanted to know more about the read a Charles Dickens book before context and history behind certain and I loved the twists and turns the works and literature in general. narrative took and the way certain Throughout high school, I was details were revealed gradually. It Meet Ian! also drawn to writing as well, so I felt like the story was a puzzle and settled on English as the major that all the missing pieces fell into place Q: Where are you from? most interested me. throughout the second half of the A: Mountain Top, PA. novel. 10 Ian Koons _ Can Fii So of 1 Ban Titl< 20: Answei (No Sp Midnights AllBoysA TheBlui Gender Stam TheHate Melissa( DearM TheKitel MondaysNi TheAlcl Belo1 Lawn OutofDz Titles All Boys Aren’t George M. Job: The Bluest Eye Toni Morrison Gender Queer Maia Kobabe Out ofDarknes Ashley Hope P Stamped Ibram X. Kend Jason Reynold: Melissa (Georg. Alex Gino Dear Martin Nic Stone �Issue 17.1: Fall 2022 Chis f ea :rs ly nany will iat )H1 orably way, ts j its >k R T Can You Find Some of the Banned Titles of 2022? Answer Key: (No Spaces) MidnightsChildren AIIB oysArentBlue TheBluestEye GenderQueer Stamped TheHateUGive MelissaGeorge DearMartin TheKiteRunner MondaysNotComing TheAlchemist Beloved LawnBoy OutofDarkness hgbgxyyrdnivevxzwndxv PTAZQBQTPYTBNWTMOE EH TVKLCTLMBWHBCJ C I ETKO CWHUKIXKEVESKTFDXREF AMMLHNFGRUHHLHGNSAIW DTOOWGLAUKARBEEISLWR CEHNMUHCSGTCVKNGMLVT F LAEDCKOE J EXWI DHEBVH QB I RBA 1 ABNUTRTETLOUE J ELXMLYTVCGBZERS I Y Q A LLDXMAUSWKINSRQCSSCL AOLFXSRENMVEOUUH5AMC WVYICTETSOEQRNEIARDH NEZXGAKKITTBENELGEEE BDYETMLUCNECAERDENBM OTFKJ PXYKKDYORPROTS I YAECGEEZTDG J EMGERBXS NGZGSDDFHFWKYR I N G L X T LOUTOFDARKNESSJN Ell VT H D U D J YMZBKUPQGLQGEOE ~- ----------------------------------------------- Titles Included in the Word Search: All Boys Aren’t Blue George M. Johnso Monday’s Not Coming Tiffany D. Jackson The Bluest Eye Toni Morrison The Alchemist Paulo Coelho Gender Queer Maia Kobabe Beloved Toni Morrison Out of Darkness, Ashley Hope Perez Lawn Boy Jonathan Evison Stamped Ibram X. Kendi and Jason Reynolds The Kite Runner Khaled Hosseini Melissa (George) Alex Gino Dear Martin Nic Stone Midnight’s Children Salman Rushdie The Hate U Give Angie Thomas The Inkwell Quarterly Staff Editor in Chief & Layout Editor Jessica Van Orden Copy Editors: Mya Corcoran & Daniel Stish Staff Writers: Caitlyn Bly, Alexis Charowsky, Emily Cherkauskas, Bailey Dejesus, & Juliana Lueders | Faculty Advisor Dr. Thomas A. Hamill 11 �Issue 17.1: Fall 2022 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 Fall 2022 semester The Writing Center is offering inperson 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-writing-center/ index.aspx For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Spring 2023 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 202: Technical Writing MWF 10:00-10:50 Prof. Brown ENG 222: Intro to Digital Humanities TR 9:30-10:45 Dr. Kuhar ENG 234: Survey of English Lit. II /WGS/&H MW 2:30-3:45 Dr. Davis ENG 281: American Lit. / WGS TR 2:30-3:45 Dr. Kelly ENG 324: History of English Lang. /DH MWF 12:00-12:50 Dr. Hamill ENG 336: Studies in Victorian Lit. MW 1:00-2:15 Dr. Davis ENG 397: Tenn. Williams & Contemporaries TR 1:00-2:15 Dr. Stanley � 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 2022 (Volume 17, 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 2022 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/2ef2e2cec2a791bb1a3504233b344464.pdf 46a8834352feb2db922b7d123d1f5181 PDF Text Text Seminar Class Travels to See Production of The Tempest By Emily Cherkauskas Dr. Hamills seminar class, ENG 397: “Staging Worlds in Medieval and Renaissance Drama,” recently had the opportunity to go see a production of The Tempest, performed at the Round House Theatre in Bethesda, Maryland. The play was produced in collaboration with the Folger Theatre and adapted and directed by Aaron Posner and Teller. In our seminar class, we would discuss and ponder The Tempest’s staging implications and where magical elements are implemented. While our discussions were productive as we brainstormed our own ideas and examined brief clips of various productions, being able to sit down for a good two hours and watch a production in its entirety was a valuable, educational experience that offered even more insight into our profound discussions. The wooden, rustic stage itself was beautiful, detailed with textures and decals of cards and scribes. Upstage included two more levels. In between and above resided the orchestra, including the actors playing the omniscient yet physical beings of Juno, Iris, and Saturn, who sang prophetic and catchy lyrics. This unique production performed arrangements of original songs from the play and selected songs by Tom Waits, musician and composer. The songs were performed by a small orchestra featuring percussion and strings, accompanied by the vocals of Juno, Iris, and Saturn. The topmost level, a more hidden layer, served as the location of the play’s first scene being the ship, later on serving as more secretive entrances for characters as they descended below. Notably, with the staging area donned with warm lights and posts that changed color to fit the theme, the environment went from cozy to ethereal and otherworldly in just seconds as the play progressed . To start, a few minutes before the show began, the spirit character Ariel (played by Nate Dendy, who also serves as the production’s magic consultant) presented himself on stage, silently performing card tricks Ryan Sellers and Hassiem Muhammad (Caliban) and Musicians in The Tempest. Photo by Scott Suchman. , narticioating with involuntarily selected audience members. Not Accessed from https://www.roundhousetheatre.org/Ononty did‘itS create some hearty laughs (it is a comedy, after all),, the Stage/Explore/The-Tempest Story Continued on Page 2 �|The Inkwell Quarterly Seminar class travels to see pro uction of The Tempest up to a world of magic, wasting no time in letting ns be fully immersed mto the world of The Tempest gi a subtle preview of what sorts of tricks were in store for us as an audience. In regard to the casting direction, it was impressive, and in some instances just too good. In ou contemporary time, adapting a Shakespeare play into the modern world accounts for aw^ inst“ combing through moments and dialogue in general that would typically be too problematic today but production and direction seemed to allow the actors to have satisfying chemistry and opportunities for adap to their Renaissance (or early modern) characters. Combined with the magical elements, there were a wi e variety of dynamics to the production, from moments of shock and awe, to hilarious_mom^^ visual spectacles. A notable magical moment included Prosperos torturing and twisting of Ariel’s body and delving into visual body horror with the use of mirrors. Another instance presented the captivating moment of the bride Mirandas body floating in midair. Throughout the play, Ariel’s eye-catching card tricks were used as props to help further the plot and character development, with actors interacting with those cards. In addition the cards added emphasized aesthetic value to this particular production’s worldbuilding. One notable example of the production S unique features includes Sec ■/ g g A 71 Q: Where a A: I am froE ------------------------------------------------- -------- -—------------------------------ Photo by Scott Suchman. Accessed from https://www.roundhousetheatre.org/On-Stage/Explore/The-Tempest the casting choice for the character Caliban, an earthly spirit that seems to almost mirror the tendencies and platings of the other characters as a way to critique them. Caliban’s character is subjected to, and representative of, many elements including the problems of slavery, deep imagery of his stolen home under colonial rule, and the implications of nobility as corrupted. With this complex character, his staging is always unique in direction. In this particular production, Caliban was cast to be played by two actors of different races, acrobatically intertwining with one another at all times as they move on stage (courtesy of choreography by the dance company Pilobolus), speaking together as one (and sometimes independently). CaSl(‘ng “ ‘j COn'rast t0 the albin°-looking Ariel. These particular portrayals of Ariel and Caliban behavfor a nd “"Potions of the effects of colonialism. Ariel appeared to take on more human-like conZ:henTnenSmS; u T WaS P°rtrayed aS more beast,y “<* uncivilized. Tough decisions to his land. S remams a slave shows harsh truths about the oppression inflicted upon him and 2 Story Continued on Page 3 Sem: of Ti Continua Outsi Also include* its own “illus changing dri overall exper Despi co-curricular either due to sure what to < knowledge of The p] makes the En opportunities �Issue 17.2: Fall 2022 Second-Year Faces Spotligh *• ■ ■ Q: Where do you see yourself in 5 years? A: I am majoring in English and my area of concentration is writing. I am minoring in Workplace Writing, Communication Studies, and am thinking about also minoring in Business Administration. Q: What has been your favorite English class thus far? Why? Meet Mya! Mya Corcoran A: My favorite English class so far has been Rhetorical Analysis and Nonfiction Prose Writing with Dr. Davis. I really liked this class because I learned a lot about rhetoric and think I will continue to use what I learned in future English classes and in my career someday. Q: Where are you from? A: I am from Wilkes-Barre, PA. A: In five years, I hope to have graduated from Wilkes, be doing a job that I love, and working towards earning my master s degree. Q: If you could be any fictional character, who would you be, and why? A: I would want to be Violet Bauldelaire from A Series of Unfortunate Events. This was the first book series that I really fell in love with in elementary school and always thought Violet was such a strong and intelligent character. She is a natural leader and is able to save herself and her siblings from any predicament, and because of these great qualities, I think it would be really cool to be her. Seminar class travels to see production of The Tempest Continuation of Page 2 Outside of the play, to add to the charm, the theatres own bar and cafe offered drinks and small meals. Also included were specialty cocktails which happened to match the theme of the show, with each drink offering its own “illusion.” For example, one cocktail had butterfly pea flower with lemon added, creating a color­ changing drink. Although I did not have a drink, the thought and detail certainly added to the charm of the overall experience. Despite being a senior university student about to enter my final semester, this was my first ever class or a co-curricular-related trip as a college student. All other opportunities for that kind of experience have been lost either due to the pandemic, work obligations, or schedule conflicts and cancellations. With that said, I wasn’t sure what to expect going into this trip, but I left Bethesda feeling enlightened and instilled with a newfound knowledge of English literature in modern times. The play was completely worth seeing. These moments create core memories, and they are what makes the English Department so special. I encourage all other English students to take advantage of these opportunities if and whenever they can. Spotlights Continued on Page 6 3 �_________ ______________ feWWw . Is There Still Value in Being an English Major in Our STEM Focused World? V ^In recent years, there has been increasing value humanities. Without the humanities, we would have no placed upon the STEM fields. Local high schools have literature, art, music, politics, history, or philosophy, In other words, we would lose the very basis of what implemented STEM programs in which students can spend the majority of their school day learning solely makes us creative and innovative humans and instead exchange it for an unimpassioned and mechanized STEM subjects, and many colleges have increased version of the world we know today. This is not to say their funding towards their STEM programs allowing that the humanities’ sole purpose is to entertain us for state-of-the-art equipment and facilities to be purchased. Of course, I agree that STEM is important and counteract the pragmatic nature of STEM, nor am I suggesting that STEM disciplines are not creative and deserving of this increased recognition in our or innovative. Rather, my point is that humanities current era of rapid scientific and technological disciplines themselves promote many of the essential development. However, as our society has increased its focus on STEM, its appreciation and regard for the skills that our society needs to function. As> an English major, humanities has diminished. The number of students , . I have many times been subjected to the false majoring within the humanities has steadily declined ideology that all we do is read the works of dead authors each year for the past decade as students are convinced and write essays about them. I must say that this impression is far from the truth. Of course as English to believe that jobs within the humanities hold no majors we read and write, but we also learn a much real value in society, as funding towards the field has greatly decreased at many colleges, and as there seems broader set of skills including how to think critically, to be a general lack respect for those who pursue what communicate effectively, solve problems, consider issues from diverse perspectives, and collaborate with others. are made out to seem futile and senseless fields of In comparison to the technical skills learned by those in study. Yet, those within the humanities continue to advocate for their fields’ importance and hundreds of STEM, these skills may seem abstract and inapplicable to most modern-dayjobs. This perception may be i ££ .1hi common because what STEM students learn applies rSB \ much more directly to a specific job. For example, a nursing major will more than likely become a nurse, a pharmacy student will probably become a pharmacist, and a computer science major will presumably get a job in IT. The skills taught to humanities students appear >.. • v< i much more abstract because there is often a much more I ’ '*l' J diverse set of jobs that their degree qualifies them for. Despite these skills seeming abstract, they translate well to modern dayjobs. For example, in Dr. Hamill’s Survey of English Literature course that I am currently taking, we recently read Shakespeare’s Othello. Image by Freepik. accessed from https://www.freepik.com thousands of college students continue to pursue their ma^ ^ardto imagine how reading Shakespeare prepares one for a job compared to the technical skills passions within the humanities each year instead of taught in STEM, such as an engineer learning how to turning towards the supposedly safer STEM degree. build a bridge, but these skills are just as important This continued pursuit of the humanities despite its decreased appreciation brings up the question: Is there t0 modern jobs. For instance, Shakesppeareusesan still value in the humanities? fearlier ‘ o________ ________ version of" modern English that is quite different As an English major, I absolutely believe there ^om the English we speak today, so reading the play *s va^ue and a crucial need to continue studying the forces forcesone onetotodeeply deeplyengage engagewith withthe thecomplexities complexitiesof of —UM. » */. . Lxo« Ux-< ' - J» I ‘,7,7* 1 f"‘ ” " ' * ____________________________________ o„„r„; Story Continued on Page 5 �Issue 17.2: Fall 2022 ;h Is There Still Value in Being an English Major in Our STEM Focused World? Continuation of Page 4 e no y- the text in order to understand the story Shakespeare is trying to get across. In the world today, this same ability to understand complex messages is needed in many different career fields. For example, one who works for a pharmaceutical company may need to read and understand the complex information about a particular medicine and effectively translate this to ssr I patients; similarly, one who works in politics needs to be able to effectively listen to a politician to understand the new intricate bill they my be trying to pass. While ENGLISH MAJOR a job dealing with medicine or politics may not be the first fields you think of when considering potential professions for an English major, these fields and many S others actually look to hire English majors because of their unique abilities. Furthermore, a work like Othello, which was written over 400 years ago, forces students to think critically about the complex racial and gender inequalities that the play discusses. Despite being written so long ago, the issues presented in the play are Z2& still immediately relevant to our society today. Thus, being an English major does not just involve reading old books that have no relevance today, but rather being Accessed from https://qcenglish.commons.gc.cuny.edu/undergraduate/ an English major is about reading books that can help horizons/ The humanities and STEM should not be cultivate our understanding of the world we live in considered such separate entities because they are both today. Despite the abstractness of the humanities, necessary for the function of society. In fact, considering some employers find themselves looking to hire those them to be completely distinct from each other would with the skill sets held by those with liberal arts degrees be denying the places they do intersect, such as through before hiring those with degrees in STEM. They cite digital humanities, which is an area of concentration for their preference for those with liberal arts degrees to some English majors here at Wilkes. Digital humanities be be based in their sense that those in the humanities is a diverse field that, among other forms of research, uses technology to create and study digital’ archives and tend to be more creative, collaborative, and hold a ‘ databases of literature in new and previously unavailable broader skill sets than those in STEM. Even science and technology based companies rely on those in the ways. In addition, digital humanities also interrogates ivo to lv help xxvxr their ... businesses —2 1 ■smoothly. and critiques these technologies. Digital humanities humanities to run iple of this need for the humanities was shown is just one space in which STEM and the humanities An examq ‘ While pharmacists, 1 overlap and this field proves that when used together, during the COVID-19 pandemic. scientists, and others within the STEM field played a STEM and the humanities can actually complement major in researching researching the and developing developing aa each other. Without the use of technology, important major role role in the virus virus and ’ ’ ’ ~ and cultural archives vaccine, we also needed those within the humanities to literary would not be as accessible ibout the virus to the public,to communicate information about public, to the public. Without access to these resources; resources, we address and combat the spread of misinformation, and would lose the wisdom and perspectives of diverse cultures that they pass forth to us through their works. figure out ways to effectively distribute the vaccines. Lt ad ay ive d sh *wrn © wiATCARrrw onrsxrt PRCFARCVOVPOq? <-TXI<n»IM> OC (M^nnM^rtn It. CMUa osuuuim hors h r, >sues jrs. se in ble s ,a ist, tjob ar nore >r. )r. m tello. Ils o ent roxri oaecro* cxMMuMrr C-WOT" o«r«L* MO«l< amrm r'tw AMICI’ lUKMl * e5 . . i. Story Continued on Page 6 5 �Inkw SecoA-^^^ Faces Spotlight k X- Q: Where are you from? A: I was born in Wilkes Barre and have lived in the surrounding area my whole life, I originally planned on leaving the area for school, but once the pandemic hit I really began to appreciate the stability and comfort of living at home. Q: What has been your favorite English class thus far? Why? A: Although the semester hasn’t begun, I am very excited to be taking English 234 (Survey of English Literature II) in the Spring because of the material we are going to cover. I was excited to see Tennyson and Rosetti will be on the syllabus! Q: What is your major/ minor and area of concentration? Meet Lily! Lily Hebda A: I am majoring in English and Secondary Education, with a minor in Womens and Gender Studies. Q: Where do you see yourself in 5 years? A: In five years I hope to be teaching at the high school level. I love learning and want to pursue my education further after graduation, so I would like to expand into other academic areas that would qualify me to teach electives such as psychology or sociology. Q: If you could be any fictional character, who would you be, and why? A:Growing up, The Phantom of the Opera was my favorite movie, so Christine Daae is my first choice. I took voice lessons for a long time growing up, so I would be able to utilize those skills for the first time in a long while. Plus, her wardrobe is pretty sweet. IIs There Still Value in Being an Englishn Major in Our STEM Focused World? Continuation of Page 5 Thus, these fields actually benefit each other when they are used conjointly. Steve Jobs argued for this conjunction between the STEM and humanities fields: “Technology alone is not enough. It’s technology married with the liberal arts, married with the humanities, that yields the results that makes our hearts sing.” As our society continues to advance, we will undoubtedly continue to praise STEM and the scientific and technological innovations it brings us. However, we must not privilege STEM at the expense of the humanities. It is only when we recognize the importance of both STEM and the humanities that these fields will begin to be used to improve each other instead of being pursued in spite of each other. 6 By Darrei Hifo of you are av job market is conglomerat to make up c Resignation not enough t can’t make e job and a for we’re now to the time we; Hustle cultui of these billi< only exists b don’t work h eyes. For the r Image by raccol_si out higher k our lives, we thousands a: in debt. Adm have my deg amassed mu my previous internship, a not a slouch the job marl jobs expectii in the field. 1 social media director, jou technical wr �Issue 17.2: Fall 2022 Inkwell: The Path to Employment By Darren Martinez I it f Hi folks. I’m sure most of you are aware of how bad the job market is right now. Business conglomerates sponsor think tanks to make up concepts like The Great Resignation and quiet quitting. It’s not enough that most Americans can t make ends meet with a single job and a forty hour work week; we’re now to be haranged about the time we aren’t working either. Hustle culture has rotted the minds of these billionaire CEOs. Poverty only exists because those people don’t work hard enough, in their eyes. For those of us who seek already know what you are doing. I get it. But how do employers expect anyone to amass any sort of r________ „___ , experience when nobody is going to hire applicants off rip? My only successful employments are with freelance jobs that are cool, but do not pay the bills. So far with BrandYourself, I get maybe 6 hours a month My nicest rejection was guaranteed at $18 an hour. I from my dream company, Viz. I track these hours myself Forbes think I mostly got rejected because Insurance is a much better gig, I don’t live in the San Francisco Bay but it’s also not enough work area to commute to their offices. for stability. BrandYourself will Their rejection boiled down to send me blog post prompts very “Hey, you don’t really have what infrequently. I get maybe one of we’re looking for right now, but these every two months. Monthly, we’ll keep your info on file if we I usually research articles and have need of you as we expand.” create taglines to go with these Maybe they were just trying to keep articles. These taglines and articles are then posted on the social media platforms of CEOs that are partnered with BrandYourself The taglines I do monthly, whereas the blog posts, I am lucky if they ask me to write any. Working with BrandYourself pretty much covers my filling my car with gas. I’m sure I could just keep applying to more freelance jobs so I could decide my own hours and work from home. But is there any security in working KiSzwjswassBoaMWBWBm'https:/7\«vw.freepik.corn Image by raccol_studio, accessed from the hours that are at the whims of me from putting in subsequent out higher learning to accelerate your bosses? applications, our lives, we are saddled with -rr------- . but honestly I don’t Freelancing is a great way thousands and thousands of dollars mind that much. I don t think I m to build experience in the industry, moving to California any time in debt. but it is also incredibly predatory soon. But that’s another issue. Admittedly, I do not to the worker. ScreenRant opened Many of these jobs expect you to have my degree yet. But I’ve also my eyes the most to the state of be within driving distance of these amassed multiple skills across the industry. Their rates were grand media hubs, even as remote my previous employments, an atrocious. For writing a news work evolves to become more of a internship, and my studies. I am article you earn $10 flat. For every not a slouch. My initial glance upon standard. I’d imagine if a job really 1,000 views of your article, you get the job market is an endless wall of wanted you, they’d probably help 33 cents. Super features were the jobs expecting 3+ years experience you find housing close to their most at $30. As far as journalistic ’ job, ‘ ' 1be it “ a offices. But that also might not in the field. Every single integrity, ScreenRant has none. be in their power. An indie book social media manager, community As I researched their guides in publishing company is definitely director, journalist, editor, or preparation for the test they were not going to have those sorts of technical writer wants you to going to have me go through, I resources. Story Continued on Page 8 7 �[The Inkwell Quarterly InkwethThePathto Employment Continuation of Page 7 The I Mode By Jessica image by rawpixel.com, accessed from https://www.freepik.com laughed out loud. They had an article on “Unlocking Vegeta in Fortnite’,’ which literally boils down to buying Fortnites premium currency and getting a skin. There is no unlock, no skill test, nothing worth writing about. But there it was: a 1,500 word article on literally nothing. And the person who wrote it got beans to write it. But I forged on ahead and worked on my test, confident I was a better writer than most of the people they currently employed. I wrote a mini guide on diving for sea creatures in Animal Crossing: New Horizons and wrote a few sentences on my thoughts on the industry and what game guides needed. And you know what? They rejected me. Good. To hell with Screen Rant. They’re a terrible company that grubs clicks with articles that don’t even have anything to say. I’m too smart for that, and I did not want to debase myself in this way. Some of my favorite writers in the gaming ___________________________________ J r>_ space, like Jacob Geller and Dan Olson, generate meaning when they write critiques. They do not write for views; rather, their videos receive views because of the quality 8 of their commentary. I cannot see myself farming clicks. I just wanted to write for video games in an official capacity. But now I know to aim for better venues for doing that. I’ve tried applying to jobs I am definitely not qualified for, just to see what would happen. Usually I get ghosted. Occasionally I’ll get notifications that some hiring manager is looking at my unfinished, raw Linkedln profile. I think the last thing I want to do is maintain a social media platform dedicated to making business acquaintances just to try and find a job. One worthwhile path is to follow your interests. Considering the fact that where you are aiming has likely been tread before, look to others in the industry. See where they have gone. In my case, manga • created’ and sold by humans,. is People inevitably found their way into that field, somehow. I tried with Viz, and there are other places I can still try. If you follow mv ___ . . __ ' writing trajectory, I have constantly been introducing my professors to the depth of video games. Whether in my academic work or previous editions of Inkwell, I want to treat video games like they are worthy as pieces of literature. That’s my advice to you. It’s a little vague and particular to me, in this case. And I’m still working on finding my place. But what you want to do is worth taking seriously. It’s probably hard to think about those sorts of things for a lot of you. I know when I was in your shoes, I was more preoccupied with the way my body was falling apart because of caffeine addiction and lack of sleep. I see pictures of me from freshman year, and dear god was I disheveled. I say this a lot but working out or getting some physical exercise will drastically improve your quality of life and mental health. A job or a grade doesn’t define who you are. Neither does y< our.physique. , . Just take care , of yourself Invest in your own o and mind. You should be the most important person to you. It s har to succeed if you’re neglecting a part of you. There comes a certain clarity after working out that we are meat computer mechas who inn on bioelectricity. Everything a on the circumstances of being human is uncanny. Just make the most of it and put your best foot forward. When incredible hisi stretched thei that, for man} same endless within the old Whatever the: within them. ■ find themselv' childhoods ca change. Yet, tl time has final developments internet. With being ever me I woul routines in re Accessed from h �Issue 17.2: Fall 2022 The Importance of Sp ace and Being: The Modern Role of the Public Lib>rary By Jessica Van Orden y nd id is ik lot ur auth irt d e □d ther re )ody □st rd lin i are 1 out tan of it When I was young, I spent many an afternoon lost within our public library. It was housed within this incredible historic building at the time, which left visitors to twist and turn through open door frames as they sti etched their necks to peruse the towering shelves overflowing with books along the walls. I would imagine that, for many of us, similar imagery comes to mind when we think of a library. One may first imagine these same endless stacks which they slowly weaved their way about, or, one may recall the distinct smell that lived within the old collection. Perhaps, you too had that one armchair beside the window that sunk in just right. Whatever these memories that surface may be, the physical space is almost always certain to be a living thing within them. It has been a playground, a classroom, a secondary home, or even a sanctuary for those who find themselves within its walls, and while the memories may feel unique—saturated in a manner only our childhoods can be—the truth is that for some the concept of what a library is has remained familiar amidst great change. Yet, that very familiarity has been the note of critique amongst voices who posit that the public library’s time has finally come to a close. They consider that the work of the public library has been obviated by recent developments in technology, for they believe that everyone may be their own librarian if they only have the internet. With information and entertainment sources, as well as interpersonal services such as reference work, being ever more digitized, what does the modern role of the public library look like? I would not think it amiss to note the ease and enjoyment technology has established within our daily routines in recent years. From ordering goods, to finding that particular book or movie, or even to monitoring our home’s security, technology has made instant gratification a greater reality today than we have seen before. It has even worked to reduce historical information gaps we have seen as a society, for digitized collections and information resources are more easily accessible than former cumbersome print collections. Yet, amidst these advancements of note, an unnerving disconnect seems to hum beneath the surface. Information literacy has suffered, as one’s ability to navigate and certify the material chosen is more difficult when presented with numerous resources available at our very fingertips. The truth of the matter is that as technology continues to outdate itself, and as it becomes less of a luxury and more of a requirement to exist within our society, there is a greater need for handson spaces that may teach, aid, and guide users through these developments. Additionally, one could argue that our dependency upon technology has left us more isolated as a society, distancing us from our physical environments. In this manner, the public library alone is the institution best fit to meet these emerging needs. I remember first reading an article published by the National Endowment for the Humanities a couple of years ago, where they examined and explained what they considered the library’s modern role in our communities. It sat with me, for they explained that our public libraries Accessed from https://www.pinterest.com/pin/200691727132453608/ have always been, and are of the last, truly “neutral space. Story Continued on Page 10 �The Importance of Space and Being: The Modern Role of the Public Library Thellra^one requirefno purchase, attire, or time constraint from those who find and mtn8“e within its walls, and users may even utilize different collection materials on-site w.thout a hbrary card. They are space first and service second. That is why the physical space first forms within our mind when we consider the word library, and why technology has vastly contributed to the continued, as well as new, efforts being pursued by the library. As former, more cumbersome print collections are digitized, library space is opening up. This transition allows the library to create both enriching and literacy-building programs that they may ouse within the building, creating a space of collaboration and equitable opportunities. These resources include various technologies, such as virtual reality or 3D printing, as well as coding or programming services that seek out younger users within the community. These technologies, which are becoming more widely used within our professional spaces, are often more costly, creating a new digital gap where technology was once considered to be closing them. These newer technologies, such as VR devices, are expensive and only create greater means of cost risk, as manufacturers appear to have a newer model readily available in the next moment. This; can only ■—i foster frustration and fear of the idea of investing in ' these technologies, which are becoming required skills | within our professional spaces. For, as families acquire ■ them, they are told that their needs can only be best served by this newer, improved model. This reality has caused a digitial literacy gap within our communities, as the right to develop these skills or create these experiences depends upon the families socioeconomic J status once more. Just as the quality of early print j collections depended upon a library’s space and budget, the developments of equity that technology first offered Image by jcomp, accessed from https://www.freepik.com in the distribution of information have come to their first gully. Even if families choose to prioritize these devices momentarily, they have to make up what they have put aside for them, while families who can afford to buy the newest models hold a monopoly of access. Thus, our public libraries allow everyone to have the space to learn how these technologies function and develop these important skills. However, it is not simply the ways that technology has been acquired or utilized within library programming, but how library staff, then, utilizes these technologies to address various needs that have evolved due to these innovations within their communities. All communities, no matter how similar they appear, face unique struggles due to their different environments and demographics. Having spent much of my life rurally, many of the libraries I frequented were small, lively epicenters of even smaller communities. While they resembled each other a great deal physically, the needs noted and addressed varied greatly. While one public library in Kentucky focused heavily on transportation barriers, homework aid, and basic literacy development for isolated elderly users, another in Georgia focused on Afferent programs that aided the newly forming immigrant population through language support, resume creation, and offering a space for community members tn k„;M tk • „ ° S The aspect that sets this work apart from other programming however is it own collective programs, noted, the public library requires little to nothing of the user§base that it 1 § COmprehensive nature; For> as dynamic meant that the library gauged interest through physical mail a/™ ° KentuckyS caSe’ *1S computers, and sent vehicles to pick interested parties up for the diff ’ USefS Up°n llbrary S imperative in our isolated routines, as libraries have both the know! P^°grams’ These roles become solutions after having collected all necessary data concerning any identified n^r^^6 Creating theSe 10 Story Continued on Page 11 The I Mode Continuati I was, 1 I thought it mi seen througho the Executive i and Commun: of their impor’ of our lives the our covid shut to the internet -j -int IF? Osterhout’s All “FC Accessed from http osterhoutfreelibrar different progr The first was ti specialized tab opportunity to encourage con also honing ne engage in diffe investing or pr or playing an i many public lii skill building.1 of our commu programming �—- e le ley are ler the irsued his within us ut )ur ed to ins of inly in skills quire 2St y has ities, omic tudget, ffered devices xy the earn at these !S. avily ier in lage rams. is this ry’s -J___ ~ _____ t Issue 17.2: Fall 2022 The Importance of Space and Being: The Modern Role of the Public Library Continuation of Page 10 ' I was, thus, intrigued to learn how our own local library moved and served throughout Wilkes-Barre. I thought it might be interesting to see how these roles might mirror or differ from the more rural areas I had seen throughout my life due to the influence of the local community. I was able to speak with Mr. Rick Miller, the Executive Diiector of the Osterhout Free Library, and Ms. Amber Loomis, the Director of Development and Community Relations, to better learn how professionals within the field see a continuation, and expansion, of their important roles. As technology exists within our everyday lives, it becomes so ingrained within many of our lives that we may not recognize how it has created its own gaps within our communities. The realities of our covid shutdowns highlighted the large numbers of those within our communities who do not have access to the internet within their homes. As families struggled to acclimate to working and learning from home, they were left to figure out how they would access those digital spaces without the public spaces they once utilized. Many libraries have been researching and implementing hotspot technologies into their circulations, enabling users within the community to borrow the device and work on what they may from the privacy of their own homes. We spoke of the program within Osterhout Free Library, which worked alongside on-site computers, to offer the most rounded approach to user needs. While the lending program allows users to create their own spaces for work, many may only have smartphone devices or tablets to work from which are sometimes difficult to properly read or fill out forms from, as these forms aren’t designed to be viewed solely on these devices. Such devices also may be difficult to work on while creating professional documents, such as a resume. The library’s on-site desktops enable ease of use for users within the community once on-site, while the hotspot program recognizes that having the space to work within one’s own home also offers its own benefit or appeal. It may seem like a small emphasis for some, the many options that these dual programs create, but it highlights the importance of the library’s position. For, access can only be equitable when all persons have the choice of where o^erfiouCs aikfore” Books Mini Golf Event and how they create their workspace. oShouXXX""’™Aside from directly working with technology, there were many different programs or “life-skill learning” programs that were particularly intriguing to learn about or consider. The first was the Osterhout s Library of Things, which includes items such as hotspot devices, projectors, or specialized tablets, but also offers tents, badminton sets, or even acoustic guitars. These items provide the opportunity to try out new skills or plan afternoon or weekend events, such as camping or games, which encourage community building. They are interactive and work to ground us within our environments while also honing new interests and creating different experiences. Moreover, these programs even allow people to engage in different hobbies that they may have been interested in for a great deal of time without the stress of investing or prioritizing something over another. Many people may shy away from pursuing skills such as sowing or playing an instrument due to the cost of beginning the skill itself The Library of Things, growing within many public libraries, stresses the importance of honing hobbies and collaborative works, alongside practica skill building. They work to build fully rounded individuals and support the informational and interest hea t of our communities. Mr. Miller, Ms. Loomis, and I also spoke of the importance that their different on site programming may have, as it offers a space to break away from our own spaces. Story Continued on Page 14 age 11 11 �iTlie Inkwell Quarterly Serial Serial Killer Sexualization Continuati story of Jeffrey Dahmer is not a new one. It has been retold1 again and again documentaries. But something different happened after the release of Netflix s on • te»and ff y St°ry' After its completion on the platform, there was a striking surge of teenagers and women sexualizing Jeffrey Dahmer, going beyond Evan Peters’ version of the character to defend and flatter the rea killer. Now, I do not doubt that people were sexualizing Dahmer before this new series, but at leas ey a he decency to be a little quieter about it. While the show has been said to not romanticize his story, the fact of the matter is that this piece of media adds to the ever-growing desensitization that we as a society are experiencing. This inappropriate response to the series speaks to an ongoing disconnection from reality that this type of media inspires, allowing people to consume these shows as if they were fictional. Navigating the ethical dilemma of the true crime genre as a whole is difficult. The genre faces constant allegations of glamorizing serial killers while they respond that they are just telling the story as it is. But the problem with that is that the events they discuss aren’t stories. True crime is the retelling of real people’s actions that resulted in real deaths. While the idolization of serial killers in media is nothing new, there is a clear separation between real and fictional portrayals of these characters. The condition of a fictional character that performs these same actions is just that, they are a character and there are no real consequences to their actions. But portraying a real serial killer in such a way that allows for them to become idolized by one’s audience is extremely harmful to the collective good and doesn’t take into consideration the real people who were devastated by their actions. This discussion is in no way ■ meant to be hostile to the actors ■ who take on these roles. There is an ■ understanding that they are just doing ■ their job to the best of their abilities. ; * I Instead, this is more so a criticism of J the way people enjoy and consume V^W^s^Sthis particular type of media. True ? fyTi’K Berime shows incites a very “all-orI n°thing” mentality encouraging people to justify and support the MONSTER: THE JEFFREY DAHMER STORY / W^NSi<Bach°ns °f the people who inspired ^ie events that they watch on screen, _____________ ’ ’ ^ ■ actions that, inxiiregular Accessed from https://www.netflix.com/title/81287562 ivguiaicircumstances, vnvi z iew as horrifying and immoral. But that’s what happens when characters like Dahmer ^reidlliSed______ andseUa ., ,. ,. , , 1 *---------- - are idolized and sexualized in the media: his actions seem less grotesque, and people are quick to defend him. Dramatic representation gives the audience an opportunity to excuse the real-life atrocities because they feel as if they know and understand One co and Law and C this and media charge of appn is the person c their psyche. Ii and while yes, complete wher The dif serial killers is be made in thi One co were not notifi public. These j court testimon on ads and bill It is val in the serial kil continues to ig Intentionally o —j ’£rnw is isiagf1/ cc DAHMER shows claim to be doing. pposite of what these types of Evil and Vile starring Zac Efron playing^heroTe of Ted Bundy/The adaptat!°n: Extremely Wicked, Shockingly murderer as an attractive actor, and there shouldn’t be any surnrk hran lntentl0nal decision in casting the even more apparent in Dahmer’s case because, unlike Bundy D & C ,§erous effects it creates. This is enough charisma to gain him a fanbase. Now after the show ai & mer]Wasn f known for having good looks or defend and fawn over the real-life killer. After the show’s prem^’ P ° are crawkng out of the woodwork to auctioned off for a total of one hundred and fifty thousand dollars ^asses drat Dahmer wore in prison were 12 Story Continued on Page 13 L EXTRE �Issue 17.2: Fall 2022 Serial Killer Sexualization Continuation of Page 12 I le ;• al 5, > One could argue that this type of media is nothing new and is all around us. Shows like Criminal Minds and Law and Ordei: SVU showcase the worst that humanity has to offer. But the difference between media like this and media that describes itself as true crime is the fact that viewers are meant to connect with the people in charge of apprehending the individuals committing the horrible act, unlike true crime where the central focus is the peison committing the crime by explaining their reasons and motives to better understand all angles of their psyche. In fictional crime media, there is a balance between gore and order that is built into each episode, and while yes, part of the intrigue comes from the disgusting lengths that the antagonist goes to, the episode is complete when they are caught and no real individual was ever harmed. The difference between being infatuated with dark characters and themes versus the idolization of actual serial killers is the real impact that they have had on actual people. There are more than moral considerations to be made in this argument. One concern is particularly poignant in regard to this show considering that the families of the victims were not notified of the show’s creation and found out about the project at the same time it was released to the public. These people watched as the internet tore into adaptations of their experiences and recreations of their court testimonies and saw some people side with their child’s murderer. They saw a portrayal of Dahmer’s face on ads and billboards and on people’s social media as they talked about how hot he looked in each episode. It is valid to criticize a production company that has made such an effort to firmly embedded itself in the serial killer docu-series genre. While it capitalizes on the popularity of serial killers such as Dahmer it continues to ignore the broader range of devastation that this killer caused after the murders had taken place. Intentionally or not this show sensationalizes a murderer who primarily targeted African American men and ”1 boys. And the damage to historically stigmatized communities KAW 5CQDELARID UPJOHN MAl KDVICH I doesn’t stop there. The harm that Dahmer has done to the *£fni.n iE SgVBpEl)’ I gay community and how people view homosexuality is I staggering, as homophobes continue to associate him and his I actions with the gay community. After his trial, there was a I significant rise in hate crimes against gay men in the form of I “vigilante justice,” as people thought they could prevent the I next Dahmer before he could strike. The number of murders I Dahmer committed can be attributed to the people he chose I to go after. These stigmatized groups were people who went 9 unnoticed and were uncared for by the authorities. It’s , important to keep in mind the cruel reality that this specific I story presents specifically to the black and queer communities. The adoration of serial killers is not a new i phenomenon sparked solely by this new adaptation. There 1 has been for years a strange kind of acceptance of serial killers and a fascination with their actions based in part on their J mediocre and white appearance. But in the wake of this show’s jOF RFftxINGFP i popularity, before Netflix rushes off to make six more docu.i series just like it, viewers should understand the impact of I their entertainment. The price of this media comes at the cost I of real lives that were taken, the real pain that the families are forced to relive, and the perpetuation of fame of a man who is W? MAY 3 I better left dead and forgotten. MlCf-AFl WFftW F OF BFR hf.FR EXTREMELY WICKED,r SHOCKINGLY EVIL AND VIL|^ Br:' <» aCLSCT ’HEATCftt Oil) C M j i Accessed from https77wv^nid^om7titIe7tt248M98> 13 �___ Hie Inkwell Quarterly A Deeper Look at the Round House Theatre’s Production of The Tempest Kevin Mambo (Sebastian), Cody Nickell (Antonio), Kenyatta Rogers (Alonso), and Naomi Jacobson (Gonzala) in The Tempest. Eric Hissom (Prospero) and Nate Dendy (Ariel) in The Tempest. 7 n Ro Boddie (Ferdinand), Eric Hissom (Prospero), and Megan Graves (Miranda) in The Tempest. Ryan Sellers and Hassiem Muhammad (Caliban) in The Tempest. re/The-Tempest I The Importance of Space and Being: The Modern Role of the Public Library' Continuation of Page 11 After having experienced covid shutdowns, as well as working or learning from home, loneliness has only mcreased. Even be ore covid, there were many instances where I spoke with people who expressed then loneliness as a phystcal weight on them. For most of Kentucky, the isdation is a huge factor in the other issues arising, such as poverty. Those conversations alone would illustrate how important a library’s in-house free, in the face of a society that often views them as a subscriDt°mnLUnit? buildlng and Personal enjoyment, OUU5,Lnpuon-based cost. 1. Course: Goth In a world wh< who follow toe 2. Course: Surv< (cover accessec In this moralit Deeds attempt 3. Course: Writi (cover accesse The song of th what must be. 4. Course: Medi (cover accesse Introduced in appear magic. 5. Course: Writi (cover accesse The exhibit of can we aim to 6. Course: Surv One need nev of Truthe. 7. Course: Goth Here, none ne �Issue 17.2: Fall 2022 Can You Guess Some of Our Titles from this Semester by the Cover? rzT_- • i L !i 3 1 \ iff - it 6 4 J £ fill Bra 7 F 2 j , the <est. 1 If® u* - I TS=~ in The empest. e id her use , more nt, for _____ Title Hints: 1. Course: Gothic Literature (cover accessed from https://shereadsnovels.com/) In a world where the ghosts are all too real, our sisters should pay heed to those who follow too closely. 2. Course: Survery of English Literature 1 (cover accessed from https://literariness.org/) In this morality play, every soul appears to hang in the balance while Good Deeds attempts to guide. 3. Course: Writing about Literature and Culture (cover accessed from https://abebooks.com/) The song of the siren requires the peeling away of what once was to become what must be. 4. Course: Medieval and Renaissance Drama (cover accessed from https://www.penguinrandomhouse.com/) Introduced in the eye of a storm, the tumultuous ties within this play appear magically tangeled around every new turn. 5. Course: Writing about Literature and Culture (cover accessed from https://www.barnesandnoble.com/) The exhibit of one’s intention in art begs many questions, one of which may be can we aim too far? 6. Course: Survery of English Literature 1 (cover accessed from https://amazon.com/) One need never fear Despair, or the grip of Error, so long as they ere on the side ofTruthe. 7. Course: Gothic Literature (cover accessed from https://goodreads.com/) Here, none need fear false ghosts, but rather, the tail of a Monk or Nun’s garb. The Inkwell Quarterly Staff Editor in Chief & Layout Editor Jessica Van Orden Copy Editors: Mya Corcoran & Daniel Stish Staff Writers: Caitlyn Bly, Alexis Charowsky, Em Cherkauskas, Bailey Dejesus, & Juliana Lueders Guest Contributor Darren Martinez Faculty Advisor Dr. Thomas A. Hamill Banner image page 1 by pvproductions, accessed from freepik.com 15 �r MANUSCRIPT UPDATE The Manuscript Society is currently accepting submissions for its upcoming 2022 2023 issue! The submission period will be open through 31 Mai ch 2023. If you are interested, please submit your work to magazine@wilkes.edu with youi 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 following 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 Fall 2022 semester The Writing Center is offering inperson 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 Spring 2023 Upper-Level Class Listings Course Number/Name 16 Instructor ENG 202: Technical Writing MWF 10:00-10:50 Prof. Brown ENG 222: Intro to Digital Humanities TR 9:30-10:45 Dr. Kuhar ENG 234: Survey of English Lit. Il /WGS/&H MW 2:30-3:45 Dr. Davis ENG 281: American Lit. / WGS TR 2:30-3:45 Dr. Kelly ENG 324: History of English Lang. /DH MWF 12:00-12:50 Dr. Hamill ENG 336: Studies in Victorian Lit. MW 1:00-2:15 Dr. Davis ENG 397: Tenn. Williams & Contemporaries TR 1:00-2:15 Dr. Stanley Book Cover Answers For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu Date/Time (ajuipptra uuy) iwjpu at/j. •/, (jasuads punuipa) auaanf) ajuaoj ai/j, '9 (aingpq ipn) sSunuJo adnifs-g (aaaadsajpeqs si/j. 'p (uoppM Xbh) /msg ’HS D/° S3't07 PUD ’HI '£ (snoinXuouy) uoiu/jaag (siMaq Maqum) ’I � 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 2022 (Volume 17, Issue 2) 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 2022 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/a8b9d105537020785ee65f27ec68c1d9.pdf 648ab4f7e37edab75241d86d4dd512b8 PDF Text Text 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 1 �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? 2 Image accessed from https://www.adobe.stock.com/ 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 6 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. Accessed from https://www.pinterest.com/ 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 � 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 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 Inkwell Quarterly, Spring 2023 Creator An entity primarily responsible for making the resource English Department Date A point or period of time associated with an event in the lifecycle of the resource Spring 2023 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication https://omeka.wilkes.edu/omeka/files/original/f020651401520d2b837ae5e9ad279799.pdf 51eaadfdb5eb440ccc5d212f2a47f098 PDF Text Text Issue 17.4: Spring 2023 THE INKWELL QUARTERLY “Full Speed Ahead” w ith Good Things to Come— EPIC: The Troy Saga By Juliana Lueders In This Issue: “Full Speed A head” with Good Things to Come - EPIC: The Troy Saga Guest Writer Dr. Amy Earhart Jorge Rivera-Herrans is revolutionizing the musical industry with his new Who Should Decide What We Can Read? creation EPIC: The Troy Saga. Rivera-Herrans has been writing this musical over the past few years but what makes his story unique is that he has taken Sigma Delta Tau Inductees and to social media platforms such as TikTok to document his creative process Graduates and search for vocal talent. This abnormal approach allowed him to reach new voices and get in contact with individuals beyond the constraints of Senior Capstones the music industry. Through social media, Rivera-Herrans was also able to gather support for his project at the same time, this allowed him to interact Staff Updates with his followers and take in feedback. This remarkable tactic encouraged Senior Spotlights his fans to become personally invested in the project’s success. Over the course of several months, Rivera-Herrans has been documenting the musical progress leading up to it being professionally produced and released Reflecting on My Time in the English Department and the to the public. Beyond. The original concept album was posted to music platforms on December 25, 2022 and has five songs that serve as a sample for the expected fortysong contemporary album. EPIC: The Troy Saga is the first album out of nine that will make up the complete story of Odysseus’ twenty-year journey. The song list (in album order) is “The Horse and the Infant,” “Just a Man,” “Full Speed Ahead,” “Open Arms,” and “Warrior of the Mind”. These songs tell the progression of the Greeks’ attack on the city of Troy, Odysseus’ internal reflection of the lives he has taken, their struggles in returning to Ithaca, a strange island with deceitful inhabitants, and Odysseus’ interaction with the Goddess Athena. Below I go into more detail on each song and share my reflections on the music, lyrics, and general themes of each piece without giving away too much. I will also be ranking them based on personal preference and how hard they slap. 5) “Full Speed Ahead” This position isn’t a reflection of the song itself as it is just as strong vocally and musically as all the others. It’s more so that it is lacking some of the Jorge Rivera-Herrans depth and action when compared to the other songs. It is still a necessary Photo accessed on broadwayworld.com Story Continued on Page 4 1 �The Inkwell Quarterly Guest Writer Dr. Amy Earhart By Alexis Charowsky On Wednesday April 12 and Thursday April 13, I had the opportunity to join two sessions with the guest writer Dr. Amy Earhart. The final Allen Hamilton Dickson visiting writer of the year, Earhart, informed students of both projects she has finished and her currently active projects, and she held a digital workshop highlighting and explaining the digital software she uses on a daily basis. A little about Earhart, she’s an English professor at Texas A&M University, focusing her studies in the digital humanities, specifically Africana Studies. Her biography for the school states that “Earhart’s scholarship has focused on examining infrastructures of technology and their impact and replication of ‘race,’ building infrastructure for digital humanities work, embedding digital humanities projects within the classroom, and tracing the history and futures of dh, with a particular interest in the way that dh and Black studies intersect.” Along with the informative information that Earhart was able to provide to students, a copy of her book Traces of Old, Uses of the New: The Emergence of Digital Literary Studies was provided to students who attended her session on the 12th. In her session held in Kirby Hall, Earhart talked about one of the projects that she has conducted, called the Millican Massacre. Earhart told us that in the massacre that occurred from July 15-17 in 1868, about 300 African Americans were killed in this small town. In order to honor these victims, Earhart and other students of hers have come together to investigate this tragedy that kept being pushed under the rug. One interesting point that she made was that this event keeps being deleted from the internet, as though it had never happened. Located only 13 miles south of Texas A&M, Millican was an important town to Texas, as it was where the end of the railroad that went North led to, the farthest North one was able to go in Texas. Before this massacre happened, Earhart told students that the Ku Klux Klan had gone into the town and started shooting at African Americans. A man by the name of Miles Brown was reportedly lynched by white men, and when town officials went to talk with this community, a gun went off, starting this massacre. Earhart found that this masacre may have ensued “to end Black voting rights in this part of Texas.” She brought up the fact that between the years of 1867 and 1868, there were about 54 marriages, so many due to marriages being able to bind these people into a legal marriage that was unable to be broken. One prominent person of the Millican Massacre that Earhart mentioned was a man named George Brooks. He was a pastor of the town who is believed to have “helped increase Black voter registration, organized community defense groups, and led the Black resistance during the massacre.” In his travels to Austin, Brooks was killed by white men, but his memory will forever be treasured in helping so many innocent people. In Amy Earhart’s presentation and workshop she gave to my digital humanities class with Dr. Kuhar, she provided useful information in explaining possibilities in the digital humanities. She started off with the fact that when technology became prominent in society, it was a revolutionary to our understanding of this type of work. While working in her field, she found that it does not require many people to research more about a topic, but instead is DIY based. Although this was the case, she also said that DH researchers need to collaborate with others, 2 � Issue 17.4: Spring 2023 Guest Writer Dr. Amy Earhart Continuation of Page 2 including researchers, librarians, students, and communities. Earhart reassured us that this process involves experimentation and failing, claiming that we should expect to fail in order to self-teach ourselves. One point she made that I thought was interesting was the fact that projects created in the digital humanities are turned into black box projects after their five-year life is over. Earhart also informed us about three important DH technology tools, which include databases with visualizations, Content Management Systems (CMS), and metadata standards. A project she told us that she had worked on is titled DIBB or The Digital Black Bibliographic Project that lists authored published texts divided by countries in the 1950s. In conclusion to her presentation, she said that it was useful to recover memories of what has happened in past times to help those who may still be impacted by these events and the larger communities. During the workshop part of our class, she sent students a link to a spreadsheet has been working on. She gave students anthologies they were able to share with one another, and we were required to pick a random name out. We then went onto the spreadsheet and had to individually write the person’s name, gender, race, when they were born and died, and other useful information that we knew about this person. This workshop was used as a way to show students how tedious of a job it is to enter everything into a database and work within the digital humanities. I can definitely say that there is a lot of work involved in researching a topic and finding all of the evidence, but when you finally do, it has an informative end result. In conclusion, I think that having Dr. Amy Earhart here at Wilkes was interesting to say the least. She not only told us about the different tools one has to use while working in the digital humanities, such as Omeka or Zotero, but also the vast amount of time, money, and research it requires. The overall message I took from Earhart is that she wants to help people and communities that they live in, and in doing so, she helps these people receive the closure that they need. I want to thank Earhart for all the new knowledge she has provided me with, and I can’t wait to see her finish projects that she has been working on for so long! MANUSCRIPT 2023-24 UNVEILED 3 �The Inkwell Quarterly “Full Speed Ahead” with Good Things to Come— EPIC: The Troy Saga Continuation of Page 1 4 part of the narrative as it is describing the Greek’s journey back home to Ithaca and the struggles they are facing in the middle of the sea: mainly a lack of food for their six-hundred soldiers. The song’s strongest part comes from the characterization of Eurylochus, Polites, and Odysseus. Eurylochus and Polites’ proposals on how to proceed to represent the difficult choices and extremes of war and of Odysseus provide a sort of middle ground trying to appease them both, highlighting Odysseus’ empathetic and rational characteristics that come into play later. 4) “The Horse and the Infant” A very strong opening to the album that sets the stage for the beginning of a war and introduces the conflict between the Greeks and Trojans. My favorite part of this intro is the fast-moving lyrical introductions of Diomedes, Agamemnon, and Menelaus as Odysseus gives them their orders hinting at their rank, skills, and personal motivations. There is a sudden shift in the music with a clash of lightning and the call of an eagle introducing Zeus as he begins speaking to Odysseus. Zeus gives the soldier a message to strike down the infant son of their enemy before the child can grow and take revenge on all the people Odysseus cares for. This moment is the first inclination of the inescapable guilt Odysseus feels as he seems caught in a cycle of bloodshed. The song concludes with Zeus mocking Odysseus’ dilemma, commenting that all Odysseus can control is whose blood he spills. 3) “Open Arms” This song is very simplistic musically with various soft beats in the background that allows for the vocals of both Dookie (as Polites) and Rivera-Herrans (as Odysseus) to really soar. It follows “Full Speed Ahead” and continues to emphasize Polites’ more pacifistic and compassionate position as he encourages Odysseus to see and accept the world around him. There are also hints at Odysseus’ struggle with his guilt over the lives he claimed in the war. But Odysseus was correct in his suspicions of the island inhabitants as he throws Polites’ line back in his face with “That’s what we’d get with open arms” (ll. 47) seemingly to double down on the suspicions that war has enforced within him. The conclusion of the song makes it seem that trusting the inhabitants’ directions was a good thing and representative of potential growth for Odysseus, but those familiar with the tale remember what is waiting for them at the cave... 2) “Just a Man” A beautiful string-heavy opening for the only song of the album with one character singing. This allows for Rivera-Herrans to shine as he develops Odysseus’ inner turmoil of guilt with delicate rises and falls. The central part of the song sees a sudden shift in this softness as the music cuts out completely for a moment only to be replaced with an intense echoing from the chorus. This section represents a shift in Odysseus’ determination as he begins to question when in life these grand changes take place because even after all the great and horrible things he has done he still feels that he’s just a man. The most devastating of his questions is “When does the reason become the blame?” (ll. 18). The song ends with the chorus repeating his impossible questions back at him as he asks for forgiveness over and over because he can’t change who he is. 1) “ Warrior of the Mind” This is easily the catchiest and most memorable song on the album. There is a reason that this song has almost five million more listens on Spotify than all the other songs. Athena’s voice is the perfect mixture of melodious and stern, paired with an elegant piano melody that evolves as the song goes on. There’s a smooth transition into storytelling to show how she knows Odysseus and develops their rapport. Odysseus is allowed to take on a more playful tone in this song. Odysseus is also aware of how Athena values intelligence so he tricks her into revealing herself to him. The chorus of this song is incredible and allows Athena to share her intentions with the soldier. This section develops as the song goes on when the second refrain of this chorus has both Athena and Odysseus singing together emphasizing their shared respect for each other and Athena’s vision. � Issue 17.4: Spring 2023 “Full Speed Ahead” with Good Things to Come— EPIC: The Troy Saga Continuation of Page 4 Addendum: By the time this article comes out, Rivera-Herrans has already released the second album out of the expected nine titled EPIC: The Cyclops Saga. This album has a total of four songs and follows where the previous story has left off. As the hungry soldiers sail towards and reach the island that the Lotus-Eaters described there seems to be someone else waiting for them... ummerr his SSumme TThis ting We’re potlighhting e’re SSpotlig W eniors! SSeniors Meet Emily! Emily Cherkauskas Q: What is your favorite memory from Wilkes? A: Being a member of the English department alone is a core memory. I’ve had so many great memories working with everybody in Manuscript and I will hold them dearly close to me. I’ll also look back fondly on the great discussions and projects I was able to work on in my upper-level English courses. Plus, getting the opportunity to go on a trip to the Round House Theatre in Bethesda, Maryland, to see The Tempest for our seminar class was terrific. Q: What was your favorite literary text from a class you’ve taken here, and why? A: There are so many to choose from! I’d say Doctor Faustus is definitely one of the best works I’ve ever studied, to the point where I have made it the subject of my capstone project. Exploring and studying the different editions of the play really showed the complexity and symbolism within the play. Q: Tell us a favorite quote from one of the English professors. A: “Hey gang, how we doin’.” – Dr. Hamill Q: What English class do you wish you would have had the chance to take, and why? A: I wish I could have taken more writing-oriented classes because I always enjoy building my technical and creative skills, but unfortunately, they did not fit in my schedule. The pains of being a double major! That’s when participating in cocurricular activities helped out a ton. Q: What was/were your concentration(s) in English here at Wilkes? A: My English concentration is in digital humanities. I often advocate for accessibility in media, especially with public media or archiving, and I love exploring the boundaries between traditional scholarly humanities and digitization of research, so that concentration fits perfectly for me. Q: What was your favorite non-English class at Wilkes, and why? A: Probably the communication studies capstone courses. My research project studied the accuracy of closed captioning in local live broadcasting, so it was a very worthwhile and eye-opening experience. Q: What are your future career aspirations? A: I would love to work in the field of media in some sort of production, coordination, or archiving role. Wherever my career and interests lead me to go, I would want to be working somewhere I could be making an impact—not just in the company, but also for the greater community. Q: What is your favorite book/author you have read, separate from English courses here at Wilkes, or just in general? A: Well, now that I’ve completed my courses, I’ve definitely had more time for some recreational reading. I’ve recently started the Shadow and Bone trilogy and I’m fully invested in the Grishaverse! I’m a sucker for great worldbuilding. Q: Do you have a favorite movie? A: 2001: A Space Odyssey. To think such a surreal, unique, and skillful film like this was released in 1968. Praise the monolith. Q: What literary text for a class did you hate the most, and why? A: I can’t say I’ve hated any of the works I’ve read because they are all so interesting, regardless of the era or genre that they represent! Q: What advice do you have for English majors/ minors at Wilkes who have yet to graduate? A: Don’t be afraid to get involved and explore your opportunities! The English major in particular offers so much experience, so take the classes that are not only interesting to your personal traits, but also ones that build your writing, research, and communication skills. Plus, be sure to get involved with Manuscript Society and Inkwell and look into getting an internship to earn some professional experience! Q: What are you most hopeful for or concerned about for your future as you move past graduation? A:Completing undergrad is a very bittersweet time period. I will also say that this time period of completing university is quite an uncertain one—I’m slowly processing the fact that this chapter of my life that lasted four years is finally closing--but opening a new one. I’m quite anxious about the opportunities beyond that as I continue my career search. It’s very sad to leave Wilkes and all of the great memories I’ve had in the English and communication studies departments, but I’m excited to move on and apply what I’ve learned here to a future career! 5 �The Inkwell Quarterly SIGMA TAU DELTA INNIAIATES & GRADUATES This year’s Induction Ceremony was held Sunday, May 7th in the Kirby Hall Salon. Special thanks to Maddie Kinard, who graduated this Spring, for seving as Sigma Tau Delta President for the ---Academic Year, and to Dr. Davis for serving as Faculty Advisor! Fall Graduates: Jay Guziewicz Spring Graduates: Alexis Charowsky Emily Cherkaukas Madelynn Kinard Sydney Kraynack 6 Spring Inductees: Spring Inductees Continued: Amanda Bunje Alexis Charowsky Mya Corcoran Drew Haritos Marina del Carmen Mendez Sinclair Lily Hebda Kelci Smith Matthew Tocket Jessica Van Orden Olivia Wychock � Issue 17.4: Spring 2023 Who Should Decide What We Can Read? By Mya Corcoran According to the American Library Association, libraries received 1,269 requests to censor books in 2022, which is nearly double the number of censorship demands made in 2021. With such a sharp incline in the number of books being pulled off shelves across the United States, book banning has become a hotly debated topic and is considered to be a critical issue. Those in favor of banning books strive to prevent the circulation of books that discuss topics that are deemed to be inappropriate or controversial. Many different types of books including classics like George Orwell’s 1984 and more contemporary works like Jay Asher’s Thirteen Reasons Why have been banned from certain libraries in recent years. However, these attempts to ban books have been met with major pushback. In fact, many consider book banning to be not only a form of censorship but also a threat to one’s freedom of speech. While many anti-book banning groups have formed to fight to keep all books on library shelves, Illinois has been the first state to take legal action to prevent the banning of books. In early May, the Illinois House and State Senate passed a bill stipulating that state funding would be withheld from any public or school library in the state that attempts to ban books from their shelves. The final step for this bill is for Illinois’ Governor, J.B. Pritzker, who has voiced his support for the bill, to officially sign it into law. Illinois distributes 62 million dollars to libraries throughout the state each year. For libraries to remain eligible for this funding, they will have to adopt the American Library Association’s Library Bill of Rights which states, “materials should not be excluded because of the origin, background, or views of those contributing to their creation” and “materials should not be proscribed or removed because of partisan or doctrinal disapproval.” This bill was initiated by Illinois’ Secretary of State Alexi Giannoulias who initially proposed the idea of banning book bans during his campaign. Giannoulias stated, “All these efforts to curb reading materials have absolutely nothing to do with books. They are about restricting the freedom of ideas that certain individuals disagree with and that certain individuals think others should have access to.” While the passing of this Illinois bill takes a step in the right direction to preserving the ability of the public to read all types of books, there has been recent controversy over whether it is acceptable for publishers to make alterations to the content of long-standing books. This controversy was sparked after the book publishing company Puffin made hundreds of changes to Roald Dahl’s bestselling children’s books. Puffin partnered with Inclusive Minds, an organization that advocates for diversity and inclusion in children’s literature, to make the changes to Dahl’s original writing. According to Puffin, the alterations were “small and carefully considered” and sought to remove and replace potentially offensive language. Hundreds of changes were made and numerous passages not written by Dahl were added throughout several of his bestselling books including Matilda, James and the Giant Peach, Fantastic Mr. Fox, The BFG, and Charlie and the Chocolate Factory. For example, Augustus Gloop from Charlie and the Chocolate Factory is no longer described as “enormously fat” and is now simply referred to as “enormous.” Miss. Trunchbull from Matilda is no longer referred to as a “most formidable female” and instead is dubbed a “most formidable woman.” The OompaLoompas from Charlie and the Chocolate Factory are no longer called “small men,” but are now referred to as “small people.” Other changes include removal of the words “fat,” “ugly,” and “crazy” as well as any references to race, gender, mental health, and violence. Photo accessed on stock.adobe.com Story Continued on Page 9 7 �The Inkwell Quarterly Heads Up: Senior Spotlights! Meet Alexis! Alexis Charowsky Q: What is your favorite memory from Wilkes? A: My favorite memory or memories from Wilkes are the different events that were held around campus. I especially liked when we had Block Party or the different food trucks for students. I’m also going to miss the many sporting events we had here at Wilkes. Next Up: Q: Do you have a favorite movie? A: I can’t say that I have one favorite movie. I really like any type of horror movie or psychological thriller! Q: What are your future career aspirations? A: After graduation, I plan to work as a paralegal. I am definitely keeping my options open though as there are many jobs that interest me in this field! Q: What is your favorite book/author you have read, separate from English courses here at Wilkes, or just in general? A: My favorite author has to be Colleen Hoover. If you’re looking to read any books by her, I would recommend It Ends With Us and Verity. Q: What was your favorite literary text from a class you’ve taken here, and why? A: One of my favorite texts was House of Leaves by Mark Z. Danielewski. We covered this text in Dr. Anthony’s gothic class and I really liked how it wasn’t set up as a normal book. You kind of had to read between the lines to understand what is going on. Q: What advice do you have for English majors/ minors at Wilkes who have yet to graduate? A: I actually wrote an article for Inkwell giving advice to those who have yet to graduate! If I could give one piece of advice to those who have yet to graduate it would be that college is a new environment for everyone. Whether you’re in your first year or fourth year, things may seem very stressful and you might want to give up, but I promise the reward is worth it in the end! Q: What are you most hopeful for or concerned about for your future as you move past graduation? A: After graduation, I’m really excited to see where life will take me. I’m the type of person who likes to take life day by day and while I’m nervous for the future I also can’t wait to see myself grow as a person, all thanks to the education I have received from the English department here at Wilkes! Q: What was/were your concentration(s) in English here at Wilkes? A: Literature Q: What was/were your concentration(s) in English here at Wilkes? A: Literature Q: What are your future career aspirations? A: I hope to work within the Public Library sector as a Community Outreach Coordinator. The ways that our libraries are eveolving as technology does creates a great opportunity to level the technological gap and create equitable opportunities for all literacy developments, thos educational and fun based, to create thriving communties. Q: What was your favorite literary text from a class you’ve taken here, and why? A: I think it is a tie between Wide Sargasso Sea by Jean Rhys and The Bluest Eye by Toni Morrison. Both of these titles demanded that the reader delve into the meat of the text, and examine why the book was being written. Once you’ve done that, it makes a reader think about their relation to those reasons. Meet Jess! Jess Van Orden Q: What is your favorite memory from Wilkes? A: My favorite, thus far, has been my work within the library archives. I have had the opportunity to become familiarized with prolific authors of study through their personal letters, dive deep into the history of the Inkwell, and even research the Yankee Pennamite Wars in depth. Each project has offered its own a great adventure. 8 Q: Tell us a favorite quote from one of the English professors. A: Literally anything from our class discussion with Dr. Hamill about the Milton quote experience with “the mind is its own place, and in itself can make a heaven of hell, a hell of heaven.” The relatability alone... Q: What English class do you wish you would have had the chance to take, and why? A: If I had my choice of classes I heard being spoke of during my time here, I think I would have liked to have taken the Studies in Horror and Sci-fi. Octavia Butler is my favorite author, and it would have been a great opportunity to read others within her genre. I am not particuarly versed in Horror, per se, but it would have been interesting to hear about the texts that drew in those who enjoyed it. Q: What was your favorite non-English class at Wilkes, and why? A: As a transfer, I haven’t had the opportunity to take many non-English Wilkes classes. I am going to take a History course next semester, which I am excited about. At my other school, my favorite was a humanities course that was designed to teach you how to research and present a section of land in order to have it preserved. It included leading the class on a walk through the area and detailing all the specifics that made it important for future generations, as well as the wildlife present. We also engaged with enviornmental literature, where I first interacted with many American Romantic authors. Q: What English class do you wish you would have had the chance to take, and why? A: I have definitely taken a lot of the English courses available here at Wilkes. If I could retake one, it would probably be the gothic class that I previously mentioned. I really liked the different texts that we read! Q: What was your favorite non-English class at Wilkes, and why? A: My favorite non-English class at Wilkes was the Women and Gender Studies class I took this semester with Dr. Briceno. Everyone in this class was so welcoming and I feel that we were able to make close relationships with one another while studying more about women and genders within society today. Q: What literary text for a class did you hate the most, and why? A: I can’t really say that I hated any texts. I think that they are all interesting in their own way. Q: What is your favorite book/author you have read, separate from English courses here at Wilkes, or just in general? A: I am reading Plain Bad Heroines by Emily M. Danforth during this last semester. It blends elements of horror, queer, and potentially gothic, literature in a modern setting while telling two interwoven stories. It is quickly becoming a favorite. I have also picked up multiple Louise Erdrich novels during the year, Love Medicine and The Round House, and she is quickly becoming a favorite author. Q: Do you have a favorite movie? A: Dirty Dancing has been the tried and true love of my life, so I have to say that, but I’ll never turn down a movie opp! Q: What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: Returning to college as an older person, I would emphasize the importance in recognizing the moments one needs for one’s self, and taking them. Everything seemed so immeadiate and demanding when I was younger, and I missed a lot in attempting to plan for things that hadn’t arrived yet. I would say that Q: What are you most hopeful for or concerned about for your future as you move past graduation? A: I am starting the Maslow MA program next semester as a 4 +1 student, so I am incredibly excited to see what that looks like, both as a current Wilkes student and a graduate! I am also researching MLIS programs, as I hope to eventually work within the public library sector in community programing and accessibility! Q: What literary text for a class did you hate the most, and why? A: It is going to sound like an out, but there truly hasn’t been a course I disliked. There may have been content within courses that didn’t align with my specific interest in the field, however, the interest and passions that the professors and students in the department brought to each class made me see something of interest in each text. Those moments where I struggled with a text, I would argue, made me appreciate my own favorites all the more. For, they taught me new ways to examine the aspects I had yet to explore! � Issue 17.4: Spring 2023 Who Should Decide What We Can Read? Continuation of Page7 Puffin was met with major criticism from readers who were upset they changed Dahl’s original writing. Salman Rushdie, an author of a very controversial work himself, took to Twitter to criticize the changes made to Dahl’s books. In a tweet, Rushdie referred to the changes made to Dahl’s books as “absurd censorship.” Rushdie is well acquainted with facing controversy as an author after his novel The Satanic Verses came to be considered one of the most controversial books to date, and he was recently attacked and stabbed due to his writing. Rushdie goes as far as to say “Puffin Books and the Dahl estate should be ashamed” for the changes made to Dahl’s original writing. Suzanne Nossel, CEO of PEN America, an organization that works to defend free expression in literature across the United States, responded similarly to news of the changes to Dahl’s books. In a tweet Nossel wrote, “If we start down the path of trying to correct for perceived slights instead of allowing readers to receive and react to books as written, we risk distorting the work of great authors and clouding the essential lens that literature offers on society.” Not only do many fear the changes made will dim Dahl’s brilliant writing, but also consider the changes to be a blatant disregard of Dahl’s wishes. In a recorded conversation that took place in 1982 Dahl “warned [his] publishers that if they later on so much as change a single comma in one of [his] books, they will never see another word from [him].” Dahl passed away in 1990 leaving Puffin with total control over his books. Not all see the changes made to Dahl’s writing in a negative light. In fact, many see the changes made as a way of keeping Dahl’s works relevant and innocuous to readers in our current day and age. To acknowledge the changes made by the publisher, a statement was added on the bottom of the copyright page that reads, “Words matter. The wonderful words of Roald Dahl can transport you to different worlds and introduce you to the most marvelous characters. This book was written many years ago and so we regularly review the language to ensure that it can continue to be enjoyed by all today.” In response to the great uproar caused by the changes made to Dahl’s books, Penguin Random House resolved they would sell both the updated versions of Dahl’s books and the original versions. The reader will have the choice to buy whichever version they would rather read. Despite the original, unedited versions of Dahl’s works still being available alongside the edited versions, many fear that editing works will become just another method of censorship and be used in a similar way as book bans. Nossel stated, “Amidst fierce battles against book bans and strictures on what can be taught and read, selective editing to make works of literature conform to particular sensibilities could represent a dangerous new weapon.” The soon-to-be-passed Illinois book banning law and dispute over edits to Roald Dahl’s books continue to be bogged in controversy. Despite the strong opposition between the two sides of this debate, there seems to be an agreement between both sides that books are important to society and influential on those that read them. If each side did not recognize this inherent value in books, it is likely that neither side would feel as strongly about their beliefs as they currently do. It is this inherent value in books that makes us Roald Dahl continue to debate: Who should decide what we can read? Photo accessed on franklintwp.org 9 �The Inkwell Quarterly English Depart ment Capston Department Capstones es The English Department seniors presented their capstone project this past May, where they spoke to the intriguing and dynamic research they had worked on in their final semester! Featured below are their shared insights into those projects! Emily Cherkaukas presented their paper, “The Malleability of Doctor Faustus in the Digital Age,” which explored an interdisciplinary examination of the Renaissance play Doctor Faustus. Emily shared: I compared the capabilities of traditional scholarly analysis and digital machine reading, discussing the benefits and disadvantages of both. I used these methodologies to compare the A text and the B text editions of Doctor Faustus. This led to some further analysis that offered discussion regarding some context to textual authority, the potential reasoning behind some editing instances or changes, and opportunities for deeper looks into the characters and attitudes and how they operate within the play’s staging dynamics. In the end, I argued that this interdisciplinary scope of analyzing a text offers greater access to an artifact by employing various means of viewing a text. Alexis Charowsky presented their paper, “Prostitution Narratives in Eighteenth Century Literature.” Alexis Shared: The paper focused on the sex worker by the name of Sally Salisbury who was better known as Sarah Salisbury. I compared two different narratives for my paper, one being “The Authentick Memoirs and Life Intrigues of the Celebrated Sally Salisbury” taken from the book titled Nightwalkersedited by Laura Rosenthal and the other was The Genuine History of Sarah Prydden who’s author is unknown. In the Authentick Memoirs, I found that men would typically talk about Sally and the allurement of her eyes, while in Genuine History we got details about Salisbury’s life growing up and how she became involved in this profession all the way up to her death. Being that Salisbury’s narratives written about her were considered to be libertine narratives, they express how she goes against the norms during the time and is faced by moral judgement by those around her. In relation to my own personal experience of writing this paper I would have to say that I really enjoyed researching and learning more about this women for others to read. Since the beginning of the semester, my advisor and I, Dr. Anthony, had met weekly trying to figure out what I wanted to write my topic on. After pulling many quotes from the text Nightwalkers, she suggested that I should start writing a few pages of my paper and from there that is how I ended up with my entire capstone paper. If you had the opportunity to read my paper, I hope that you enjoyed learning more about this history figure and how oftentimes these women of this field of work often have their voices taken away, leaving readers with their own interpretation of their characters. In order to fully understand why women got involved in this field of work, we as a society need to stop underrepresenting them and come to an understanding that they did so in order to live in this changing, male dominated society of the eighteenth century. English Department Awards The English Department announced their departmental awards this past Saturday, May 19th, during the awards ceremony for the Colleges of Arts and Sciences. The Frank J. J. Davies Award was awarded to Maddy Kinard, or outstanding achievement in the English program. The Annette Evans Humanities Award as awarded to Emily Cherkauskas, for outstanding scholarship in the humanities and contribution to cultural affairs. The Naparsteck Scholarship was awarded to Mya Corcoran, for promising writing in prose fiction, journalism, or poetry. The College of Arts and Sciences Award was awarded to Maddy Kinard. 10 � Issue 17.4: Spring 2023 Heads Up: Senior Spotlights! Q: What are you most hopeful for or concerned about for your future as you move past graduation? A: I’m excited to apply all that I’ve learned to a real-world setting! I truly feel like my professors have set me up for success and that everything I have learned to this point will be beneficial to me in the future and I can’t thank them enough for that. Q: What literary text for a class did you hate the most, and why? A: I don’t know if I’ve ever truly hated any to be honest! Q: What are your future career aspirations? A: Ideally, I’d love to work in the editing/publishing industry, working with either young adult or adult fiction novels. One day, I’d love to have my own published book(s)! I also think sometime in the later future I may pursue a graduate degree, ultimately seeking to become an English professor, but that’s a little farther out! Meet Maddy! Madelynn Kinard Q: What is your favorite memory from Wilkes? A: I don’t have one particular moment but rather an experience in its entirety: I’m so thankful for the people that Wilkes has brought into my life. I’ve met lifelong friends, found “the one” (as cheesy as it sounds, I really believe it), and have met some of the most well-spoken intellectual professors that have inspired me every day of my undergraduate (and still now). Wilkes is really a great community of people that I am so extremely sad to leave behind but I know we’ll still be connected going forward. Q: What was your favorite literary text from a class you’ve taken here, and why? A: This is such a hard question but ultimately I think I’d have to go with Mark Danielewski’s House of Leaves that I read with Dr. Anthony in our gothic literature class. It’s such a haunting novel and is unlike any other text I’ve ever read. It’s truly the physical embodiment of a psychological thriller movie. I won’t say much else to ruin other’s reading experience but wow...definitely check this one out. Q: What English class do you wish you would have had the chance to take, and why? A: I would’ve loved to have taken a course with Dr. Stanley or Dr. Kelly.With being a dual major and active in athletics and other extracurricular activities, I was really limited to taking the major course requirements which didn’t give me a chance to branch out a lot but I’ve heard such great things about both of them! Q: What was/were your concentration(s) in English here at Wilkes? A: Literature Q: What was your favorite non-English class at Wilkes, and why? A: With being a dual major, I have taken many communication studies classes and I really enjoyed Crisis and the Media with Dr. Kalen Churcher. We examined the ways our media responds (either effectively or poorly) to crises and what we as potential future journalists or PR professionals should avoid or do. Q: What is your favorite book/author you have read, separate from English courses here at Wilkes, or just in general? A: Another tough one...but one of my favorites that I’m constantly recommending is I’m Thinking of Ending Things by Iain Reid. It’s another psychological thriller that just messes with you in some of the same ways HoL does. It is a movie on netflix but, as per usual, the book is much better and makes more sense :) Q: Do you have a favorite movie? A: Yes! I’m a shameless Twilight fan (I know they’re bad but it’s part of the charm...) and also a big Marvel fan. So I know those are more like series/franchises, but they’re some of my favorites! Q: Tell us a favorite quote from one of the English professors. A: I think about Dr. Hamill every winter season who closed class with quotes from Frost. Particularly, “And miles to go before I sleep”(“Stopping by Woods on a Snowy Evening”) Q: What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: Save your notebooks from earlier classes! By the time the capstone rolled around, I really benefited from being able to return to earlier class notes to help support my ideas and root them in scholarship. Department Capstones Capstones English Department Maddie Kinard presented their paper, “Jane Austen and Classical Literary Canon; Limitations and Opportunities of the Canonical Frame.” Maddy Shared: As the title hints at, I explored the limitations and opportunities of the canonical frame through the lens of Jane Austen since, to this modern day, she is still heavily regarded as an influential member of the canon, taught in schools, and is popular in media (movie adaptations, Bollywood remixes, book remixes, etc.). I particularly focused on Mansfield Park because it represents Austen’s careful treatment of slavery, often treating it as a means for monetary gain. However, some scholars (like Ruth Perry) also view the story as a “white framing” of slavery, as Fanny was taken from her family and treated like property at Mansfield Park. So there’s kind of this back-and-forth argument that I was really interested in exploring. I also utilized my Communication Studies degree, looking at linguistic relativity or the Sapir-Whorf Theory, examining the ways in which language shapes the way we understand the world (and the implications that comes with that when looking at canonical priority). My overall experience with the capstone was really great. I loved working with Dr. Davis because we were both so involved and into Jane Austen and the topic (for reference, I developed my research off of our earlier senior seminar class, Jane Austen and Empire). She was very supportive of me and kept me on track when I felt overwhelmed by the amount of sources and ideas I had. Co ntinued : Sydney Kraynack presented their paper, “Patriarchal Violence in Contemporary Literature.” 11 �The Inkwell Quarterly Reflecting on my time in the English depar tment and the beyond. By Emily Cherkaukas The English department, I feel, is one of those departments that you can either finish in three years or take six years to go through whatever it is you need. I don’t see that as a bad thing—rather, it really signifies the level of flexibility and control you can have over your classes, concentration(s), and minor(s). As a double major, I appreciate the opportunities offered by the English program, and I will always hold those close to my heart. This will be my final Inkwell article as an undergraduate student in the English department. It’s taken me a bit of time to decide on what I want to write about, as I want it to be a message that will resonate for students and faculty, long afterward (I’m not dying, don’t worry). So, allow me to reflect on my time in the English department. In the fall 2019 semester, I was a wee first-year Communication Studies major taking my English 101 course with an adjunct, and that was my first taste of the English program. I was a busy college student, and I wasn’t writing or reading as much as I should. The idea, or the physical manifestation of an English major seemed out of my league. The spring 2020 semester was supposed to be normal, knocking out more of my gen eds, with English 120 being one of them. Because of the focus on American works, I found myself re-reading some works that I read in high school. Except, this time, we discussed actually profound analyses of the works. That’s when I learned that post-secondary English is a much different breed compared to any other English or language arts class I had taken previously. With encouragement from Dr. Anthony, who taught the course, I declared my minor in creative writing. I felt the hungry drive to experience more English, and those 100-level courses sparked that energy. The next few months of the spring semester were spent holed up in my room, with my desk, floor and bed littered with textbooks, notes, and printed assignments and rubrics. Looking back, as overwhelming as it might have been, I still knew I wanted more than just an English minor. I knew I was capable of the challenge of more than just the minor. So, I declared a double major in Communication Studies and English. The English 120 to English major pipeline is real, people. Throughout my time in the English department, I bounced between my minors and concentrations, from Writing to Digital Humanities, and then switched my minor from creative Writing to Workplace Writing. I even dropped my WGS minor to focus more on my English courses. With the concentration-designated courses in English, I found myself all over the place. It was a bit chaotic with the number of assignments, but looking back, I felt satisfied with how much I learned and wrote. From writing about poetry to studying 18th century literature to Shakespeare to rhetoric, I always learned something new. Every day brought a great memory, either in my classes or through my work with Inkwell and Manuscript. I had so much flexibility and creative freedom with my projects and research. About that English 120 to English major pipeline: I wouldn’t really describe it as a pipeline—but rather, a twisting and swirling slide, going in all directions, donned with a rainbow path. To put it simply, being an English major is fun and fulfilling. I am very grateful that I chose to pick up a double major in English and a minor in Workplace Writing. From the classes and co-curriculars, I gained editing, writing, communication, and publishing experience that I know I’ll be using in whatever future career I will have. 12 � Issue 17.4: Spring 2023 Reflecting on my time in the English depar tment and the beyond. Continuation of Page 12 About that future... In my Senior Spotlight, I discussed how completing undergrad is a time of uncertainty, and I wanted to elaborate on that. This doesn’t just apply to job searching, but also internships. This past month I was able to pick up a couple of interviews at some local companies that work well with my degree. In that time, I wanted to say that job searching is a task that requires maintaining confidence and openness, all while being patient and non-committal. Be confident in yourself, because Wilkes offers so many great opportunities to replicate the professional environment and allows you to grow skills that you will be using after college. You have the chance to bring new and fresh knowledge to the workplace. However, that doesn’t mean that people will line up to offer you a job with pay that can only be seen in a dream. Patience and resilience go hand in hand, and it will take weeks or even months for you to find a job. I’m not saying that you have to be pessimistic in this situation, but it’s important to understand and grow a resilient mindset in the chance that you have been (or will be) rejected for a dream job. A question that has surrounded my Senior classmates and myself is a good one: when, exactly, should we start applying to jobs? Not to be the expert here, but with my personal experience, I have found that it depends. For something like an English degree, you can apply to so many places in so many different fields, so if you choose to become a professional wanderer, you can become more flexible, compared to other programs. However, that doesn’t take away any sense of competitiveness or urgency. Job searching at a certain time depends on the position itself in accordance with your graduation time. When a job opening gets posted, especially one that is entry-level (basically, fit for a college applicant), that company may need that position to be filled as soon as they logistically can fill it. When a Senior who graduates in May applies for a job, for example, in December, they may not want to wait several months for that person to get started. Some other companies, like networks that hire on contract positions, for example, may be more forgiving with start times. Basically, when you see a job opening, apply for it. Even if the job opened on that day. Do not hesitate or procrastinate. When you see a job opening, hundreds—or even thousands—of other people have seen it, too. One position I have been interviewed for was only open for a day or two before it closed after receiving dozens of applicants. I applied the day it opened and the recruiter reached out to me the next day for a phone screen interview. Applying isn’t the most difficult part of the job. Remember when I said you needed to be patient? That’s because, if a company is even interested in you, it might take weeks for them to get back to you (if they even do bother to follow up with you, which happens to be the more likely fate). Even then, the interviewing process might be even longer. While some companies only need one interview, others need more than that. That position that I was interviewed for first has a phone screen interview, a first-round interview, then a second round, and then, finally, the job offer for whomever they choose. At the time of writing, it’s been four weeks and I’m only halfway through the process. I know of more people who don’t have a job upon graduating than people who do have a job to start with, and that’s okay. Don’t feel obligated to have a job that Monday after your commencement, because, to reiterate, it is going to take time. Although it may not always be the best job, find something that is fulfilling to you and your career goals. Photos accessed on stock.adobe.com 13 �The Inkwell Quarterly CATCH THE BUZZ: STAFF UPDATES Dr. Sean J. Kelly, “‘Nothing beneath—all?’: Rebecca Harding Davis’ Critique of Possessive Individualism in Life in the Iron Mills.” ESQ: A Journal of Nineteenth-Century American Literature and Culture 68.2 (2022): 261-302. Dr. Larry Kuhar presented his essay entitled “Disrupting Chronologies of Representation: The End of History in Natasha Trethewey’s Poems” at the American Literature Association 2022 Fall Symposium, “The Historical Imagination in American Literature,” in Santa Fe, New Mexico. Dr. Thomas Hamill worked on his essay titled “(Un)Making Texts/ (Re)Making Books: Editing in the Undergraduate Classroom” was just published in the book Teaching the History of the Book, edited by Matteo Pangallo and Emily B. Todd, University of Massachusetts Press, 2023, pp. 274-83. He was awarded Wilkes’s 2023 Honors Program Excellence in Teaching and Mentoring Award. Dr. Helen H. Davis presented a paper titled “Rereading and Co-construction” at the International Society for the Study of Narrative (ISSN) Conference in Chichester, UK, in June. This presentation has been expanded into a book chapter for Narrative Co-Construction:Author-Audience Interactions and Narrative Theory, which has been accepted for the Theory and Interpretation of Narrative Series at The Ohio State University Press. She also led a lunch discussion on behalf of the ISSN’s Diversity, Equity, and Inclusion Committee, which she co-chairs. Dr. Davis finished her term on the Executive Council for the ISSN in December. Dr. Davis also completed archival research at the British Library in London in July, and visited important literary locations in London. Dr. Davis also presented a paper titled, “Reverse Harems and #whychoose: How Indy Publishing Explodes Monogamous, Patriarchal Plots” at the International Society for the Study of Narrative (ISSN) Conference in Dallas, TX in March. She also led a lunch discussion on behalf of the ISSN’s Diversity, Equity, and Inclusion Committee, which she co-chairs. Dr. Mischelle Anthony’s poetry manuscript, Vehicle On Fire, was a finalist in the 2022 Longleaf Press Poetry Prize. 3 poems published: “Poem Written after Alison Rossiter’s photograph Haloid Platina, exact expiration date unknown, ca. 1915, processed in 2007” is forthcoming in Ekphrasis Magazine, 2023. “What You Need” in The North [Sheffield, UK], Vol. 68. “Cling” in Pine Mountain Sand & Gravel, Vol. 25. As part of the May Poetry Group, Dr. Anthony runs an annual May Poetry Workshop (on May 13 this year) and has also begun a new reading series, Word to Word, both at Gather Community Space in Wilkes-Barre. Dr. Anthony also worked with Wilkes alum Jacqueline DeLucca to set up a monthly Living Lit: Writer’s Workshop at Pittston Memorial Library. Dr. Anthony co-sponsors (with Jennifer Yonkoski at King’s) an annual two-day Creative Writing Conference. Stay tuned and plan to attend the one this September 2023, held right here in Kirby Hall. THE INKWELL QUARTERLY STAFF :: STAFF 14 Staff Writers: Caitlyn Bly, Alexis Charowsky, Emily Cherkauskas, Bailey DeJesus, & Juliana Lueders Editor in Chief & Layout Editor Jessica Van Orden Copy Editors: Mya Corcoran & Daniel Stish Faculty Advisor Dr. Thomas A. Hamill Photos accessed on stock.adobe.com � Hea ds Up: Sen ior Spo tlight! Q: What are your future career aspirations? A: Well—I was hoping to be a poet, but I’ve had to settle on medical school. Q: What was your favorite literary text from a class you’ve taken here, and why? A: Probably Geek Love. It’s sentimental in being the first novel I was given as assigned reading when I became an English major, for Dr. Anthony’s ENG 201. It was grotesque and traumatizing. I loved it. Q: What literary text for a class did you hate the most, and why? "A Photorealistic Image of Daniel Stish". As Seen by an AI Generator Meet Daniel! Daniel Stish Q: What is your favorite memory from Wilkes? A: Zach Linge was a dreamboat. Q: What was/were your concentration(s) in English here at Wilkes? A: I currently have concentrations in writing and literature. Q: Do you have a favorite movie? A: I would like to live deliciously, so I’d have to say The Witch. A: I would have to say Edmund Spenser’s The Faerie Queene. We only read snippets of it, and I enjoyed it enough that I now know I’m going to have to spend a portion of my life that I’ll never get back working my way through the entire monolithic text. I am the modern Damocles, and this is my sword. Q: What English class do you wish you would have had the chance to take, and why? A: I would have loved an advanced course on literary theory. I’ve found the critical theory aspect of English most most engaging by far. Q: What is your favorite book/author you have read, separate from English courses here at Wilkes, or just in general? A: I’m not well read by any means, but so far my favorite book is Neuromancer by William Gibson. Issue 17.4: Spring 2023 Q: What was your favorite nonEnglish class at Wilkes, and why? A: I’m going to make enemies and say that I enjoyed organic chemistry. It was the first time I actually felt as though I understood how chemistry happens, despite the wailing and gnashing of teeth. Q: Tell us a favorite quote from one of the English professors. A: For me, it’s the simple camaraderie in Dr. Hamill’s “Hey gang”. Q: What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: Get involved! There are a ton of opportunities presented as an English major beyond coursework. The only extracurriculars I’ve regretted are those I haven’t done. Q: What are you most hopeful for or concerned about for your future as you move past graduation? A: I’m personally concerned about dying forgotten and bitter, but that’s neither here nor there. More seriously, I truly believe that we’re reaching an inflection point, and that the technological developments of the next decade or so are going to seriously shake many of our preconceived notions regarding the human condition. Failing this Phillip K. Dick esque technognostic futurism, things will probably just keep getting worse forever. Either way, I believe that those with a background in the humanities are also those best posed to make sense of this dawning epoch—or at the very least, present a fitting eulogy. Leadership Transition of the Writing Center The Writing Center has seen a transition of leadership this semester. Dr. Sean Kelly is taking over as advisor as Dr. Chad Stanely retires the position this spring after --- years. The work occuring within the Writing Center is so pivotal to the experience and success of our students’ writing across fields and we are incredibly grateful and excited to see how it evolves moving forward. Welcome, Dr. Kelly! Daniel’s photo accessed on https://www. craiyon.com/ Photos accessed from stock.adobe.com 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 � 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 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 Inkwell Quarterly, Spring 2023 (Issue 17.4) Creator An entity primarily responsible for making the resource English Department Date A point or period of time associated with an event in the lifecycle of the resource Spring 2023 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication