40 15 4132 https://omeka.wilkes.edu/omeka/files/original/aefa5fbabdc8da19a783879cf06249eb.pdf 929118bce8cd391515bf97df18c7cfd9 PDF Text Text Th£ Inkwell Quarterly Volume 7 Issue 2 Fall 2012 A Haunted Majors and Minors Fair In this Issue: By Kendra Kuhar and Gabby Zawacki Social Media’s Effect on Literary Criticism 2 Luzerne County History 2 Film Review: The Perks ofBeing a H 'allllow-er 3 Billy Collins 4 Contemporary' Authors 6 Update Senior Spotlight: April Bechtel 7 LAMBDA Literary Awards 7 No Fear Shakespeare 8 Book Review: The Casual Vacancy 9 Course Offerings 9 Holiday Confections 10 The Self 12 Winter Capstones 13 If you had entered Kirby Hall on October 19, you would have entered a building transformed into ai spooktacular haunted house. Ghoulish figures hung from the staircase. Cobwebs climbed over < shelves and fireplaces. Cookies fed tire hungry students that entered the haunted Kirby Hall. All of this was part of the English Department’s Halloween-themed event. Designed as an open majors and minors fair, the event was attended by various professors and students who were available to discuss details regarding opportunities in the English department. Such advances, in addition to tire English major, include minors in Creative Writing and Professional Writing. While the minors are ideal to obtain for English majors, they are also incredibly beneficial to those studying other subject areas: a minor in Professional Writing could assist in writing resumes for students in pre-professional majors. Overall die event was a fun-filled night that celebrated the English Department’s mission. A Visit From Bill Black 14 eTextbooks at Wilkes 14 2012 Nobel Peace Prize Wiiuier 15 A Shakespearean Semester 15 Kuhar’s Comer 16 Hamill’s Hunches Election Results 19 Twenty First Century Teacher Education Requirements 20 Education Committee Updates 21 Serialized Story 21 Holiday Puzzle 24 Photo courtesy of Kendra Kuhar 1 �The Inkwell Issue 2 Volume 7 The Inkv Continu Social Media’s Possible Effect on Literary Criticism By Annie Yoskoski With the rise of Twitter, Eterary critics are now voicing their opinions and theories faster dianl ever. The new found reject fame has some people firing back at the critics, personaUy tweeting them to praise or re, ------their tpast work or current theories. People have even set up fake accounts as Stephen Greenblatt and Harold Bloom. These critics also ha t etr own Twitter accounts to speak to readers, but they have recendy been shut down. Bloom received a lot of criticism for his twitter post about the Pixar film Finding Nemo. Though die tweet has since been deleted (along with the account), the tweet supposedly took evidence from separate novels over time and prove t lat the address so fondly associated widi the movie, P. Sherman 42 WaUaby Way Sydney, is not original. This idea fits in wit i Bloom’s philosophy tiiat everything written since the Middle Ages is a copy of something else. The tweet received bac as i from many readers who foUowed him, claiming that he takes his theories too far. After this, the account was shut down, an different fake accounts popped up mocking the critic. The issue diat this presents is: What happens when the reader can access the critic in such a way that aUows that work to be ridiculed in a pubEc forum instead of personal thoughts on pubEshed works of criticism? Stephen Greenblatt, who is the editor for the Norton Anthologies and a new historicist, would have a difficult time wading through twitter and not finding people singing his praises, especiaUy for his new book Swerve. Bloom, on the other hand, would only find people making a mockery of his work. A good critic should not Esten to the pubEc opinion when writing their theories and reviews, so that the original idea they had stays un-warped by others thoughts. If these critics were on Twitter, reaching out to foUowers or listening to all of their thoughts on new Eterature, would they be affected by the general pubEc opinion? Everyone these days seems to consider themselves a scholar and critic, as a person can voice their opinion to the world and sit back to wait for a response. Only time will teU if the presence of great critics and scholars on the internet will affect the outcome of future criticism and scholarly Eterature. Luzerne County: A Story of Blackened Diaspora Jonathan Kadjeski Two diaspora populations, disparate but together blackened by a region’s economic prosperity. Blackened, but not by race. Blackened by the region’s fuel, the fuel of progress and the catalyst growth. Two European diaspora populations, blackened by anthracite coal. On April 2, 1770 the Paxtang Boys, a group of Scottich-Irish Presbyterians from Lancaster County, helped the Connecticut Yankees capture tire Pennamite’s Fort Wyoming, concluding die First Yankee-Pennamite War with six years of Connecticut domination in present-day Luzerne county. Wars continued, and it was not until September 1786 tiiat Luzerne County was created. Peace settlement brought new populations. The population increased from 2,000 in 1790 to nearly 13,000 in 1800, and the growth kept pouring in from around the county and around the world. Coal was not yet capable of being fuel for the settlers’ fires, but it was quickly becoming the fuel of increasingly large immigrations. When Jesse Fell produced an iron grate that could maintain a fire with the hard anthracite coal, on February 11 1808, he determined Luzerne County’s fate as a key economic location for the next two centuries of American history Now connected to the Erie Canal and the nation’s busiest radways and possessing a most valuable resource, the Yankee and Pennamite descendants were set to flourish, but of course they would not become the generations of coal miners Coal mining brought about two large influxes of vastly different Europeans into Luzerne County: the Irish and the PoEsh ‘ Between 1870 and 1915, fifteen milEon immigrants entered the United States looking for jobs, and as man r a hundred thousand came to Luzerne County alone to mine anthracite coal. Two classes of immigrants came from Grea 006 Britain - experienced miners from England and Wales, and common laborers across the Isles. British imnu ti slowed and immigrants from Eastern Europe poured in to take fill the labor needs. The Wyoming V 11 1 g™ °n eventuaw PoEsh immigrants, but they were not always celebrated. Criticized as a shabby, uneducated neonle that k ecame a mecca forkeeping their neighborhoods clean, the Poles were no better off than the Irish, criticized as imm -1 • ,n° lnterest ln drunks. To make matters worse, both populations were overwhelmingly CathoEc yet worshi m ’ P1^15 and destructive neighborhoods. Their culture was preserved - except for language, which lasted less than thr^6 °Wn brought the Irish and PoEsh together because they would not get along, and the W' V ge,neratlons- Coal barons end of the twentieth century, a juxtaposed soup of surviving Irish and PoEsh ethnic in a s culture today was, at the tgredien ts, widi varying forms of Roman CathoEcism as the broth base, and experiences of American blue-coUar hard U o If you are interested in joining The Inkwell. Quarterly staff and/or enrolEiiff in 1? r Dr. Marcia Fanell (marcia.farTeU@vvilkes.edu) fo!nnore WoiSo111 Continued on page 3... ^e11’ please C°IltaC‘ family vi valley. Film® By Todd As responds is Charlie over this Sh screened box offic Pet understar relations! friends Si De character: even he c love. Tho Miller as moving p Th evident in scene trar together.. considerir I h; her part. I Gryffindo Though it die fringe: jive well v opinion, it made, ver Selc being onej have writti Facebook �Issue 2 The Inkwell Volume 7 Issue 2 Continued from page 2... : new found irrent had their own et has since ‘proved” diat its in with ed backlash ut down, and lows that Ireenblatt, itter and not d people re original idea aing to all of lion to the internet will ned, but not opulations, Jped the th six years of that Luzerne to nearly yet capable of ebruary 11, history. Now ikee and ers. Coal Polish. many as onem Great ion eventually ne a mecca for interest in nd destructive al barons y was, at the >rms of age 3... please contact valley ' ^UeS sP^c^n§ UP ^le ^avor- The culture continues to evolve, incorporating new populations into a diaspora-based Film Review: The Perks ofBeing a Wallflower (2012) By Todd Oravic As the film adaptation of his novel The Perks ofBeing a Wallflower was being released, Stephen Chbosky began responding to fan questions posted on the novel's Facebook page. One person asked director/screenwriter Chbosky, "What is Charlie [the main character of Penkr] doing now?" Chbosky's response was "He just finished his movie and now he's taking over diis Facebook page." Shot in Chbosky's hometown of Pittsburgh, the independent film enjoyed a rather wide "limited" release, having been screened in over seven hundred theaters by mid-October. Perks made an immediate connection with audiences, killed at the box office (at least in relation to its relatively small budget of just over $12 million), and received high critical acclaim. Perks is about a socially inept boy named Charlie who writes letters to an anonymous person — Inis method of understanding certain aspects of Iris disjointed life and lais source of personal comfort. The story chronicles Charlie's relationships with his parents, his older sister, his English teacher, and most prevalently his relationship with newfound friends Sam and her step-brother Patrick, who accept him as he comes of age. Don't sit down to watch this movie with tire idea that this is a high school drama. It is not. It just so happens the characters are of that age. Charlie, at fifteen-years-old, suffers from a very obscure and seemingly inaccessible problem that even he can't comfortably place his finger on. It stems from a troubled past, and involves everyone he comes to know and love. Though it features an ensemble cast, including energetic, fun and endearing performances by Emma Watson and Ezra Miller as Sam and Patrick, this movie is really a profound character study. Logan Lerman turns in an outstanding and very moving portrayal of the emotionally battered and introverted, yet uplifting and relatable Charlie. The filmmakers made some really neat and effective creative choices as far as editing and cinematography. This is very evident in Charlie's flashback sequences involving Inis late Aunt Helen, as well as in the party scenes. Of the most notable is a scene transition that juxtaposes Charlie's accepting of communion during a mass and intake of an LSD tab during a get together. As far as Chbosky's screenplay, the dialogue is sharp and the scenes are all very quick, which is very pertinent considering how quickly school years go by. I had two relatively minor problems with the film. Tire first is Emma Watson's American accent. Valiant attempt on her part. But there are one too many moments in which we just know she is British and would like to take a few points from Gryffindor. My other problem is the "I feel infinite" line's reprise at the end of the film. The line does originate in the novel. Though it works in the first "tunnel scene," in which Charlie realizes he found people with whom he can share his space on the fringes of the social mainstream, it doesn't seem to serve well as the film's bookend. It's a tough line, because it can either jive well with the emotional frequency of the scene, or it can come across as hokey. For me, and this is just one man's opinion, it made the ending a bit hokey. However, this didn't even come close to ruining the film for me. Perks is a very wellmade, very entertaining and satisfying picture. Seldom do we see a novelist adapt his or her work into a screenplay (There have been exceptions, The Princess Bride being one). It's even more rare to see the novelist direct the film. But in the case of Perks, no one other than Chbosky could have written and directed this film. It wouldn't have the same heart and humor. His answer to the person's post on the Perks Facebook page is proof of that. The Inkwell Quarterly Staff Faculh Advisor: Di. Marcia Farrell E<lilor-in-< Incl: Anne Yoskoski Managing Editor: Kendra Knliai Cop\ Editor: Gabln Zawai ki Assistant Copy Editors: Carl) Varnnis and 1 J. Dennis Bmjiyoul Editor: Stephanie Wilkie Staff Writers: Victoria Wevener, Jamic^ltlcriso, J.eanna Rolon, Todd Oravic. Ashley 1-l.diei t\. John ( .moll, Brittney Gri/.zanti andAnthom Bartoli Faculty Contributors: Dr. Earry Knhar, and Dr. I liomas A. Hamill �Issue 2 Volume 7 The Inkwell The Inkwell Continued fre BiUy Collins Visits King’s College By d-d Qn open reading and two-day writing October 15, former U. S. Poet Laureate, Billy Co. k 1 n at Kings College. Collins is known mainly for his simple L g s most poX poet m ^Zub^" , ht> Collins read from most of g his nine collections, including my personal favorite, Nightclub, f . tfterewas a brief Q&A session where the poet addressed issue^ifically^ * piece of advice that resonated, said Wilkes alumni, James Giaco j^dons of humor into his work; he is a]so to james commented “I can see ‘ Oz ” At the time he didn’t really understand, but after going o how bis work always seems to start of simple, but then manages to end eavmg pL of information that you wouldn’t have expected when you started reading and teaching poetry. His Qne reader xvith some convoluted, abstract P You are so beautiful and I am a fool to be in love with you is a theme that keeps coming up in songs and poems. There seems to be no room for variation. I have never heard anyone sing I am so beautiful and you are a fool to be in love with me, even tliough this notion has surely crossed the minds of women and men alike. You are so beautiful, too bad you are a fool is another one you don't hear. Or, you are a fool to consider me beautiful. That one you will never hear, guaranteed. For no particular reason this afternoon I am listening to Johnny Hartman whose dark voice can curl around the concepts on love, beauty, and foolishness like no one else's can. It feels like smoke curling up from a cigarette someone left burning on a baby grand piano around three o'clock in the morning; smoke that billows up into the bright tights while out there in the darkness some of the beautiful fools have gathered around little tables to listen, some with their eyes closed, others leaning forward into the music as if it were holding them up, or twirling the loose ice in a glass, slipping by degrees into a rhythmic dream. Yes, there is all this foolish beauty, borne beyond midnight, that has no desire to go home, especially now when everyone in the room is watching the large man with the tenor sax that hangs from his neck like a golden fish. He moves forward to the edge of the stage and hands the instrument down to me and nods that I should play. So I put the mouthpiece to my tips and blow into We are all so f my long beboj so damn foolis we have becor Photo courtesy of Brittney Grizzanti Continued on page 5- - “Nightclub” �The Inkwell Volume 7 Continued from page 4... and blow into it with all my living breath. We are all so foohsh, my long bebop solo begins by saying, so damn fooEsh we have become beautiful without even knowing it. - “Nightclub” Billy Collins Snow on Campus Photo courtesy of Stephanie Wilkie Issue 2 �Issuc g Volume 7 The Inkwell The Inkwell Ff f I I Haunted Minors Fair ? bwit I . | Photo Courtesy of Kendra Kuhar Senior Sp' By Gabby Za Ther will miss aboi Department i Throughout 1 experiences F an environmt other. Although will miss her However, the library7 rescue missions. Wh her GPS cou to the library7 would have t just funny7 an someone fro: Outside o creativity anc people. While Ap April’s capstc LAMBD/ By Brittneys C As c student tries that matter ai human exp er varying genre celebrates th< summed up 5 Transgender} fiction, mystt Awards, and worthwhile r Photo Courtesy of Kendra Kuhar Lesbian Poet Love Cake, by Photo Courtesy of Kendra Kuhar Contemporary Authors Update By Kendra Kuhar With hopes to increase book sales even further contemn™ or the holidays. HarperCollins has published Flight Behavior bvS recendy distributed books just in time that put her on edge with her community. Viking released The Vo' bat® J±ngsolvef, telling the tale of a woman’s discover}’ slntS?G1lCh,8,VeS “d“S ’ ®fa«P«sPeedve Z iJXTli'f ^byjoyee AuthorPMn Roth, rrP ,1 -k “iudes Th. ptin"d “““lions by worfd 1 ' leta““ f™> He Transgender Tango: My Ch LGBT Anth< Gay Latino Si Be;XiCompany pubSshfat b°°k “ ■* EXSTtB' tF Gay Debut F Quarantine: Si appeai to Kad“ wi,° “ioy the ** T"’ aMhor °f the Shiver :hnd “ LGBT Child Tutting Makei LGBT Scien The German, 1 �The Inkwell Volume 7 Issue 2 Senior Spotlight: April Bechtel By7 Gabby Zawacki There are many tilings that senior April Bechtel will miss about Wilkes University. The English Department is witlrout a doubt, one of those firings. Throughout her time at Wilkes, one of April’s best experiences has been the opportunity to work and learn in an environment where everyone is willing to help each other. Although she will miss her classroom experience, April will miss her friends Jennie and Kacy coming to visit. However, the tilings April will miss most are her frequent library7 rescue missions. You heard me right: library rescue missions. Whenever April’s friend, Jennie, visited Wilkes, her GPS could not seem to find Evans and would take her to the library. Since she didn’t know the campus, April would have to go find her. “I will miss that because it is just funny7 and not normal to be told to come save Photo Courtesy of April Bechtel someone from a library7.” Outside of her life at Wilkes, April enjoys taking photography and writing poetry, two firings that help her express her creativity7 and writing skills. Another surprising fact about April is that she has a twin sister, which comes as a shock to most people. While April will soon be ending her time at Wilkes, she has had great experiences both in and out of the classroom. April’s capstone will take place sometimes between December 11 and December 14. LAMBDA Literary Awards By Brittney7 Grizzanti As college students attending a university tlaat concentrates heavily on the humanities, whenever any professor or student tries to describe the reasons which justify or make relevant the development and continuance of the novel, or for that matter any7 art form, the explanation you generally get is that the form is trying to capture/explain the mystery of the human experience. However, not all experiences are alike and because of this fact, literature has given birth to a plethora of varying genres which are all attempting to explain their own respective take on die human experience. One organization that celebrates these differences in experience, and the art they create is the LAMBDA Literary' Group. What they do can be summed up widi the first sentence of their mission statement: “Celebrating excellence in LGBT (Lesbian, Gay, Bisexual, Transgender) Literature since 1989.” LAMBDA accepts submissions for, and reviews everything from poetry7, memoirs, fiction, mystery, non-fiction, drama, all the way dirough anthologies. This year marked the 24th annual LAMDBA Literary Awards, and while it would be impossible to list all the 2012 winners, below is just a small selection of some really worthwhile reads that without this organization, I would have never heard of. Lesbian Poetry 2012 winner: Love Cake, by Leah Lakshmi Piepzna-Samarasinha, TSAR Publications Gay Debut Fiction 2012 winner: Quarantine: Stories, by Rahul Mehta, Harper Perenial ist in time n’s discovery >yce i as Lemony ies titled >y the trilogy, otle er Sacksnber.R°*S Transgender Nonfiction 2012 winner: . . rtixiv Tango: My Childhood, Backwards and in High Heels, by Justin Vivian Bond, The Feminist ress at edited by Michael Hantes-Gatcitt and Ernesto Javier Mardnea, Duke University Press LGBT Children’s/Young Adult 2012 winner: Putting Slakeup on the Fat Boy, by7 Bil Wright, Simon & Schuster LGBT Science Fiction/Horror 2012 winner: The German, by Lee Thomas, Lethe Press �Issue 2 Volume 7 The Inkwell The Inkmil No Fear Shakespeare By Annie Yoskoski world of Shakespeare, turning Ins masterpieces Sparknotes’ No Fear Shakespeare senes takes modem read , SpafknOtes’ slogan for the line of books is, into pieces of twenty first century dialogue that almost anyone,Can «shakespeare side-by-side plain English”. While “The play plus a translation anyone can understand with the , d reading an entire text, the No Fear Sparknotes is usually looked down upon in the English departmen as y E Ush speech diat is Shakespeare series is just as long as the original play. Line by line, editors translate more pleasmg to tlr, modern listener orK.der. SI IAKI SI’I ARI'. edit ttanslate the text that has .« •••PLAIN ENGLISH withstood criticism and weathered cultural changes for four hundred years into the speech of today. Part of die charm of Shakespeare is his language-and how he em­ ploys his archaic vocabulary in his works. One of the dungs that Shakespeareus known for is inventing words. In this article, there are over 1700 words that Shake- SHAKES speare actually invented. Some changes are simple, while others change die dialogue completely Reading^ Lear, in Act Two Scene Four, Cornwall asks, “What trumpet s that? This is changed by editors to “What’s that trumpet?” Minor changes such as these enable the reader to understand exacdy what is going on in the play. The question begged here is: why the change in the first place? The original text should be clear, as really all the editors did was change the order of the words. While it is unknown what process die editors use in order to make the decisions for word choice and placement, the original text is always available. The books are set up so that the original text is on the left-hand page, and the modern version is on the right-hand page. One could simply read the left-hand page and only turn to die right­ hand when they are confused, but that does not seem to be the case most of the time. This takes die guess-work out of Shakespeare. For some, this is seen as a good thing, but for others the guesswork is what makes Shakespeare fun to read and analyze. Some of die tiny nuances in language are so subde diat any change would lose die Photo Courtesy of Annie Yoskoski true meaning. Puns, insults, and general commentary on the time can be lost by changing and modifying the text as these editors do. This editing also changes the rhythm of the text, as many of Shakespeare’s royal or high class characters speak in perfect iambic pentameter, while die commoners and middle class characters speak in a more chaotic blank verse This is lost in translation when die editors strive to make the text “readable” for everyone, as it seems the editors would rather ap­ ply common words and modern understanding than stick to the form and language usage of Shakespeare’s original plays. The effort is not made to even end some of the scenes with a rhyming couplet, as the original text of Othello shows Shake­ speare as doing in order to signal a new scene or change of pace. No Fear Shakespeare does take away some of the magic” of the original text, replacing it with a more realistic tone. While Shakespeare’s plays were very accurate to their time period, they fall somewhat out of place in twenty-first century literature. That, however, is part of the charm of Shakespeare’s works. The new versions will never live up to the original texts. A recreation of the words of Shakespeare is similar to someone painting over the Mona Lisa or Starry Night - it is not appreciated by enthusiasts and scholars and will never live up to the original work. A serious Shakespeare reader will not benefit at all from a simulated text. Instead if someone is having trouble understanding Shakespeare, the est route to take is to see it preformed. Seeing the play on stage, as it was intended, brings a whole new light to the text tinging it to life in a manner which clarifies the material oast the archaic English and into real life. P Photo Photo Court reader is like! framework b< tedious and d The C Particularly, J detailing is au sexuality are c areas of focus Surrc break from a for in tire Pott though I was my bookshelf containing viv �Issue 2 tpieces ks is5 '■ar is has o the emis take- ig King tanged eader s: why -ditors is for set up the : rightle thing, se. the 7 : in > is r apys. ike- The Inkwell Volume 7 Issue 2 CaSUaI Vacancy member for tl °f an aneurism> the parish must elect a new members f I?6 C°Unc ' ®ut when the underestimated and dissatisfied bemmp “ e pans take action against those standing, die election becomes a war” as secrets are revealed. v • r t^east that is how the novel is advertised. Barry Fairbrother does me; in tact he is dead within the first pages of die book. However the novel t° g ance over the tragedy almost immediately, substituting genuine eac ons or the personal issues of characters the reader does not yet care a out. For example, the morning after Fairbrother’s death Miles Mollison p tones his parents to inform them of the night’s events. As Miles and his wi e amantiia witnessed Fairbrother’s medical emergency and the evastation of loss on the part of Mrs. Fairbrother, one would expect sympadiy, horror, and a sense of sadness to shine through the pages. However, while sympathy and horror are presented witiiin the text, tiiey are more so glanced over obligatorily and then dropped and substituted for the introduction of Sam s hatred of her mother-in-law and husband. Fairbrother’s death appears to have no function in the early plot of The Casual Vacany, Consequently, the personal issues mentioned early on in the novel act mostiy as identifiers. However in the cast of thirty-four Photo Courtesy of Victoria Hevener characters keeping track of who is who without having a common framework becomes overwhelming. Instead of continuing forward the reader is likely to become confused, forcing him or her to flip backwards more often than forwards. Furthermore, the lack of framework between characters leaves tire reader no sense of plot. Add in the confusion of who is who and tire text becomes tedious and dull. The Casual Vancany only becomes more tedious as Rowling’s use of extensive description leaves the reader jarred. Particularly, Rowling focuses on referencing tilings of a sexual nature from the physical to the mental. Occasionally such detailing is authentic, for example bringing to focus the awkwardness of being a teenager. More often, however, the details of sexuality are outside the context of the narrative events, which leaves the reader in a conflicted state between incompatible areas of focus. Surrounded by other leisurely reading options, picking up The Casual Vacany felt more like a chore than an enjoyable break from a full course load. Pagford is full of drama, but is also somehow dull. Rowling’s characters, which she was praised for in die Potter series, are one-dimensional. Widiout a stable sense of plot die first part of die novel felt unorganized, as though I was reading ten unrelated accounts. Overall, The Casual Vacany was hugely disappointing and remains unfinished on my bookshelf, swapped out for Zaddie Smith’s NIP7, another book on issues in class and social mobility, another book containing vivid imagery, but a book that feels honest in its complex portrayal of humanity. Course Offerings for Spring 2013: English 201: Writing about Literature and Culture- Dr. Janet Stamer English 202: Technical Writing- Dr. Thomas Hamill English 203: Creative Writing- Prof. Bill Black English 218: Writing Practicum- Dr. Sean Kelly English 734: Survey of English Literature II- Dr. Helen Davis English 281: American Literature I- Dr. Mischelle Anthony English 324: History of the English Language-Dr. Janet Stamer English 335: Studies in Romantic Literature- Dr. Helen Davis English 353: Studies in Postcoloniallaterature-Dr. Maroa Farrell c L ffl Studies in Contemporary Fiction- Dr. Lawrence Kuhar Xth d^stSnar): Medeval AUegoV Dr. Thomas Hamdl �Issue 2 The j Volume 7 The Inkwell Con and Pastry Arts, when I bake Holiday Confections By C,e“^Xh (graduated from the Culinary Institute .of ^aXd' «SP 'h' I usually fall tack on family reetpes and comfort foods. Scones, /Xtke. Tins time of year parties and getholidays are a great excuse to put a bit more thought into the sweety ch bo„ght) t0 truly y ’ do the cookie platters. From store bought ton e^berandjanuary q^ese three recipes not togethers abound and so c every kind of cookie known to man between guests and add some homemade, many of us seetogether eve: surprisingly quickly, but they ivdl impress the cooki only taste great and come 1 _ beautiful variety to your holiday spread. Candied Orange Peel f tl ow away You may be surprised how Xthat you are using pa« of the orange. Su“sf“d": coco Dai This even greal Yiek *Yoi Ingr 1 cu] 1/2 ci V2 ci It vs 6oz Yield: about 40 strips 1/2 Cl Ingredients: 2 medium size oranges 4 cups sugar (separated) 3 cups water Coal 1. Bring a medium sauce pan of water to a boil. 2. Cut top and bottom off of each orange. Then, with a sharp knife, peel the orange, rotating as you go, so that you end up with one long piece of peel the entire widdi and circumference of the orange. This peel should not include the bitter white portion. Cut this into ’A inch strips. 3. Submerge all strips of peel in the water and boil for 3 minutes. Strain, discarding the water. Repeat this process twice more each time using fresh water. This ensures the removal of any leftover bitterness that may be left in your peel. 4. Combine 3 cups of granulated sugar and 3 cups of water in medium sauce pan and stir. Bring mixture to a boil and then add orange peel. Bring to a boil once more and then reduce to a simmer. Simmer until orange peel is tender and sweet, about 40 minutes. Taste to ensure drat texture and consistency is as desired. Remove orange peel strips and toss in reserved cup of sugar. Let rest on foil until completely dry. *These are also delicious dipped in, or drizzled with chocolate. Dark Chocolate Truffles Classic ganache truffles are prepared with a two to one chocolate to heavy cream ratio. Because this confection is so simple, high quality ingredients are key. Use the highest quality dark chocolate that you can find or afford as well as quality alcohol. Yield: 30 small truffles Ingredients: 8 oz dark or semisweet chocolate, chopped small 4oz heavy whipping cream 2 T light com syrup 2 T unsalted butter, room temperature 2T Grand Marnier or other flavorful alcohol Small pinch of salt 1. Place chopped chocolate in a heat proof bowl. Combine heavy cream and and bring to rolling boil. Immediately pour over chopped chocolate n”1 SyfUP heavy bottomed sauce pan minute. Using a rubber scraper or wooden spoon begin stirring in thT tO Sit undisturbed for about 1 until the mixture is homogenous. Add the butter, stirring it into the^ CCnter °f the bowl gradually moving outward incorporated. Pour entire mixture into an ungreased shallow bakine dj^ 8^nache’ add tbe alcohol and mix until Let sit until firm, up to one hour. 8 sh a«d cover the surface with plastic wrap. 2. Scoop into a piping bag fitted with a large plain tip, (or a ziplock bag- ‘ k balls onto parchment or waxed paper. Once set up these can be roll'd untCOtner .;?rnC^ CUt and pipe large marble size perfectly round and then tossed in _ 10 fContinued on page 11-T �ssuc 2 The Inkwell Volume 7 Issue 2 Continued from page 10... 1 bake Vtlie etlot ne u end the twice peel, ind ider strips cocoa powder, confectioner’s sugar, chopped candy canes, > or anything else your holiday heart desires. Dark Chocolate Toffee with Sea Salt This final recipe is one that is perfect for after dinner, and is delici even be able to avoid the temptation of so many extra calories widT en’°yed coffee- Sweet and rich, you may great because you have so much freedom with your aditions ^USt % Sma^ piece of this toffee. This formula is also Yield: enough for one greedy person or ten generous people *You will need a candy thermometer* 1 Ingredients: 1 cup unsalted butter, softened i/2 cup granulated sugar i/2 cup brown sugar It vanilla 6oz good quality dark or semisweet chocolate, chopped ’/2 cup of toasted, coarse chopped nuts of your choosing Optional Coarse Sea Salt 1. Prepare a lipped cookie sheet with parchment or a silpat. 2. In a large heavy bottomed sauce pan combine butter and sugar. Heat over medium high heat stirring constantly with a heatproof rub spatula or wooden spoon until the mixture reaches 300 degrees Farenheight of149 degrees Celcius. Near the end of the cooking process lower heat slightly to help prevent scorching but do not stop stirring. 3. Pour immediately onto a prepared baking sheet and spread quickly with die utensil you used to stir die cooldng mixture. Do not worry about it being perfecdy smoodi as you will soon be covering it, but do try to attain a relatively even duckness. 4. Before toffee is cool sprinkle with chopped chocolate, let sit undisturbed until soft (usually less than a minute), and then spread until smooth. Quickly top with sea salt and chopped nuts and let fully set up. Once entirely cool and crystalized break toffee into pieces and store in an airtight container. mple, ohol. ian tward util ap- : size L Photo courtesy of Cierra Humphrey 11 �Issue 2 Volume 7 The Inkwell The Self John Carroll individual his or herself? It seems that the answer must include What is it that defines a person - that makes any one indeed, diese are important aspects of any experiences, the physical body, preferences and predispositions an i , detennining who exactly any one individual individual person. It is natural, then, to accept that diese must p ay s There is however, a danger here. The idea is. With this sentiment, I do not intend to disagree - diese dungs are imp . can make poor choices. Whether that one has about one’s self can be inaccurate. From at inaccura something unpleasant, we can live more the consequences are missing out on something one might enjoy, or exp g skillfully with a more accurate understanding of ourselves. , it ot be appropriate in this People tend to organize tegs into narratives and while e' 1 of a narrative, of course, and in instance. Consider the quesfon How was your day ; die answer ofc this case being able to construct an answer in that form is good, it was tine, i uro Consider the question “What do you do?” in this case it is also useful to be able to construct a narrative (or aw rom a pre -constructed one) and respond in that form: “I’m a student. I go to Wilkes University. Etc. , ut now consi er e question “who am I?” In tfiis case, the usefulness of a narrative breaks down from the sheer immensity o e require answer. To explain fully who one is, one would have to spend an equally immense amount of time relaying every experience one as ever had, and even then would never catch up to one’s self. It seems then that the problem arises when an individual starts to gather their experiences automatically (without due consideration) and constructs a sort of narrative out of themselves which they then take to be diemselves. As in, I am a student, an English major, a commuter” and stop there. It is easy to fall into this habit of referring to, and thinking of ourselves as the sum total of these extraneous details. I would argue that the self is not primarily the constructed narrative which consists of the collected patterns and predispositions of remembered experiences. I think that if there is to be a self at all then it must necessarily be the faculty by which observations are being made and judgments being rendered. Simply, the primary component of die self is die part of the mind which is active in diis instant, not that construct which was functioning three years ago, not diree seconds ago, and not three seconds from now. The past self and the future self can be understood to be useful constructs maintained by the mind. That is, falsehoods, but useful falsehoods representative of an unobtainable reality. This is an important distinction because, while it is useful -even inecessary - to have ideas of tire self diat expand beyond the current moment, it is also necessary to understand diat those future ----- e or past persons are not the self (or die whole self, if you prefer). In the method by which we gather die source material, as it were, or verify our ideas about ourselves lay die support for my claim. To check that one is good at math, one might attempt to do math. One can ask one’s self or be asked by another, if one is good, and the answer one gives is sufficient in most cases. If one is unsure, diough, or simply has never med, one consults the prunazy source: the present-moment self. If the best or most reliable method of interacting with the self is in that present moment, it is appropriate to call that moment the‘primary self or in st tko £ iptc.\ u ‘self is an unattainable idea, and is thus not useful in die same way. Self ’ If “1S nOt’then 1116 It can be argued diat the self is the whole of our experiences that nnvrltioo i • • understanding might be popular, and it might also be accurate. It is not, however ve^useful ■ k whole self, dien, of anyone. Not even our own selves. Recall the never-endinv ret 11’^ c 6 cannot mteract xvltb t ie incur. We might be able to remember a large majority of our experiences and ar ° °Ur °Wn narrabve t^iat tbat wou^ shape the present moment. Any attempt we make at relating to this immensity^6 k Wh°le °f th°Se exPeriences at worst. Mislead in that, in editing his or her narrative to make possible its retelli °Ugh’ faU sbort’ at best, and mislead, inaccurate representation of his or herself. It is vital then, to understand thatch lnc^v^ua^ might construct an present moment are accessible only indirecdy, and by virtue of that °Se lc^eas hie self which do not exist in the Here might be tee that’ from a mligtous LndpomVc^d te ‘ interact with the whole self of any and all individuals. This can be true. If thi & ttUgbt be able to conceive of and being available only to beings beyond humans renders it a topic of consider V CaSe’ tbou gh, then such knowledge though, interesting or useful to us. on for those- beings, oeings, and and not not terribly terribly This constructed ‘self, that which extends beyond the present mo U6’ brforf Stated’ We may Say thal We Particulafly good at som^’m°St often in the form of a partial to one food over another; that we’ve gone to these places, or done th^l’;0' We dislike a P^son, or diat we are them amm t “nt m Tr con^ious of^ that We be somedung or diere are moments in most people s lives where the individual might have a m f monologue, either. It seems diat ome back to our stories over and over again with a certain anxionc r moment of pure exnertTn wz j j have ave ever forgotten your name, you might be familiar with the disorienting’ dl°Ugb’you ' ce- e ° ten o ness Continued on 13. 1 ( �Issue 2 The Inkwell Volume 7 Issue 2 Continued from page 12 lUst include of any individual The idea Whether ve more iate in this -se, and in • • etc.” rom a pre - question ver. To ie has vithout in, “I am ag of arrative ie a self at iply, the elf can be re of an xpand tiie e support d by never vitii the ten the ith the at would nces lislead, n ist in the d Ige fa t we aJ-e lgor ms that I to ^JT!II^tPattlCUlarmoment. \Ve even tell these stories to each other - a long and complex story, built from moments of self-evalullo^L^9^?166 Xvith one-another. Each individual has one years of re-telling. When introducing yourself to new people it’s onndt experience), honed and memorized by you’re afraid of clowns. It s even pleasant to be able to tell someon th° 6 tO te^ t^lem *^at y°u’re allergic to peanuts, or those sentiments with others. e at you like horror movies, or Japanese food, and share Indeed, we must understand who we are (were, and will b and the limits of our resources in order to survive, to thrive in the \ ’ resPons*bilities are, the extent of our ability, propose that we must be able to consciously separate ourselves ft W°r 1 veT purpose of utility, however, that I them under critical examination. For as important as it is to ha °m °ur stones> at least for brief periods of time and bring accurate. This verification again can only come from one sourrT tl” 1 63 °f One>S Self’ “1S e9ually important that that idea be For example: I might say “I don’t Eke coffee,” and becauseXhT . • die past and.................................... disliked it. I might have though admittedly not this particular narrative, and even if one is selective and obse^ant, a^X^LX”' n°'”1"’yS °“ef“lln "1,at makes itin'° °” .. Se^Itfriha^tV T‘T8r“tly d'Slik“itaS“°fCoffee' Fot>'e"s 1 avoidedit, convinced that I would not like It if I tried It again. Eventually I was coerced into give it another shot, and was pleasantly surprised to find myself enjoying it Thus, my story changed. My understand^ of myself changed, maybe insignificantly Thlpoint is that who I am now IS different from who I was. I don’t think that it’s too radical of a statement to say that that’s true for everyone else. As a matter of fact, to say that anyone goes even a day without changing would be ridiculous. It is only by the mindful attention that we can choose to give our daily experiences, slight meditative practice, that we can maintain an accurate and thus optimal idea of our self, if we are to have one. I would urge anyone to take a few moments each day, or as often as is convenient, to pay attention to what he or she is feeling. Take a few breaths and focus on them. How diey feel coming in, going out — just that sensation. It may feel silly, or it might not feel Eke anything, but one might notice that something they’re experiencing doesn’t quite fit with their story. Maybe something has changed, or maybe something wasn’t ever right. Maybe that clown isn’t so scary, or the coffee actually does smell pretty good. Maybe you’re no longer feeEng angry towards that one guy who reaUy got under your skin this morning. Maybe that clown does scare you, the coffee smeUs gross, and you still think that that guy’s a jerk, but you reaUy never know what you’re Eke until you take some time to sit and pay attention to yourself. Winter Capstones By Gabby Zawacki and Kendra Kuhar April Bechtel will present her Senior Capstone sometim about misogyny and the connections between the °PPr^ss . how this connection impacts society and language an ie^P ,f‘ topic “because language matters more than people thii 1 December 11 and December 14. Her Capstone is sion of animals. She also focuses on h PPfor Western literature. April chose this e R matters> ianguage consciously shapes their P the Kirby salon from December 11-14. Scents « encoded ro anend In order ro ____________________— gain valuable experience and support fellow students. Additional 2012 Senior Capstone Presentations This Winter. Todd Oravic . . . tt_p Screen” “Trouble, ReEef, Cause and Effect:: Writing o Advised by Dr. Chad Stanley 1:30 p.m. James Gambucci Modern American Language Poetry as a Rejection of Early Poetty Through its ImpEed Poetic and Ontologica Constructs” Advised by Dr. Larry Kuhar 2:00 p.m. ’ April Bechtel “Misogyny How Literature and Language Impact It” Advised by Dr. Chad Stanley 2:30 p.m. Sara Williams “Growing p with My Grandmother” Advised by Dr. Chad Stanley 3:00 p.m. 13 �The Inkwell Volume 7 Issue 2 2012 1 A Visit from Bill Black 3y Ken By Kendra Kuhar Thursday, October 29 marked Wilkes’ first introduction to author Bill Black. Professor Black worked with students during a writing workshop in which he reviewed a selection of submitted works and discussed them with the rest of the group. After the writing workshop, Professor Black proceeded to a dinner held in Kirby Hall with a small group of students and faculty. Following the dinner, Professor Black read his piece titled “In the Valley of the Kings” to those who gathered in the salon. The literature mentioned details of local areas as well as others around the country. Bill Black has been published in Hotel Amerika, Denver Quality, and New Orleans Review among others. Fie is also a coordinator of Pages and Places Book Festival, which takes place in Scranton annual. Professor Black will be teaching Introduction to Creative Writing in Spring 2013. peace, c (EU) ch relieve < con^ov group, x keeping war in f< of the p the $1-2 nations < which is A Shal By Anne Theatre's Studies ii Bishop, theater. S excellent Photo courtesy of Stephanie Wilkie when a p that seen given to t eTextbooks Now at Wilkes - Are They the Right Choice for you Next Semester? By Ashley Flaherty One of the biggest burdens to college students at the beginning of any semester is the cost of textbooks With all of the advances in technology recently, an opportunity for Wilkes students is to purchase their textbooks for their iPads NOOKs, Kindles, etc. ’ As with any new advancement, eTextbooks have pros and cons. In many cases the met.. m m i • i expensive, about a third less than buying the book new; however, unless the class is nm J > f “ eTeXtbook ls leSS c the semester, the student must purchase one on their one. E-reairs, suet.“sTnoOK T ty*"' ™th ““ f“ bookstore is compatible with, can cost upwards of $200, depending on the features the\T 1 ■ ameS & Noble textbooks, eTextbooks save the environment. As we all know, new editions of textb k Cnt eslres’ Unlike traditional eTextbook does not require printing. A problem arises when a student tries to purch ° S constantly coming out, but an for an E-reader. Since these readers are relatively new, not all textbooks are availabl textbook tbat *s not Yet available of course material is available as eTextbooks at B&N. When studying for exams E ° C pUrcbased; kss than thirty percent words and find what they are looking for in a matter of seconds. Traditional textb ak°W students to search key glossary or dictionary to find what they are looking for, thus taking up valuable s °d° ma^ reCIUlre students to search' the eTextbooks expires after a certain date. The student essentially pays for access t 1 dle downslde, access to resell it. Had they purchased a regular textbook, the student could keen ir for 1 ? \ °°k tbey do not get to keep it or reselling it. P later reference or make some money back by In addition to eTextbooks, Wilkes students have the opportunity to Similar to eTextbooks, students must return them by a certain date, thus they do °°kS f°r 1116 duratton of foe semester, to keep them for future reference. When checking foe Barnes and Noble BookstorTrX^6 m°ney back> nor do diey get cheapest option for most books. Similar to traditional textbooks, students are n •W bsite’ renting appears to be foe the bookstore asks we be “gentle” if it is a rental for foe sake of foture renters Wfo tO highESht ln rented textbooks, but Highlight important sections, but taking notes requires opening another application andReaders, m^T’ StUdents students are able to easily iay be tricky. Many pe< genders c to speak i proper jui s 5 really mea School. K/ Kadjeski Y°skoski stations ir Section Sceile, anc the sfoder '^4 deefoed % Papers sOo �Issue ri,e 2 ________________________________ Volume 7 Prize Winner Issue 2 2 XndraKuhar By definition, the Nobel Peace Prize is an a dP democracy, and human rights. Announced on the ^ner has PeaC ’, jmed the prize. In addition to it’s stunning k tO^er 12 <he Norwe ' ™onstrated a notable promotion of dSthe^winner’s area. "““S h°"°' ^e/b, theXToX'' C°“European U“°" 1 relieVe While the winner of the award is usually admir d b li PnZe’ "b' ' A a ' EU 'Xph““ «XnL0fc70'ld’ e™B the EU’s die is „„„p, which expands to twenty-seven nattons today. The EU was aZ* , t'”7 °f Rome “ »d began as a six-state feeptag P«“ “d 7dntUi“7 “Peace with its bord«X * ’ °f S“ ” °f L in former Yugoslavia resulted as a failure. rders a^r centuries of war. However, an attempt to stop Most people were in disbelief when they learned who had wo tl of die prize wrote to the Nobel committee claiming that the EU doe ° £ ^nZe ^ore specifically, three previous winners the million prize money does not be given to the EU To show fiTT Portray peace at all. The past-winners also ask that ations out of the twenty-seven nation European Union will not b^ UnhapPiness with the selected winner, ten wliich is the anniversary of Alfred Nobel’s death, in Norway ° aPPeaianS' ^le awards are to be given on December 10, A Shakespearean Semester r? oks. With all of :ir iPads, look is less h the reader for Noble e traditional ng out, but an t yet available m thirty percent search key to search the access to ) keep it or oney back by jf the semesterlor do they get to be the 1 textbooks, but ible to easily By Anne Yoskoski On October 28, Professors Dr. Janet Stamer and Dr. Helen Davis took a group of students to see Quintessence •Item's all-male east production.ofShakespeare s masterpiece O*//e. The play aligned with course readtngs for Dr. Stamer's Studies in Shakespeare course (ENG 342) and Dr. Davis' English 201. The students included: Jonathan Kadieski, Matthew Bishop, Elizabeth Dollman, Theodore Dennis, and Anne Yoskoski. The Quintessence Theatre decided on an all-male cast for the production, something rarely seen in the modern dieater. Some of the sensual parts, such as Desdemona s, are hard to picture being played by a man. The actor did such an excellent job that many audience members forgot that they were even watching a man. The play was performed on a bare stage, harkening back to the lack of props in Shakespearean times. The only time when a prop was brought on to the stage was for the final scene. The actors evoked such provocative and enthralling speech that scenery and props were not really necessary, for the audience could imagine everything in their own minds with material given to them by the cast. After the last scene, die actors went backstage to change and came back for a question and answer session. Many people asked about die dynamics of an all-male cast, and it was made clear that it takes a certain type of actor to switch genders on stage widiout drawing attention to die switch. We got to meet die cast afterward, and diey were more than happy to speak to us about tiieir technique and dieir droughts on the play itself. Seeing men on a blank, black stage with no shoes and simple costumes performing a masterpiece (and doing it proper justice) was an amazing experience. , , . "It was a great experience to see die play on the stage and then read it. It made it come alive, and diat s the way it was really meant to be seen" student Theodore Dennis said. nerformance night for a class from die Gillingham Charter One month later, die Studies in Sbak^sPeaJe dlaSS^J -P Jhl ZerfosS, Elizabeth Dolman, Jonathan School. Members of die class were Anne Yoskoski, TJ.D , Stetion ZerfosS; Bishopj QraviC) and Kadjeski, Matthew Bishop, Brittney Gnzzantti, and To of The Taming of the Shrew. The various Yoskoski lead students dirough various stations examining di eren s No pear Shakespeare, a stations included an examination of die different editions of die text o& blocking and directing die wooing dissection of Kate's final speech by translating it into modem language, a ducdons of play. Scetle> and a comparison and contrasting station on the various turn a & seemed to enjoy it as well> sending "It was a great teaching experience" Matt Bishop sal 4e 'Mats drank you cards and making each student a poster. Mth Jon Kadjeski and Dr. Stamer f He latest Shakespeare event was my (Anne Yoskoskt) »P “ “ M confeK„ce, and n ptesentauons went fo'*e Eady Medieval Conference. Jon and I got to present ou^ P’P^ m CasketScene tn the.Merchant of Vraicd™ 'j ty WeIe bOth f°r °“ ShakeS.PT tof Venice'^Although our session ™ tyX’Z . ’nd Jon's was "Apocnpha in tlte Merchant of Vemce1OTea the expenence, an Mra'd "very significant: andt cry wed delivered". Jon and I both abs PaPers soon. e t0 expand upon OUI ppp �Volume 7 The Inkwell Issue 2 Getting A Job in Our Post-Industrial World: Redefining “Work” and The English Major By Dr. Kuhar We stood on a wooden platform Faring each other with sledgehammers, A copper-tipped sieve sunken into the ground Like a spear, as we threaded on fivefoot Ofgalvanisedpipefor the pump. As if tuned to some internal drum, We hammered the block of oak Placed on top for the pipe. . I shouldn’t have been born With hands &feet IfI didn’t do Your kind of work. Yoh hated my books. "Song for My Father" by Yusef Komunyakaa ‘The economy, stupid!” — James Carvilte, Political Strategist Photo courtesy of Desiree Wren The recent presidential election process, including the debates and advertisements, told us something important about work and jobs in our so-called Information Age and Knowledge Economy. As English majors, you need to think about this message because it so deeply informs an understanding of the nature of ‘work’ in the workplace you will enter. Election advertisements left no doubt about the central role of work in American culture. This, of course, is nothing new to any of us. Like “tire block of oak” in Komunyakaa’s poem, we were hammered with ads and arguments about jobs, work and, oh yes, unemployment. As English majors, did we really need this added emphasis on jobs? Like Komunyakaa’s speaker in “Song for My Father,” we contemplate the meaning of work with an awareness of the tensions and complications inherent in trying to understand how or if what we can do will be valued by an employer. In Komunyakaa’s text, the tension with his father is an anxiety traced out in the tension between “Your kind of work” and “You hated my books.” We know about this. As a result, we’re often balancing our love for the ‘work’ of what we do in English classrooms with the reality of a contemplation of future employment prospects. With this in mind, we are wise to consider the significance of how work is perceived. In an effort to better understand his relationship with his father, Komunyakaa emphasizes an apparent split between work as hard labor and the world of ideas. We need to contemplate how we can better understand how what we do - understanding the world of ideas and MUCH more - is perceived in the workplace. And most importantly, we need to consider how we can act on the ‘ knowledge that our skills are valued in the workplace. The pressure about getting a job is, of course, not a worry exclusive to English majors. Ask lawyers or computer programmers. Moreover, English majors are not focused—nor should be focused, of course on i 1 11 reading Shakespeare, Richardson or Milton or writing on works by Morrison, Rushdie Plath or Frr^t ™u• • about getting a job—or what work is in the workplace—when writing papers that contemn!^ i,- S • > ° r<? n°,t thU1 concepts or that critique gender, diversity and race. But whether we like it or not the stoX C “Cal and cultural world—even when the meanings of these stories are encrypted in advertisements and debafS ZZ. *** °U1' Post"ln^ustrla^ do m’ot often enough emphasize and value the skills we possess and the work that we do as English m °Ut W at emP^°yers va^ue But. .. there is increasing evidence that the value of what we do and what we can d °fSin the Harvard Business Review in spring 2011, Tony Golsby-Smith, founder and CEO of Second Road ° °1S °n iaSe’ leaders around the world have told me that they despair of finding people who can help tl ’ P°lri]S °Ut dlat’ Business even get their heads around them.” It’s your job as English majors to understand what thXrnZ W^C'<ed Pro^ems — or you career, and to contemplate what work is and how employers think about skill sets in toda and matters to These companies, Golsby-Smith argues, highly value people who possess skills th Z • WOr^P^aceour English classes: “People trained in the humanities who study Shakespeare's poetry oXX"6 C°re w^at we 111 learned to play with big concepts, and to apply new ways of thinking to difficult problem 1 eZann^ s Paln tings, say, have conventional ways.” S la’’ can f ^e analyzed in Golsby-Smith focuses on the skills you develop when you conduct research for ( i ] 1 i ( < �Issue 2 lish Major _ jss^^Tfrom page 16... 16... ________ _ Volume 7 annotated bibli. „mvuucu oiDliography on contemporary lit( the importance of understand. _ 1 Issue 2 - ,sSion that responds to a classmate’s ide«U1£ShOrt ^Weth^ ^UCtUre and . ' J" ~ an essay that argues for discussion tm------ a lueas You , oanalyzes a DiecP k- in our classes provides you with an opportunity . ? P hese sk< event / ofwritlng or participate in an in-class d that P skil k haTm^^^a' W°monstrate r strate innovation innovation and and creativity, creativity, an and that dev^l de ° deVelo deve^°P skills that ne • 6 y°U make a Presentation. In short, your why is it h that that we, we, as as Bnglish E„g7s’h majt SSo o whyls bp “^mcafio^ a„ ^mp^ty ^"““8 “pstteaX or " SUk rddyou way to answers ts to barrage of political advertisements debates and news stories thXetlh” “a*' electron, we were subjected to a pbs and llie e“n°,!L P°b al strategist James Carville said a few, t'°bS’ lbe ec°»°my. jobs, the economy and ibout when voting, The economy, stupid!” (Sorry!) years back when commenting on what voters care The images we watched in these ads depicted work mostl kind of work we see ourselves doing with an English degree Thes S m^USt^a^ not as post-industrial. In short, not die ,e images—as well as the sounds and verbal texts that ises. They showed workers standing The images tended to emphasize blue-collar labor as the core of the workforce and suggested, if mdirecdv Zt a return to these jobs is the only hope for future jobs and economic growdi. y’ don Age and ns an : course, is d arguments n jobs? n awareness of an employer. In >f work” and what we do in :o better d labor and the world of ideas n act on the :s or computer i job while re not thinking id cultural r post-industrial t employers value the rise. Writing , “Business 1 problems — or ly it matters to Let me note, before I go farther, that my family’s work stories are i nearly all defined by blue-collar jobs, including working in garment factories, post offices and coal mines. 1 understand and vahre theT^mTAXi ££ ’ -' •' • ‘ P less of whether the workplace is a convenience store, a classroom, an r----- regardh airport or a gas fracking site. The dignity and importance of our individual human identities and stories are not compromised or defined’exclusiveFy byom^oTTA^e^T ’ het, this insight presents a core value at the center of what we aim to achieve in our Engbsh classes: The necessity to affirm the essential value and dignity of all human beings. I’m focusing here on how, as English majors, we benefit from understanding the need to redefine and to better understand the possibilities for what work is in today’s world and how doing this will serve you as you go forward in your career and life. Back to the idea of work in our post-industrial society .... In most of the political ads I watched, work was not depicted as post-industrial. The more I watched, the more I wondered about the function of the English major in a post­ industrial society. Wiry were we not seeing ads that emphasized a different skill set? Post-industrial society is a society where the sendee sector of work produces more wealth than industrial or manufacturing areas. A degree in English prepares you to attain a job and to succeed in the service sector of the economy. In a post-industrial society, knowledge and ideas are valued more — we’re told — when we want to produce jobs and grow die economy. This is the fancy stuff at the center of what we mean by “The Information Age” and “The Knowledge Economy. The ads I watched advanced a not-so-subtle perspective on what work is in a (now-ironized) post-industrial society. In otlier words these ads did not emphasize often enough that job growth and economic success in a knowledge economy are tied to die kinds of skills and values we possess as a result of a degree in English. (I’m not an economist but when I play one on TV . . . .) So, what can you do to navigate these complicated messages in order to enhance the possibilities for personal and Three thoughts. First, take responsibility for who yon are as eveloping a more complex understanding of how your parUcipa otj defined, ability to understand the value Presents you with an essential challenge and responsibility. ns c something I had to do in my career as °fwork you can do. It may require you to reconceptualize w rat_wor work histories. The responsibility you my work and career moved me farther and farther away from my a } writing the story of how you meet an Possess is die responsibility that comes with accountability: Be accoun employer’s needs. ' do emnloyers value? You’ve developed an ability to , . Secondly, study what work is in today’s workplace. What skW ^^cators and presenters. Employers htynovative and creative to be problem solvers and leaders, to be fol a„ endle career. Your skifi set is skills. Studies show that fewer and fewer people® of what we do in ings, say, have lyzed in =d on page 17.■■ !nd knowledge economy rehes as the'X’T “ ’ ™d‘' E“'ge °f 'Jlelanlzatl0l’ynd “ “ of understanding your ‘woe ° ' d“T PU' "S “ “ 0“ » ^d\ job and eontnWe to the workfo hutrt b , , includes the P tion deludes the economic world—i.e., no .. 1 diversity and more, 'VMld of Meas, creativity, cirtic justice, democratic A* dand advan^g-dear of £““°» and acknowledges the indispensible responslbdiO are at the core of the study integrity and hulan understanding.. These valu««_____------------------ 17 Continued on page 18... �rheI^'eI1 Issue 2 The Inkwell Volume 7 Continued from page 17- | "a world that simultaneously critiques and problematics workforce literature, culture and work. (Yes, the study of work.) It ’s another way, you need to be highly aware that what you can do-as a Said identities as valued regardless of the job or career, f ’ result of your degree—has value in the world. ' post-industrial society—continue to grow and Finally, know that as globalization and automation—core aspects of a p< y „e. Tills should build your confidence to impact how we think of work, your value in the workplace will only increase. e sun’ as an English major has often positioned your Understand that the debate surrounding how to find your ‘place in the sun’ Nothing could be birther from the truth. As Golsbywork as important, interesting and not-so-worthwhile economically. • 1 employers, put it, “If you want another good reason to hire from the humanities, consider tins: tins, Smith, addressing potential i---------consulting firms like McKinsey and Bain like to hire them [because they can solve problems, are innox atix e an are .’ ei “Z] .... You can hire liberal arts graduates yourself, or you can can pay pay through through the the nose for a big consulting firm ' ’ :as, critical thinking and to hire them to do the thinking for you.” In our post-industrial knowledge economy, ide: you personal and economic communication skills are commodities. Sony. Pursue your passion knowing that it can bring 1 75^^ Z-/Nota , v’l Grac along J’ into “new mu accreted meal letters and wc ment—this ei ing,°fte^n power and tie and when we Kno' that, now trai that day. By success. Hamill’s Hunches By Dr. Hamill Before I sat down to write my Hunches on the morning of its (graciously extended) deadline, I decided that I instead needed to assemble the Guidecraft High Rise Step Up that had arrived in the mail the night be­ fore, only four short days after I placed the order on target.com. Like those of you reading this now, I was, of course, procrastinating and plotting suspending and sustaining the narrative hope proleptic of my “will-have-been -submitted” 10 submission while also conjoining that inevitable fulfillment to another mytheme of my day’s unfolding “story” that I could already imagine (proudly) flashing back to. The Guidecraft High Rise Step Up (we ordered the one in “Natural” for those of you following along online) is meant to help our daughter Grace reach the faucet of the newly installed pedestal sink in the now (nearly) com­ pleted (and infamously “digitized” and “archived”) bathroom renovation project. In its promise of design and function, tire Guidecraft is audaciously believing, faithful to the promised arc of enabled “High Rise Step Up” access to still more domestic and cultural systems—an arc reflected in the rounded handles that, to me at least, define it. And here perhaps, in this admission, I’ve betrayed what you, long ago, had already come to suspect: that I, as the one who installed the pedestal sink, need the Guidecraft (and it magic reassuring handle arches) as much as, Photo Courtesy of Jon Kadjeski and probably more than, Grade does. The 2” lag bolts I used to mount the sink to the wall (the 2 >/2” bolts were just a bit too long and tempted over-tightening disasters, although I may try them again if and as conditions dictate) and the 3” bolt I used to mount the pedestal to the floor were simply (and obviously for anyone who’s been paying attention) not enough. Derrida’s illuminations notwithstanding (and confirmed), I need more structure, more structural reassurance, more reifications of “die structurality of the structure.” I knew, plotting, that, even before Grade tried its virtues, the Guidecraft’s endnepri™ -J™ ut what I needed. Indeed, the assembly-induced scraped knuckle and its ironic Faustian drop nav half Z AZZ only affirmed the fanctions of my ntes, as the sound of alien-wrenched bolts biZZdSZ 7 7f i possibility (and now, belief) that those 2” lag bolts did in fact catch sometiiing, the lath nZ.t ti ““A backer installed by provident former owners or pedestal-sink installers. Even as the hor 1 ‘ j °j P°SS1. 7 even a wo° Guidecraft bolt that countersunk more than its engineers might have wished remind d C OVer~^ltenlng ^ie one tity I was courting, I nevertheless felt confident that I was living the right life writin ' ° mar^ns structural integshaping and responding to just enough of my lucky gift of plotted plot. OWn tUlle’ my own biography On the way to school earlier that morning, as we were listening to “Natural Sci< Grade reminded me of a promise I had made the day before (when we were listening to “Natural Science” c ' lence, ' on the way to school): that I would get us some new music” (as she accurately recalled my words)—another Rush album to liste: ----- en to: Fly By ■-------------------------------- The Votes By Jamie Aid Folic dent of the U 206 votes. Pr garners 59.1 i are evident p �^°IuiUe 7 Issue 2 ^^^2£ age18"' I ^--^^j^keen to the final six words of one of tl zes workforce . you can do—as a tinue to grow and nfidence. ositdoned your ath. As Golsbys, consider this: and are excellent ; consulting firm ; and vid economic Issue 2 /Not as market campaigns/WiUsidh capture ^-^t^ses Of ! tokAn™* afady what c ’• ^.y ted meaning, the mo ent that she would see and enin aS 1 toagmed as^^ frorn buying k through iTunes), mters and words of the album cover” and liner notes I Y purPle'blue-ae P7 °f my hopeful projections of the day’s 16 Sethis envisioned scene of recognition and curiosit^ ^teful y<* Sky and Escape and lake and 1116 nf return and departure and synthesis—is itself a b r 7 conftrmation of f r t ler kssons- W belief in this moifl& and flexibility of technologies of the book. W di wonders of b and strangeness and understandP°Xhen we recalibrate their structural logics, these oLU engage the old forms ^ndT^5*1 aUegory and 1116 staggering 311 Knowing tins much made me smile as I remembXS^’ ^^Sou^^^^ “ And 7“.* . f noW transformed by new transforming structures of h r 7 lag'bolt ^s the c 7 ’Ttaln our work of making. 7 dav By now, your reading done, I thmk I will hav fenewed> would Meet C h°Pe “ SUnple machmes’ that da} ave long been dailv r 7 Oracle and me after our car ride home 5 aSSUIed by return. In fact, I’m sure of it. ming of its led to assemble ail tire night becom. Like those id plotting— iy “will-have-been able fulfillment to 1 already imagine : one in “Natural” ir daughter Grace ow (nearly) comm renovation raft is audaciously e Step Up” access d in the rounded cvhat you, long tailed the pedestal :hes) as much as, ed to mount the iy try them again ously, for anyone more structure, have given me of salvific blood d and recast the even a wood tening of the one : structural integwn biography led me of a 11 would get us ued on page 19— The Votes Are In gy Jamie Alderiso Following an obscenely expensive election, President Barack Ob,m • ,• dent of the United States of America. Attaining a total of 332 elect 1 & retains his position as the forty-fourth Presi906 votes. President Obama additionally wins the popular vote but onk^liC°Uege; Romney earns ' erS 59.1 million voters. The nation is a divided union currently in terms^f view d R°mney ° nottpms in which nartv won rprfnm \z rms of views, decisions, and votes counted. There are evident patterns in which party won certain states. You can see below in the final election map for the 2012 election: 12 NH 4 (' 3 / ( 3 7 4 : ■ 11 s V 3 Photo courtesy of Wikimedia Commons 10 10 3 5 55 VT3\ 4 6 29 20 7T-MA 11 ~RI 4 CT 7 20 11 18 5 13 »DE 3 \XMD 10 10 8 DC 3 15 11 9 6 16 □ Obama 6 9 □ Romney 8 �The Inkwell Volume 7 Issue 2 The ^ducatit 3y Steph^ Twenty-First Century Teacher Certification Requirements J The 2001 reauthorization of the Elementary and Secondary Education Act, known popularly as No Cliil # Student 9 Change Behind (NCLB), was certainly controversial in both aims and methods. Some aspects, however, are tilings t rat s e: , — »d parents can ail agree on snch as the need for Uuyhiy ^ualthed -eher^CLB.set‘X^ed 9 Notify since they b crbnnl teachers with primary responsibility for direct instruction m one or more of NCBd s coie "£a“ that £ey s^sfy L X of a Highly Quahfied Teacher" Students in the Teacher “ttPropatn >' 9 Wilkes are well-on their way to fulfilling Pennsylvania’s definition of a highly qualified teacher. The ea least a bachelor’s degree, demonstrate subject matter competency for die core content area for which they io pnmarj instructional responsibility, and hold a valid Pennsylvania teaching certificate. As die certification areas are etng up ate the twenty-first century, so too are the requirements for a Pennsylvania teaching certificate. The greatest c ranges are tiose taking place in the standardized certification tests. The old tests are not simply going away. Students graduating before August 31, 2013 should fulfill the current test requirements, the ones in place when they began their program, by this date. For students graduating after tins ate, tie testing requirements can be a little tricky to decipher. Currentiy, all future educators are required to take the PRAXIS I series of skills tests in Madiematics, Rea g, an Writing. Beginning April 2012, these will be replaced by the PECT Pre-Service Academic Performance Assessment, commonly known as PAPA, tests. Each PAPA assessment includes multiple modules, each with its own qualifying score. Each module consists of both selected-response questions and constructed-response questions based on the text objectives. These tests more accurately reflect the skills needed to successfully complete a rigorous teacher education program. The structure is similar to the old PRAXIS exams. Each test consists of two or three modules. Each assesses one of die three content areas, and is scored individually. They may be taken in a single test session or individually. Content resembles teaching standards, with each domain broken down into a subject-matter area and several test objectives. Descriptive statements further define each objective and provide some examples of the eligible content. The score scale will be from 100 -300 for each module, and the scaled score of 220 represents the approved performance criterion, or minimum, for each module. Prospective teachers about to begin their student teaching also take examinations in tlieir subject content concentrations. Most of the Praxis Grade 4-8 assessments will be retained, as will die subject concentrations in English Language Arts, Social Studies, Mathematics, and Science. Certifications in PreK-4, Special Education PreK-8 and Special Education 7-12 will use PA Education Certification Tests (PECT) administered by Pearson. As a result of the certification changes, die undergraduate programs at Wilkes have also adapted. The Elementary and Early Childhood Major now ends in a pre-kindergarten through fourth grade certification and incorporates an eighteen credit minor in Reading Education. The new Middle Level Education major leads to a fourdi through eighth grade certification and a specialization in one of the following areas: English/Language Arts/Reading, Madiematics, Science, Social Studies, or Mathematics and Science. A minor in Secondary Education can be added to a number of content majors to earn a seventh through twelfth grade certification. Added to a Biology, Chemistr}', or History major, the program will lead to a 712 certification in that major content area. A student majoring in Earth and Environmental Sciences can earn a General Science or Earth and Space Sciences certification. A Social Studies Certification is earned when the minor is added to a degree in History or Political Science. Additionally, adding the minor to the Spanish major results in a K-12 certification in Spanish. Students can also graduate from Wilkes certified in Special Education. Dual Special Education Certification options are available with the Elementary and Early Childhood Education Major, leading to a Special Education PreK-8 certification and the PreK-4 general certification. The Middle Level Education Major with the Dual Special Education Certification will lead to a Special Education PreK-8 and the 4-8 general certifications. The Secondary Education Minor with Dual Special Education Certification will result in Special Education and general certifications in grades 7-12 Tire English as a Second Language Designation may also be added to any of the majors. Additional certifications can be added on teT teaching credentials. Once a teacher has the Instructional I certification, he or she can take any of the thirteen subject area content tests and add the corresponding certification, becoming highly quahfied in that content area as well The process to become a certified, highly-qualified teacher is complex but it L no j*' , process continues, there will certainly be less confusion. The important thing for prospective student t§ d 16 ^ansltlOn of the requirements that they must fulfill for their prospective graduation date and to stai < s o o is to keep trac ' and advisors in the School of Education at Wilkes University stay tn touch will, the excellent faculty revie , TEC w pass that pc Serialize Jamie shuff “Do you w “I’ll wipe u No less tha his glass of as she mad “How is ex He looked stared at D the reflect! “We are al “That is e> Dr. FarreU And here le “As unbel what hapF “Speaking building? ’ ^ell q to ensure °Ur^ood also r •I Dr Staoie 20 �Issue 2 1 Left idents, public e required Program at hold at L'imary ipdated for are those trent test :e, the ding, and ‘t, r score. )bjectives. i. The : three les ve from 100 r each glish /Tie Inkwell Volume 7 Issue 2 Education Committee Updates By Stephanie Wilkie • Student teacher placements were announced. • Changes and additions to Praxis II for middle level and c ondary education candidates were reviewed. • Notification of ESL designation elimination by PDE at th undergraduate level; nine students will be 'grandfathered' since they have already completed die existing program. pass that portion of the exam. a new math prep course will be offered to assist students Serialized Story Jamie shuffled around the room distributing the beverages while die others stared at the tipping tray of tea nervously, “Do you want to pick up the glass, or wipe the floor if he drops everything?” Gabby muttered under her breath. “I’ll wipe up the tea,” whispered Annie. No less than a few seconds later, Jamie had successfully given everyone a drink without any accidents. Dr. Stanley picked up his glass of tea and rhythmically sipped it while tapping his fingers against his desk. Kendra’s eyes narrowed from confusion as she made eye contact with Steph. In return, Steph shrugged her shoulders expressing cluelessness as weU. “How is everyone?” asked Dr. Stanley. He looked around the room and noted everyone’s expression. Dr. Farrell looked Eke she was deep in drought while Gabby stared at Dr. Stanley in anticipation of an explanation for the recent events. Kendra, looking angrier than ever, gazed into die reflection of the ceiling in her tea and Steph and Annie looked at each other and quizzicaUy. special nentary eighteen ice, Social s to earn id to a 7leral to a ition in n iK-8 in inor with nglish as o :t area isition ip track t faculty “We are all incredibly confused right now,” answered Steph. “That is expected. Does somebody want to tell me what happened?” replied Dr. Stanley. Dr. Farrell gave Dr. Stanley a shortened version of what the group encountered. “And here we are, back in Kirby hall, although we are all confused with exactly what is going on,” finished Dr. Farrell. Dr. Stanley took another look around the room. “As unbelievable as that story sounds. I behove it. Your story is reliable, and it must be the truth. We were all wondenng what happened when you disappeared 400 years ago, said Dr. Stan ey. -Speaking of how 400 years have passed,” said Gabby, “what is dte deal wifi. the ehronte that’s covered the inside of this budding? What happened to the wood?’ ztnn ears Trees were eventuaUy completely wiped out and as a way Well, Gabby tilings have changed quite a bit in the; past y^ Qther institutions, were forced to give up to ensure the preservation of the last forms of wood in the w y problematic in a historical historical context, context, however however it it our wooden architecture and replace it with chrome. It as pro withstand time.” "ill also relieve the senses because Kirby hall will most definitely be able Hmm. I see,” said Steph. Dr Stanley asked, “Does that answer your question, Gabby■ Continued on page 22... 21 �Issue 2 Volume 7 The Inkwell “Yeah. Although, I feel like I have die genetic make-up of Henry-from The 1 ime-Traveler s Continued from page 21... Wife, one minute I was in 2012 and die next I m in 2412, rep e ay Tb EE “P “By the way, what’s up with these Goldenbands?” asked Annie. St< an “And what the heck is Place Hop?” said a confused Steph. g* ins ‘Well, to answer that question, Annie, all you have to do is look at the ID number encoded on each of your Goldenbands,” replied Dr. Stanley. He watched as the group suspiciously scanned dieir bracelets. “Each has a unique ID number diat identifies you and allows those in power to track where you are,” Dr. Stanley elaborated. “C be ‘Y Kt “Sounds a lot like government control,” muttered Dr. Farrell. ‘Y “Well, yes, diat part is uncomfortable,” said Dr. Stanley with a disheartened expression, “but the Goldenbands are useful. They track your medical records, which means better and faster care, and they help slow the aging process.” G £r E di “That’s how the same faculty is still here!” exclaimed Steph. ‘Yes, that’s part of it,” said Dr. Stanley. “Modem science Photo Courtesy of Gabby Zawacki has really advanced since 2012, but die Goldenbands help to further slow the process by rejuvenating our bodies while we sleep. It’s really quite fascinating,” said Dr. Stanley "I “Sounds just like his cup of tea,” Kendra said while smirking and lifting her tea. "( si “Yeah, a sci-fi fantasy,” said Annie. 1c “To answer your question Steph,” said Dr. Stanley, “the Goldenbands enable you to Place Hop.’ They let y<rou transport to and from places, even between different dimensions.” “It’s really easy to use. That’s how I got all this fancy tea! I just ‘Place Flopped’ over to India and China and dien transported back to Wilkes-Barre”, explained Jamie. "5 Dr. Stanley quickly jumped up and yelled, “It’s time!” He then sprinted out of his office. "1 li: and "1 "] C The rest of the group filtered into die room and stood behind Steph. ‘Well, that’s just great. Nothing answers questions like an abrupt exit,” said Kendra with a sigh. Dr. Farrell walked to Deb’s office to see if she was there, but found the door locked. Sh< e began pacing the room. Let’s just think about it. I mean, he couldn’t have gone far. The campus isn’t that large and I cai m t imagine he would be leaving campus. He didn’tt even grab anything when he left,” said Dr. Farrell. I< F It She’s right. He has to be around here somewhere. We need to talk to him, we need Dr. Farrell, Kendra, and I will go towards the SUB while Gabby and Steph go towards St LSound good?” asked Annie. dTZT Let>s ’ust spllt up and lookContinued on page 23... 22 111 �Issue 2 Traveler’s 'The Inkwell ^Continued from page 22... Volume 7 | Issue 2 “Perfect,” said Steph. Steph led die group to the first floor of Kirby and marched to th and answer the most puzzling questions. However, when she V "T* bef°re °penmg k wlth assertion to find Dr. Stanley ground she was shocked. She stared down at the blades of ^lat ^^7 was actually floating mid-air above the insignificant to the rest of the world. Steph then backed un^lT^T^ sidewalk diat lookedI so tiny, they seemed p, siammed the door, and turned to the jgroup. “Okay-well, we have experienced yet another curveball. That before was an illusion,” said Steph. ......... 5 unexpected. I thought foi>r sure the height of the building “You mean the building is actually floating?” asked Dr. Farrell. Kendra walked over to the window and peered through it. “Yep,” she said, “the building is officially floating.” d Gabby turned to Dr. Farrell and said, I know this probably isn't the best time for suggestions, but I seriously think a slide from die steps to die ground would be a really good investment. I diink we should ask Kuhar." Dr. Farrell turned to Gabby in disbelief and said, "Gabs, I can't believe you-" She stopped speaking to Gabby because she was distracted by Jamie's reappearance on the staircase. "Hey guys, what's all die commotion for? I'm trying to get work done," said Jamie. "Oh well, you know, just die fact tiiat die building is floating and we have no way to safely get to the ground is slightly alarming," said Kendra. Jamie calmly walked down the rest of the staircase and put his Goldenband up to the wall and the building was slowly lowered to the ground. nsport to "There you go!" saidjamie. "What was diat all about? Why was it floating to begin with?" asked Annie. "Due to all of die natural disasters Willies University has experienced in die past, die administration felt it would be best to just lift die entire campus off of die ground so that nodiing bad could ever really happen to it again, explaine Jamie. :e and "Right," said die group in unison. "Hey guys, before Dr. Stanley ran out, he said that We can use the Goldeubauds to transport to afferent dimenstons,” said Gabby. 'Yes, tiiat's correct," saidjamie. meant and said, "If we can get to other dimensions, then that means we Kendra looked at Gabby, understanding what she just need to find the one we came from’A ild be And dien we can go home!" exclaimed Annie. 1 look. ■OKtesoundsf^^.^ like answered." e 23... 23 �Volume 7 The Inkwell What’s That Holiday Song? Guess the hoEday song based on its opposite tide! 2. 3. Snow on Campus 1. Nodiing You Have for Easter is Me Rolling Through die Valendne’s Day Shrub It’s the Least Appalling Eternity of die Day 4. Tooth Fairy is Leavin’ die City 5. This New Year’s 6. I’m a Pleasant one, Santa Clause 7. Let it Rain, Let it Rain, Let it Rain 8. O Secular Morning 9. Strip the Corridor 10. Adult, It’s Warm Inside Issue 2 �� 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 2012 (Volume 7, 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 2012 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/81f935d4eff4eb7e230c67e889b81186.pdf 5b12183778fef8c2d69c455a47170c58 PDF Text Text The Inkwell Quarterly _ Issue 3 Volume 7 Spring 2013 In this Issue: Summer/Fall Course Offerings Student Teaching Update 2 A Children’s Book 3 Review Soft Pretzel Recipe 4 The Poems on the Bus Go Round and Round 6 Book Review: The 6 Fault in Our Stars by John Green _ J I \ Senior Spotlight: TJ. Dennis, Joe Waichulis, & Todd Oravic What is Digital Humanities (DH)? I Photo Courtesy of Dr. Helen Davis 8 One Billion Rising for the Vagina Monologues Hamill’s Hunches 9 The Logic of Mourning 11 Senior Spotlight: Vicky Hevener 12 Kuhar’s Corner: 13 Making History as an English Major Editorial Statement 15 Shel Silverstein Game 16 By Miranda Baur I On February 8th and 9th, two showings of Eve Ensler’s performance, The Vagina I Monologues, were performed on campus led by student director Miranda Baur and faculty advisor Dr. Mischelle Anthony. The show consists of a series of monologues written by Ensler based on interview she conducted with women. Voices of the mono­ logues are both humorous and dramatic as they tell stories ranging from first dates to cases of domestic violence. This year’s show elaborated on the theme of One Billion Rising to end violence towards women and girls. One Billion Rising also represented the pledge to support women in the community on February 14th. The proceeds from the show were divided between the national V-Day association, the Domestic Violence Sendee Center, the Victim’s Resource Center, and the Magnolia Project in WilkesBarre. Last year’s performances raised over two-thousand dollars for the organizations and this years profits are still being determined. This year’s Vagina Warrior was Dr. Mischelle Anthony for her efforts towards not only keeping The Vagina Monologues alive at Wilkes, but also for being an active, supportive, and positive member of the community through her work within the Sexual Harassment Committee, Women’s Studies Committee, and The League of Women Voters to name a few organizations. Faculty and students within the English department that performed in die show are as follows: Gabriella Zawacki, Catelyn Sofio, Victoria Hevener, Dr. Helen Davis, Sarah Simonovich, Emily Yuscavage, and Kearasten Jordan. 1 �The Inkwell Issue 3 The Inkwell Volume 7 A Child Summer/Fall 2013 Course Offerings By Cierra F By Brittney Grizzanti Summer Presession: ENG 120 Reading The American Experience with Dr. Kuhar SOf 4 First Summer Session: ENG 101 Composition with Dr. Kelly ENG 120 Cultural Crossroads with Dr. Hamill Second Summer Session: ENG 101 Composition with Dr. Grier ENG 120 Introduction to Literature and Culture with Dr. Davis EMG 281 American Lit. I with Dr. Kelly 4 Fall Session: ENG 202 Technical Writing with Dr. Wills ENG 225 Comparative Grammar with Dr. Stanley ENG 228 Professional/Workplace writing with Dr. Farrell ENG 233 Survey of EngEsh Lit. I with Dr. Hamill ENG 282 American Lit. II with Dr. Kuhar ENG 298 Adolescent Lit. with Dr. Starner ENG 342 Studies in Shakespeare with Dr. Starner ENG 393 Teach English Middle/Secondary School with Dr. Grier ENG 397 Senior Seminar: Technologies of the Book with Dr. Hamill ENG 398 (A) American Romantics with Dr. Kelly ENG 398 (B) Domestic Violence in Lit. with Dr. Anthony Photo Co | Student Teaching Update B>' K“cartiet Scott is student teaching in Kuala Lumpur, Malaysia at a school called Sri Utatna International Schools SXdX Xching math and sports to shrdents tn Sth and 6th grade. Scott stared, “Each ume a class walks into the room, all of the kids stand up and say ‘Good Morning, Mr. Carrier and at the end of each class they stand and say, ‘Thank you, Mr. Carder.’ It's amazing.” Cartier also commented in saying, I love it. The kids are so respectful and intelligent, it’s amazing.” . A student teacher at Lake Lehman Junior-High School, Ashley Zetfoss is educating Sth grade students. Zerfoss is currently teaching Language Arts and Research Wntmg. When asked about her experience so far, Zerfoss stated, “[It, has been highly positive, but I have been learning how difficult !t is to teach on a full-time basis ” She elaborates “There are a lot of obstacles facing teachers and students—from weather delays to techmeal problems assemblies to budgeting—but I have found every day to be rewarding and enlightening in some small way ” Additionally Zerfoss is happy to report, “Every small success my students have is one I achieve with them.” If you are interested in joining The Inkwell. Quarter//staff and/or enrolling in English 190:Proiects in Writing t Dr. Marcia Farrell (marcia.farreU@wilkes.cdu) or Gabby Zawacki (gabriella.zatvacki@xvUk«.edu)VC ’ P 2 C°Uta<?t Here is whz Dr. Davis 1 Cameron (. Dr. Author nutrition an reinforced t Grace (Age this is a fun: you a lessor also taught i when vou ai Anonymou reading this know how t human traff Mercedes ( they choose Alexa (Age think Daddt �Issue 3 The Inkwell Volume 7 Issue 3 A Children’s Book Review By Cierra Humphrey Something Good by Robert Munsch tells the story of a little girl’s trip to the grocerj' store with her father as well as her brother and sister. We follow the main character, lyya, through her grocery store adventures. 1 yaa s adventures include sneaking away from her father to fill her cart with ridiculous amounts of ice-cream and candy bars, as well as getting a price tag stuck on her nose! Hilariously entertaining, and full of humor for children and adults alike, Something Good addresses issues of nutrition, parental love and supervision, as well as capturing the moment when a child finally does what he or she is asked to do. SOMBtHING GOOD 0 K. Munsch • M. Martclienko Photo Courtesy of Cierra Humphrey temational ‘Each time a nd of each “I love it. The ide students. :e so far, a full-time lays to technical n some small we with them.” Here is what people, both young and old, had to say about it: Dr. Davis “Where is the parental supervision?!” Cameron (Age 5) while giggling: “I think it is a funny story biecause that is what I want to buy at the store!!!!!” Dr. Anthony “I like the emphasis on nutrition and the fact that the father reinforced that.” Grace (Age 7) “I like this book. I think this is a funny book and it also taught you a lesson to not buy junk food and it also taught you to listen to your parents when you are at the store.” Anonymous “I would have trouble reading this to my children. I would not know how to address the issues of human trafficking that it brings up.” Mercedes (Age 19) “The ONE time they choose to listen...” Alexa (Age 11) “How much do you Photo Courtesy of Cierra Humphrey think Daddy would pay for me?” The Inkwell Quarterly Staff Faculty Advisor: Dr. Marcia Farrell Editor-in-chief: Gabby Zawacki & Kendra Kuhar Copy Editor: Vicky Hevener Layout Editor: Miranda Baur Staff Writers: Brittney Grizzanti, Emily Yuscavage, Cierra I lumphret, Jamie . 'eli, please contact Faculty Contributors: Dr. Larry Kuhar, and Di. Ihomas A. �The Soft Pretzels •’ ............ ........ -- si-sgjsfiSr Historically pretzels are often associated with Christianity. Accor g mOnk Stc sp« Ph six reward fJ contain (well, mine do...) fats or animal products, items that Catholics abstaine rom g P P On for seek.. Today Easter. Sometimes pretzels were even hidden (as we would hide Easter eggs today) or cchildren en to o see o ay we we know them best as a warm treat accessed from suspect looking street carts. . By producing our own homemade pretzels, not only will we be sharing in a bit of st°r^ ’ we also be dabbling in some chemistry. The idea of using yeast is daunting to some, but I hope that t s ormula prove that there is nothing to fear. The other, I think more exciting, chemistry experiment that we have the opportunity to engage in when making pretzels is the application of toxic chemicals to our food to produce a favorable and decisively non-toxic result. Lye, otherwise known as Sodium Hydroxide, is applied to the outside of the raw pretzel in the form of a solution. The lye then reacts with the carbon dioxide in the oven to encourage the maillaird (browning of proteins) reaction thus resulting in the deep glossy brown exterior and slight bitter flavor that we have come to associate with the pretzel. While I prefer to use lye to make my pretzels it may be difficult to find and is certainly not something that many of us have on hand. The following formula will be for pretzels made with a baking soda and egg solution. An incredibly similar result as the lye will be achieved. For the adventurous Re loi slij the instructions for using a lye solution will follow at the end of the formula. Ingredients: 340 grams 12 ounces Warm water 12 grams 1 Tbls Granulated sugar 11 grams 2 tsp Sea salt (or whatever y 1 package 1 package Active dry yeast 624 grams 4 Ya cups All-purpose flour 56 grams 14 cups Unsalted butter 160 grams 2268 grams 2/3 cups 10 cups Baking soda Water ------------------------------------------------------------------------- --------—-i Photo Courtesy of Cierra Humphrey^) Combine warm water, granulated sugar, and active dry yeast. Set as sugar, and active dry yeast. Set aside­ In the meantime melt the butter and set aside. Combine flour an s in the bowl of a stand mixer mixer fitted with a 'hook attachment. yeast mixture has b> ecome foamy add mixture, along with the mL * cooled butter, to the flour and mix on low until mixture reseiu Llow until mixture resembles •' shaggy mass. 0 T sc SI al w E n. y< h ai �3 etzel. By ot the ■ do not lti°n for >day AVe also >rove otturuty ; and The Inkwell Volume 7 Issue 3 Stop mixer, scrape down the sides, and begin mixing once again on i r speed for about five minutes, or until dough has formed a smooth sad Place in a greased bowl, cover with a tea-towel, and let rise until doubled in size, about an hour. Photo Courtesy of Cierra Humphrey Remove dough from pan and divide into ten equal portions (104 grams gr; or 3.6 ounces). Roll these gendy into a long rope (about 20 inches) and then form a pretzel shape by crossmg one arm over the other. Cover with a i\v flavor ifficult to :els made turous Photos Courtesy of Cierra Humphrey Line two sheet pans with lightly greased parchment paper and preheat the oven to 450 degrees. Place water and baking soda in a large wide saute pan and bring to a rolling boil. Immerse pretzels in water for about 30 seconds before removing them onto the prepared sheet pan. Brush with a mixture of one egg yolk, two tablespoons water, and sprinkle with the coarsest salt. Bake for 13 to 17 minutes. xey Photo Courtesy of Cierra Humphrey Set aside, r and salt Dnce melted xibles a To use Lye follow all instructions but do not combine the baking soda and water. Instead combine ten cups of water with one table­ spoon lye. Heat but do not boil mixture. Submerge pretzels for about 30 seconds and place on prepared greased sheet pan, sprinkle with salt and bake according to instructions above. PLEASE USE EXTREME CAUTION. Lye can blind, bum, and do all sorts of nasty things. When using the lye method it is also important to open your oven part way through the baking process in order to allow the harmful vapors to escape. Keep your face away from the door as you are opening it! 5 photo Courtesy of Cierra Humphrey | �The Inkwell Issue 3 Volume 7 The Se The Poems on the Bus Go Round and Round By Miranda Baur i j d coordinated by Dr. MischeUe Anthony Poetry in Transit is an innovative poetry-sharing program developed a orogram unites the efforts of the th< beginning in 2007 loosely based off of Poems on the Underground in Eng an . showcase the works of a Luzerne Country Transit Authority (LCTA), Quick Printers, and Lamar ems are designed and accompanied range of poets from northeastern Pennsylvania on the insides of buses. ep foj. durat{on of one by the photography of Mark Golaszewski. Every month, the poems rota e o including Ann year. Poems are submitted to Dr. Anthony in the summer, and reviewed by aa !f Yonkoski of King’s Brennan of Pennsylvania State University Wilkes-Barre, Noreen O Connor a „ followed by their unveiling in College, and Andrew Petonak of Luzerne County Community College in th £ of conflict and were December before bemg placed on the buses. The poems currently riding foil T<- , College The written by locals such as Richard Aston Shannon Doyne, and ^'-Jony ^8° pOetty in Transit and program has won several awards for its photography, publicity, and design, lo supp y partake in its creative efforts, emails can be directed to Dr. Mischelle Anthony, or you can n e a us. T.J By I May Con a sul Eng to p: to“s begii Jos Bvl< Book Review: The Fault in Our Stars by John Green By Emily Yuscavage Award winning author John Green has written what could be argued as his opus in The Fault in Our Stars. The story chronicle's Hazel Grace, a dry-humored and intelligent girl, who happens to be undermined by fluid-filled lungs and a terminal prognosis. One night at another hopelessly dull support group meeting, Hazel happens to meet the impossibly handsome, quick witted, and appendage-impaired Augustus Waters. The two strike up a friendship built around witticism, metaphors for every day life, and a mix of shoot-em up literature. However, one book in particular—-one that does not include hostage rescue missions and self sacrifice, but instead a young girl who is also blighted with cancer—brings the two together with its honest questions about what happens when it is over. Not “what happens after death” over, but “what happens to the their favorite heroine’s hamster after the novel is over” over. These kinds of questions seem to be more important as Hazel and Augustus must face the growing list of those who have passed with each support group meeting. On a mission to find out, and fidfill Hazel’s desperate wish to know, Augustus uses his one free-be wish from the Photo Courtesy of Emily Yuscavage “Cancer Genres” to send the parr (and Hazel’s particularly lovely mother) to „ , JA fJ1 . Amsterdam to meet reclusive author Peter Von Houten. On their joumet Hazel and Augustus find love but not all the answers they were hoping to find from a world Green delves straight into the heart of what it is to be young and unhealthy k i weary man. as the enemy. The Fault in Our Starsis not a “cancer story” but a story that hanne/ . emPhasiztng cancer is never inclined to pity the characters and their situations, but to cheer for them inste U C CanCer’ ^ie & iwsws JOHM GKEIH While the reader never forgets in the back of his or her mind that these h beautiful moments where the fact that they are young and living overshadows a ^a,1,aCteiS are skk, there are between Hazel and Augustus is authentic; their feelings are never questioned d^1^ ^OVe ^iat man^^'eStb youth enhances the sweetness. Both Hazel and Augustus are new at love and UfF° Voung age, in fact their coil with which they dance everyday. Their love invites you to laugh with tl M ^Ut S<^ aware °f the mortal and feel their sorrow, in exchange for the small infinity that you are welc 1 '1Urnor’ srnile with their honesty, Green has created a living breathing heart in The Fault in Our St tl nt° tleii life­ heart is breaking in your chest, Green releases the pain with a quick jolt of 1^ encaPsuktes die reader. When your overwhelming feeling of loss just as the ice is about to crack beneath your fee^10?/0 PUSh y°U tlnough die to Amsterdam, to literature, to self-expression, and, most importantly 1 1,1 Our Stars is a love letter and the broad metaphorical love that is impossible to touch or taste, buttis0'^ /°Un£ love> true love, familial love, about the kind of the love that you really need to live to understand ’ and Greiff16, Pa“lt is forget to live. In a hale storm of beautiful metaphors and small infinities 77 * et allows his characters to ^tory that sticks.----------------------------------------.----------- * ^ult i„ Our Stars a beautiful 6 ------- Dieg felt i expk as wi scho tiling plot; Univ effec Waut impo starte writii Tod sider Todd certai frienc man i deveL invest able, ; emph living, datior his st< �Issuc 3 The Inkwell Volume 7 Issue 3 Senior Spotlights belle Anthony efforts of the te works of a d accompanied □ration of one ding Ann ski of King’s r unveiling in ict and were ollege. The ransit and TJ. Dennis (Theodore Dennis) By Brittney Grizzanti T.j. Dennis will be graduating from Wilkes University f May 2013. TJ. actually earned his first degree from Wilkes in ZoTo^ ^tSt’ ^Ut secon<^ dme this upcoming Communications. However, after graduation TJ. decided to return t a Bachelors m a subsequent degree in Secondary Education. During his time at Wili° WJkeS tO further his education and receive English department, particularly in his role as a member of Inkwell’s ’ hasLbeen heavily involved in the editing to participate in multiple Wilkes University led trips to London over L . \staff. r TJ. has also been luck)7 enough :ars. Although the time for TJ. to “suit up” for his final days at Wilkes has come, his future of being a most ig a most “ legendary ” educator is just beginning. (Hope you enjoy the Barney Stinson reference, TJ.) is. Joseph Waichulis his opus in The intelligent girl losis. One night t the impossibly two strike up a : of shoot-em e hostage dited with ppens when it is sir favorite > seem to be se who have fidfill Hazel’s from the >vely mother) to l their journey man. lasizing cancer ;r. The reader there are : that manifests e, in fact their of the mortal heir honesty, der. When y°ur ugh the zrHsalove fetter e, familial love, i Our Stars is laracters to .versabeautife1 By Kendra Kuhar Originating from Nanticoke Pennsylvania, Joseph Waichulis aspires to be a writer. After living in San Diego for about ten years, he moved back to Pennsylvania three years ago to pursue a degree in writing. Wauchulis felt it was in his best interest to complete both Ins undergraduate and graduate degree at the same school. He explains, “I chose Wilkes because the writing program seemed to be the most impressive of all the schools.” While Wauchulis is busy with school, he also spends a majority7 of his time with his six-year old son as well as with “Spongebob, Chuck E. Cheese, and venues related to that sort of thing.” When asked to elaborate on school-related accomplishments, he says, I would, of course, choose some of the things I’ve written, but the first tiling that always comes to mind is the fact that I’ve finished Gravity’s Rainbow, and actually had a vague idea of the plot and themes behind the story.” Wauchulis’ future plans ultimately consist of being a writer. Similar to many English majors at Wilkes University7, Joe cannot pick a favorite professor: “I feel they all have their own unique qualities that make them effective teachers, and really, I’ve been able to take something from all of the professors I’ve had.” Furthermore, Wauchulis conveys that an aspect of school that has impacted liis life in regards to his writing is “learning how important reading various types of literature is for being a good writer. I haven’t read many classic texts before I posed to at school. I believe that has affected my started at Wilkes, at least not the types of literature I was exposed writing in many ways.” Todd Oravic By Vicky Hevener Todd Oravic, a senior English and Communications double major, has never been what one might con sider average. Confiding that he didn’t walk until he was about a year and four months o d^ne mig say a Todd s later emergence into mobility changed the way he interacted certainly unique. A musician and screenwriter, Todd’s best memo e friend and independent film studio partner Ryan Wood and playing shooting r during fregh_ manyeaAr' 5 in filmmaking and screen writing, working to After graduating this spring, Todd hopes to pursue a expresses interest in freelancing as an evelop his and Wood’s company, Fenner Productions. Ambitious, o development as a writer. Uninvestigative journalist. Either way Todd’s time at Wilkes has been mVfl^a nce on Ms work, Todd settled on a class, able, and who can blame him, to pick a professor who had the most in u write screenplays for a emphasizing that his Independent study with Dr. Bonnie Culver re department taught him the foun­ ding. Todd quickly followed by stating that the whole of his time in 6 pursue muitiple avenues in dations of constructing stories and developed the open-mindedness fes story telling and future. „ ____________________ In one word Todd describes his time at Wilkes as purp — ~~ �Thelnkwen Issue 3 Volume 7 The Inkwell * What is Digital Humanities (DH)? A dialogue between Gabby Zawacki and Dr. Larry Kuhar & DH is a study of digital processes and products that impact the d^eloP™^j^s thaUocu^es on theronguage, and the disciplines of the humanities. DH is a cutting-edge area ofVngUs vergence of technologies of the book, advances in information dissemination, ana p tions °f “ empts (o presave arcluval maKm|i DH has { ethicaI & & impacted bibliographic methodology, theoretical questions and implications, and dissemination of scholarly pursuits, particular y at e un ergr uate The English faculty team has proposed a new concentration in Digital Humanities (DH) that we think is going to position our program - and our students — at the forefront of‘cutting-edge work in our le . DH concentration aligns with and extends the core values and educational outcomes of our current Eng s Pro­ gram. Coursework requirements to complete the new DH concentration stay focused on the same foundational coursework that defines the existing Literature, Writing, and Secondary Education concentrations, program’s DH concentration will give students opportunities to use innovative methods for textual analysis that highlight undergraduate involvement in critical and editorial production. At a broader level, DH speaks to the de­ mocratic tendencies of Humanities scholarship, engaging both students and faculty in critical conversations about the need for new knowledge. DH is a broad field that can include the study of linguistic features of coding and the analysis of computer languages, as well as the preservation, maintenance, and curation of source texts. It invites new considerations of textual modality, design, and proliferation. As "information architects," students and faculty working in DH pro­ grams are able to examine ways of stewarding the literary archive while simultaneously contributing to the intellec­ tual conversations regarding bibliography, curatology, and editing. What will the new DH concentration provide for our program? The DH concentration provides our program with an opportunity to distinctly brand our degree in Eng­ lish. No other institution in the region currently offers a concentration or major in this fast-growing cutting-edge area of English Studies. Though the term used to describe this area of English studies is “Digital Humanities ” re­ search, scholarship and other institutional practices place DH programs almost exclusively in English programs. A concentration in DH provides our English program with an opportunity to distinguish itself with a unique con­ centration that, we hope, will serve the development of the program as well as advance and enhance the image of the institution across the region. What will the new concentration provide for students? A concentration in DH English provides majors with the opportunity to specialize in in an emerging and increasingly influential field in English studies.DH provides students with cutting-edge skills t —> analyze and to produce digital texts in ways that profoundly enrich the interrogative and creative tradif At a macro level, DH engages the immediate and long-term challenges and oppo r °nS ° 116 ^UHaanities. pose for the history and future of human literary, textual, linguistic, and scholarl > . lat ^g^al technologies 'lenges students ’ ........ “ ' • ■ Y production. DH inquiry chalto consider the public face of their efforts, the responsibility a public digital presence and representation of self, and even the consequences of moves toward digitization What are the academic goals of the DH concentration? The concentration aims to: * immerse students in the methodologies and practices of bibho • I ' the traditional sense of archival work with material texts and a * textual criticism, both in ologies and practices inherent to digital archives; C ng to the transformative method* deepen students’ understanding of the history and future tren I and scholarly production; ‘ tirnan literary, textual, linguistic, * prepare students as “information architects” who can marsh' 1 > -• gies as well as existing and emerging modes of critical inquiry ^^g^g digital technolg- I What are t Stu English 23 bered 200 above, incl will have a designated Seminar E’ 2013; this < the DH co “E tion. The f the field of and study < portunity t course dire for the hist Hamill’ \xt eager to pu note file ire rions and r< rite instruci saw would I h: ejects pile ofmy neig] !°ng stuck) ’ luI Bunya e Paging, O "e reasor Pess«l aga ?"""strew, bedro°' �Issue 3 The Inkwell Volume 7 Issue 3 * challenge students to interrogate the intersections of the human and the digital to consider the critical implications of those points of contact: What is specifically human about about digital digital technology?; technology?; what what about digital technology advances humanity (and makes us more human)? what about digital technol­ ogy might, if misused or misunderstood, jeopardize or diminish our humanity?; * position students to consider and addtess fundamental questions about the ethical implications of digi­ tal technologies and the role of digital humanities in fostering and sustaining accountable, collabora­ tive, diverse, and open-access platforms for the production and distribution of knowledge across the global community; * empower students to produce innovative independent and collaborative digital scholarship that is pub­ lic—i.e., extends beyond the parameters of the classroom and program and that allows students to contribute to and participate actively within a global community of scholars. ure, lann the conal ques- Lodologv, graduate : think is >lish Proda tional Ivsis that to the deons about : computer rations of DH pro­ be intellec- e in Engtting-edge nities,” rerograms. nique con: image of ng and inid to pro­ ties. :hnologies ry chaland repre- , both in e methodinguistic, technolo>n page 9 What are tire requirements for the new concentration in DH? Students who concentrate in DH must take English 101, 120, 201, and three of the four survey courses: English 233, 234, 281, 282.1n addition, students must complete nine credit hours in DH-designated courses num­ bered 200 and above, including ENG 222, as well as nine credits in advanced English courses numbered 300 or above, including English 397.Students must also complete a DH-designated senior capstone project. Courses that will have a DH designation include, at the 200-level: ENG 202, 218, 225, 228, and 324; at the 300-level, the DH designated courses include ENG 308, 342, 351,353, and other courses as faculty choose. Seminar ENG 397: “Technology of The Book”, taught by Dr. Hamill, is being offered for the first time in fall 2013; this course will eventually be added to the curriculum as a permanent course as part of our efforts to develop the DH concentration for our students. “English 222: Introduction to Digital Humanities” is a new course that is required for the DH concentra­ tion. The first offering of the course will be taught by Dr. Kuhar in spring 2O14.English 222 is an introduction to the field of Digital Humanities with an emphasis on how digital processes and products impact the development and study of literature, language, and the disciplines of the humanities. English 222 provides students with the op­ portunity to develop skills in and to specialize in an emerging and increasingly influential field in English. This course directly engages the immediate and long-term challenges and opportunities that digital technologies pose for the history and fixture of human literary, textual, linguistic, and scholarly production. Hamill’s Hunches When I opened the box to my new Poulan 14” 1.5 Peak HP 8 Amps Electric Chainsaw last Sunday, I was eager to put it to use. Paging through the Instruction Manual I found myself—and my ENG 202 students will note the bony here—wishing away its function, hoping for a goes-without-sayingness that would obviate direc­ tions and release me, unburdened by bureaucracies of knowing (and safety regulations), to my work. I skimmed the instructions selectively (ignoring the first instruction-as-warning), and, after conceding that my electric chain­ saw would still need oil (and thus a return trip to Lowe’s), I knew I was ready to go. I had glanced the Manual, and I was convinced that the new Flannel shirt I had acquired from my father’s rejects pile the week prior (“I don’t like checkered patterns; I prefer solids,” he told me) and childhood memories of my neighbor Mr. Schreiber’s minor chainsaw leg wound (a fundamentally reassuring be careful message has long stuck) would work well to balance my reified sense of self as sub-urban urban-forest (electric) lumberjack: Paul Bunyan with a Poulan. (I have yet to learn Curious George’s modesty for proleptic self-awareness; whereas he imagines his hypothesized future self according to a less detailed corporeality, I, it seems, tend to embellish.) Why, you’re probably wondering, was I (imagining) wielding a chainsaw to begin with? Good question. One reason, of course, was so that I could write my Hamill’s Hunches. I awoke that morning short one hour, pressed against another (generously) extended deadline, and without any hunches to Hunches. As I glanced out my bedroom window I was at once relieved and horrified to see that my Ur-text had arrived, an ironic deus ex machina strewn across half my front lawn in the form of an unsettlingly large limb shed from the aging silver maple looming high above. Even before I made my way outside to determine whether the limb had done any damage to the house, I knew (without any irony) that I had been very lucky; no one had gotten hurt—and I had my Hunches after all. Continued on pagelTj �Issue 3 The Inkwell The Ink\ Volume 7 Hamill’s Hunches Continued from page 9 But it would not be so easy. Nearly one week and two extended deadlines later, I was still struggling to find the form. Hacking up the tree limb proved easy and (alarmingly?) fun. I would later learn (reading anachronistically) that filling the oil tank was not enough; I needed to depress the cap to release oil to the chain as I sawed. I would also learn (despite reading in real time) that one should, in fact, wear heavy gloves when adjusting the chain; I heeded this warning, of course, but then wondered (too long) if such alarums were overmuch. But I did no damage to the saw or to myself across a full afternoon’s work, and my father’s en­ dorsement of the Poulan brand that evening conferred a heightened sense of mythos on the proceedings. My only regrets are that I did not photograph the pile of wood I had stacked at the curb by day’s end (proof of my labors and production) and that my photograph of the trunk end of the limb includes no functional details to render its scale (see, it was this big). No. The problem was not the day’s narrative logics, which, even in spite of my issues, I managed well enough. The challenges were (and are), as you’ve guessed, allegori­ cal—dilemmas meted out along the implied and compulsory exegesis of tree as text. Following Dante and Wycliffe and others (and obviously still not over the cancelation of Medie­ Photo Courtesy of Desiree Wren val Allegory for Spring 2013), I began my four-layered reading. As I’ve al­ the material symmetry of the transmogriready suggested, the first (or literal) level was easy and even welcoming, 1 fied tree-to-paper (limbatext/Hunches/author function) rendering obvious (and productive) the interpretive: ex­ change. The second (or typological) reading also seemed readily and seamlessly available, the very gestures of alle­ gorical interpretation themselves, even in their awareness of cancelled loss, anticipating and prefiguring the new laws of making pages, of Technologies of the Book (arriving just in time for Fall 2013). Here I began to struggle, for the third (or tropological) level demanded more of me—a moral. And I sensed (as you might) what interpretation revealed in the apocolipsis-. the discomforting gaps in the trajectory from tree to text, the missing tropes inherent to the now metonymic arc of word become flesh become tree become (already was) the cross. I had taken up my cross, of course, even if my Simon aiding me across the Stations was my new Poulan 14” 1.5 Peak HP 8 Amps Electric Chainsaw. But what had I really done? Had anyone been |> ' Z A | saved? Or was I, as I feared, merely one of the thieves (perhaps even the wrong thief), hacking foolishly away on the wrong Rood, left or right of center? The fourth (or anagogical) level was both reassuring and har­ rowing, pointing as it did to closure but also to judgment and die end of days—to the future time of no time redeemed on history’s debt not un­ repaid. There were, I realized, no Rush lyrics or Grade anecdotes that could save me now or that could bring these Hunches to a close; there were only anagogical meanings, a world of prolepsis that no one (not Rush, not Grade, not even Curious George) could have prepared me for. Picture from morguefile.com sion an then ur late Oc gorical an emt mockei opens' its pref necess: I awak App h: unloos The By Jot mean just Sti usually When ual wl scope many pectec more is not which death bring Consi who s her cl She 1c perso those at nig son t< more ident peopi “me” ^Continued on page 11 10 moth and a �Issue 3 The Inkwell Volume 7 Issue 3 Hamill’s Hunches continued from page 10 1.1 ThTaA ,tO lmaglnC 1Ong ag°’ and the atchival rec^s of the Kingston Tree Shade Commis­ sion and UGI might attest to my inquiry, even if the years’ passage reveals only my lack of vision, my failure (as a then unreconstructed tree-hugger) to see it through. I’ve tried again, through Modern Nursery Tree Service, since late October but my would-be Simon (then, before my Poulan Simon forged) has not accreted yet to his full alle­ gorical form: the tree, one limb less, still stands. I’m waiting, hoping to engineer and control its fall, but I am only an embellished and ironic sub-urban urban-forest (electric) lumberjack: Paul Bunyan with a Poulan—and so I’m mocked and scourged (though still lucky) in all directions. Page 9 of my Poulan Instruction Manual, for example, opens with beautifully declarative promise: “FELLING A TREE” only to goad me with what I already know with its prefatory first directive (and accompanying illustration): “A retreat path (A) should be planned and cleared as necessary....” More signs appear everywhere for me read, and as in the dreamer’s dream in The Book of the Duchess, I awaken in them, seeing, always, bothe text and glose. The four-wisp god for wind on my Weather Channel App haunts me most of all, lurking Aeolus-like on my pixilated screen, my ironic sack of winds always already unloosed in spite of all my iconological knowing as forecasting controls. So what, then, is the anagogical meaning? By the time you’ve read this, we’ll all know. The Logic of Mourning : Wren nsmogn;tive exres of allehe new mdl >ry from :come ins was leen ps even left or nd harthe end of nt not unlotes that >se; there ne (not ired me page 11 By John Carroll Everyone - - though 1 hesitate to say everyone — goes through a time where they collide with reality. I mean that point where what one thinks or feels or wants doesn’t match up with the reality of their experience. Life just stands there, like a brick wall, unyielding. Consider mourning, the time spent accepting and coming to terms with the death of another individual, usually someone close to one’s self. Not the rituals associated with mourning, but the feeling of mourning. When someone that we know and love dies, it evokes a very specific reaction, and yet one unique to each individ­ ual who experiences it. One can feel loss in intensity so severe that the experience is unintelligible, beyond the scope of words, or one can be relatively unmoved. A man died recently, and he was survived by his wife and children, his grandchildren, two brothers, and many friends. The effect on those who knew him was as to be expected, quite devastating, and as is also to be ex­ pected, quite varied in degree. The closer an individual was to him, the more love they felt for him, it seemed, the more devastating his death was to them, and the longer it took for them to move beyond the grieving period. This is nothing new, nothing extraordinary, but it is a wonder often overlooked by virtue of both the frequency at which it occurs and the unpleasant nature of dwelling on the experience for those involved. We want to forget that death happens, most of us, but it’s just not possible, d hat we come to love those closest to us, and that we tend to bring closest to us the ones we love most seems to have another effect on us as individuals, and on our identity. Consider the woman who was married to the man that died. Her role as wife, effectively, has ended. This woman who spent upwards of fifty years being a loving and devoted wife to a man who loved her in return, was father to her children, friends with her friends, whose family she shared and who she shared her family with, is now gone. She is no longer who she was before he died. She lost the man who had been with her longer than anyone else, had been through everything with her, and the person she loved more intimately than anyone else on this earth. She lost a lot of herself when he died. She lost those memories that he had kept for her. She lost the father of her children. She lost the man who slept in her bed at night, and the face she woke up to in the morning. She lost half the reason to make breakfast, and half die rea­ son to clean the house. She lost half the reason to get out of bed. She lost half of herself. She lost. r , .. ... In times like this it is often noted that it is indeed wise to cultivate love or one s se , as one w spen more time in one’s own company than that of anyone else, and that depending too muc i on o rers °t one s own identity is problematic. However, whojoz/are is necessarily comprised in part o ose ro es ) ou an ieo er people in your life as much as it is your experiences and body and all the other gs v e *o en “me”. This woman loved herself, but who she was was more than just one person. She was a aug i e untilI her mother and father died, and a cousin before the last of the others died, a niece before her aunts----- clesdied^ and a friend until her friends died. She was a wife, and now she s a widow. __ JContinued on page~12 ] �Volume 7 The Inkwell Issue 3 The Logic of Mourning Continued from page 11 of ourselves. We feel it, and we It seems drat ultimately we feel most lonely when we lose these pieces As we look at our own losses, we ought not feel cowed into recompense. We should never feel as though we don’t have reason enough to mourn, because we have every right to feel that way whenever we happen to ee it. We all lose a little bit every day, and sometimes we just aren’t growing fast enough to make up or t e oss. Sometimes it’s appropriate to mourn your own youth. That woman has lost more, more than many can yet imagine. • j li Any of us might lose as much, though, and it might not be a wholly negative thing. It is nigh unavot a e that we will all lose pieces of who we are right now, and each time we lose someone, it will hurt. Even that woman, though, is someone. She’s still a mother, a grandmother, a sister, and a friend. She’s still alive. She can grow. Yes, she’s eventually going to die. We all are, and we all know that. It’s a scary thing. So we mourn, and we feel ourselves being forgotten. We feel it and we accept it, and we move on. We go to the casino, and to the shore, and we get up and make breakfast and we clean. We go out for pizza, and we stay up all night, sitting in our basements writing overdue articles. We keep living until we don’t. Mourning won t change that, but neither will trying to forget. So live, and love, and lose, and move on. No matter how long it takes, you will always be you, and you will always be someone. Senior Spotlight: Vicky Hevener By Gabby Zawacki Senior Vicky Hevener is one lovely lady on a mission to write. Throughout her career at Wilkes University she has further developed her passion while making some awesome memories with some won­ derful people. Her favorite memories happen when she gets to spend time with her “crazy, awkward, dysfunctional, hilarious, amazing” Eng­ lish department family. While she has gained memories and life lessons from her Wilkes family, the classes she’s taken have helped prepare her to achieve her dream of pursuing an MFA in creative writing. In addi­ tion to going to graduate school, Miss Vicky would love to write fic­ tion, especially novels. When she’s not writing, Vicky loves to dancing, learn Ameri­ can Sign Language, read comic books, eat chocolate, and BAKF. Her crowning achievement is that she loves to “color, not draw color It’s like drawing without the pressure.” And what is her favorite color to color with, you might ask? It’s green! In addition to these hobbies, Vicky loves to lay on floors and just take in the gigantic-ness of rooms, and wear band-aids. It’s not because she’s got boos-boos. It’s because she likes to wear ones with pictures. Understandable. When she leaks Wilkes foTthe WOTHof^ this semester' roommates and fun times with friends Ho & WU1 *“SS h“ 1 PhotoCourtesy Vicky Hevener the most is her English department family and dWlg She wiU functional, hilarious, and amazing memory she has shared with them. eVefy crazY> awkward, dys- 12 The Inkwel Kuhar’i ‘We made > (Lester Sei “Chairs are (Facebook Ca media tell In played by. sage out o: about Hol As more, it is think abou ring to mal texts. In c think creat cal thinking problem sc in making i benefit ftoi our work a in the repre cial media. So, pretty big p find some < history eve: ing the hist a special se Writing paj matters to ] Of course 1 audrorized the masses, drorized hi: Les make ourki edy.” Seige ond time as We know a repetition, i us to under We know al we’re comir sciously affi �Issue 3 , and we il as though ppen to feel he loss. inavoidable . that woman, grow. : on. We go and we stay r won’t long it takes, write. i developed ;ome won:ts to spend nazing” Engd life lessons 1 prepare her ng. In addi> write ficim Ameri3AKE. Her 7, color. It’s te color to hobbies, less of Ds-boos. It’s □le. his semester, niss her r she will cward, dys- The Inkwell Volume 7 Issue 3 Kuhar’s Corner: Making History as an English Major 'll'7? made history today. ” (Lester Seigel, character inM^o, 2012) "Chairs areforpeople. And that is why chairs are like Facebook. ” (Facebook commercial, 2013) Can we, as English majors and minors, really make history? Is this really possible? The movies and social media tell us it is. But should we believe? In Algo, the Academy Award winner for Best Picture in 2012, Lester Seigel, a Hollywood movie producer played by Alan Arkin, reflects on the ramifications of successfully staging a fake film in order to provide a safe pas­ sage out of Iran for six Americans during the 1979 hostage crisis: “We made history today.” Seigel’s wry irony about Hollywood ‘making history’ is not so farfetched. We can learn from it. As future writers, teachers, lawyers, leaders and more, it is important for you, as an English major, to think about how history is made. To be clear, I’m refer­ ring to making history outside of ‘authorized’ historical texts. In our highly technological society, we need to think creatively about the role good writing, strong criti­ cal thinking, creative and innovative approaches to problem solving, and strong communication skills play in making the kind of history I’m referring to here. We benefit from thinking about how we “make history” in our work as English majors in the English program and in the representation of self in today’s proliferating so­ cial media. So, where do we begin? This is, after all, a pretty big project, this making history. Well, let’s see. We find some of the essential apparatus necessary to make history everywhere as English majors at Wilkes. Enter­ Photo Courtesy of John Kadjeski ing the historical Kirby Hall ever}' day promotes a sense of living in history. It’s a special setting. Classroom discussions regularly engage and study the tensions between literature and history, Writing papers and taking exams formalize and make public, to an extent, the outcomes of understanding why it matters to learn about the past. Of course the history that we can make as English majors is, in the end, a different kind of history than textbook, authorized history. Ours is not the “official story,” the authorized text intended to record a version of truth for the masses. But our history and our interest in making it is as important to us, it seems to me, as the larger, au­ thorized histories we know about. Lester Seigel’s next line in Argo, after realizing that he had “made history,” gives us insight into how we can make our kind of history in our lives. Seigel misquotes Carl Marx: History starts out as farce and it ends up as trag­ edy.” Seigel’s reference to Marx’s observation that history often repeats itself ( the first time as trage y, e sec ond time as fame”) tells us about the function of repetition - the search for patterns - at work in making history. We know about the search for patterns. We do it every time we read a text. We apply a critique o the function of repetition, it seems to me, almost every time we write an essay. Being aware of the funcoon of repetition, prepares us to understand how to approach our histones. Authorized Hstories seem to be largely about tins very concern. We know about this, too. Every time we enter Kirby Hall we recondition our awareness for who we are and why we’re coming through the doors. We’re making history. Our (gxof bulay- It matters to us even if we don t con- sciously affirm it every time we hear the back door click shit behind us as we c Continued on page 14 �Issue 3 The Inkwell Volume 7 The Inkwell Kuhar’s Co: Kuhar’s Corner Continued from page 13 , ’ nnote Seigel reveals SomeOne more point about Seigel’s misquoting of Marx in Argo. In reversing Marx q understand our ability thing important that we need to be aware of as we understand how we come to value an o stQries to make history. Seigel is not a historian; neither are we. As a Hollywood movie producer, T^s js for some (maybe too many?), become the only version of the story or history represented in ■ ? n on The farce that ends up as tragedy. Think Vietnam. How many of us learn about Vietnam from movies. Fourth ofJuly, The Deer Hunter, Platoon, Full MetalJacket, Apocalypse Now, Good Morning Vietnam • • ■ • even, vastly different, Tropic Thunder and The beautiful County. Representation itself signals history. Our access o representations confirms the most important aspect of how we come to understand how we authorize our expen ences as historical. This is important. For us, it’s not farce that ends up as tragedy. It s reality con me as~.hiss~ tory. The meanings form only when we tell the story — We are the ‘movie producers’ of our own legitimate histo. . As English majors, your stories are always in circulation as you move through your classes, talk wi your peers, and write your papers. You have many, many opportunities to tell your stories, to make history. This is a distinctive feature of the English major. In the work of distilling and representing your voices, you make your “audiorized” history. In Algo, Seigel believes he’s made history. He makes sense of the possibility only after the story has closed. (I want to say more but don’t want to give away the movie’s ending.) We can learn from this, too. We may not anticipate our “histories” as forming even as they take shape. We make sense of them when we tell the story, and this is promoted in reading, reflecting, thinking, speaking, collaborating, and writing - the core skills in our pro­ gram. Our history — the kind we can make — is revealed, in part, in the narrating of our experiences as well as the narrating of past experiences; it is about the process of discovering, collecting, organizing and presenting an under­ standing of life. It’s also the stuff of respecting on and understanding human dignity. Confirming an awareness of how and why we tell stories about ourselves when we work through our English classes is at the core of making our brand of histoy. So, how else can English majors make history? Let’s go outside the warm confines of Kirby Hall and look to social media (where else?). Social media shows us how society and technology adapt to meet our needs to make history. Social media provides us with the means to tell ourselves who we are and to authorize an ‘authentic’ his­ tory that is ours. As digital technology advances, social media capitalizes on these advances and applies them to our need to tell stories, stories as our histoy. Our histories depicted in social media may represent the dominant mode of self representation in society today. Though in vasdy different ways, we tell stories about ourselves on Facebook, YouTube, Tumblr and Twit­ ter. We tell stories about ourselves while implicidy imagining how we want to be seen by others. Through their structure and policies, these mediums prioritize self if only in directing us to present the representation of self in visual or symbolic stories and imageries. As English majors, we’re trained to do this, though indirectly because we study representations of self in our classes. In fact, it it’s no small irony that the recent ‘facelift’ of Facebook provides a redesign that will provide, as I understand it, the opportunity for a greater emphasis on visual ratlier^han ties. textual content. Hmmm.... The media blitz selling the new-look Facebook emphasizes community and humanity Here’s one exam le from a Facebook commercial: “Anyone can sit on a chair. And if the chair’s large enough they can ’’ examP e gether. And tell jokes. Or make up stories. Or just listen. Chairs are for people. And that is wh ’ ‘ h ow^ to Facebook.” This is only one of many Facebook commercials that tell us that Facebook is th Y ° meet, where we commune, and where we live. It’s the “thing” in the “The Things That Connectyl^ '1^ place, they want us to believe, where our histories take genuine form and generate full meanin T* § ironic that we are encouraged to see Facebook, or other social media, as a place for com,,, 1 ° S°me lt S nut want to‘drink all the Kool-Aid,’but I do wo/disbelieve. <•»»«*,s wtth people. I may [Continued 14 on page 15 We n< face in your li cism about “t jors prepares history in soc As Et challenge our when we chai when we do 1 and the imag: (?). And so a work as Engl Editorial Dear Reader: Since looking forw the personal! editors beliet they enjoy, b cles and the Our and openly c and align wit as a whole. 1 as a team, m Inkwell Qua editorial tear Editorial Sta Editors in C Copy Editor Layout Edin Congratulate Sincerely, Editors in C �Issue 3 The Inkwell Volume 7 Issue 3 Kuhar’s Corner Continued from page 14 sotne■ ability s that, is is The these xperi> hishisto- >ur is a nr closed. not and. ro­ ts the andertess of ing d look make ’ hisl to tiety . Twit­ heir f in use :>ok r than ample i toLke re te :’s may We need to understand the impact of these new ways of shaping histories because the texts they create surface in your lives more than other representadons, including movies. We also want to maintain a degree of skepticism about tire self represented tn these imageries and visuals. You know about this. Your work as English ma­ jors prepares you to be critical in your analysis of this, too - to employ a thoughtfol judgment about how we make history in socia media and why it matters to contemplate the ramifications of these digital histories. As English majors we want to make history. We can and we will. We court history’s motive when we challenge ourselves to read for fuller meanings, when we challenge ourselves to read for continuities and plots, and when we challenge ourselves to report back the findings of die process toward knowledge. We make history when we do these things. Doing this enhances our identity, builds our confidence about the essential role of ideas and die imagination, and reduces the chance that we’ll be co-opted by false or unwanted histories. I am a chair (?). And so are you. I guess. We have made, and will continue to make, important history — Our history. Our work as English majors prepares us to make it! Editorial Statement Dear Readers, Since the end of the Fall 2012 semester, the Inkwell Quarterly has welcomed a new team of editors that is looking forward to leading the IQ in a new direction. In addition to carrying on the tradition of fully embodying the personality of the Wilkes University English Department, “who we are,” through the Inkwell Quarterly, we as editors believe that the only way to grow as a publication is to encourage staff members to write about the things they enjoy. New to Inkwell this year are the children’s book review, philosophy articles, and visual additions to arti­ cles and the publication as a whole. Our editors and staff members will function as a tightly knit team in which ideas for articles are welcomed and openly discussed. Such discussions are important and beneficial because they allow peer members to recognize and align with each other’s values, therefore creating group values as a whole. This type of environment allows the staff to function as a team, making the Inkwell experience enjoyable and fun. Inkwell Quarterly’s 7.3 Issue marks the beginning of a renewed editorial team, as well as movement towards progress and success. Editorial Staff Editors in Chief: Kendra Kuhar and Gabby Zawacki Copy Editor: Vicky Hevener Layout Editor: Miranda Baur Congratulations to the new editorial team! Sincerely, Editors in Chief: Gabby Zawacki and Kendra Kuhar 15 15 �Issue 3 The Inkwell Volume 7 Match the excerpt from the Shel Silverstein poem to the book in which it was named after. . *•> .vf - vf- -*! - -*/ ■ - >/■’"*? • $ j I f I 1. _____ “With a rat in his hat Looking cute in a suit With a rose on his nose And a bee on his knee And some glue on his shoe: A Light In The Attic B. The Giving Tree C. The Missing Piece D. The Missing Piece Meets the Big O i E. A Giraffe and a Half if if if if £ * F. Falling Up -j.r -&■ -A-A-Zt-A-*'"--Jr 2. “I was hoping that perhaps I could roll with you ” “You cannot roll with me, but perhaps you can roll by yourself.” 3. “Let us leave this place where the smoke blows black and the dark street winds and bends. Past the pits where the asphalt flowers grow we shall walk with a walk that is measured and slow...” 4. “Though the house is dark and shuttered, I can see a flickerin’ flutter, And I know what it’s about” 5. “And away it rolled and because it was now complete, it rolled faster and faster Faster than it had ever rolled before!” 6. “But it got me so dizzy When I looked around, I got sick to my stomach And I threw down.” 7. “And every day the boy would come and he would gather her leaves and make them into crowns and nlav kino- of the forest. He would climb up her trunk and swing from her branches and eat apples. And they would lav hide and-go-seek.” Answer key: W Q O < U tt< « If anyone is interested in writing for The Inkw e//plcase contact: Dr. Marcia Farrell at marcia.farrcll@wilkes.edu oi Gabb) Zawacki at Ka^ri’-'ntt.y.a\\ackt@wilk 16 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, Spring 2013 (Volume 7, 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 2013 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/a98222de8041276cd78f3b903538e354.pdf ed87f3b1bc0c30f6749a3818a89c815b PDF Text Text Thg Inkwgll Quartgrig Volume 7 Issue 4 Spring 2013 In this Issue: Summer/Fall Course Offerings Chin Up For Chinua BAH BAH BILL BLACK, HAVE YOU ANY WOOL? Tim Parrish Homily to the Kirby Hall Congregation Cravin’ Some Quinoa Patties, Mate! 18th Century Facts 5 with Dr. MA Thomas Pynchon Word Scramble! Senior Spotlight: Emily Yuscavage 5 Photo Courtesy of Miranda Baur A Children’s Book 6 Review: The Giver Senior Sptlights 7 On The Value of Deviance 8 Hamill’s Hunches 9 Is Poe a Friend or Foe in The Following? 10 Dude, Where’s My 11 Poetry? Kuhar’s Korners 11 Hard Work Pays Off for Manuscript Society The Manuscript Society' unveiled its 2012-2013 edition of its literary magazine on April 30th in the Kirby Hall Salon. The new Manuscripts were hand-stitched, folded, cut, and sealed at Art Seen on the Square by this year’s staff including Jamie Alderiso, Miranda Baur, John Carroll, Kendra Kuhar, Vicky Hevener, Sarah Simonovich, Emily Yuscavage, and Gabby Zawacki. The crew was led by bookbinder of Green­ leaf Bookes, S.L. Stitch Kester, and given a space to work by the owner of the gallery, Kim Coscia. Under the advisement of Dr. Mischelle Anthony and Dr. Sean Kelly, the team of Manuscript-ers managed to bring together the works of artists and writers to celebrate another year of creativity. This year’s winner of Best Written work was John Carroll with his poem, “I Watch for Broken Glass,” and Best Visual piece went to Kat Dodson for her photograph titled, “Welcome to the Creep Show.” More copies of the magazine will be distributed throughout Kirby Hall and the Farley Library' upon completion. To join the Manuscript Society' staff, or to submit for next year’s magazine, emails can be directed to magazine@wilkes.edu. i �Volume 7 The Inkwell The Inkm Issue 4 bahi Summer/Fall 2013 Course Offerings By Victoi By Brittney Grizzanti P Summer Presession: ENG 120 Reading The American Experience with Dr. Kuhar First Summer Session: ENG 101 Composition with Dr. Kelly ENG 120 Cultural Crossroads with Dr. Hamill Second Summer Session: ENG 101 Composition with Dr. Grier ENG 120 Introduction to Literature and Culture with Dr. Davis EMG 281 American Lit. I with Dr. Kelly Fall Session: ENG 202 Technical Writing with Dr. Wills ENG 225 Comparative Grammar with Dr. Stanley ENG 228 Professional/Workplace writing with Dr. Farrell ENG 233 Survey of English Lit. I with Dr. Hamill ENG 282 American Lit. II with Dr. Kuhar ENG 298 Adolescent Lit. with Dr. Stamer ENG 342 Studies in Shakespeare with Dr. Stamer ENG 393 Teach English Middle/Secondary School with Dr. Grier ENG 397 Senior Seminar: Technologies of the Book with Dr. Hamill ENG 398 (A) American Romantics with Dr. Kelly ENG 398 (B) Domestic Violence in Lit. with Dr. Anthony Chin Up for Chinua By Gabby Zawacki Chinua Achebe, acclaimed Nigerian novelist, poet, professor, and critic, passed away on March 21, 2013. Born on November 16, 1930, Achebe grew up in Nigeria where he excelled in school and became interested in world religions and African cultures, interests which are reflected in many of his works. Completing his most famous work, Things Fall Apart, as an undergrad, Achebe’s novel gained worldwide attention in the late 1950’s for its honest depiction of African culture and African history under British rule. Other famous works by Achebe include No Longer at Ease, Arrow of God, A Man ofthe People, and Anthills of the Savannah. Achebe’s novels focus on traditional Igbo society, Christian influence, and the clash of Western and African societies, themes which he achieves through straightforward narration reminiscent of oral tradition, short stories, and folk tales. Chinua Achebe was a professor at Brown University from 2009 until the time of his death. If you are interested in joining The Inkwell. Quarterly staff and/or enrolling in English 190:Projects in Writing: Ink" e , P Dr. Marcia Farrell (marcia.farrell@wilkes.edu) or Gabby Zawacki (gabriella.zawacki@wilkcs.edu) for more information. 2 I I this seme not alway he wantet things (w meanings managing Si number o B] professor does one and poetr explains. 1 Black app mode in v Bl Tim Pf By Sarah J Tl Dickson S Parrish ret Memoir, wl The South fear which Pr He is also Louisiana, since 1994 Literature, �Hie Inkwell Volume 7 bah Issue 4 BILL blacK, have you any wool? r>y v ictona Hevener r° essor Bill Black's students describe him as brilliant, charismatic, and thought provoking. Black taught s semester s section of English 203: Introduction to Creative Writing. Black is a fiction writer, though he was not a way's interested in writing. First interested in music, Black explains that writing first appealed to him because te w ante to learn to manage meanings. When working with language, Black explains that the author is "arranging mgs (words) that have meanings, and those meanings are relatively fixed. You put them in combinations so the meanings produce something beyond themselves. A note doesn't have an inherent meaning so you're not managing meanings in the same way. That's where it starts for me." Since his interest in writing first sparked, Black has received an MFA in Creative Writing, published a number of short stories, and teaches at Johns Hopkins University Black s interest in story' as managing meanings rather than plot greatly influences the way he teaches. As a professor of creative writing, Black has the immense task of teaching different types of writers in one course. How does one utilize one class and curriculum to nurture writers varying from pop fiction writers to writers of fiction and poetry'? For Black the answer lies within his focus on meaning. "Writing well requires thinking well," Black explains. He points out that, unlike more concrete subjects, writing has no standard starting place. As a result, Black approaches his lectures and workshops as an opportunity for students to think about themselves and the mode in which they understand and present their views of the world. Black hopes to have the opportunity to return in the future, as he has greatly enjoyed his time at Wilkes. I • i Tim Parrish’s Homily to the Kirby Hall Congregation By Sarah Simonovich The English Department hosted Timothy Parrish on Monday, April 15 as part of The Allan Hamilton Dickson Spring Writers series. The reading was held at 7:00 p.m. in the Kirby Salon and was open to the public. Parrish read excerpts from his upcoming memoir, Fear and What Follows: The Violent Education of a Christian Racist, a Memoir, which is scheduled for publication in September 2013. The book is about his experiences growing up in The South and his affiliation with the Southern Baptist church. It documents the foundation of prejudice and the fear which drove him to violence and bigotry. Prior to the reading, Parrish met with students for a workshop to discuss his writings and writing process. He is also the author of Red Stick Men, which is a collection of short stories set in Iris hometown on Baton Rouge, Louisiana. He has served as a professor and director of creative writing at Southern Connecticut State University since 1994. His works have been published in many periodicals, including New England Review, Louisiana Literature, and Shenandoah. The Inkwell Quarterly Staff 1'’acuity Advisor: Dr. Marcia Farrell Editor-in-chief: Gabbv Zawacki & Kendra Kuhar Copy Editor: Vicky Hevener Layout Editor: Miranda Baur Staff Writers: Brittney Grizzanti, Emily Yuscavage, Cierra Humphrey, Jamie Alderiso 1'acuity Contributors: Dr. Larry Kuhar, and Dr. Thomas A. Hamill 3 �Volume 7 Issue 4 The Inkw The Inkwell 18th C Cravin’ Some Quinoa Patties, Mate! By Jamie By Cierra Humphrey -An Afri Yield: about 4 patties combine the Grea and islan -An inter which re< -An ongc This ques Ingredients 1/3 cup uncooked quinoa 2/3 cup organic vegetable stock ’Zt tsp kosher or sea salt % cup shredded parmesan cheese % cup shredded sharp cheddar cheese */z cup bread crumbs (plus more if needed) 2 each eggs, beaten x/z medium onion, chopped l/z medium pepper, chopped IT olive oil, plus more for frying Thom Unscram' 1. Hte Ryi Combine quinoa with vegetable stock and cook over medium heat until all the stock is absorbed. Remove from heat and set aside to cool. Heat 1 Tablespoon oil in medium skillet and saute the peppers and onions until slightly caramelized and soft. Set aside. Combine the cooled quinoa, peppers, onions, cheeses, salt, and some fresh pepper. Add approximately two thirds of the egg and all of the bread crumbs. Mix to combine. Add the rest of the egg or more bread crumb as needed with the end goal of a mixture that is moist enough to form into patties that do not crumble. If needed, allow the mixture to sit for a moment or two so that the bread crumbs absorb some of the moisture from the egg. Form into approximately four round flat patties. Heat a medium size saute pan with olive oiljust covering the bottom over medium heat. Carefully place the patties in the oil and cook until the bottom side is a golden brown. Flip patties and cook until brown on the underside. Remove from oil and place on paper towel to drain excess oil before serving with a side salad and poached egg. Note: these patties freeze and refrigerate well uncooked for a quick and easy breakfast, lunch, or dinner. They are also tasty at room temperature. Feel free to add Italian herbs and spices, taco seasonings, or other veggies such as chopped spinach, broccoli, or even corn to make 2. .V 3. Rvityas 4. Henter 5. Tsaigar 6. Vanleic 7. Wols E 8. Samon Good lucl Senior By Gabby [Our editor prefers simpler meals G cool cat w versify. Fr sions that Emily’s ex venture, la Oi see “the te of tire We: inburgh.” to run her ly and beir cious orga novels anc “world do: doing acce �___________ D----------------- v------------ o---------------------------- 'tv which resulted in many different types of interactions/interdependencies. -An ongoing spirited conversation between critics and diverse authors. What should writing reflect or encourage? This question became central to eighteenth-century writers and lawmakers. Thomas Pynchon Word Scramble! Unscramble the words to reveal the names of Pynchon’s novels! iom slightly j thirds leeded ow the 1 .Hte Ryicgn fo Otl 94 2. .V 3. Rvityas’g Binroaw 4. Henterin Cive 5. Tsaigan hte Yda 6. Vanleidn 7. Wols Eanerrl 8. Samon dan Xinod ^NATURE Good luck finding the answers. Photo Courtesy of Miranda Baur Senior Spotlight on Emily Yuscavage By Gabby Zawacki Graduating senior, Emily Yuscavage, is one cool cat with a string of great memories at Wilkes Uni­ versity. From walking into Kirby Hall to “class discus­ sions that have ended in rolling waves of laughter,” Emily’s experiences at Wilkes have been filled with ad­ venture, laughter, and time spent with friends. Once she graduates, Emily plans to travel to see “the temples of Kyoto, the giant red wood forests of the West Coast, and go to the Fringe Festival in Ed­ inburgh.” After satisfying her wanderlust, Emily wants to run her own apiary. “Bees have a history in my fami­ ly and being able to run my own hives and collect deli­ Photo Courtesy of Miranda Baur cious organic honey would be amazing.” Future aspirations include writing novels and “becoming a story teller” and world domination.. .even though “world domination sounds tedious.” Her special skills include being an awesome friend, cooking, reading, and doing accents, which she doesn’t “like to call a multiple personality disorder.” �T1 Issue 4 Volume 7 The Inkwell s A Children’s Book Review: The Giver By Victoria Hevener and Cierra Humphrey A Set in a fuhmstic mahfy where choice and emodons have been Tfc ^foUow^, ^elve Bi -year-old boy who has just been assigned his Occupation. Jo^is J^ia an of events bu(. Memories. As the Receiver, Jonas is responsible for archiving the society p y a man who emodons. Records are kept m the form of memories bestowed upon Jonas by a man he cahs the Give h has archived the records in his own memory since his twelfth birthday. As Jonas receives the society records he Wi ro Li G m ve comes to understand the values and consequences of emotion and begins to experience emo ons ou s he is given. Louis Lowry won many awards for her work on The Giver, including the following: The 1994 Newbery Medal The 1994 Regina Medal The 1996 William Allen White Award American Library Association’s "Best Book for Young Adults," "ALA Notable Children's Book, and 100 Most Frequendy Challenged Books of 1990—2000." A Boston Globe-Horn Book Honor Book Booklist Editors' Choice A School Library Joumal'Re.st Book of the Year From 6th and 7th Grade Students in Bloomsburg and Danville "I really wanted a sequel! It was a great book, with wonderful elements, and wonderful suspense!" i Si by o1 ei d d t cc "I feel like I learned a really important lesson about life, and the book really made me think. It was one of the best books I've read." “[The Giver] was a book that kept me thinking about it after reading it. I wanted to talk about [the] book with others that read it also. Not many books do that for me.” “I think the most interesting thing in the book is that the Giver can transfer memories into Jonas, that the memories of this town of fairness has such a horrible past that if it is let out the town would go into ruins ” From Students at Wilkes University “I loved The Giver when I read it, it really opened up a whole new concept that my young mind at the time [of reading] had never experienced.” “My opinion about The Giver is centered around plot and resolution. While the main character is certainly faced with a conflict he lacks power to change his situation, which creates a sort of meandering quality in the story Furthermore, when Jonas manages to resolve his situation, the resolution is not satisfying, as the reader does not have the chance to revel in loss or success. It’s not that the Giver is bad, certainly not. Rather, there is a lack of pay 6 2 t �4 The Inkwell Volume 7 Issue 4 Senior Spotlights ve Iso rho at Morgan Palermo By Miranda Baur }Graduating senior Morgan Palermojs a writing track English major with minors in political science and women s studies. Originally from Drums, Pennsylvania, Palermo spends her free time doing yoga, running, taking road trips, and cooking. After graduation, she’ll be heading to Pennsylvania State University Dickson School of Law in State College. Some of her favorite memories from her time at school include heading to the Supreme Court to hear Oral Arguments and meet Justice Ginsberg last April with the Pre-Law society, and hearing and meeting the speakers from the lecture series on campus over the past four years. Good luck to Morgan as she ventures into the next chapter of her life story. Stephanie Wilkie )St jest by Victoria Hevener When asked to describe her time at Wilkes in a word senior Steph Wilkie said, “Surprising.” Like many other locals, Steph chose Wilkes because the school has a good reputation close to home. In fact Steph did not even expect to enjoy her time at the University; her choice to enroll was made out of the necessity to acquire a degree. Surprising is then an excellent description of her time here. During her time as an English major Steph found a second family, including her professors who she describes as inspirational. That family surrounds Steph’s favorite memories, and she attributes loving her time here to those people. Her favorite course was Dr. Marcia Farrell’s Study on the British Novel, which she describes as, “hysterical and educational at the same time.” Though Steph will not miss homework marathons and “those three am nights,” she will miss discussions, writing, and the people that surrounded those activities. In the future Steph looks forward to teaching, catching up on sleep, and watching Vampire Diaries. Oh, and she’d like to have a pet fox some day. Ashley Zerfoss By Kendra Kuhar 3t >ay Originally from and residing in Shavertown, Pennsylvania, Ashley Zerfoss is quickly approaching the end of her journey at Wilkes. As an actively involved student, Ashley has been a member of the Wilkes University Cho­ rus and Inkwell. Additionally, she has become a part of Kappa Delta Phi, Sigma Tau Delta, and Alpha Chi Mu. When asked about her favorite professor at Wilkes, Ashley replied in saying, “I have had many wonderful profes­ sors both in the English and Education departments.” One of Ashley’s fondest memories as an undergraduate student stems from Dr. Starner’s Shakespeare class in which students from the Gillingham charter school were invited to Wilkes to study and explore Bard’s The Taming of the Shrew. Ashley explains, “I enjoyed having an op­ portunity to teach, discuss, and learn from these young individuals.” After graduation, Ashley plans to find a full-time teaching position at the secondary level. Once a teaching position is established for some time, Ashley plans to attend graduate school for Education Technology. <D W) o <u £ tn a <u fg gO §u .> 0- « 3 •5 ■f g J -J a cs a o •J' S •§ a S d % <Z) S § m co Q G o 7 �Volume 7 Issue 4 'I'hc Inkwell The Inkwell This On the Value of Deviance Or Why I Occasionally Forg<o Shoes By John Carroll Shoes are not p.easant togs. I do nor Idee the « all the time and money spent buying shoes, putting em ° ’ is b- used to jts fullest potential. I think tying and untying knots (which, when not relate to s oes reasQns and not for shoes are occasionally useful, and sometimes necessary, suitable for debate, except perhaps cal purposes. However, this is all a matter of personal preference and thus no r r P the real moral implications that are always concerned when resources are was . barefoot There is however, a social taboo associated with being barefoot. I don t like shoes, like being b refoot, this is the Xary reasoning for my not wearing shoes, or, rather, it was. After walking across campus barefoot for the first time I noticed, however, very interesting reactions from my peers, professors, and passerby, really most everyone seemed to notice, and many felt the needs to comment. The general reaction was surprise or pity, asking where my shoes had gone or why I didn’t have any etc. Upon telling them that I had shoes, but chose not to wear them, the reaction was nearly universally judgmental and derisive, with occasional instances o ug ter or con sion. Some people skipped directiy to derision or judgment. I had always thought the derisive responses were odd, though. I cannot fathom why whether my feet are exposed is a serious issue to anyone other than myself. This is in part because no one has ever explained to me the harm I was causing them, most simply imply that I ought to wear shoes with no reasoning provided. In one instance, the response was so strong and so aggressive that I was simply taken aback, rendered una­ ble to respond. A total stranger, passing me on the street, a person with whom I had interacted with for the first and likely last time in that brief thirty second window decided to tell me exactly how she felt about my shoeless­ ness. She Shouted about how disgusting I was, how I should feel ashamed of myself, and that there was something simply wrong with my mind. All of this in front of her young child. What had shocked me the most was that I had seen such irrational and intense hatred before, but never in response to something so small, so simple. I was so shocked; I just looked at this woman, wordless, mouth agape, for a long moment. After a few more uncharitable words thrown in my direction, likely a response to my sheer confusion, she left muttering angrily and dragging her child who looked as confused as I was. I had simply never thought that I would cause someone so much distress by taking my shoes off. It is vital to note that while wearing shoes, for example, is a social norm to which an overwhelming majori­ ty of individuals in this city conform, there are those, at least one, who choose or chooses to go without them. This litde choice is in spite of that overwhelming social precedent, and is only one of the literally countless choices any given individual takes throughout any one given day. One chooses not only whether one will or will not get out of bed, but the exact moment. One can choose coundess times to stay in bed before one chooses to get up. Each step is a choice, each breath can be a choice, each movement and each thought can be related to simple litde choices. There is similarly a social expectation on many of these choices. One is expected to get out of bed, get pre­ pared, go to work or class, eat certain things at certain times, say certain things in response to other things’ and generally behave certain ways. Each time we transgress, each time we decide to do what society does not dictate as the best, we run the risk of censure by our peers. This is more often useful than not, as the ways society teaches to do things are usually the result of trial and error, and are thus at least effective or efficient ways for things to be done. These teachings are valuable, however, only when they are, in fact, valuable in and of themselves. That is, it does not follow that since society is usually right, then we ought always to foUow what society teaches. Were this ease, then those practices that soctety teaches that are useftrl would never have been found to be so, thus sociewithout progress would not have ewted at ah. When those teachings are the igs are the cause of tnmdless conformity, and do not have any value in themselves at all then their practice is a bad thing and should be stopped Continued on •age 9 8 I a good thing of little imp< habit, which it is likely th of whatever quite possib es for them; comes a thn wear shoes < ing- Practici issues muck a pianist, if then one wi one active! choices for an oppressi It SI Spring days but never u something those devia live in. Hamill’ I Jus came to fe Grade, po school tha the surpris absence in Like Grac. by her cor tween woi from the c her car sei initially fu unexpecte derstandii trees, and was “brol “broken” “No, the It’s too b down.” �The Inkwell do 1 *ink Clng them ty*1-1 thik ot for practi;Pt perhaps ; barefoot, barefoot for -ally most pity, asking not to wear - or confir­ ms were odd, elf. This is in light to wear I ■ndered una>r the first shoelessis something as that I had I was so icharitable fragging her ch distress gs to be 5. That is, it Were this thus socie- Issue 4 This is not to say that wearing shoes is a bad tiling, not in the least bit. Wearing shoes is often, very usually, a good thing. It is not, however, a necessary thing at all times. Calling into question the Ettle things, the questions of little import and deciding to deviate from the norm has a very real and special value in itself. We are creatures of habit, which is part and parcel to the problem at hand. If one gets into the habit of doing things a certain way, then it is likely that one will continue to do something that way, and this is either good or bad dependent upon the value of whatever that habit happens to be. However, there are habits to be formed in the making of choices which are quite possibly very bad. If one decides to line with society on each and every choice, then one is not making choic­ es for diemselves, and will often forget or not seriously consider their ability to choose at all. Deviance then be­ comes a thing to fear and hate as opposed to an opportunity to learn and to grow. Deciding whether or not to wear shoes each morning is one way of breaking this habit of conformity and forming a habit of real decision mak­ ing. Practicing on the little inconsequential things makes deciding against the norm, when appropriate, on the big issues much, much easier. That is, if one wants to become a professor or a video game journalist, or a ballerina, or a pianist, if one is already in the habit of making choices for themselves and not letting others choose for oneself, then one will find making unpopular choices, ones that are most desirable to the individual, more easy to do. If one actively claims the responsibility and right to make choices for themselves, then one is more likely to make choices for one’s self, and thus one is more likely to live a life more in line with their desires and not to be ruled by an oppressive system of conformist policy. It seems wise, then, to occasionally forgo shoes in favor of walking to class barefoot (especially on warm Spring days), or to wear shorts in January, speak French to every stray cat one sees, hold pencils behind both ears but never use them, or any other silly thing one can do for no reason other than to choose to do something weird, something deviant. Were society to be more accepting of little deviations, and were we all more prepared to make those deviations when it is best for our own well-being, it seems that the world might be a more pleasant place to live in. Hamill’s Hunches nfrig majoriit them. tless choices ill not get to get up. simple little bed, get pretngs, and ot dictate as ty teaches to Volume 7 i Just before Holiday Recess, on the day the real Paul Bunyans came to fell our famous silver maple (“He’s up so high!” marveled Grade, pointing to the one in the boom-truck bucket as we left for school that morning), 1 returned home to tire sad, triumphant sight of the surprisingly huge flattened stump reifying the tree’s presence as absence in the now shade-less bright of our transformed front lawn. I .ike Grade, whose excitement in the moment was initially tempered by her concerns about the noise, I had anticipated the tensions be­ tween wonder and loss meted out by this scene even as we pulled away from the curb that morning, only after Grade’s third request to leave her car seat and again glimpse the man “up so high!” in the bucket. I initially fumbled to explain the context as we left, wrestling with tire unexpected (and perhaps misperceived) burden of negotiating her un­ derstanding of the moment. I felt compelled to tell her that “We love trees, and we don’t normally like to cut them down” but that this tree was “broken.” I quickly recovered from the ridiculousness of “broken” and offered a better (or at least more accurate) explanation: “No, the tree’s not really broken. It got sick, and its limbs were faDing. It’s too big, and it’s not safe. It’s unsafe, Sweetie, so we need to take it j ■ r | t:; . I I '' i i. . - .1 Photo Courtesy of Desiree Wren down.” formity, Continued on page 10 9 �The Inkwell Issue 4 Volume 7 Hamill’s Hunches Continued from page 9 Playing “shovel in the dirt” in the front yard that afternoon (Grade s playtimiie ode to her favorite line from Bruce Springsteen’s “Shackled and Drawn”) affirmed all of the available logics of the morning’s events, even in their flawed ambivalence: the lawn that had been rendered off-limits for weeks after the “hmbatext limbatext” incident inodent was outs again, even if we had to dance on a tree-less stump to know it. Repaying our debts and forgiving our sms, the tree was still giving, as the story has always gone. Indeed, behind the house, in front of the garage, still another allegory had begun to unfold. A pew (yes, a pew—pew #70) that had been rescued from a repurposed church in Wilkes-Barre was apparently now ours. y initial reaction, obviously, was to think of my next Hamill’s Hunches. The InkwellQuarterly had just been release that afternoon (at the exact moment of the initial realization of the anagogical meaning pondered in my last Ha­ mill’s Hunches), and the signifying process of limb to cross to text to ??? had proliferated still further. The felled wood, it seemed, had been reworked (and reworded) yet again, accreting along new structures of belief, new sys­ tems of faith, into the partial architectures of worship and thanks. Even the lack of a built-in kneeler seemed ap­ propriate, for as much as I saw my own (future) Hunches (this one) in the grain, I wondered (later) if I weren t be­ ing told to simply sit and listen (even in my prayerful thanks). The church-pew story doesn’t really go anywhere (at least not yet—I’ll keep you posted), and even its func­ tion here, as bridge into this paragraph, is marginal. That said, clearing space in my cluttered garage to make it fit (and save it from the imminent rain) did prompt deep and pained reflection. For as much as the pew was another text arrived from (a playful?) God, it was also another cross, another reminder of what I have done, and what I have failed to do. As I re-arranged the unarranged mess of my garage, I was reminded of other Hunches, of the (now finished) bathroom that once (unfinished) shamed these pages. I recognized that as much as the pew might offer my next Hunches it might just as likely emblazon the glossy pages of The InkwellQuarterly years hence, when, still unrealized as yet another unfinished home improvement project, it might announce, text-less and again, my un -production of yet another Hamill’s Hunches. The limb as text made flesh as pew had begun again already to mean at still another anagogical level. It was the hope of production against the anxiety of shame. And so it shall remain. Is Poe a Friend or Foe in The Following? The .Th Usir In fi I wa dialc “me poir writ it’s f seas Du By J the i attei cally out adel the . of tl The: etry By Kendra Kuhar The Following, a network-television series which aired for the first time in January, tells the story of pro­ tagonist Ryan Hardy and his interactions with serial killer and antagonist, Joe Carroll. An English professor at Winslow University, Carroll specializes in Romantic literature; more specifically, he admires and is obsessed with work done by Edgar Allen Poe. Carroll’s fascination with Poe is extended to such lengths in that phrases from Poe’s writing, as well as details from the famous author’s plot-lines, are incorporated tn the murders committed by Carroll and his “cult” of followers. 1 Naturally, a television show based off of tdeas rooting from 19th-century literature intertwined with a contemporaiy plot would appeal to any reader. However, such content forces the audience to question the overall relZe series X ? ’” Tn'0 ’’’T”6 °f tde™On show A at the early episodes of of hZd as masZ”8FrnCd ™ that it uses quotation from “The Raven,” synthetic replicas events X IZu ””"“7 FBL betW“ CatroU’s "»chilg to Z;ZvZU;X"±^ °f7 —s, he proves to be unimportant vance to the plot slowly dwindles away Tach episode. C °f ltS &St SeaS°n’ and P°e’S rele’ Continued on pagcll Ku AF Co me goi As to ce th D �Issue 4 Bruce eir ; ours he tree (yes, a 5. My [eased : Hafelled v sysed apen’t be- its funce it fit nother .at I f the t might when, , my un to The Inkwell Volume 7 Issue 4 ...The Following continued from page 10 Using the presence of Edgar Allen Poe s work in the show has proved to function well as an advertising advertising strategy. strategy. In fact, the show strongly appealed to me because I am familiar with how twisted and bizarre Poe’s writing is, and I wanted to see what a modern-day spin would do the content. In episodes where the famous work was present, dialogue coming from the characters made it incredibly obvious of the “meaning” behind an event. (Granted this meaning was not always accurate, it sufficed as entertainment.) As I continued to watch, I realized that at one point I completely forgot that Poe was ever even concerned with the show; I was completely immersed in a wellwritten and thrilling plot-line that is independent from any 19th-century literature. As the first season approaches it’s finale, it will be interesting to see if Poe’s work will surface again in the plot-line of The Following in future seasons. Dude, Where’s My Poetry? By Miranda Baur More often than not, when I mention to someone that I’m a poet, I’m reminded that poetry is “dead.” On the contrary, I see poetry-sharing events happening throughout Northeastern Pennsylvania and all the events I’ve attended have been inspiring and supportive. Let me plan out one month of poetry for you: The first Friday of every month is Scranton’s night to display local art and music from 6:00 to 9:00. Typi­ cally, the Vintage Theater is known for hosting open mic readings; however, to get a list and map of events, check out firstfridayscranton.com. On your second Friday, you rest unless you’re willing to venture to Clarks Summit, Elizabethtown, or Phil­ adelphia. The third Friday of the month is Wilkes-Barre’s night to display art. Poetry readings are always hosted at the Art Seen Gallery on the Square at 7:30. Fourth Wednesdays are open mic nights at the Library Express in Scranton at 6:30, and the fourth Friday of the month is Tunkhannock’s art-sharing night, including poetry performances and open readings at the Dietrich Theater often starting a 7:00. Throughout the year, Wilkes’s Manuscript Society also hosts a monthly reading. Po­ etry isn’t dead to those who seek it. Kuhar’s Korners : proat with □m tted by a conrail rel;odes of plicas id 3rtant ele- A Final Exam: Five Ideas for Our Graduating Majors! Congratulations to our English program graduating seniors! You should be proud of your accomplish­ ments, you should feel prepared to succeed in life and in career, and you should be aware of your responsibilities going forward. rl—_: accomplishments at a moment of symbolic closure and grand achievement, 1 encourage you As you contemplate to consider five ideas as you imagine going forward to shape new stories beyond Kirby Hall. “There was something critically missing from the things around him. They were unfinished, whatever that means. They were unseen, whatever that means. ” Don DeLillo, Falling Man agell Continued on page 12 11 �The Inkwell Volume 7 Issue 3 Kuhar’s Korners Continued from page 11 You possess the skills, talents, and values that will help you to succeed — help you to make meaning — in your life ahead. As he runs from the collapse of the North Tower in Don DeLillo’s 911 novel Falling Man, Keith Nuedecker realizes that something was “critically missing from the things around him. They were unfinished, whatever that means.” Your degree in English has provided you with writing and research skills, interpersonal and presentation skills, and critical thinking and collaborative skills. Your work prepares you to understand the importance of cul­ tural diversity, to respect the dignity of all people, and to accept the responsibility that you need to contribute to society. You are entering a challenging world where false meanings are sometimes promoted or appear fully au­ thorized. You are prepared to think through the haze of false meanings, to think creatively and innovatively about what life means in this complicated world. Use your skills to make meaning for yourself and for others. Know that you enter a world where you live your values when you respond to the ubiquitous question, “What does that mean?” You are prepared to do so. “Hold your hand up in front of the flame. Don’t let it go out. ” Cormac McCarthy, The Road You need to lead. In Cormac McCarthy’s apocalyptic novel The Road, a conversation between a father and a son confirms importance of accepting the responsibility of leading, of being one of the “good guys.” The father-son conversation begins with the son asking a question of leadership: “What are we going to do? Hold your hand up in front of the flame. Don’t let it go out. . . . I know you’re scared. That’s okay. I think there may be things in there and we have to take a look. 1 here’s no place else to go. This is it. . . . Okay. This is what the good guys do. They keep trying. They don’t give up.” Unlike McCarthy’s protagonist, let’s hope your future will not require you to live through an apocalypse; however, you will need to prepare yourself, like the father in McCarthy’s story, to keep the fire burning, to ask others to help keep it burning. In other words, you should reflect on the importance of leading through times of adversity in life and in career. You should also reflect on the need to celebrate the fire’s warmth! “The puppet master, open-mouthed, wide-eyed, impotent at the last, saw his dolls break free of their strings, abandon the rituals he had ordained for them since time began and start to live for themselves; the king, aghast, witnesses the revolt ofhis pawns. ” Angela Carter, “The Bloody Chamber” You can do it: You can get beyond the limitations of the roles given you. Our fictions tell us about how we can rewrite the roles we’re supposed to play. Angela Carter’s short story “The Bloody Chamber” retells a fairytale in order to redistribute the power networks that inform choice for the story’s young female protagonist. When this woman finds herself in a loveless marriage to a sadistic murderer, she enters a forbidden room and discovers the possibility of her doomed fate. She refuses the story. She acts to rewrite her role in a revised story that recasts her life. She’s able to do this because she is self aware about the strengths that she possesses as a woman who re­ fuses to be trapped in a gender-defined role. Get beyond the stories that tell you about your limitations. You can do it. It begins with imagining, or reimagining, how you will shape who you will become after graduation. As An­ gela Carter said about her desire to rewrite the stories that told her who she was, “I am all for putting old wine in new bottles, especially if the pressure of the new wine makes the old bottles explode.” I’m not sure about the ex­ ploding wind bottles - but you get the point: You make your future. You can do it: Be confident to challenge yourself, to reach beyond the limitations of the roles you’re cast in, and to write your own endings to the many sto­ ries you will live. The Inku Kuhar’s “Andi Elizabc You hat ate, cele do mon feels wc “battere the fish lived a 1 mouth: -line, / attache< in his n “batter like bat look al work to to mo-s need t< es of 1 shoulc “rainb “Ido Robe You I can » kind i to wa you t can t sion, fines �Kuhar’s Komers Continued from page 12 -ckJiat •n 1> 3Ut r it >n on er, elp life n n iis “And I let the Gsh go. ” Elizabeth Bishop, “The Fish” You have more work to do. As you prepare to gradu­ ate, celebrate your accomphshments. But prepare to do more. In the poem “The Fish,” Elizabeth Bishop feels wonder and astonishment at catching the “battered and venerable” fish. She stares and stares at tire fish and begins to understand that the fish has lived a long story as revealed in the many hooks in its mouth: “[In] a lip / ... / hung five old pieces of fish -line, / or four and a wire leader / with die swivel still attached, / with all their five big hooks / grown firmly in his mouth.” As English graduates, you are, perhaps, “battered.” You have accomplishments that show, like badges, your accomplishments. Be proud, but look ahead. Possess an awareness that you have more work to do. Be patient and disciplined in your efforts to move forward in your stories. But know that you need to go forward. Like the fish in Bishop’s poem who has earned badg­ Photo Courtesy of Cierra Humphrey es of honor, your accomplishments are negotiated against an awareness of the larger world around you. You should, like Bishop’s speaker, feel a kind of “victory.” But it’s winning with an awareness of a reality - a future “rainbow” — that can only be realized by moving beyond the current story. “I doubted ifI should ever come back. ” Robert Frost, “The Road Not Taken” You have a home in our program - Plan to return. Even though you’re leaving Kirby Hall for now, know that yoi can return. Frost’s speaker in “The Road Not Taken” contemplated how going forward with decisions in life - a kind of graduation - requires a self awareness about the possibilities for returning: “Yet knowing how way leads to way / I doubted if I should ever come back.” Unlike Frost’s speaker, you should plan to come back. We need you to return. We need you to share your stories because they tell us who we are. We need you to return so we can teh you who we have become and where we are going. Whether it’s an alumni event or a departmental occa­ sion, plan to come back to the faculty you worked with, the friends you shared ideas with and the place that de­ fines who we are. ie 5 re­ can A.nin iX- sto- If anyone Dr. Marcia Farrell at marcia.farrell@wilkes.edu at gabriena.zawacki@wilkes.edu �� 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 2013 (Volume 7, 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 2013 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/ba96b1ce61dad9905768204c83632653.pdf 47446d2be962f6df1cb0884f0036cc5c PDF Text Text Th£ Inkwell Quarterly Volume 8 Issues 1&2 Fall 2013 A Wales Tale By Kendra Kuhar I Upon my arrival in Carmarthen, Wales to study abroad for the semester, I had no idea what to expect. 1 he first day of orientation for international students provided a rough guide of what foreign stu­ dents should expect throughout the semester, such •j as culture shock and homesickness. Members of the University of Wales Trinity Saint David’s interna­ tional office also explained that although we would fall in love with and admire the new culture we were slowly being submersed into, we would also gain a new appreciation for our own culture and where we come from. I took these bits of advice lightly the day they were spoken to me because I thought I had an accurate idea of what I would experience while studying abroad, considering the amount of research I had done on Wales before arriving and that I have traveled abroad before. Now, more than halfway through my journey, I have a new understand­ ing of exactly what admiring where you are and where you come from truly means. In addition to cultural and historical classes focused on Wales and Great Brit­ ain, I am also enrolled in a Film Genre class. The genres covered in class thus far are Horror, Science Fiction, Melodrama, Western, Film Noir and Gangster films. Surpris­ ingly, it was in this class that I appreciated where I come from and was happy to be where I am. Near the time of mid-terms my professor noted that up until this point, the genres and case studies focused on were defined by American films mainly produced by Hollywood. As an American, that struck me because I had not noticed that all of the genres under investigation were solely defined by American films. I began to think more deeply about what my professor pointed out and realized that yes, the majori­ ty of film is contemporarily defined by American films; however, the foundation of the genres lie all over the world. Examining the history of the modern day horror film shows that conventions used to define the genre are partly derived from Gothic literature produced by the English writer Mary Shelley and Irish novelist Bram Stok­ er. More-so, the earliest Science Fiction films are based off of 19th-century novels written by Jules Verne, a French author, and England’s H.G. Wells. The trend of film genres having roots all over the world carries on throughout the history of film genre. As a college student from America studying abroad in Great Britain, connect­ ing the origins of film produced by the United States to countries all over the world puts the impact literature has on film and what defines society today into perspective. Granted the majority of the films come from Hollywood, these films would not be able to be produced as they are if it were not for both foreign and domestic literary pieces that have created a strong foundation for what the film industry is today. Liter­ ature collected over hundreds of years have all been pieced together to form today’s films; furthermore, this allows a variety of ideas to come together as one and allows everyone to have reason to be proud of where they come from, as well as see what role they play in defining contemporary culture. 1 �The Inkwell Volume 8 Issues 1&2 Club Day 2013 By Kayla Eaton On Tuesday, September 10, 2013, the sun was shining and Club Day was taking place between the normal club hours, 11:00am-1:00pm. Students, new and old to the university, had the opportunity to check out clubs that interested them, and chances found one, considering that well over seventy clubs had set up tables with information out on the greenare they 1 way. Free lunch, including corn dogs, sausage and peppers and pretzels, was also provided for the students. If you did not have the opportunity to attend Club Day, but still want to get involved and meet people who share the same interests as you, you can visit the university website, where the club name is provided along with the presi­ dent’s name and email, and contact them. Don’t pass up the opportunity to get involved! So many clubs are presented here at Wilkes that it is very likely that you will find one that suits you well. (photo taken by Manuscript editor, Miranda Baur)______________________________ _________________________ Reading into Dog Food By Sarah Simonovich While people have generally increased their attentiveness to reading food labels, this practice has not tran­ scended into the realm of pet food. Often people are naive regarding their pet food, trusting that because a bag said “dog food,” or “cat food,” it contains a well-balanced and nutritious diet. Not all pet foods are equal, though, and some are downright bad. Being able to read and understand the labels of dog food is important to pet health. Ingredient lists on pet food are similar to human food labels in that ingredients are listed by weight. The heaviest foods are first. Dogs and cats are carnivores; therefore, a specific source of animal protein, such as beef, poultry, or lamb, should always be the first ingredient. Meats have a relatively high water content, which contrib­ utes to increased weight. “Meals,” on the other hand, are meats rendered to remove water. For example, seeing chicken-meal among the first few ingredients is not bad: it means the food contains more animal protein bv weight. However, vague or generic labeling, such as meat-meal, should be avoided because the source cannot be identified. Staying away from grains and glutens is important when choosing a diet for a carnivore. Foods that contain high amounts of fiber are full of fillers that are not fully satisfying to a dog’s nutritional needs because they mav replace necessary protein. Grains such as corn also pose a potential for allergies: excessive itching, hot spots, etc. A completely grain-free diet may be considered best for a carnivore although rice, oatmeal, and pearled barley are common in pet foods and do not pose problems for most dogs. While a food that contains these will prevent a “grain free” label, a well-balanced food should not pose any problems. However, as all dogs are unique, individual results vary. The presence of by-products in dog food is a controversial topic. By-products include feet, internal organs, mtesnnes, etc. Some companies in the field of pet nutrition, such as The Whole Dog Journal cite claims that by-products are of lower quality compared to “fresh” meat. Other companies, such as the Robert Abady Dog Food Co., argue that a dogs natural diet would include by-products. More information on why Abady includes More by-products in their food can be found on their website, abadyfeeds.com . information This article is not a comprehensive guide for choosing the correct dog food. Every animal is uniquejujJ^ (continued oiTp^J^ The (r| disti a nu recal food pany you r qualit and tl dogs article workii attend consul Whitii in Sha tion ex has bee for her food. Fanfict by Afict In these that hole manga. 1 ingly alrr tion of c fanfictioi It is no s aspiring 1 Fire” wh “Every w lazy wav < on rhe or O fiction is i of Fanfic itself bur i novel, Fit\ attention t language a In general car tor a work published c continue or �The Inkwell Volume 8 Issues 1&2 (Reading into Dog hood from page 2) rnal iS nd >r the end id as vhere presi- dved! es that :an- ugh, al th. he eef, ib- eight, ified. ntain ay tc. are a dual gans, t g es id has ■ distinct needs based upon age, bleed, weight, and activity. Research is important and it is advisable for one to talk to a nutrition expert on what is an i ' ideal diet for individual dogs. One should also familiarize themselves with product recalls and history when searching for a new food. Knowing information about the com­ pany whose food you are purchasing can help you make an informed decision about whether quality ingredients are going into the product and the impact the food will have on your dogs health. The information contained in this article has been obtained through experience working at Whiting’s Pet Supplies along with attending a pet nutrition seminar by nutritional consultant Dr. Brian Wessels, DVM. Carol Whiting, owner of Whiting’s Pet Supplies in Shavertown, Pennsylvania, is a pet nutri­ tion expert with 18 years of experience and has been recommended by local veterinarians for her extensive knowledge regarding pet ^Skylar eats fresh from her lawn J food. Fanfiction: Popular Pros and Cons by Michelle Byrnes Fanfiction is widely considered to be written works by fans as extension of pre-existing works of fiction. In these works, writers often extend the world of the preexisting work of fiction. Perhaps one of the largest sites that hold these works is that of fanfiction.net, which covers an array of fictional works—spanning from anime and manga, films, television shows, comics, video games and more. The community surrounding fanfiction is interest­ ingly almost completely reliant upon itself. As the fanfics are not officially published as they are technically in viola­ tion of copyright laws, they are published, edited and commented upon by the community of writers and readers at fanfiction.net. It is no secret that fanfiction is immensely popular—but many famed authors do not see it as a positive outlet for aspiring fans and writers. George R.R. Martin, the author of the popular fantasy series, “A Song of Ice and Fire” which HBO adapted into the television series, Game of Thrones, replied on a Q&A on his main site saying, “Every writer needs to learn to create his own characters, worlds, and settings. Using someone else’s world is the lazy way out.” He also explained how essentially taking another’s characters is a breach of copyright and an attack on the original writer’s livelihood. On the other side, many fans of fanfiction argue that like fanart, fan music videos or other creations, fan­ fiction is merely another means to express esteem and love for a certain work. In an article titled, “In Defense of Fanfiction”, Becca Schaffner argues that the main problem therefore does not lie within tire act of writing itself but rather in how it is approached by those ‘outside the fan community’. For example, the publication of die novel, Fifty Shades of Grey which was later revealed to be adapted from Twilight fanfiction—brought negative attention to the public conception of fanfiction in general through its highly sexually graphic scenes yet poor use of language and inaccurate depictions of BDSM. Instead, many argue that fanficiton at is essence is private within a fan-community. Therefore, fanfiction in general can be described as an alternate form of discussion and another way in which fans may express their love for a work of fiction. Although this is the ideal state of what fanfiction is supposed to mean—as it is permanentfy published online through fanfiction.net-it inevitably runs into controversy. Should fanficiton be encouraged to continue or because it is essentially a type of plagiarism should it be discouraged? 3 �The Inkwell Volume 8 Issues 1&2 Common Poster Design Flaws by Mitch Frear Posters, Posters, Everywhere On any cork board or telephone pole hang the ever popular 8.5” by 11” hand-printed poster. Mostly designed by amateurs, these posters attempt to move the world to go to some show, or to walk in groups, or even to urge read­ ers to participate in some contest. Any place a person sees posters usually overflows with mediocre to poor posters with bad design choices. Just knowing a few simple common flaws can remedy an amateur poster. Visual Direction A poster in which the point is not found quickly probably has a bad hierarchy. When attending a critique for a design class, one may hear the words “Visual Direction” or “Hierarchy”—both of which generally refer to the way elements of a design correspond, both to bring important information to the eye first, and to invite the viewer to continue looking at the next essential element. Easy techniques, such as bolding, sizing, or even coloring headlines and then treating the next similar factor in the same manner will keep a good visual direction, especially if a color used also appears somewhere near the bottom right, toward important graphics or text. Unity Posters with more than three fonts, varied sizing, bolding, or italicizing often look cluttered and deter people from continuing to read. These problems all stem from something called “Unity,” which literally means that different pieces within a design remain similar. Some people may feel like keeping elements related is the opposite of what they want to do, but when designing a poster, one with similar type or graphical treatment throughout does not offend the reader’s eyes, and in fact encourages one to continue looking. Timing Ever start looking at an interesting flyer and think, “I really don’t have time to read that whole thing”? Timing is not necessarily a word used in design, but an effective piece contains recognition that the amount of time someone looks at a poster on a board is usually a glance. One must quickly use that glance to both get the reader’s attention and to direct the reader to a place to learn more. If a poster has paragraphs, something is wrong. A few brief messages and contact information or a website (QR codes can sometimes deter potential audience members) usually suffices - and if someone has gained enough interest in an event or cause from the poster, he or she will actually seek more information. The Future of Amateur Design Designing a poster can be harder than one might think, and a lot of over-thinking can occur because of this. If a would-be designer knows nothing about the field, stumbling blindly into the realm of graphic art can cause an end product visually unpleasing. Knowing some simple design flaws in the posters of others could help an amateur to develop a masterpiece rather than a catastrophe. And when in absolute doubt, contacting someone who does good design work (a friend, acquaintance, or even a friend of a friend) could be greatly beneficial. A person may not always help in the actual design, but by having experienced critiques, one may move a piece in a good direction. If you arc interested in joining 1’he Inkwell Quarterly staff and/ or e: in English 190: Projects in Writing: Inkwell, please contact Dr. Marcia Farrell (marcia.farrell@wilkes.edu)inrolling or Gabby Zawacki (gabriella.za\vacki((t wilkes.edu) for more information. The Inkwei Wilkes Fi by Patrick T1 their fall r< Chorus m of the day weekend, 1 The Cham church ser more, and Th direction c in WilkesSingers, an include: If Mighty Sc The Frusi Stephen St If The site se onlv probit and then ts practicing 1 hour drive Th. Happily, ye routes with mv destinai where I wa Wb always help B; however route.” Wd for directio added; "W1 Google Ma multiple to is construct there are ar Go website, bu for alternat also referee Google Ma most accur. �1&2 The Inkwell Volume 8 Wilkes Fall Chorus Events Issues 1&2 "----------- " by Patrick Klus ed by e read­ posters ra he wav ■er to idlines color ■ from rent what lot igis ueone tntion f usually lally The Wilkes University Chorus and the Chamber Singers got off to a busy start of the semester dunug ’ a retreats at the beginning of the- semester. Saturday and Sunday, September 7th and 8th, the University Chorus made the Fust Presbyterian Church in Bloomsburg, Pennsylvania home, rehearsing at the church most t ic a) e afar aj, spending the night, and then performing at the church service the next morning. The next weekend, the Chamber Singers traveled to the First Presbyterian Church, Clarks Summit for their annual retreat. 1 he Chamber Singers also spent most of the day rehearsing, stayed at the church overnight, and performed at the church service the next morning. These retreats allowed time for the ensembles to get to know each other a bit more, and added valuable practice time for the fall concerts. The Wilkes University Choral Ensembles will perform their concert, In Praise of Music, under the direction of Dr. Steven Thomas, Friday, November 22, 2013 at 7:30 p.m., at St. Stephen’s Episcopal Church in Wilkes-Barre. Free Admission. This concert will feature music from the University Chorus and the Chamber Singers, and will feature music that focuses on the beauty and power of choral music. Some of the featured pieces include: If Music be the Food of Love by Jican Belmont, The Battle of Jericho by Moses Hogan, and Sing a Mighty Song by Daniel Gawthrop. The Frustrations of Google Maps Stephen Seibert If you are in college then odds are that by now you have had to struggle with Google Maps at least once. The site seems like a good idea: a map on your computer showing the most direct route to your destination! The only problem is, how accurate is that route? The last time I attempted to navigate via Google Maps I was directed the wrong way down a one way street and then taken the long way to my destination, which then turned out to be the wrong spot. Fortunately, I was only practicing the route before I had to actually find the desired location the next day, but you cannot do that with a six hour drive to Pittsburgh. The natural response to the resulting frustration is to wonder, “Is there an alternative to Google Maps?” Happily, yes! MapQuest is a more accurate alternative to Google Maps, experienced firsthand when I compared routes with Google Maps. Where Google Maps took me the wrong way down a one-way street and then away from my destination, MapQuest took me past the one-way street to a road I could legally follow and then delivered me to where I wanted to go. When asked about the accuracy of Google Maps’ directions, Josh Jarmoski stated; “Google Maps will If a n end •_ur to s good ot >n. always help you go from point A to point B; however it may not take you on a logical route.” When asked about his preferences for directions when planning a journey, Josh added; “When going on trips I prefer to use Google Maps, because it always provides multiple routes which can be useful if there is construction along one of the routes or if ...st. - ... : ■ linn there are any roads closed.” Google Maps can still be a reliable website, but you may have to click the option U iting: for alternate routes if you are unsure. You can also reference MapQuest to compare with Google Maps in order to be sure you have the , a.; >1 v »t (You can find an Inkivell at point A ) most accurate directions for your trip. 5 �Issues 1&2 Volume 8 The Inkwell The Inkwell Game by Mitch Frear Pynchon’s Latest Novel By Sarah Simonovich , Thomas Pynchon’s eighth novel, Bleeding Edge, Unscramble dies was released September 17. Pynchon is the author o ble works such as Gravity’s Rainbow, The Citying oj Lot > Inherent Vice, which is currendy being made into a film starring Joaquin Phoenix. Bleeding Edge is set in Manhattan during the months preceding the September 11 attacks on the Wor Trade Center. The protagonist, Maxine Tarnow, is a decerti­ fied fraud investigator who runs her own business called Tail ’Em and Nad ’Em. Per typical Pynchon, Maxine uncovers a tangled mess of subplots, conspiracy, and paranoia. Bleeding Edge deviates from the typical noir-detective novel by gender-swapping the protagonist. While most hardboiled fictions feature a male lead, Pynchon’s protagonist is a Jewish single-mother reminiscent of the character Oedipa Maas in his 1966 novella, The Citying of Lot 49. Instead of uncovering a 200 year-old conspiracy, however, Maxine’s findings hit much closer to home as the connections she makes all potentially relate to the terrorist plots of 9/11. The novel is as much about technology as it is about terrorism, neither of which are themes new to Pyn­ chon. Bloggers, hackers, and technological entrepreneurs all represent a character base for this novel, including a Russian mobster and a foot-fetishist. Even the tide, Bleeding Edge, is a reference to a category of new and possibly unreliable technologies. Pynchon’s tide reflects both the paranoia and the new and growing twenty-first century technological advancements found in the novel. DeepArcher (pronounced departure), an example of Pynchon’s play on language, is a virtual world that shows the birth of the internet as we know it and the importance of technology and its service as a metaphor. It is a video game with no objectives or rules of any kind and is hidden away in die deep web. As the name suggests, it is a departure from reality. The text is full of witty and recognizable pop culture references from the early millennium, including Zima, Furbies, and the widely held belief that Beanie Babies would be worth money one day. I would recommend this novel for both Pynchon fans and newcomers alike. The humor and pop culture references help to make it one of Pynchon’s most accessible novels. College-aged students can relate to Maxine’s w o are in elementary school at the time. Readers who were old enough to remember the events of 9/11 mmore detail can also relate to characters like Maxine who try to find answers amidst the chaos. The Inkwell Quarterly Staff Faculty Advisor: Dr. Marcia Farrell •d-tor-m-Cluef: Gabby Zawacki and Kendra Kuhar (-<>Py l'.ditor: Cierra Humphrey Staff Writers: Stephen Sciburt Sarah F!<’U' I 'd,,or: Miranda Baur Bvrncs iZt’k’l'* )Al.”Sa Charlie Hanford, Mitch Flear, Mid>* f aculty Contributors: Dr. L;-tv Kuhnr l r ( hKayla Eaton • '»• Chad Stanley and Dr. Thomas A. Hamill (absent due to belated arrival) k 1. RDULC. 2. EHT / NED1 3. BMGSESOPC 4. HTE / ITSXC 5. ARICRE 6. HET / QMAI 7. EHT / SHWE 8. IAKNEFNST 9. WNTIRI 10. LCAL / J 11. EHT/TNG. YLJLKE / N Budgeting Tim, bv Mitch Frear During th in order to make manv students sti (actually, morning Dropping from tl distraction is an ii better budget dm To budge: ing off the TV an use of die interne and Twitter) can I these technologic: ior. Removing on poses difficulty. J can be left in anot to write papers or connect to the int creasing source of the internet to pre separate user acco specifically for wri Phones, te vents productivity, ing technological c great part is that o �■S 1&2 The Inkwell Volume 8 Issues 1&2 Game by Mitch Frcar Unscramble these Halloween titles, and then match each to the correct author! racter however, ist plots to Pynrding a □ossiblv inturv Id that □hor. It is ggests, .A is ling Zima, culture laxine’s of 9/11 ichclle belated 1. RDULCAA 2. EHT / NEDLGE / FO / ELSYEP / OLWOHL 3. BMGSESOPOU 4. HTE I ITSXCORE 5. ARICRE 6. HET I QMAEUS / FO / HTE / HTDAE 7. EHT / SHWECTI 8. IAKNEFNSTER 9. WNTIREIVE / HTIW / HTE / PIVMARE 10. LCAL / FO / HTUCLU 11. EHT / TNGAESR / SACE / FO / RD. / YLJLKE / NDA / RM. / DHEY ___ Washington Irving ___ Edgar Allen Poe ___ Mary Shelley ___ Stephen King ___ Robert Louis Stevenson ___ Anne Rice ___ R. L. Stine ___ Bram Stoker ___ Roald Dahl ___ William Peter Blatty ___ H.P. Lovecraft Key: 2, 6, 8, 5,11,9, 3,1,7,4,10 Budgeting Time: Technological Distractions by Mitch Frear During the long hours of the night before an exam or paper, students drink coffee and rush through work in order to make a grade. Simply starting a few days earlier can greatly increase marks on an assignment, and yet many students still wait until the last minute to study or place pen to paper. A blinking cursor at 2 AM the night (actually, morning) before a clue-date of an essay can be daunting as the student scrounges for the next word. Dropping from the usual grind of technological distraction is an important step in learning to better budget time. To budget time more effectively, turn­ ing off the TV and cell phone, and limiting use of the internet (as in, log out of Facebook and Twitter) can be a hard step, especially since these technologies may cause addictive behav­ ior. Removing oneself from temptation also poses difficulty. Although a TV or a cell phone can be left in another room, the device used to write papers or do research can usually also connect to the internet, which is an ever-increasing source of distraction. To avoid using the internet to procrastinate, one could make a separate user account on his or her computer specifically for writing essays or doing research, and block other parts of the internet with free parental controls. Phones, television, and the internet can entertain people greatly. The trouble occurs when technology pre­ vents productivity, and a source of joy becomes a source of lament due to frustrations and time problems. Avoid­ ing technological distractions is an important step in moving forward with an effective time management plan. The great part is that once ones required work gets done, entertainment is so much sweeter. 7 �The Inkwell ________________ Manuscript Update and Reading Information Issues 1&2 Volume 8 By Miranda Baur . This year, Manuscript’s editorial staff consists of Miranda Baur as editor, Gabby Zawacki as assistant ete' at the end of the spring semesten Students^ nnd alumni may submit to magazine@wilkes.edu. Written submissions may be five pages long, and ve separate piec­ es can be emailed for the year. In terms of visual submissions, five images may be subnutted to the emad address, as well. While submission are rolling and can be emailed at any time, if students and facul^ would like to find out about their work before Winter Break, submissions will be due by November 17th at midnight. The Manuscript Society is preparing for its next big reading after a wonderM turnout from the Halloween event, with Dt. Hamill winning Best Reader for his tag-teamed performance with his daughter, Grace, and English major Victoria Rendina winning Best Dressed as Lydia from the film Beetiejuice. The next reading will be held in accordance with the Third Friday in Wilkes-Barre events, meaning on November 22nd at 6pm in the Kirby Hall Salon. Any questions can be directed to either the magazine@wilkes.edu email address, or to editor IMiranda Bain at miranda.baur@wilkes.edu. Any questions can be directed to the staff via the magazine email address. Also, any students looking to join the editing team can do so by requesting a schedule through the same email ad­ dress. Meetings are held in Bedford Hall, room 110, during club hours. Arranging and Editing: A Similar Art by Pat Klus As this semester got under way, I began to realize that most of my assignments this semester were going to be heavily focused on editing and technical and workplace writing. Although this type of writing is similar to writing a standard paper, it forced me to begin to think about writing differently. In Dr. Hamill’s Technologies of the Book seminar and Dr. Farrell’s Professional/ Workplace Writing, the role of the editor or professional writer seemed to stand out significantly as the semester progressed. In these classes, the discussions seemed to highlight a common link between an editor and a professional writer: the act of both of these writers being a sort of mediator. This means that both of these writers cannot just focus on their ideas and agenda; they also need to focus on trans­ lating information and producing that translated information accurately. The writer also needs to be focused on the audience and how that information may be received. At first this seemed to be a bit complex to me, but I was able to make a tie to a type of editing I had done. One of my hobbies is arranging music, where I would take a song and arrange it in order to fit a certain musical ensemble. Since high school, I have arranged multiple pieces for marching band and vocal ensembles. Although I had prior experience in arranging, I did not recognize the connection until I began thinking about my most recent arrangement. For that project, I arranged a piece of music so that my high school marching band would be able to play it. I did this because I did not like some <ofr the ’ edits ” the first arranger had made, and I°wanted to clean it up and make it more playable for the band. At the time I did not realize it but I[ was making the kinds of decisions that I would make as an editor of a paper or a professional writer. I had to constdet wntinv for for insider the the group group II was was writing (the marching band), the audtence who would be hearing the music, and what I ultimately wanted to hear and to be heard What I did not reahze is that I was an editor of the music, and I had to be aware of the moves I was making with the arranging process even though I may not have been directly considering them at the time Through this =—r— writer and editor in academic writing, and I had not realized it W°lk 1 d°mS just about editing project that they are working on. They must consider the information^ * mcdiat°r °! ' “ they to translate it accurately, and how to ensure that the audienc ■ 11 . . tlylng tO translate and convey’ h°" ..e thc.lnfortnation accurately. Although the musical aspect of the project may be foreign to some writers tf . ^C1VC to some writers, the the. sic is much closer than some may think. ’ ° lcory behind academic writing and arranging11111 The Inkwell Digital Studii by Miranda Ba During computer wor] lined with Mac Adobe Creati the manuscript hance the prog ities as they pe for example, oi document and to these tools ii students to bee that same vein, aid in research; a classroom. In Dr. Hamill’: with manuscrip alone benefits s the lines. Studer and manipulate printed work. T and research. Riddick Film I by Michelle Bvn Vin Die Riddick. The c a cult classic. H< ides of Riddic. to want to get ba The film agrees to leave h on a desert plane to signal for help Eventually, two s mercenaries, Rid. The plot despite this, tire f film also manage Pitch Black's R-ra what steady balar often leaves some clear retraction b; one hand, this kir for the Riddick fr W ith \ in Diesels remains that die f don. An action film ths what lacking in te: �1&2 stant ind ate piecIdress, ad out loween id En- >n Noinda xess. til ad- omg : to ties of writer iligLt a ediaror. a transon the done, ical igh I :ecent ible to t up ans for 1 to be naking this the g as a litfog if the how -h the tag »>o' The Inkwell Digital Studio in Kirby Hall by Miranda Baur Volume 8 Issues 1&2 During the summer, Kirby Hall was renovated to fit a computer workspace on the second floor in room 203 The room is lined with Macintosh computers that contain programs like the entire Adobe Creative Suite and Anastasia, which is a system containing die manuscripts of medieval texts. AU of these can be used to en­ hance die program’s new English concentration in Digital Human­ ities as they pertain to editing and formatting various documents; for example, one would use Adobe InDesign for layout of any print document and Dreamweaver for creating a website. Having access to diese tools in the EngUsh department is useful because it aUows students to become more involved with textual works as products. In I diat same vein, the lab will be useful to aU of the concentration because it wfll (courtesy of Dr. Marcia FarreU ) aid in research and bringing a network of intertextuahties to the forefront of discussion if the workspace is used as a classroom. In Dr. Hamill s 397 class, for instance, students are utilizing the lab space and the program, Anastasia, to work with manuscripts of The Canterbury Tales in digital facsimile. Using the technology of the computer screen alone benefits students by illuminating pages of the medieval works and aUowing students to zoom in and out of the lines. Students could drop pages of the manuscripts into another program like Adobe Photoshop, for example, and manipulate the page to enhance highlights and shadows, which are often inaccessible opportunities through a printed work. The Digital Studio allows for seemingly unlimited opportunities for students in working with texts and research. ______________________________________________________ Riddick Film Review by Michelle Byrnes Vin Diesel reprises his role of the iconic antihero, Richard B. Riddick in the summer blockbuster film, Riddick. The character had originally gained a devoted fanbase due to the success of his first film, Pitch Black, as a cult classic. However, this attention soured with the release of Riddick’s second film debut entitled, The Chron­ icles of Riddick as the film was widely heralded negatively by critics. But eight years later, the film Riddick seems to want to get back to what brought Riddick’s success in the first place. The film begins five years after Chronicles ends. Increasingly dissatisfied with his role as leader, Riddick agrees to leave his position if he is taken to his home planet. However, he is soon after betrayed and left for dead on a desert planet which is inhabited by murderous monsters. After escaping their grasp, he activates a beacon to signal for help but this reveals his identity nearby mercenaries who hope to collect the bounty on his head. Eventually, two separate ships arrive and begin to fight over who will claim Riddick. However, unbeknownst to the mercenaries, Riddick knows that there is an even greater danger lurking in the darkness. The plot is heavily reminiscent of that of Pitch Black, but despite this, the film manages to keep steady pace. The action in the film also manages to stay consistent, though it also harkens back to Pitch Black’s R-rating. Overall, the film manages to keep a some­ what steady balance of action and narrative, although the dialogue often leaves something to be desired. The film can be defined as a clear retraction back to what made the original film a success. On one hand, this kind copied plot can be considered unoriginal—but for the Riddick franchise it seems like a step in the right direction. With Vin Diesel’s new ownership of the character of Riddick, hope remains that the franchise wfll continue to grow in the right direc­ Department of English Digital Studio tion. ( President Leahy discusses creativity in the workplace ~) An action film that loyal Riddick fans will love, but somewhat lacking in terms of a creative narrative. 9 �The Inkwell Volume 8 The_ Issues 1&2 Ku Lai Lar Prisoners Review By Kayla Eaton Chances are you have heard of actors Hugh Jackman and Jake Gyllenhaal. The two of them have teamed up for a movie that was released in theaters on September 20, 2013 called Prisoners. Other familiar faces can be seen, as well. The film, directed by Denis Villeneuve, stars Jackman as father Kelly Dover and Gyllenhaal En^ wh: hyp as Detective Loki. Dover’s family is having dinner at a friend’s house when his daughter, along with her friend, goes missing. After an unsuccessful search, the only clue Dover is left with is an RV that had been on the street earlier. Detective Loki is put on the case, but no progress seems to be being made. Kelly Dover decides to act as his own investigator, doing whatever he has to do in an attempt to get his daughter back, but just how far will he go? Is it too far? If you are looking for a real thrill, then this is the movie to see. Rated R because of torture and language, Prisoners may not be the most family friendly film, but is a great movie to go see with a group of friends. I would I he dor wit! sarr of ! give it 9.5 out of 10. If you liked the movie Taken, starring Liam Neeson, then you will definitely like Prisoners. Even top critics on Rotten Tomatoes rated Prisoners higher than they rated Taken. The movie grasps your attention right from the beginning, and you don’t want to take your eyes off of the screen for the entire 153 minutes. Just when you think you have it figured out, they throw another curve your way. If asked to pick out a negative aspect of the movie, I would not be able to. I highly recommend this movie to any­ one looking for a good movie to watch. ‘Insidious: chapter 2’ Review By Alyssa Daniel On Friday, September 13, 2013, the sequel to director, James Wan’s, Insidious was released. Insidious 2 continues straight off of where the first film ends. The Lamerbert family moved from their previous home in fear that the house was haunted by demons. Once they are settled into their new house, they quickly find out that it is not the house that was haunted; it was their oldest son, Dalton (Ty Simpkins), who has the ability to roam amongst the spirits in his sleep, who has brought back demons diat are after his father, Josh Lamerbert (Patrick Wilson). The family then retreats to the grandmother’s (Barbra Hershey) house where the remainder of the movie takes place. Wan did a great job in putting together the suspense aspects of the movie. He was very good at keeping the audience on edge throughout the entire movie which enabled much room for genuine unexpected scares. The amount of scares and the length of time between each scare were fewer than the first movie. However, the levels of intensity of each scare were considerably higher which increased audience suspense by adding a sense of paranoia as to what would happen around every corner or during every dull moment. Overall, I thought Insidious 2 was a good movie. In terms of plot, there isn’t much to it, however. The rea­ soning behind why everything was happening is highly simplistic and easy to follow although it allowed for several good scares. In the end, the movie succeeded more in terms of style rather than substance; not to mention the various forms of comic relief that tied in perfecdy to the horror and also contributed to the style of the movie. It is the technical trickeries, such as the positioning of the camera, sound effects and suspensefill music which gave Insidious 2 the chilling vibe that lingers throughout the movie. With another ending that ensures the audience that there is more to come, Insidious 2 is not a bad movie and is sure to keep committed fans of the series coming back. However, I’m not sure the movie is as capable of recruiting new followers. 1(1 I ha nan Wh The The Yoe As : An den I �<2 The Inkwell Volume 8 Issues 1&2 Kuhafs Korncrs Language, Reality and Your Future Story as English Majors Language: Reality. What’s the relationship? Education: Career. What’s the connection? :es laal English majors are students of language. We are students students of of meaning. meaning. We We love love to to negotiate negotiate irony, irony, gaps gaps between between whats said or written and whats meant. Every time we read or write we do this. Our work in these areas makes us hyperaware of the beauty and oddity of reality. ngctive gator. ?e, >uld P the fay. inv- I I I have been teaching in Kirby Hall for just about 25 years. It’s my career. AU the while I’ve been writing poetry, fic­ tion, and drama. Most of it concerns itself with some effort to understand this amazing reality we live as well as with tire search to find language that can meet my mind’s understanding of reality. As English majors, you do the same er err time y ou write an essay on Alice Munro or Sylvia Plath, or when you write a poem on the odd moment of seeing a school bus pass by three children waving at Bus #27. Language challenges reality just as reality challenges us to turn experience into language. I have this idea that words/meanings fail full order/structure. Structures. nature refuses human structures that want to control and order it. us in rat n ck ovie L ils of oia Chronologies. I have this idea that Sunsets first, then sunrises The moon eclipsed beforefull Darkness then light When we write, we share an understanding of something that matters. Should Edna Pontellier in Kate Chopin’s The Awakening have left her world behind to swim off? Why does Thomas Pynchon’s character Oedipa Maas in The Crying of Lot 49 want to “project a world”? Your creative imaginations are at work when you write responses. Your ideas reflect your values. Keep this in mind as you go forward in your life and career stories. As an educator, these ideas about writing have wiggled into ideas that are at the center of my work in the classroom. An educator’s values: To be passionate about ideas, to respect others, and to chaUenge the potential of each stu­ dent I work with. (continued on page 12) ;a;ral . It ve hat back. 11 �Volume 8 The Inkwell Issues 1&2 ( Kuhar’s Korners continued from page 11 J The Inki Ackee < By Alys: Hearing Billy Collins read I want so badly to write afunny poem about my daughters and our dog, her head over the edge of a pillow But I can’t thefinny poem turns on an image of a tree ground enough, from an her to si Ackee ai cooked; Ingredie . branch falling on a boy helping his mother carry groceries infrom the car .. Your intellectual work in our English program, whether found in essays, poetry, or fiction, will shape how you come to understand what you value in life and your place in this world. What I value above all about the classroom are the experiments that occur in every class, experiments with language and with meaning. It’s taken a career to find that language for that meaning. y t:, , j- :Qn elasej memory from its function of allowing reality to mimic itself, a wonderous awareness of systems like the one heating his house or washing his clothes. An x-ray. Seeing tire morning snow fall westward easily with pace toward the light, he swallowed hard to invoke a sensation of living, of breathing and of processing this moment. Alone with the pines and oaks. Each flake different than every other. This explains the system, he thought. Contrite translator of a Society of Spectacle, he recognized a beauracracy of thought in the work of consuming images: The snow, like the x-ray screen, was seeing through the forest and January. As English majors, we move between fiction and reality, between language and meaning. We read Kate Chopin and Thomas Pynchon in the same week. 1979. Everything was larger. Things kept falling and the noise evoked play and thought. Cell phones, guitar tuners, old luggage. She wondered if the 50 turtles made it to Ascension Island. She watched, face painted with disci­ plinary intent, eyes swimming from left to right of the twelve inch steel-plated monitor. Her brain wired toward the next thought. Not the now. Over and over the images flashed. She wondered how it was possible that her child s television could be twice the size of the monitor used almost 25 years ago with recording what she was to see. We are surrounded by language in our classrooms and our lives. As English majors your hope and responsibility in the world is tied to your work to bridge the gaps between reality and the imagination’s work, whether you find your career in the classroom, courtroom, boardroom or “The folder cannot be displayed. You do not have permission to perform this action.” Write the conclusion to your story knowtng that you possess the ability to negotiate and to create the story you want to tell. The story that lives your values: Your language is reality. Our English program prepares you for this. i • ! • 1 • 1 • 1 • I Directioi Preparin I haven’t b take the : Once voi Place the the water Once thi will comi Preparin! I package < frying pa Combini C oil, and L some pej When fir and Voih Enjoy! �!&2 The Inkwell Volume 8 Issues 1&2 Ackee and Saltfish Bv Alyssa Daniel Being born and raised in America, 1 have never had the opportunity to hilly experience my Caribbean backgiounc hioug i the preparation of our native foods. With my parents being from the Islands, I have been fortunate i come are find ird essing a, he rf in and tuners, ird the hild’s ility in your enoug i, <-b to eexposed to my Caribbean heritage in other ways on a daily basis. Both of my parents are rom an is an ca e t. tts, which is located in the West Indies. My mother is an amazing cook and I’ve asked her to show me how to cook one of my all-time favorite foods which I’ve decided to share with Wilkes University: Ackee and Saltfish. 7 Ackee and Saltfish is <originally ' ' " the national dish of Jamaica. Ackee is a fruit that is grown in Jamaica but is cooked and used like a vegetable. Saltfish is Cod ----- that —„ h; aas been preserved by drying after salting. Ingredients • ’/a Pound Salted Cod • 2 Cans of Ackee • ‘/a Package of Bacon • 1 Small Onion • 1 Small Tomato • lTbsp Cooking Oil • Black Pepper Directions Preparing the Cod Fish Bring a medium sized pot of water to a boil. If you haven’t bought the skinless/boneless cod fish, you have to first take the skin off (most of the time it comes off quite easily). ( provided by google ) Once you’ve skinned the Codfish, chop it up into medium sized pieces. Place the pieces of fish into the boiling water and boil for two minutes. Remove the fish with a strainer and change the water, bringing it back to a boil and adding the fish back in for two minutes. Repeat this process once more. Once this process is finished, drain the water, make sure there are no bones in the fish and put the dish aside, we will come back to it later. Preparing the Ackee Drain the Equid from 2 cans of Ackee and place the fruit into a bowl and then put it aside. Chop half a package of bacon into small pieces, and fry until crisp, set aside. Next, chop up the onion and tomato and cook in a frying pan to your liking. Combine with the reserved Ackee and set aside. Combining the Ackee and Cod Fish Combine the Codfish, Bacon, and Ackee in a frying pan on medium heat. Stir in ITablespoon of cooking oil, and let simmer for a little bit (5-10 minutes). As time passes, you will notice the Ackee start to swell. Sprinkle some pepper and gently stir the mixture in a folding manner to avoid the Ackee becoming mushy. When finished, continue to let the mixture simmer on low for a couple more minutes to ensure thorough cooking and Voila! There you have it, a wonderful pan of Ackee and Saltfish. Enjoy! i r this. 13 �The Inkwell Volume 8 Issues 1&2 Contemporary Author Update By Sarah Simonovich T i j j ■ The latter half of 2013 has seen the publication of a number of highly anticipated works. Included is Don­ na Tarts’s third novel, The Goldfinch, which was published in October, marking it her first work published in over 10 years. Also in August, award-winning Canadian Author Margaret Atwood published MaddAddam, the conclu­ sion to her dystopian trilogy. Cormac McCarthy, author of three novels adapted into films, saw the release of his first original screen­ play, The Counselor, on October 25. The cast includes big names such as Michael Fassbender, Penelope Cruz, Cameron Diaz, and Brad Pitt. The film has received mixed reviews. Also in the film industry, the film adaptation of Thomas Pynchon’s Inherant Vice is currendy in post-production with no release date set. Teacher Education Updates by Alissa Daniel Praxis II Workshop: Anne Thomas, Education-Undergraduate professor, will be hosting a Praxis II workshop on Monday, September 16, 2013 and Monday, September 23, 2013 in Briseth 216 at 11:00am. This information session is directed toward aspiring educators who seek to become a certified teacher in the state of Pennsylvania. The work­ shop will provide information on how to register for the test, what to expect when arriving at the testing center and the content expected to be on the test. Praxis II preparation resources will be provided to those who attend. The Praxis II test should be taken towards the beginning of senior year and passed before student teaching. PAPA Workshop: Anne Thomas, Education-Undergraduate professor, will be hosting a Pre-service Academic Performance Assessment (PAPA) workshop on Tuesday, September 24, 2013 at 11:00A.M. This information session is directed toward aspiring educators who seek entrance into the Teacher Education Program (TEP). The workshop will provide information on how to register for the test, what to expect when arriving at the testing center, and the content expected to be on the test. PAPA preparation resources will be provided to those who attend. Students must take and pass the PAPA certification test passed prior to registering for any 300 level education courses. Student Teaching Seminar: On Thursday, September 26, there will be a student teaching placement seminar being held in Briseth 205 at 11:00A.M. This meeting is mandatory for students who plan on student teaching in the Spring 2014 semester. The primary purpose of this meeting is for students to fill out the required paperwork in order to student teach during the spring 2014 semester. Dr. Gina Morrison will also be presenting information about the student teaching opportunity in Malaysia. Doctorate of Education (Ed.D.) Dissertation Defense: There will be a dissertation presentation, held by the Interim Dean of the School of Education, entitled The Impact College Fairs Have on Enrollment at Kikg’s College, A Cath­ olic College in Northeastern Pennsylvania by doctoral candidate Thomas Robert Landon. The presentation is open to students of the School of Education and will take place on Friday, November 15, 2013 at 9:30A.M in Fenner Hall. candidate Joa^-Bus^ep^^ take place on Fnday, November 15, 2013 at 2:00P.M in Fenner Hall. The Inkwell 2013 Nob. By Charlie Th 82-year-ok come a fat tario. Mun stories in 1 Stories. M grew up. E December woman to first Canac Wilkes Uni By Stephen Muc Band. An it Leahy] was ing he (Dr. J The present to boost me enrollment; cruiting too boost to the its students, opportunity largely beca input. “This Dr. Simon, between the deal of inpr The presence at replaced wi: however. “J stated Dr. S tnances at 1< town, PA. The hers. Only < accepted. T Week durini Dr. ttancial ove at tire high So. �sues 1&2 ed is Donhed in over die conclud screen: Cruz, ptation of shop on n session he workmter and 1 The :mic •n session workshop and the ents must being re Spring der to ut the i Interim A Cath:>n is open oner Hall. The Inkwell Volume 8 Issues 1&2 2013 Nobel Prize in Literature By Charlie Hanford 1 he “°13 Nobel Prize in Literature was awarded to Alice Munro. The Swedish Academy chose the 8„-year-o a a an author heralding Munro as a “master of the contemporary short story.” Expected to be­ come a at e w len she grew up, Munro instead earned a scholarship to attend the University of Western On­ tario. 1 unros wor ’ egan appearing in magazines in the 1950’s and she published her first collection of short stones in ., er most recent work is a collection of short stories published in 2012 entided Dear Life: Short Stories. Mumo s stories tend to revolve around small town life in rural Canada, the setting in which the writer grew up. ue to poor ealth Munro has declined to attend the award ceremony in her honor in Stockholm on December . unto has publically stated that she is unlikely to continue writing after becoming the thirteenth woman to receix e die Nobel Prize in Literature out of the 106 that have been awarded since 1901. Munro is the first Canadian to receive the Nobel Prize in Literature. Wilkes University Marching Band Takes to the Field Fall 2014 By Stephen Seibert Much to the delight of Dr. Philip Simon, Wilkes University has set wheels in motion to create a Marching Band. An interview with the future director revealed that it was not even Dr. Simon’s idea in the beginning. “[Dr. Leahy] was the one who came to me” states Dr. Simon. “Naturally I thought it was a great idea. Since that meet­ ing he (Dr. Leahy) has been notiiing but supportive.” The presence of a Marching Band is expected not only to boost morale at football games, but also to boost enrollment at Wilkes. “[Dr. Leahy] thinks it’s a good re­ cruiting tool,” continues Dr. Simon, ‘And an excellent boost to the liberal arts program that Wilkes provides its students.” The Marching Band will be an excellent opportunity for students interested in the liberal arts largely because the students will have a great deal of input. “This will largely be a student run group,” states Dr. Simon. “The music will be a collaborative decision between the students and I; students will have a great deal of input.” a The Wilkes University Pep Band already has presence at home football games, but that will be: r courtesy of the SUB cafeteria Marching Band. The group will not travel with the teamkreplaced with the new 1 however. “Most colleges [our size] will not send marching bands to away games,’ - -m only at home games, as well as occasional exhibition perforstated Dr. Simon. The Marching Band will perfon ipetitions and at the Intercollegiate Marching Band Show in Alientnances at local high school marching band com[ ; Interim logical ,n and will accepted The unit wffl rehearse two to three tunes per week; students can expect an average of nme hours per nancial oversight of the program. Dr. Simon, who as B Band at the high school level, will overseeoZthe Wilkes University Marching Colonels!' So get ready! September 2014 will see i p 15 �The Inkwell_____________________________________Volume 8 Issues 1&2 Time for a Cuppa: a Beginner’s Guide to the Perfect Brew By Sarah Simonovich , , ., , Caffeine has always been the English Major’s friend: hundreds of pages have been read and written with the help of an energizing kick. Coffee may have claim as the stereotyped drink of choice, and even energy drin s ave taken their place among the late night student’s arsenal. But what about tea? Tea, like coffee, has always had a place in the literary world. Take George Orwell’s 1946 essay, “A Nice Cup of Tea,” for example. Published in the Eve­ ning Standard, Orwell’s essay describes his eleven rules for making tea, something that may be seen as approaching a ritual or art form. Not ah teas are created equal. While not all tea-drinkers foUow a regime as strict as OrweU’s, certain guide­ lines are generally foUowed. One of the most obvious guidelines is the physical brewing of the tea. Water tempera­ ture and brewing time are both dependent on the type of tea. Below are the general guidelines for brewing a basic cuppa: • Black: 200-212°F for 3-5 minutes • Green: 170-190°F for 1-3 minutes • White: 150 °F for 1-2 minutes • Herbal: 190°F for 3-5 minutes Heating water in a kettle is ideal because water can overheat in a microwave and potentiaUy explode. On the same note, fresh water that has not been previously boiled makes a better cup of tea. Tea comes in many forms including blooms, bags, and loose leaves. Often the issue with teabags is that there is very litde room for the leaves to expand, which results in a weaker flavor. Tea sachets provide a better alternative because the sachet’s pyramid shape pro­ vides the leaves with more room to expand, increasing the potential flavor. Loose leaf tea can be brewed in a teapot with an infuser basket, in a mug with an infuser ball, or, following the Orwell recommended method, straight in the pot. Orwell’s method ensures proper infusion and instructs that the leaves be strained upon serving. Generally, one teaspoon of tea is used per eight ounces of water. For a stronger brew, always add more tea leaves, rather than time: over brewing can lead to a bitter tasting tea. There are numerous ingredients than can be added to a cup of tea. Some of the most popular additives include sugar, honey, agave nectar, lemon, cream, and almond milk. For a coffee substitute, black teas have a richer flavor compared to the lighter white and green teas. Tea can even be used as a base for a latte, substituting espresso. Earl Grey lattes, also known as a London Fog, are quite popular among tea enthusiasts and local coffee shops. 2013 Kirby Canon By Gabby Zawacki The Kirby Canon is an annual publication that recognizes the strongest essays written in English classes with significant essays chosen as winner at each level (100, 200, 300). Students may submit one essay per level for work completed the previous academic year (for the upcoming issue, that would be Fall 2012 - Spring 2013). After receiving essays, a panel of faculty and students evaluate each essay. When reviewing essays, the names are removed in order to ensure an unbiased evaluation. “Winning essays are published annually in print and elec­ tronic copies of The Kirby Canon, are recognized at an annual ceremony, and receive a certificate and small prize,” said Dr. Helen Davis. Students who wish to submit work to The Kirby C; students Canon should email the essay to Dr. Helen Davis (helen. davis@wilkes.edu), who will then remove names and assign essays to volunteer readers. Entries from die 2012-2013 academic year should be submitted by November 15th. If you are interested in being a reader for die Kirby Canon, please also contact Dr. Helen Davis. The 2013 Kirby Canon Winners are: Best 100-Level Essay: Taylor Moyer, “Creating the Look to Die For” Best 200-Level Essay: Kelly Clisham, “All the World’s a Stage: Finding Meaning in Angels in America” Best 300-Level Essay: Jonathan Kadjeski, “Mercy through Catholicism: Apocrypha in Shakespeare's Merchant of Venice” The Inkwell Redwall by B By Stephen Se Full of twenty book s; human but ins and medieval 1 threatened by discover the s< the terrifying 1 solve the riddl destroying his The ai an early age ar life and plant. over a dozen 1 and the sourci Redws thoroughly en what Brian Ja< Spray-Paint J By Gabby Za1 Over to paint an all be painting, I to use a new i •ally seen as a < assumed to b< of street art. change and n between mult changing wid paint. I spol professor anc he intersecdc recoenized st o integration o form public s painting have to create stre paint, in and painting expt Becai allowing for quality, the p on working x �s 1&2 i with the iks have d a place the Everoaching i guideLemp era; a basic The Inkwell_____________ Rcdwall by Brian Jacques By Stephen Seibert Volume 8 twenty’ book saga. In a tale that grabs human but instead mice, squirrel,™^ Z“s and medieval technology. The story centers on a red Issues 1&2 '’"'T Redw‘‘UK ’ fantasy that kicked off a “'' Wood and creatures> with human intelligence i threatened by an army of rats “ discover die secrets of the Abbey’f founder a warrior nam d M ’°mC ‘S,‘hleatened the !'r,u"R nmn“ the terrifying leader of the rats. As die Abbey and the ,', d j W‘C“ S”°rd “ batdc a«ainst solve the'riddles left behind by the legendaX m“L mZ, mUS' destroying his beloved Redwall Abbey. ° ’ °P a™y °f &Om cnslavlng his friends and The author Brian Jacques was born in England on June 15, 1939. He displayed great talent for writing from an early age and bls fest book Redwall, was published in 1986. Much of the world of Redwall is based on the wMhfe and plant life of England. Jacques work is well received, with over twenty million copies sold and translated into or er a dozen languages. His work Mows the very familiar pattern of good vs. evil, seen as overly simplistic to some and the source of the series popularity to others. r ie same including d expand, e proi a teapot ght in the rally, one than time: itives : a richer espresso. ops. Lasses vel for 5)die names d elecill prize,” ; (helen. 1012-2013 >y Canon, Redw all is only the beginning of an amazing saga, a tale that will have you whipping through its pages while diorougllly enmeshed m its story. If you have ever enjoyed a fantasy or adventure story, then you will be amazed by what Bnan Jacques has in store for you. Spray-paint Art By Gabby Zawacki Over the summer I was asked by a good friend to paint an album cover. Upon viewing what I would be painting, I realized that there was the potential to use a new medium to make art: spray-paint. Usu­ ally seen as a deviant’s art tool, spray-paint is often assumed to be used only in graffiti and other forms of street art. These art forms are generally seen as destructive. However, street art has the potential to change and morph, often becoming a collaboration between multiple artists. Street art layers and grows, changing with each new artist and each new layer of paint. I spoke with Dr. Chad Stanley, English professor and painter, about street art. He said, “[T] he intersection of street art, grafitti art, and the more recognized studio/gallery art represents a fascinating integration of these styles” with the ability “to trans­ form public space in ways that traditional modes of painting have not.” While I have not used spray-paint to create street art or graffiti, I’m finding that spraypaint, in and of itself, has the ability to transform the < photo court painting experience on canvas as well. . j---------Because the paint is in a spray-can, it has the ability to dry quickly and layer quickly, for beautiful shades and tones to be created with minimal waiungln addition, due to spmy-pamMqueous quality, the paint can be applied thickly and then dripped and swirled in order to create eye. popping p hant of « working with spray-paint throughout the year in order to create more crossover amvoi . 17 . p �Issues 1&2 Volume 8 The Inkwell The Inkwell______ Senior Spotlights A Hunch Al By the Editoi Liz Mason By Gabby Zawacki Whether relaxing on the Greenway during warm weather | or enjoying the laid back and welcoming attitude of Wilkes, senior English major Liz Mason has enjoyed her time both in and out of | the classroom. When she’s not working hard in Kirby Hall, Liz likes to get lunch or dinner with her friends and attend sporting events to support the Colonels. When relating her experience at Wilkes, Liz said she has “enjoyed basically every social aspect of college.” These experiences have helped her form strong friendships and What his Hunches? you know ths to shame poc even shame h It' is! i, A 1 | have allowed her to make lasting memories. Other hobbies include Liz, furthest to the right, may or may working out at the Wilkes gym, shopping on the weekends, trying new food not have eyes this wide. at new restaurants, and playing intramural basketball. After leaving Wilkes, Liz says she will miss “being in a small community” and how it “allowed everyone the opportunity to become friends as opposed to peers.” She hopes to belong to this type of community throughout her life and career and hopes to “work in that type of environment upon graduation.” Thomas Matern By Miranda Baur Tom’s concentration is in professional writing with a minor in psychology. Some of his hobbies include writing and running, but not at the same time. Lately, Tom has been writing poetry for his capstone project, which he finds “pretty interesting.” Most of all, Tom is going to miss the people and the atmosphere of Wilkes, and his favorite memories at Wilkes were too immense to go into detail. Tom believes that his times with friends are his best Wilkes memories. Artist’s Statement, October 2013 By Dr. Chad Stanley L'” I- J As the subjects for the majority of my paintings are drawn from litera- | \ _ ture, I think of my work as a form of playful, visual scholarship; to this point, f ' I frequently paint from or about writers I have published on, such as Fay Weidon, Philip Wylie, and Joseph Plumb Martin. To me, this connection between |z the visual and the literary makes perfect sense, as I have always been a visual ' thinker, and began my undergraduate studies as a painting major. I work in oil on canvas, with under-sketching in ink and occasionally an acrylic wash. With one exception—a portrait that is a tribute to a Beagle/Doberman/ i Rottweiler who was named “Nixon”—all of the paintings appearing in the ; “Visual Literacy” showing are based upon or influenced by literature. A good friend helped me realize that this painting and the Self-portrait, with Horns form a diptych, and since that moment I have been unwilling to separate them. ^Visual Literacy” will be featured at th<ie Sordoni Art Gallery until December 15th. ----- VISUAL------ | ! LIT E R A C Y A postcard featuring Coleridge and-/Uba- j tross by Chad Stanley ) 18 The 1 out of Kirby nies earned w (a difficult taj to find an em the clutter. W and went in s The s Fall became x last day of th his hand grab �c2 The Inkwell Volume 8 A Hunch About Hamill’s Hunches By the Editors e the 3ut her What happened? Where’s Hamill? Where are his Hunches? If you are a dedicated Inkwell reader, you know that sometimes, we need to reserve a spot to shame poor Dr. Hamill. But this time, we can’t even shame him.. .because we don’t know where he is! The last time we saw him, he was running out of Kirby Hall clutching his skullcap full of pen­ nies earned widi bad words. We rushed to his office (a difficult task since it’s located on the third floor) to find an empty ENG 397 swear jar thrown among die clutter. We picked it up, placed it on the shelf, and went in search our lost but fearless leader. The seasons changed. Summer became fall. Fall became winter, and then sort of summer again, then back to winter, and yet no Dr. Hamill. It wasn’t until the last day of the semester that we found him clutching a carton of melted ice cream in the Kirby Hall basement with his hand grabbing the emergency switch. We feared the worst: sugar shock. g and s “pretty ones at ies. f Dr. Hamill with the editors. A changed man, ) Y^ Alba- 19 �� 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 2013 (Volume 8, Issue 1 and 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 2013 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/1b71f30b949b7804530a2178775278a4.pdf a5609bbde91238b2770055e3285725ca PDF Text Text 77«- Inkr\ "'c/7 Qu:irtcr]y Volume 8 Issue 3 The Inkwell Quarterly Volume 8 Faculty Updates V-Day and Manuscript Review of Pratchett’s Dodger Bianca Sabia: An important Piece of the Puzzle Spring 20 LI. From Novice to Expert: Student to Authority in a Few Short Weeks In tliis Issh Club Updates Issue 3 By Patrick Klus 2 2 3 4 Freshmen Faces 5 Senior Spotlights 6 A Trip to the Morgan 12 Spring Writers Series 13 Kuhar’s Corner 14 Hamill’s Hunches 15 Dead Poets Angst 16 English 222 Review of DH Projects 18 Review of Austenland 19 The Rhetoric of Hockey 20 Contemporary Writers Update 20 Grad School Expectations 21 Math Counts 22 2013 Nobel Prize in Literature 22 Where in Kirby Contest 23 Gridmark Review 23 F. Scott Fitzgerald Crossword Puzzle 24 When students write papers, source material is often needed to form the root of an argument and back up what exactly it is the student is writing about. This idea seems to be in some ways the basis for all student writing, but this concept seemed to change for a group of students this semester. In Dr. Hamill’s Fall 2013 ENG V 397: Technologies of the Book seminar, the class took on a month long project of transcribing and editing manuscripts of the Canterbury Tales in order to form our own edition of the Canterbury Tales. Because ENG 397 is a Digital Humanities designated class, each group Photo Courtesy of Dr. Thomas Hamill accessed digitalized copies of Canterbury Tales manuscripts to work with directly. At first, the work that we were accomplishing seemed like tedious busy-work, but then each group had to begin making editorial decisions. This decision making process signaled a change from not only student author to editor, but also student to expert. Through the close work with the manuscripts, each group had become an authority on the text that the group was working with, and did not need the ideas of another author or writer to validate our own decisions in regards to editing the text. Each individual editorial group was able to make the decisions that each group wanted, and these unique decisions allowed each group to tailor their version of the text to any audience that they had chosen. When an editorial decision was made by the group, the group did not have to seek out sources that would back up their ideas. The group was simply allowed to edit the text as they chose. In some cases—such as spelling—a modernized spelling of a word would appear in a later manuscript, and would be an example to follow in the final copy of the group’s edited text. In other cases, words were modernized without any examples in any other manuscripts, but this decision was okay. Making a decision without the “approval” of an authoritative voice was okay because each group had immersed themselves in the work enough that each editorial group had become an expert on the specific section of the text that was chosen for the project. This authority provided not only a sense of comfort in that the editorial teams would not have to justify every editorial move they made with that of another authoritative figure, but it also conjured up a sense of uneasiness. As students, the individuals in the groups had always learned to back up claims made with information from the text, as well to integrate the voice of experts to help validate the claims that were being made. When looking for the aid of an expert was no longer required, a Pat demonstrating features of the sense of uneasiness began to set it. Each individual and Technologies of the Book website he group had turned the corner and were no longer just in ENG 397 (using wix.com) students writing papers for class; the students had become created last semester with Melissa Thome and editors who had become the authoritative voice that was so John Carroll. Photo Courtesy of Dr. Thomas Hamill often looked for in other assignments. tai L. Dig talS.ud ■ 1 �The Inkwell ( The Inkwell Quarterly Faculty Updates Issue 3 Volume 8 BOOK . Dr. Sean Kelly presented his paper, “"Shaming Sympathy: Hester Prynne's Radical Ethics in The Scarlet Letter," a paper which examines how Hawthorne's representation of Hester Prynne's affair and her later transformation into a "self-ordained Sister of Mercy" can be viewed as a nuanced critique of Governor John Winthrop's moral theory, at the February Faculty Forum in the Cohen Science Center on Friday, February 21, 2014- „ . , ... Dr. Kelly is also chairing a panel at NeMLA in Harrisburg, PA, April 3-6. The panel is called: "Figurations of Solitude and Loneliness in American Literature." • Mr. Jack Grier is spending the semester relaxing in Florida. He will return to Wilkes in the fall to teach English 393= The Teaching of English. • Dr. Marcia Farrell was awarded a sabbatical for the Fall 2014 semester. Dr. Farrell will be working on her project, Unraveling the Bonds between Catharsis and Fiber Arts: An Examination of Stitching Culture in Dr. Kelly answers questions from Drs. Mischelle Anthony and Helen Davis as Interim Provost Terri Wignot looks on at Contemporary Literature , which looks at the connection between grief and knitting, quilting, embroidery, and the Faculty Forum on Friday, February 21. crochet circles within literature. Photo Courtesy of Dr. Marcia Farrell Club Updates By Stephen Seibert The 2014 Spring Semester is in full swing and so are the clubs on campus! The Wilkes Ultimate Frisbee team has been holding practices since the first week back and has plans in motion for several possible tournaments this spring. The first possibility falls on the second Saturday of Spring Break, and will be an indoor 5-on-5 tournament held at Binghamton University. The Wilkes Team is also planning to host a tournament on Saturday April 5, to be held at Ralston. To finish the season they hope to attend the USA Ultimate tournament for all registered teams, pending the selected date. Sigma Tau Delta is back in business with arrangements to donate proceeds from their fall semester bake sale to the Magnolia Project. The group will also be returning to the United Hebrew Institute in Wilkes-Barre to assist students with their short stories for a creative writing assignment. Sigma Tau Delta will be assisting the students at some time in early March. The Writing Center is back in business, reporting a successful fall semester of over 550 consultations and an “Exemplary level of client satisfaction,” according to the Director Dr. Chad Stanley. The Center will be continuing the Writing Mentor Program and is offering ENG 190 credit for work in the Writing Center and/or the Online Writing Center. Be Mine: Wilkes Celebrates V-Day and Manuscript’s Anti­ Valentine’s Day Reading By Dr. Ka Doo Inf “historical fi Twist, Prate elderly Jewi traveled ma; jewelry. The compass. Inst makes an he hoping to fii lottery. The any jewelry found, in wl by without c Pratchett’s i Pral fountains in by two ruffi; girl who has Henry May! invite him t( to the kitche Thu foreign amb learned to d Aty] Dodger, at 1 the London Dickens’ no1 among thos pioneering s Thii Dodger regs realities of . assuming th harm's way unresolved, the truth, sc Sin* reign by bri Joseph Baz; He also has Morpork or and even a1 ,. °" F'b.rua,y The[Manuscript Society held its annual Anti-Valentine's Day/Winter Sucks readmg rn the Kirby Salon, provrdmg laughter and snacks. 1111 VdieiluIlc b ' Ifyou havei any Club or organizational updates that you would like to see included in the upcoming issue of fQ or ifyou would like to join our staff or enroll in English 190 A please email Kendra Kuhar (Kendra.kuahr@wilkes.edu) or Dr. Farrell (Marda fa mW eilkes.edu). Si �Issue 3 . “"01 > onaming •S in The Scarlet ivthorne’s nd her later :r of Mercy" can "tor John Faculty Forum ibruary 21, it NeMLAin ailed: 1 American -ster relaxing in U to teach abbatical for working on her tharsis and ilture in he connection ridery, and Frisbee team nts this spring, held at held at nding the ter bake sale i assist dents at some ions and an ntinuing the Vriting jal Vagina Those arah isham, Volume 8 By Dr. : Pratchett’s Dodger—Echoes of Dickens Dodger by Terry Pratchett, Harper Collins, 2012 373 PP- paperback $9.99 “historical fantnsv” Pratchett takes a break from the Discworld novels that made him famous to write a Twist, Pratchett’s r>S<a m Y’ctor’an London. While his title character is an echo of the Artful Dodger of Dickens’ Oliver elderly Jewish m 1 ^VeS 'n cIu’,te different circumstances. Though Pratchett’s orphan lives in an attic with an traveled master ankt le eharacter goes home not to a criminal mastermind but to Solomon, a respected, widelyjewelry. The old CrattSman W^° rePa’rs ar*d replicates people’s treasured possessions - like watches, music boxes, and compass man encourages Dodger to eat balanced meals, bathe regularly, and learn to live by Solomon’s moral makes an1}!^3^ °/.Prac^c’n8 the robbery and pickpocket skills he learned in his early life, seventeen-year-old Dodger hoping to fi° jeSti 1V’n® as a tosher, someone who combs the London sewers after a storm looking for the sparkle of gold, lottery Th 3 ar^e con8eafed mass of mud and gold known as a tosheroon, the tosher’s equivalent of hitting the any iewel 61 HI^S cojns Dodger finds in the sewers provide for his modest needs. Solomon, a famous haggler, sells found ' vOrne businessmen of his acquaintance, unless he hears that someone has lost an item that Dodger has bv with13 W1 lc” case> Dodger returns it to the owner. Although they live on the edge of poverty, the pair manages to get Pr t h tt* ?ornProrn^s^n8 Solomon’s conscience. In spite of the differences from his famous namesake, Dodger is a c e t s irreverent nod to Dickens who appears as an important character in the novel. Pratchett’s rag- to-riches romp begins in a soaking downpour on a London street with the gutters gushing oun ams into the already flooded street. Dodger hears a scream as a young woman bursts out of a fancy coach pursued /1 o ruffians who grab her and try to return her to it by force. Dodger springs into action, deftly disabling the men. The girl who has been badly beaten implores his help in her escape. Before he can reply, Charlie Dickens and his friend, Henry Mayhew, happen along and tell the girl to come with them. Dodger objects, suspecting their motives, and they invite him to follow them to see that she is not mistreated. At Mayhew’s home, his wife sees to the girl and sends Dodger to the kitchen for something to eat. Thus begins a grand adventure that winds through the streets and sewers of London, among rich and poor, foreign ambassadors, trained assassins, and spies. Along the way, Dodger uses every bit of wile and craft he has ever learned to defeat the villains, protect the girl, and bring all things to a happy conclusion. Atypically for Pratchett, the irreverent humor that makes a Discworld novel such a joy to read is largely absent in Dodger, at least in part because the book is inspired by the work of the real Henry Mayhew whose London Labour and the London Poor gave well-to-do English men and women a new perspective on how the other half lived and died. Like Dickens’ novels, Mayhew’s statistical work helped to improve the lot of the poorest in London by raising awareness among those in a position to help. Pratchett dedicates his work to Mayhew and in an epilog recommends Mayhew’s pioneering sociological tome in glowing terms. This hero worship in Pratchett’s own voice seems ironic, however, when contrasted with Dodger’s assessment. Dodger regards the Mayhews as good-hearted people whose strict middle-class world view blinds them to the messy realities of life and the gritty choices that members of the lower classes make to survive. They name the girl “Simplicity’ assuming that the beating had affected her memory when, in reality, Simplicity decided that the couple would be in harm’s way were her true identity known. The two views of Mayhew are presented side by side, the dichotomy unresolved. On the other hand, Dodger regards Charlie Dickens as a “dangerous cove” who sees through his pretenses to the truth, someone more savvy than Mayhew. Pratchett’s single-minded admiration of the novelist is quite clear. Since Dodger is a fantasy, Pratchett has no compunction about taking liberties with the first quarter of Victoria’s reign by bringing Dodger into contact with, among others, Dickens, Disraeli, Sir Robert Peel, Tinnel of Punch fame, Joseph Bazalgette who re-engineered the London sewers, Sweeny Todd, and the famous heiress Angela Burdett-Coutts. He also has some fun with Victorian coinage and slang. Pratchett’s strength as a writer is his ability to make AnkhMornork or Victorian London seem familiar and to make characters like witches and wizards, the incarnation of death, and even a Victorian sociologist memorable and as believable as anyone the reader might encounter on the quad. The Inkwell Quarterly Staff Faculty Achisor: Dr. Marcia Farrell Sucks Editor-in-chief: Kendra Kuhar Senior Copy Editor: Ciena Humphrc) jpeoming Kendra Issue 3 Stall' Writers: Alyssa Daniels. I'ara (liarrantano, Charlie Hanford. Pal Kins. Matt Koip. and Stephen Seibert Faculty Contributors: Di. Kalhie Kemmerer, Dr. Earn Kuhar, and Dr. I homas A. Hamill Guest Alumni Writers David Cook and Matthew Kogoy Guest Contributors: Fhe students in English 222 3 �Volume 8 Issue 3 The Inkwell Qu - ----- --------------------------- Puzzle Bianca Sabia: An Important Piece Freshmer By Alyssa Daniel I Tara Gian There are many features of Wilkes University that are often praised. Whether it be the various programs and opportunelie■ Wilkes offers, or the conveniently small campus and friendlys Wilkes University has continuously been viewed in positive llg ’ utor t0 that attracts hundreds of new students each yeai. A major co Wilkes University’s success over the years is its faculty in each „ department. Equipped with a highly educated, professional, and mm faculty, Wilkes University creates a positive learning environment guarantees students a well-rounded education. . „ . . English professor and former Wilkes’ graduate, Bianca »an , is another important piece to the puzzle that is .Wilkes University, s. Sabia graduated Wilkes in 2010 with a bachelor degree in English witn a focus in writing and a minor concentration in women’s studies. It was not until her sophomore year at Wilkes that Ms. Sabia realized her passion for English. Fully aware of her love for writing, Ms. Sabia originally entered Wilkes as a communications major with a focus in journalism; however, during her sophomore year at Wilkes that Ms.Sabia realized her passion for English. She was inspired to change her major after her freshman English class taught by Mr. Jack Grier, another Wilkes’ University English instructor. She says, “I remember sitting there and looking up at him thinking ‘God, I would love to do that, I would love to teach English! I would love to move people the way that he does when we talk about essays!”’ As a first step in pursuing this dream, Ms. Sabia occupied her time in the Wilkes University writing center, located in the basement of the Farley Library, where she assisted struggling students with their ■writing. This part-time work study job was only the beginning of her academic journey. Upon leaving Wilkes, Ms. Sabia presented her senior capstone on a topic she felt passionate about and would later incorporate into her career as an English professor: The Teaching of Composition in the College Setting. She expands on this idea in her master’s thesis in which she discusses and concentrates on how to alleviate freshman composition fear in order to get first-year students to start thinking about themselves as writers who are capable of producing nicely written material. A year and a half after graduating from Wilkes (2011), Ms. Sabia achieved a Master’s degree in English with a focus in composition, from Arcadia University. Her time spent at Arcadia University also included working in the writing center, y the time she graduated, she had become the student director of the writing center. Ms. Sabia continued to gain experience by participating in the University’s Gateway program: a program for under-privileged first-generation college students that are accepted into Arcadia. Not surprisingly, Ms. Sabia worked in that program’s writing center too: “I was the students writing prompts and helped them with their writing. I also was a T.A (teaching assistant) tor the composition class for that program.” R and professional miring tutor. More recently, this past summit £ s I 3 fr®s^man “'"P™ll°" c J85,“st™C‘°r Bound program in which she now teaches an advanced composition d!? T?tUtOr counselor for Wilkes Upward Determined to achieve her goals, Ms. Sabia jumped straight fr “5 als° a topics and hterature c°uLrse', . still persistent, Ms. Sabia continues to challenge herself to achieve 1 f °m C° ege lnto graduate school. With her drive composition and rhetoric...my goal one day is to run mv own wriH S°als' She says’ “Z want to get a PhD' in , • • preparing herself to achieve this goal by gathering as much teach' progr.ain at a University.” As of now, Ms. Sabia is an occupation that she hopes to spend the rest of her life in mg exper^ence as possible in order to pave the way for Registration Reminders: Pre-registration beain. h advisor to select courses for the fall. s ns the Wet'k of March 10. Please see your Those planning to graduate in December, don’t forget u m advisor during pre-Registration. 6 10 T1H out the Graduation Audit with your I The Inkwe memb( Romanish then A The Please send a q (Marcia.fa ( 1. 2. What nam 3. Do you ha1 name? 4. Whoisyot 5. What fall to taking? Coming i You Know the N In our next issue Morgan Kirby Did you know... In Historic Land Ronald Andrews ceremony pertor Kirby Hall. The r Dennison, a hei Elizabeth. —by Pa* ^us 4 �3 QUartcr]y Thc Volume 8 Issue 3 Freshman T? " " ' aces* Meet the English Department’s First-year Majors I^2*arrantano Rachel Rakowski What nickname do you prefer to go by? n/a Who is your favorite author? Sidney Sheldon What is your least favorite holiday? Valentine’s Day Which literary character would you name your pet after? Mr. Darcy What nickname do you prefer to go by? n/a Who is your favorite author? Either J. R. R. Tolkien or George R. R. Martin What is your least favorite holiday? Valentine’s Day Which literary character would you name your pet after? Mephistopheles, from Dr. Fautus and the musical Cats Photo Courtesy of Tara Giarrantano P 1 r 1 Jacob Mensinger Quarterly welcomes all of our newest ^7e mei?rers °f the program, including April an*shan and Josephine Latimer, and wish them luck as we enter midterm week! What nickname do you prefer to go by? None. Who is your favorite Attentions Sophomores: author? Lacking a strict The Inkwell Quarterly would like to favorite, I strongly . feature YOU in issue 4. enjoy Thomas Pynchon, lease send a photo and your responses to the following Tennyson for poetry, and I favor a number of question to either Dr. Farrell contemporary authors. (Marcia.farrell@wilkes.edu) or Kendra Kuhar What is your least favorite (Kendra.kuhar@wilkes.edu): holiday? Halloween Which literary character 2. What name would you prefer to be known as? would you name your pet 3. Do you have a pet? If so, what is it and what is its after? Not 'literary' in the name? strictest sense, but I might Photo Courtesy of Jacob 4. Who is your LEAST favorite author? name a cat "Orpheus," after Mensinger the hero from Greek Myth. 5. What fall course are you most looking forward di to taking? Coming in the next issue... You Know the Name, but Do You Know the Man? In our next issue, get to know the man that called our home his home, Fred Morgan Kirby. F* Historic Landmarks on the Wilkes Campus, written by Wilkes alumnus p Id Andrews, historian Charles Miner recorded that the first marriage K°na onv performed in the Wyoming Valley took place on the future site of c^r®m jl <rhe marriage occurred on April 1,1769 and was between Nathan Dennison a hero in the Wyoming Massacre, and Jabez Sill's daughter, Elizabeth. -by Pat Klus 5 R �Volume 8 The Ink\ The Inkwell Quarterly Mira __________ _____— Senior Spotlights By Charlie Hanford____________________________ What is Literal Integrs Literal M^or^'m an English and Philosophy double m^jor. Po^ahoap^ sample and my grad senou pf needed break from education. What ai Miraru extren membi What w Gabby, Englisl Anthoi and Dr recogn includi Kuhar Dr. Davis and Studies in Romantic Literature, and Dr. Farrell and Studies in the English Novel. Where I'm from: Originally from Avoca, PA Involved in: I've written some articles for Inkwell, had my work included in The Manuscript and been a member of The Manuscript Society on and off for the past four years. I've been in Wilkes University Gay-Straight Alliance for four years and served as president of that club for two years, as well. Whatai pair m circles Free time: I read lots of genre fiction. What d( Favorite memory: Too many to count. Way too many to count. It's been a great four years. mSdng^lLd never letyowsdfbeXJwh^ Photo Courtesy of John Carroll there/s ^ways something you can do. Keep on friends when you need them. Taking an focomplete/s ah^ l°ask for f°F help; hel°: don d°n’’t* be he afraid afraid to to lean le® ------ jo most never a good idea. Jamie Alderiso What is your major/minor? English/ Theater Arts What are your plans after graduation? Graduate School Drama MthDr?Stanley C^ass/Pr°fessor? Currently, American Where are you from? Bethlehem, PA hat are you involved with at Wilkes? ivr v i winces? Making plays. Revision shows/0 “ free time? 1 love to read, run, watch god was every momentmemOIy y°U>Ve had at Wilkes? My favorite memory What is th undedry°Ur themost? llT64 While at Wilkes that has t0UCh®i broader Km ^ng of what it C°me awaY ^om Wilkes with a b« man being S What 11 m^ns to be a critical viewer, and a bettu Photos ( �The Inkwell Quarterly Volume 8 Issue 3 Miranda B Literature major with a minor in Professional Writing. What aic your plans after graduation? After graduation, Miranda and Gabby will create a company that builds ex erne tree houses and probably marry sibling members of a ska band. What was your favorite English class/professor? Although Gabby, and Miranda love all of the professors in the English department, they have grown the closest to Dr. Anthony (MA), Dr. Hamill (D.Ham), Dr. Kelly (D. Kells), and Dr. Kuhar (Dr. Kuhar). They would like to bring recognition to those remaining in the Kirby bird nest including Sarah Simonovich, Victoria Rendina, Kendra Kuhar, and Cierra Humphrey. What are you involved with at Wilkes? Together, they run the Manuscript Society Jail Delta. The pair met in Dr. Anthony’s 201 class and bonded over costumes and running arounfl wi y circles. ‘ ’ Ou 1 e to do in your free time? One of their favorite things to do at Wilkes is playing music around campus, specifically in the Kirby yard and on the top of the parking garage. They specialize in stringed instruments and kazoos. What is your favorite memory you’ve had at Wilkes? Gabby says, “There are way too many memories at Wilkes to choose a favorite, but over the years the best memories I've had are the ones I've made with my best friends, Miranda Baur and Kendra Kuhar. We always have fun and laugh whenever we're together. One time Kendra and I were eating grapes and I took one, put in my mouth, and put it back in the bag. I don't know why I did it, but I know that we we're dying laughing about it in the library. Miranda and I always go on adventures together. She's my right hand man, the Gilligan to my Skipper (Literally. She calls me Skipper and I call her Gilligan). We enjoy skipping rocks by the river and playing instruments on the roof of the parking garage. Hanging out with those two has made my time at Wilkes really fun.” What is the one thing you learned while at Wilkes that has touched and impacted your life the most? A lesson that Miranda and Gabby learned at Wilkes is to accept changes with optimism and to always maintain an honest identity. er Photos Courtesy of Gabby Zawacki and Miranda Baur Continued on page 8 7 �Issue 3 Volume 8 The Inkwell (J The Inkwell Quarterly Alyssa E “Senior Spotlights,” Continuedfrompag^------ ------------------------------------------------- Ellen Riley What are your plana after graduation? To figure out what's next. Hamill. Where are you from? Mt. Airy, Maryland What are you involved with at Wilkes? Vice President of Autism Speaks U Wilkes University, Secretary of Off-Campus Council What do you like to do in your free time? Am I allowed to say "Netflix and beer"? What is your favorite memory you’ve had at Wilkes? The never-ending Technologies of the Book editing project. Photo Courtesy of Ellen Riley What is the one thing you learned while at Wilkes that has touched and impacted your life the most? Over the past four years, I've learned that it's okay to be unsure about my future. As a freshman, I had no idea what I wanted to do for the rest of my life, and as a graduating senior, I still have no idea. The only difference is that I'm no longer afraid of what's to come, and I'm okay with taking the time to figure it out. I am so appreciative of everyone who has helped me reach this point. Katie Carton What is your major/minor? ENGLISH MAJOR, SECONDARY EDUCATION MINOR What are your plans after graduation? GET A JOB AS AN ENGLISH TEACHER AND TRAVEL What was your favorite English class/professor? MY FAVORITE CLASS WAS DR. HAMILL’S TECHNOLOGIES OF THE BOOK A. < Where are you from? TYLER HILL, PENNSYLVANIA >■ > ■ • Catelyn S What is your n and women; '4 I Photo Courtesy Alyssa Daniel - ___ Photo Courtesy of Katie Carton GO BACKPACKING | What are you involved with at Wilkes? THE CLIMBING CLUB, THE OUTDOOR EDUCATION CLUB, SIGMA TAU DELTA, KAPPA DELTA PHI, AND THE NATIONAL HONOR SOCIETY What do you like to do in your free time? I LIKE TO ROCK CLIMB AND ICE CLIMB, CLIMB MOUNTAINS AND What are your teaching higl What was your there wasn't enjoy, Dr. Ar favorites bee me to commi Dr. Hamill ai Where are you What are you ii teaching higl What do you lil Government Autism Spea Sigma TauD my awesome What is your ft my awesome FRIENDS, «>NCASyouJ^J PUSHINC n'™" lifethe tnost? THAT EVEN WHEN YOU^SXusSS^™ THE HELP 0F What is the on be confident to be a strori �Thc Inkwell QUWer]y Volume 8 Issue 3 Alyssa Daniel What is your major/minor? English with a minor in secondary ed. hat aie youi plans after graduation? to teach and eventually go to graduate school. mv^i?,aS y°U1 'avor'te English class/professor? My favorite English class that I've had is profess™ enS 366 American drama class with Dr. Stanley. I don't have a favorite Where are you from? I'm from Mt. Pocono, PA. What are you involved with at Wilkes? I'm involved with MSC and more recently the Inkwell Quarterly magazine. What do you like to do in your free time? In my free time I like to eat, dance, read, and hang with friends. What is your favorite memory you’ve had at Wilkes? My favorite memory at Wilkes was winning the talent show with my two good friends, Jackie and Adrienne. had The Photo Courtesy of Alyssa Daniel What is the one thing you learned while at Wilkes that has touched and impacted your life the most? My entire college journey since my decision to major in English n education has impacted my life completely. I can now see my future, whereas freshman year I was LOST. I fee 1 like I have made the right decision. Catelyn Sofio What is your major/minor? English secondary education and women and gender studies. What are your plans after graduation? Finding a job teaching high school English. SAN What was your favorite English class/professor? While there wasn't an English class I took that I didn't enjoy, Dr. Anthony's ENG 201 class was one of my favorites because it was the class to finally pushed me to commit to being an English major. Also, I love Dr. Hamill and his voice. •JIA Where are you from? Exton, PA ;ma What are you involved with at Wilkes? Finding a job teaching high school English. LOCK AND What do you like to do in your free time? Student Government, Off-Campus Council, Eduction Club, Autism Speaks U Wilkes University, Alpha Chi, Photo Courtesy of Catelyn Sofio Sigma Tau Delta, Kappa Delta Pi. I hang out with my awesome friend, Charlie Hanford- the one with the hair. FF, HEN What ,S the be confidentLginteacher and this has both touched me and will stay 4th meforever to be a stront“ 9 howto Continued on page 10 �Volume 8 The Inkwell Quartei'b The Inkwell Qua continued from page 8 “Senior Spotlights, Con __ . Elizabeth Pat Klus What is your major/minor? English wr’ ’ g What are your plans after graduation? Enter the job market. What was your favorite English class/professor? I think every English Professor and class has influenced me in some way; all of the classes and professors bring a unique experience. Where are you from? Kingston, PA What are you involved with at Wilkes? Chorus, Chamber Singers, Jazz Band, History Club and Inkwell. What do you like to do in your free time? I like to golf. A lot. What is your favorite memory you’ve had at Wilkes? I was able pr^nJ 0101 t ie Brahm's Requiem with the NEPA ilharmonic with the chorus in the Spring of 2012 Photo Courtesy of Pat Klus Annie Yoskoski What is your major/minor? Double major in English iterature and Communications, two tracks in COM— Rhetoric and Public Relations, minor in History What are your plans after graduation? Accepted into Law School for this fall class was ShaV«°r^e class/professor? My favorite nakespeare with Dr. Starner. Membe/of Zebr^iT111 WiIkes? Executive Board Writing Mentor r Mana«inS Editor of The Beacon, Wilkes Marketing DernShipS Etruscan Press What your fay0 >tt r^emoiy you’ve had at Wilkes? Presented theisMoravian Render Studies r n“ergrad conference, Women and Association °nference, and College Media Photo Court far morendJ^pacted^ ^earned while at Wilkes that has e^Sdth hfe the most? 1 got to experience ^^ner^^rest?^1 ever though?I would. I got to really enin d karn ah tend conferences with Dr. yed rny time'll aP asPects of literature. I Photo Courtesy i Melissa What is your What are you What was yo vorite class Where are y< What are yoi Club What do yoi What is you with frieni �sue 3 The Inkwcll Quarterly Volume <8 Issue 3 Elizabeth Bollman What is your major/minors? Majors: English and Spanish Minors: Secondary Education and Women and Gender Studies What are your plans after graduation? I planto teach and travel (hopefully I'll be able to do both at once.) What was your favorite English class/professor? English 101 with Mr. Grier. His encouragement lead me to switch to a major in English and I thank him so much for this. Where are you from? Beachwood, NJ What are you involved with at Wilkes? Education Club President and Spanish Club Vice President What do you like to do in your free time? Free time? I'm not familiar with this phrase... but I'll shake my groove thang every chance I get. What is your favorite memory you’ve had at Wilkes? I will never forget the great times I've had with my best friends. The adventures that we had while getting to know each other and the fun times we've had in 1290 will always be my favorite memories from Wilkes. What is the one thing you learned while at Wilkes that has touched and impacted your life the most? Stop doubting yourself! Go out there and DO IT! Photo Courtesy of Elizabeth Dollman Melissa Thorne What is your major/minor? English What are your plans after graduation? Find a job somewhere What was your favorite English class/professor? I don't have a fa­ vorite class/ Dr. Stanley Where are you from? I'm originally from Queens, New York d What are you involved with at Wilkes? Manuscript and History Club What do you like to do in your free time? Watch TV What is your favorite memory you’ve had at Wilkes? Hanging out with friends 5 Photo Courtesy of Melissa Thorne Continued on page 12 11 �Issue 3 Volume 8 The Inkwell Q The Inkwell Quaffed ---------- - English “Senior Spotlights,” Continued neratulate all of our soon-to-be By Patrick This Allo doled for Saturday, May 17, 2014, at 3pni in the Commencement is sche Marts Center. A Trip to The Morgan Library and Museum By Kendra Kuhar At the beginning of January, Dr. Hamill’s senior seminar ^nolos-of the Book”, traveled to The Morgan Library and Museum in New York Qty After donating his father’s library collection to the public in 1924, J.P. Morgan, Jr. began the jour­ ney of purchasing additional rare books, manu­ scripts, drawings and other ancient artifacts composing the attraction. The rare holdings relevant to Dr. Hamill’s class are an early ma­ nuscript (MS) of the of The Canterbury Tale (Mg), and a manuscript of Chaucer's Troilus and Criseyde. Furthermore, the library contains a number of prominent manuscripts of works by Chaucer's contemporaries, as well as The First Folio of Shakespeare and a number of Shakespeare quartos. The museum and library maintain the appeal of the museum to the public in contem­ Photo Courtesy of Kendra Kuhaj porary society by holding programs, -j------& weekend - ------- - p^giauiB, Morgan help special exhibits, and sponsored activities. Such events presented by in Edition to toZendally liven ’^oiie^on^ to essentially liven the collection and bring a diverse audience to visit, n a manuscript 1 the den^ anUSCrlpt viewing viewin8 and and the the normal normal collection collection of of the the museum, museum, Dr. Dr. Hain Hamill s stu Photo Courtesy of Kendra Kuhar J Allen p'oT 3 S° SUbjeCt t0 a SpeCial exhibit Pertaining to the life work of writer Edg Pictured are Catelyn Sophio, Ellen Riley, and Dr. John McQuillen, examining Caxton's 2nd Edition of the Canterbury Tales (c.1483); Gabby Zawacki, Kendra Kuhar, and Miranda Baur examine the Pierpont Morgan Library MS M 24a fa mid-i5th century MS of the Canterbury Tales the last leaf of which also contains an additional ’ fragment of the Pardoner's Tale). Photo Courtesy of Dr. Thomas Hamill Dr. Mischelli Daniels read February 20 Photo Court Curt Smit Cu Smith has well as twc Sn Stories Dii Writing Hi http://ww Josh We J( collection One Ston A from The the Natio and the B http://wi �The Inkwell Quarterly Volume 8 Issue 3 By’1’:n lnient Presents: Spring Writers Series reand the All of the Writers Series, sponsored by the Allan Hamilton Dickson Fund, will feature three writers. J^111 Present their work on their respective dates at 7 p.m. in the Kirby Salon. I’ll Dr. Mischelle Anthony with Professor Jim Daniels. Daniels read to a full house during his visit to Wilkes on February 20. Photo Courtesy of Dr. Farrell Jim Daniels: Thursday, February 20th Jim Daniels has been a creative writing professor at Carnegie Mellon University since 1981. Daniels’ writing and research focuses around poetry, fiction and screenwriting. The most recent works that Daniels has had published are Having a Little Talk with Capital P Poetry, and All of the Above, collections of poetry, and a short fiction, Trigger Man. Daniels has been awarded: the Brittingham Prize for Poetry, two fellowships from the National Endowment for the Arts and two fellowships from the Pennsylvania Council on the Arts. Daniels’ has also had his poetry appear in the Pushcart Prize and Best American Poetry anthologies. http://www.cmu.edu/hss/english/people/faculty/bios/jimdaniels.html Curt Smith: Wednesday, March 26th Curt Smith is the author of three novels: An Unadorned Life, Sound and Noise, and Truth or Something Like It. Smith has also released two flash fiction collections, Placing Ourselves Among the Living and In the Jukebox Light, as well as two story collections, The Species Crown and Bad Monkey. Smith’s latest book, Witness, is a collection of essays. Smith’s work has appeared in over seventy literary journals and has been named to the Best American Short Stories Distinguished Stories List, The Best American Mystery Stories Distinguished Stories List, and the Notable Writing list of The Best American Spiritual Writing. http://www.curtisjsmith.com/about.html irgan help dition to ill’s stuter Edgar Josh Weil: Thursday, April 24th Josh Weil is the author of the novel, The Great Glass Sea, which will be released in July 2014, and the novella collection The New Valley, which was published in 2009. Weil has had other fiction appear in Granta, Esquire, Agni and One Story. Weil has also written nonfiction for The New York Times, The Sun, Oxford American and Poets & Writers. Accolades for The New Valley include a New York Times Editor’s Choice, the Sue Kaufman Prize for First Fiction from The American Academy of Arts and Letters, the New Writers Award from the GLCA and a “5 under 35” Award from the National Book Foundation. Weil has also received fellowships from the Fulbright Foundation, the MacDowell Colony, and the Bread Loaf and Sewanee Writers’ Conferences. http://www.joshweil.com/www.joshweil.com/Biography.html All of the writers will appear at 7 p.m. in the Kirby Salon. Light refreshments will be served. Have information to share or an idea relating to English Studies? Contact Editor-in-Chief Kendra Kuhar (Kendra.kuhar@wilkes.edu) with details, or consider joining our staff. 13 �Issue 3 Kuhar’s Corner By Dr. Larry Kuhar “We Think; therefore, We Write: The Artistry of Writing and Rubber Cement” Do you consider yourself an “artist” when you write? Are you an “artist” when you’re writing an essay on Thomas Pynchon’s Gravity’s Rainbow or a short story in a creative writing class based on an experience during a flood? Do you see yourself as an artist when you write an abstract of a scholarly article on “history” in Toni Morrison’s Beloved and Quentin Tarantino’s Inglorious Basterds? How about when you write an abstract of an article from a biology journal on I patterns of behavior displayed by squirrels hiding acorns? A screenplay or a poem? Answers to these questions tell us who we are as writers in our English program, why we are asked to write in so many different voices, and why it matters to see each writing act as a single scene or performance in a larger play or script that is under construction, so to speak. What does it mean to see ourselves as “an artist” when we write in the English program? To begin toward a response, let’s first consider the ideas of an important I Photo Courtesy of Desiree Wren literary critic and scholar and then let’s consider the ideas of my fifth grade teach, I------------------ —— ---------------------- Sister Mathias. In American author and critic John Barth’s 1967 groundbreaking essay “The Literature of Exhaustion,” Barth points out that much literature and art is doing away with “the most traditional notion of the artist” (65). Though written nearly 50 years ago, Barth’s essay focuses us on an important concept that we need to consider when we see ourselves as writers and artists. It’s an idea that helps us understand how we go forward with our hopes (indeed, our need) to write as part of our lives as well as part of our careers. What does Barth mean by, “the most traditional notion of an artist”? Barth is referring to something we know about as writers. It’s about control, control of ideas, control of outcomes. We negotiate the concept - consciously or not - every time we put our fingers on a keyboard or press a pen to paper. It matters. It may matter more than anything for writers. (OK, a little strong... Let’s agree that it’s important, very important.) Barth’s idea about our authorial awareness of what we do when we write is something, as I said, we know about. It does not need to be taught. It’s an idea that critiques our efforts to control and to understand the features of an essay we are writing, the sound of a line in a poem we’re composing, and even the order of summarized ideas in an abstract we’re revising. Simply put, Barth’s concept focuses on the fact that, ‘We think; therefore, we write.’ , Barth s concept is important for us, I think, because it gets us to consider what we should be thinking about when we rewriting, when we re thinking of ourselves as writers, as artists. And it gets us to consider, maybe, what we should not be in ing about (or thinking about a little less) when we’re writing. 1 ut uet s 8et real. Can we really be thinking about ourselves as “artists” when we’re writing? Our awareness of enerfrJtn th- 1? rFtlst 1S’ apologies, a kind of dream world. It’s a dream world because it suggests that we have time and imnnrtant d ° as art” wden> in reality, we have three papers due over the next five days, two midterms, and other SoTew t,at imit,the time mailable for a contemplation of art and artistry. “Get it done,” seems more apt. we write an essavV^ ma^ng art when we write a paper in Introduction to Digital Humanities? Are we making art when ground” that seems to<by’ °r,aa abstract? Does it have to be one or the other: artist or not / art or not? Where’s the “middle Let’s not give them un wXC U > from the cLuestion? Why must it be one or the other? We can’t give up on our artistic hopes, militant and affirmed.’ Welre We ^an t give up’ We won’t give up. We can’t give up. OK, you get it: Feeling nil matters that we write’T hea hthPe ' the abilitYto confirm that we’re artists when we write, when we think about why it Hall. ' r the whispers about an ever-elusive Ivory Tower hidden inside the sealed-off dumbwaiter in Kirby with technique and cunning the ° tbe “traditional notion of an artist” as “the Aristotelian conscious agent who achieves and disciplined that endowmenHm effect;in otber words, one endowed with uncommon talent, who has moreover developed with this concept. But should we? ” Vlrtuosity” (65). And, let’s not forget, he’s saying that literature and art are doing away artilwt<’ understand why it mwtte^h^ &S under8raduate writers in an English program. It’s interesting because we’re we worko^17111810 gr°W Our understandin? Se^ourselves as artists even as the ground rules change for what it means to make a cm Well, you should - even if you’r ' uncommon talent” even as you’re aware- that .ino} 1 °wing entirely with Barth. You should see yourselves as “endowed with write. Consider it a burden lifted. you re not controlling every intellectual and critical outcome of the work you You should possess an awart hat affirms that the outcome of every writing represents one step toward finding T!‘c Inkwdl Qui Hamill’s By Dr. Tho As maj of you, have lot I’m not now embrace a title, although t those, as Ben Y pervasive use 0 are, well...relev Jet fan, and, ob myself devolvir being a “Mets f committed to a And, ni (unspoken?) “s Photo Booth-ec spoken) Swear of Plato and mj they only add u No. Th legible across tl space (to borro’ moments: a dip brilliant—work It all “s predictable dail somewhat unre channels). Hav my love of the 1 forthcoming Hi principles, prin understand in f Berenstain Qua Wikipe were the comm individual critic headed and, by grounds of the s lost those incisi Curious George cool place. This fat Written and pei semester knows here’s the openi Somewhere dee Live the Berens They’re kindaf Their a lot like} Right. Their a I numerous to mt presumed by th And, as if this w �Issue 3 The Inkmil Quarterly Volume 8 anient” artist” 1 short Issue 3 Hamill’s Hunches By Dr. Thomas A. Hamill Ofyou, tolast “aPPe™“«M" in IQ, I, like most tide on asterds? n ipoem? ?ram, see at is sh ?ort ant each, aints ■ly 50 id f lives ibout ry time 'K, a It i are sing. 'n n.ot be and other rfien Idle lopes. Kirby es oped 3V I’m not rf . • in°ln a P°st-lapsanan world. nnw embrace and omni*8’ ru y°,U Probably suspect, to my begrudging willingness to ?' Shoudi the 2 y thf alPhabetized form of the this wonderful publication’s J nse as Ben Yatrnd e and surPnsing creeP of sucb linguistic progressions, like Sve use of “the nOted in (wait for it} the CHE> of the increasingly Pel ‘ n , be Plural form of nouns in nonhead elements of compounds,” ir!'f 7 and nN fine) 1 m SUre‘ (I’ve always been a Met fan> a Ranger fan, a jet fan, and obligatorily, a Knick fan, although I have, in recent years, found mysel evo ving into pluralization while muttering, to whomever will listen, about being a e s tan, even if only unconsciously. And I’m now, obviously, forever committed to and saved by my belief in Mets blue.) J11?’ not. referring to the even more obvious horrors of my last (unspoken.) shaming” in last Fall’s IQ-. the “changed man” appearing through the Photo Booth-ed iSight lens, or the change-less hollow of the silent (had-alreadyspoken) Swear Jar, voiceless there and haunting under the looming double shadow of Plato and my own lost self. These were good guesses (great job!), but I’m afraid they only add up to most of my first 228 words. No. The proofs for my (and, for the most part, our) lapsed identities are legible across the usual cultural signifiers, the markers that at once signal fall and promise grace. While I have time and space (to borrow one of my favorite lines from Chaucer), and for the purposes of both, I’ll focus on only two such moments: a diptych, as it were (for those ENG 397.13F students reading this, and with a nod to Dr. Stanley’s recent—and brilliant—work). It all “started” with a kind of paradigm shift at home, a transition from a fairly steady and wonderfully predictable daily dose of two or three episodes of the wonderful Curious George (via PBS via YouTube) to a sudden (and somewhat unrelenting) interest in The Berenstain Bears (brought to us at the same Bat times and by way of the same Bat channels). Having obvious issues (remember: I am clearly post-lapsarian), I struggled with the change, primarily due to my love of the n-minute-and-6-second magic that is every George episode I’ve ever watched. (More on those in forthcoming Hunches, I’m sure.) Trying, sadly, one morning to wrap my head around some of the show’s basic principles, principles I should have already understood from the books, btw, I found myself on Wikipedia trying to understand in particular the logic behind Brother and Sister’s names (Brother and Sister). Were Stan and Jan Berenstain Quakers, I ignorantly wondered? Wikipedia (as usual) had a lot to say, even if not about my initial “research question.” Most problematic for me were the comments about the show’s reception, specifically the summative idea, stated in even harsher terms by individual critics, that the show was “saccharine and formulaic.” At first, I was deeply concerned about where we were headed and, by extension, about Grace’s development. I mean, George was in no way saccharine and formulaic; on the grounds of the show’s music/scoring and the character of Chef Pisghetti alone we were safe. What would happen if we lost those incisive narrative structures to mere sugary ones? I’m ashamed to admit I tried to deflect things back to Curious George for a while, even as I began to realize (as Gracie had long understood) that Bear Country was a pretty cool place. This fact is perhaps no more apparent than in the show’s theme song, which I discovered somewhat belatedly. Written and performed by Leann Womack (according to pbskinds.org), the song is, as anyone who’s spoken to me this semester knows, perfect. (FYI, Wikipedia credits Stan Meissner for penning the lyrics.) For those who’ve not yet heard, here’s the opening verse: lake ng Somewhere deep in Bear Country Live the Berenstain Bear Family They’re kinda furry around the torso Their a lot like people only more so ieet Ives e Right Their a lot like people only more so. The allegories of hope available in this line are perhaps too rich and too numerous to mention here, and the ironized and self-refractive critique of the anthropomorphized sense of superiority presumed by the first half of the (wonderfully) incomplete comparative structure is almost too much to handle. Wow.... And, as if this were not enough, the second chorus lays everything else bare: e 22 15 Continued on page 16 __________ ________ �Volume 8 I I Issue ,3 The Inkwell Quarterly The Inkwell Qi “Hunches” Continued from page 15 “Dead Poets,” coi The bear fact is that They can be sweet ashoney Sometimes you ll find _ They might be just plain funny . Rears’ “Reception,” and the “Criticism” thereto appertaining, Womack (or Meissner) seemingly No doubt aware oi t e decry sugary tones of the show’s packaged forms, even affirming their absolutes winks a knowing van within the modifier-noun pun, any such fact, is more obviously, in Womack’s delivery, in the/act of it a . ^ended middle-finger #%*A you! at those same critics, the unknowing frauds who in their pathowhat I envision as a ntrjes of self just don’t get it, just don’t understand the basics (and the established myths) of logical too course they veer toward the “saccharine” honey; they’re bears (and sometimes—hello!—they might bears an on^y. song) foe show, exposes all who fail to see the instructive directional trajectories of empathy at work in the Berenstain Bears’ most basic and necessarily human and anthropomorphic logics: They’re a lot hkepeop/e^on literature, in other words, the show and the song have things to tell us about ourselves and about the worlds around us. If we listen. Which brings me to the second post-lapsarian proof, which, as is now plainly clear, can be explained via Milton and more PBS children’s programming. Equally apparent, is the bear fact that such exegeses will have to wait until the next IQ issue. So.... Well.... Tobe continued.... The Academic Angst over Dead Poets Society By Dr. Marcia Farrell On February 19,2014, The Atlantic Weir’X’sg cult classic, Dead Poetsjoof ciefy* Professor English and Chair at Pomona College, that explains Dettmar s hatred of Peter poets Society (Dettm J * fantastic Joycean), and because I do use Dead Poets Society as a corewatched tfie film for: the English teacher. Much later, though, I began to question the nim an exclusive all-boy boarding school in New England who encounter by Robin Williams, who introduces them to the beauty of hteratare, and Shakespeare. Keating was based on a man who used to be a Prot®®® 1 rismatic role of the school seniors at h focus on tbe Amen university of Connect1 , be «free thinkers, they se . Df t decision Continued on page 17 The n Socie stripj hums stand schol What Dettm; film provides outside of it. occasional cr; our inability 1 three of my d score and, otl majors can si boys regardii Frost’s naira opportunity 1 study and wc at Easter. Li —something sayers!). Dett the power of recuperable, challenged, 1 Whi help feeling study', and I DPS—that tf admirable. / Humanities close readin Poets is afil type of deep mean, yes, t that doesn't Gwyneth I the characte material, wl I ca I teach DPS nearly all of have a way tale. Furth Transcende to an extern foundation; life-changii B°lis, and 1 Wf all moon-e? stereotypes exist in our clearly defi categorical So. upper-mid hut becaus' hattie on tl and as sue! �Issue 3 'Hie Inkwell Quarterly Volume 8 Issue 3 “Dead Poets, ” continued from page 16 humanities pedagogy and scholarship, it does'^X^^^ Singly Absolutes eliveiy, Jeir pathoa niyths) of ey might -ctories of y’re a lot dabout and more ext/Q nd Chair Dettmar nar diat he not of the )f >rs at played itics , Dr. n test eision /al to )le y— dety, e of >ur the ecasioml enrlx at *16 cuilent f°cus on STEM disciplines and the general public’s ° ir inabilitv tn hP expe;nse °fthose of us in the Humanities (that usually revolve around !i PP nf mXlPar mployable~funny- I’ve NEVER been without a job since college, and all three of i y degrees are in English literature. I’ll add for clarity that I have an excellent credit SCOfnrc ran mort§age and car payment, very little debt-how many non-Humanities majors can say mat. J, Dettmar’s concerns are real. He uses the example of Keating’s misreading and misdirection to the oys regar ing o ert Frost s famous “The Road Not Taken,” which if you read the entire poem closely, reveals that Frost s narrator did not, in fact, strike out in individual glory but is somewhat wistfully sad about not having the opportunity to take the other road which was, actually, “worn about the same” (Frost). As Dettmar asserts, true literary stu y an wor within the Humanities is not the fluff and flowery emo-grasping of literature as though it’s a Cadbury egg at Easter. Literary study is hard, as it makes available our ability to encounter the other (both lower case and upper case) —somet ing that is central to the healthy functioning of all professional and social relationships. (Take that, all you nay­ sayers!). Dettmar even points out new studies in neuroscience that “suggest what English teachers have long known: that the power of literature is the power of alterity, creating the possibility of encountering the other in a form not easily recuperable, not easily assimilable to the self. ‘Imaginative sympathy,’ we used to call it. To read literature well is to be challenged, and to emerge changed” (Dettmar). While I embrace Dettmar’s frustration with the fandom response to literature that lacks a critical eye, I still can’t help feeling a nostalgic comfort in Dead Poets Society. Granted, Dettmar saw it when he was in his final year of graduate study, and I first saw it when I was a pre-teen in braces. In spite of the misreadings and fandom, the core message of DPS—that the classroom can be an invigorating place, that literature is powerful as are the words we speak and write—is admirable. As is the spirit of faith in the Humanities (even though, as Dettmar points out, the rationale for defending the Humanities by Weir are skewed). While I understand Dettmar's cautions and frustrations at the lack of true criticism, close reading, and the classroom as a place of active critical engagement rather than a mutual admiration society, Dead Poets is a film. Can anyone truly portray the difficult work of literary criticism and scholarship in cinema? Doubtful. The type of deep scholarly work we do doesn't translate well for a lay audience (and, really, does the work of any discipline? I mean, yes, they can do a snazzy montage of sleep-deprived scientists in a lab pouring chemicals and lighting burners, but that doesn't show the real thinking that goes on). I am reminded of the adaptation of A. S. Byatt’s Possession with Gwyneth Paltrow and Aaron Eckhart from a few years ago where the characters read through the correspondence of the characters they study and only ever look for additional primary sources rather than consult any secondary source material, which is so very, very sad because Byatt’s book is much more accurate in terms of the work that we do. I cannot say that Dead Poets Society is entirely without value or is necessarily as dangerous as Dettmar asserts. I teach DPS in English 120 specifically as a way to talk about the dangers of misreading and half-reading because we read nearly all of the poems and essays and at least one of the plays mentioned in it. That way, together, the students and I have a way to delve a bit more deeply into the literature than the fanboy fantasies played out within the confines of Weir's tale. Furthermore, we can talk about whether or not the characters in the film do actually follow the tenets of Transcendental philosophy that are lauded in Keating’s classroom. (For the record, only two or three of them seem to— to an extent, and students even cite Keating’s own failures in carrying out the ethics he lauds.) Also, DPS remains a foundational cinematic text that predates and was highly influential in the success of many other similar films about the life-changing experience in the literature classroom (Dangerous Minds, Finding Forrester, Freedom Writers, Wonder Boys, and Never Been Kissed). While I do caution people from thinking that what we do as literary scholars and students is fawn over our books, all moon-eyed and gooey about the turn of a phrase by Tennyson or Rushdie, I think part of our job is to engage with the stereotypes that plague us, to push back against the artificial binarism of STEM vs. the Humanities because no one can exist in our world without a healthy does of both. While our world does deal with the less quantifiable, the less seemingly clearly defined realities of our friends in the sciences, we aren’t less rich or important simply because we are less... categorically defined. gQ me, I embrace DPS and all of my nostalgic baggage, not because I don t see the problem of a bunch ot upper-middle-class white boys chanting the highly problematic poem “Congo” around a cave in the middle of the night, but because I do. Rather than run from such discomfort, though, I’d rather walk through the middle of that fire, do battle on the front lines and show, over and over again, just how rich, how difficult, how truly complicated our work is, and as such, I’m keeping DPS in all its problematic glory, on my syllabus. 17 17 �Volume 8 Issue 3 'The Inkwet The Inkwell Quarterly Hum“ities proiec,s Revie Compiled by Bv Victoria Rendina j used the digitaI humanities project “Vincent van Gogh: The Letters” to y For my Digits1 ?UTTirninanities’ projects create for their audience. Prior to the establishment of the archive, discuss the accessibility digital n ^ere only studied and understood by Van Gogh scholars; his famous paintings personal letters, notes, and sKe non-digital text and art becoming accessible through digitalization on a were only observed in rause“d knoWiedge on Van Gogh’s life, “Vincent van Gogh: The Letters” opens itself for both global basis in order to e*Pa the digital humanities field in a manner as beautiful as The Starry Night. By Zachary J®.n^®ers often quickly become embedded in a nation’s culture, resulting in countless stories, video, and other media. In the southern ^’earthquakes. The Canterbury Earthquake Images, Stories and Media Integrated 2005- For New Zea an , for shOrt), created by UC’s Digital Humanities team, aims to archive the various Collection (or °h tha’t New Zealand’s earthquakes have generated. The CEISMIC Program’s QuakeStories pictures, videos, ana survivors to publish their stories for others to read, while its QuakeStudies site serves as a website provi es of the scientific research being done on earthquakes in New Zealand. With its open and collaborative model, UC CEISMIC was voted Best DH Project for Public Audiences in 2012 by the Digital Humanities Awards. By Jacob Mensinger . The project I researched is called London Lives, an archive of manuscripts, articles, and information from London circa 1690 to 1800. This translation of the human experience to a technological format nearly defines the Digital Humanities, and gives the modern scholar, researcher, and reader access to a litany of information from English history. The ability to access the adapted information secondhand through distant reading affects one of the central tenants of the Digital Humanities field, and illustrates how technology has affected academic practice. By Veronica Zimmerman The Digital Humanities project, VisualEyes, allows users to take a topic of interest and visualize it by using multimedia such as images, audio clips, and maps. By combining different media to represent a single thought, an entirely new story is born. While creating a visualization from this software, the users are deeply connected to the digital world as well as the literature or historical event they are researching. VisualEyes can therefore be classified as a __________________ Digital Humanities project, rather than just a software, because both human experience and the digital world are represented. / formostpeopte ----------------- lllPie snow storms. holds Among the media are eolleetfo^^ By Patri St directly ei needs to g the Hat. T the story < protect th Horton is child, Joj( T form a bo of Dr. Ser hints of a] smoothly members Universit Revic By Tara By Kendra Kuhar The Newton Project is a website devoted to digitalizing Sir Isaac Newton’s life work. Striving for the publishing of the four million words written by Newton, the project glorifies his scientific, mathematical, alchemical and religious texts. Releasing such work by Newton to the public raises the importance of digital ». humanities in contemporary society because it allows a *; | wide range of access to an authentic source of information for anyone interested in Newton’s Theological Papers. Founders of the Newton Project envision a goal of publishing a complete archive of his work, as well as informing readers of Newton’s history behind the papers and controversies surrounding their topics. By Sarah Simonovich The First World War Digital Poetry Archive is a project which illustrates how the introduction and increasing credibility of the digital humanities is Continued on page 22 Photo Coi �Issue 3 The Inkwell Qinuterly Letters” to he archive, s paintings nation on a df for both video, and cleans in ited cions feStories :rves as a and vanities Issue 3 Volume 8 rau?eUSSicaI: Horton’ J°j°’ and Thinking “Thinks” child, Jojo, about the dangers of thinking thinks, and try to determine ow o The first lines of Seussical share the rhyming that is so familiar wth^U °™ Seuss tales and immediately stage is revealed, the world from the m English entral Review of Austenland: Hope in a Frothy Concoction By Tara Giarrantano jsing t, an the rifled as a software, J world vitalizing e j Newton, d, work by digital allows a Rr" roject e of his history ing their drive is a ind is arns on page 22 Photo Courtesy of Tara Giarrantano The film Austenland follows an Austen fanatic conveniently named Jane (played by Keri Russell) who blows her life savings on a trip to a resort inspired by her favorite writer. Austenland’s grounds are up to par with Pemberly’s, and a happy ending (complete with a charming gentleman) is prepackaged for each guest. However, complete immersion in the Regency period is not without faults: the negative aspects of the era’s materialism and social rigidity are also present in the vacation spot’s luxurious re-rendering of the past. The chemistry between Mr. Nobly and Jane is horribly predictable, a true blue reincarnation of the Elizabeth and Darcy dynamic. Fearing she is confusing the resort’s theatrics with reality, Jane quickly suppresses her affinity for Austenland’s “resident Mr. Darcy” and instead sets her sights on a man whom she believes to be a wholly realistic suitor. Naturally, this moment of clarity comes after she dons an opulent frock. But in an unexpected twist, Jane’s rationally chosen Mr. Right falls short, a realistic reminder that no happy ending is guaranteed. Broke and disheartened, Jane declares that she is “over it, England!” and returns to the States; but this frothy concoction of ball gowns and sunny days still manages to deliver a hopeful message. As soon as Jane embraces her reality her real-life Mr. Darcy finds her. An Austenian conclusion, indeed! 19 �Volume 8 Issue 3 The Inkwell Quarter!} What We Talk About When We Talk About Hocfa^ ' The Inkwcl Refor By Matt Kogoy both info^mVan^conve^meauTngthat^stretches b^ond^he’rinkN^w^before^risksTashing^^^o^^11 we talk hockey, we begin to thatcode hockey is an extremely our ideaWhen of hockey andabout its savageness changes to discover fit a certain of conduct. A playerstructured ’s conduct same in the On ”“Se(IUeytIy5 enormous impact on the success or failure o e earn. Much like life, consequences exist in hockev that’ e,can bave an cripple your efforts to earn the “W’. Penalties exist m hockey, like life, to create not only a sense off fl k™ b°0St or of fair play. Each player is responsible for his actions, and those actions gauge the respect and ren. t v but also a sense ceives from around the league. You gain respect from other players, but your reputation on von t 3 10D ^be P^aYer re­ auxiliary criticisms. This notion can serve as a foundation for relationships in evervdav life- whf e3m supersedes any teammates, like you stand by your friends, for example, you create opportunities for both you and th™^ by y°Ur This shared success is also the reason why, when we talk about hockev we talk ai™ ° them to SUcceed. essential if you wish to win a hockey game. Without it, you’re an island and let’s f teamwork- Teamwork is fact, every player is a synecdoche of the much bigger picture that2^2 ITT * a™land. to ssx-s successful team (think Team Canada in this Jear’s Olympics) P ‘nS tOgether that *e superego ofa S°aIS'the SUper saves’and the star athletes But we rarely touch on howlite 'ran be'^ilwedtorou^h tte Contemporary Writers Update • • • Valentine’s Day marked the 25th anniversary of the Ayatollah Khomeini’s sentencing of writer Salman Rushdie to death in 1989. Rushdie’s nonfictional memoir, Joseph Anton (2013), relates his experiences as he and his family lived through the threat of murder. The 2013 Pen America Literary Awards recipients include Katherine Boo (journalist), Robert Hass (former Nobel Laureate), Larry Kramer (playwright), Monika Bauerlein and Clara Jeffrey (co-editors of Mother Jones'), Frank Deford (sportswriter and NPR correspondent), and Sergio De La Pava (debut novelist). De La ava won the PEN/Robert W. Bingham Prize for his novel A Naked. Singularity. was recently^ra^lT^d^t^E ^a<^Ura *s currendy on tour *n tbe U.S. His novel, The Man Who Loved Dogs, By Davit Ifi a position i as I find it suggestion logic or inc best I can < undergrad discrepanc one’s meai Th between ui theory. Of trying to a expected c I felt like I that I had be well pn my first sc the insani Barthes, t 0 so that th very off-p who go ti whoexpe 1 my secou in a lot le one nove which is content < never co class. and grac experier on^u^°24^”ogi4 SeC°nd novelto he released under the pseudonym Robert Galbraith, The Silkworm, will be released HamkSs?webdte (htm^/dt^ AH Souls Tril°gy~The Book of Life-will be released on July 15, 2014. novels of the scries contains a wealth of additional information about the first two music, various downloads °[Wltches and Shadow ofNight—including reading guides, Facts about the 1590s, Library. ’ P«on of character Matthew Clairmont’s wine cellar, and links to the Bodeian • As of February 22, the New York Ti Sullivan, The Monuments Men h „es,Best'sebers list included Private LA. by James Patterson and Mark Our Stars by John Green and n. ert Edsel with Bret Witter, Duty by Robert M. Gates, The Fault in • The Washington Post lists the ton b ^ergent series bY Veronica Roth. Jane Franklin by Jill Lepore OppS? ^2°13 ,as’in no particular order: Book ofAges: The Life and Opinions of owsett Johnston, Going Clear- Sei , Int^mate Relationship Between Women and Alcohol by Anne Guns at the Last Light: The War in Wevl°Ogg’ Hollywood, and the Prison ofBelief by Lawrence Wright, The t A Conste9ation of Vital pa n EuroPe> 1944~1945 hy Rick Atkinson, Thank You for Your Service by Me^uaLl9ht GetS In by Eouise Pennv %onlena bY Anthony Marra, The Good Lord Bird by James McBride, ---------- ' __________ ’ e S°n’ bY Philipp Meyer, and The Woman Upstairs by Claire 20 Dave Coi is curren �The Inkwell Qu;uicily Volume 8 Issue 3 Reforming Grad School Expectations: A Theoretical Position y f an ise n B 1 By David Cook I find it difficult to claim the agency required to write from a position of authority on the subject of‘graduate school advice,’ as I find it remarkably difficult to imagine that I have any suggestions which would be of any benefit, and not just common logic or incredibly obvious. Instead of advice, therefore, I think the best I can do is to discuss some of the differences between undergraduate and graduate education, and how I dealt with those discrepancies, as to talk beyond personal agency is to talk beyond one’s means. The first, and perhaps, most significant difference between undergrad and grad-school is the importance of critical theory. Of course, this probably reads like the common logic I am trying to avoid, but it isn’t, at least insofar as the level of theory expected of the graduate student is humbling, When I left Wilkes, I felt like I had a better comprehension of theory than most, and that I had actually read a sufficient level of theoretical texts as to be well prepared for the next educational chapter. The truth is, I was sadly mistaken, at least on the level of read texts. In my first semester I was introduced to more theory than I had been in my four years as an undergrad. I was introduced to the insanity of neo-Marxist critics like Althusser, the cultural criticism of Adorno, and the powerful structural analysis of Barthes, three critics I whose names I had never even heard of before my first semester at Carnegie Mellon. Of course, I understand how this happens; at the undergrad level the objective is to cast the largest net possible so that the student can find the Stanley Fish they like and fillet it in their own time —to teach the deep theory could be very off-putting. This does have its downside, though. If more theory was taught in the undergrad program, the students who go through that program would be even better prepared for graduate programs. It really is a shame that professors, who experienced this same theoretical indoctrination as I have, are not bombarding students with more of it. Then again, it’s hard enough to get students to read the assigned authors on a weekly basis, which brings me to my second point; you are expected to read everything critically and intently, and more than that, you are expected to do it in a lot less time than you get at the undergrad level. In an undergraduate class you traditionally can spend two weeks on one novel, if not longer. At the graduate level, at least in my experience, you tend to spend a week, if not less, on a novel, which is generally read in addition to a host of critical texts. Thus, you are expected, and rightfully so, to grasp the content of the theory and the literature in significantly less time, all while reading a hell of a lot more during the week. How much more you ask? Well, I tend to spend a few hours a night reading every single day. This is something I never could have imagined as an undergraduate, where in general, 30 minutes could take care of my reading for the next class. The reason for all of this, theory and reading? Well, that is a question of the overall purpose of the undergraduate and graduate education. At the undergraduate level the purpose is to create a general education, to give students literary experiences that they can carry with them as they enter into graduate school or the professional world. You read a little bit of everything so that you have experience across the broad, so that hopefully there will never be a style of literature that you are not at least familiar with it. At the graduate level, the purpose is to train students to produce criticism. Theory is taught as a tool. It’s assumed you’ll comprehend it. Literature is read, usually, to provide opportunities for the examination of theory or because the professor is working through these texts him or herself in conjunction with some book project. And I wouldn’t have it any other way. Graduate school provides a humbling but meaningful experience for anyone who thinks they can make a difference in the field. If you don’t think you can make a difference, if you are unsure of the originality of your ideas, then graduate school isn’t for you. But, if you think you have something new to say, there is no better place to foster your ideas and learn new methods for their examination. 21 �Volume 8 Issue 3 The Ii The Inkwell Quarterly “Kuhar ^S^enSe»e^comtssBte(r^>|te^^^^a^d4S^rough6.me^prtti0n^^SSS^» School. five students fro^tb®Ptournament style compeMion Place Vhe team winner was Abin^ Hejg^’^w tournament> The individua] wag R from Wyoming Valley West and Ethan Tost from Wyoming sX^XfXmSI competing in *e students interested in mathematics and to give recognition Semma^:thCountS is a longstandingchance to feel the thrill of competition without the cultural8 to those who excel in the subject. The obsession surrounding sports, as wel I that help students succeed in academics and in life, P_____________________________________________________ your v careei unrec out in fun, v of int rubbi top fi crack coulc 2013 Nobel Prize in Literature unde this char mea “ass By Charlie Hanford The 2013 Nobel Prize in Lit dian author heralding Munro as a ther the awarded to Alice Munro. The Swedish Academy chose the 82-year-old Canacontemporary short story.” Munro’s focus on short stories has led to speculaand Xng traX in the literary community. non that the she£ she grew up, Munro instead earned a scholarship to attend the University of West­ ern Ontario Munro’s work began appearing in magazines in the 1950’s, and she published her first collection of short stones in 1968 Her most recent work is a collection of short stories published in 2012 entitled Dear Life: Short Stories. Munro s stones tend to revolve around small town life in rural Canada, the setting in which the writer grew up Due to poor health, Munro has declined to attend the award ceremony in her honor in Stockholm on December 10 . Munro has publically stated to The National Post in Canada, as well as in later interviews, that she is unlikely to continue writ­ ing after becoming the thirteenth woman to receive the Nobel Prize in Literature out of the 106 that have been awarded since 1901. Munro is the first Canadian to receive the Nobel Prize in Literature, continuing a losing streak for American authors since Toni Morrison won the award in 1993. the und wit sub the kni an to I “DH reviews,” Continued from page 18 multimedia artifacts from the Imperial War Museum; and specially designed educational resources for students and educators. Digital humanities projects such as this archive demonstrate how technology has made it possible to provide historical information for the formation of knowledge on a much larger scale prior to digitalization. By Gabby Zawacki & manus^riptsjfilm m7ps iS^aldlri111?8 Pi?jeCt mn by Yale and the University of Cambridge, focuses on archiving books project's main concern if to give users ftyP^nV° ectlons relat,ed to Himalayan culture from ancient to modem day. The concerning villages located throughout u- °?en access to information about cultural rituals, traditions, and lifestyles information about the digitization process and ’In.addition to a focus °n cultural analytics, Digital Himalaya gives users computer files. Digital Himalaya's focus on re Compllcatlons that arise from converting past films, photos, and books into computation constitutes it as a digital humanitiSproje °tnS °f reality baSed On cultural traditions in addition to a focus on 1 By Troy Carey I did not necessarily know what tn P aY ot gaining knowledge, and it is important that we learn about this ByPatKlus Pitt R- ( 1 t0 Real: Sound at the Pitt p ■ artifaettfrom^roSht world Th MuSeuin Seethen" —a* Humanities Project is a digitization project based out of the Museum house-wax cylinders riel ^7°^ the °f Oxf°rd’a collection of anthropological and archaeological Many of the recordings are chants and ™ • ape> Casseftes et •1S1?take a11 of the audio files that The Pitt Ravers coversd music indigent’ tC-~anddlsltl,ze the a^dio files so that they can be accessed online. ------------------------ --------------------ous peoples, but also of expert lectures on the topics that the museum 22 �Issue 3 The Inkwell Quarterly Issue 3 Volume 8 “Kuhar" continued from page 15 Iley West Middle of an individual ?signed to be ing of four to e announced and nner was Bobby Wyoming rive recognition cultural d in life. -year-old Canaled to specula- versify of West■ short stories in 'lunro’s stories ecember 10th. continue writwarded since lean authors your voice, whether it s your academic voice in an essay, your creative voice in a short story, your professional voice in a search of career, or your personal voice toward a life well lived. You should reflect on that idea that every writing task is a small, often unrecognized, step toward a larger goal that itself is not defined by or identified in the objectives listed in an assignment sheet handed out in a class or posted on D2L. Now to Sister Mathias, my fifth grade teacher. Sister Mathias was one ofthe most influential teachers in my life. She was fun, witty, and smart (as well as a fan of the Cincinnati Reds, my favorite baseball team). She was innovative but without the gadgetry of intentional innovation. Sister Mathias imparted words of wisdom in uncanny ways. Like the day our class was stuck (?), unable to open a bottle of rubber cement. The bottle was passed around to six or seven students, each trying harder and harder to separate the glued-together top from the self-resistant brown glass bottle. It was impossible to open. Even Richard Z., the strongest of 17 in our class, failed to crack the frozen seal. When the bottle finally opened, Sister Mathias shared her words of wisdom: “We opened it together. We couldn t have opened it without everyone’s help.” And she went on to thank personally each one of us who failed. Huh? Sister Mathias and John Barth? Rubber cement and artistry? Well, Sister Mathias knew that it’s sometimes hard to understand our role, or the role of one event, in a chain of events that lead to a desired outcome. She knew the importance of bringing this idea to our awareness. Barth’s ideas suggest how a fundamental shift occurs when we recognize that the idea of “the artist” is changed. Our priorities change. They should. They must. His ideas challenge us to re-conceptualize our understanding of what it means to us as artists when we let go of the responsibility for the larger, master narrative and instead focus on the work at hand: The “assignment” to write and, therefore, to think. My use of these stories connected to Sister Mathias and John Barth foreground the question of individual agency. In both there is a contemplation of de-centering our concern for the individual act of controlling the outcome in exchange for an awareness of the larger outcome, whether it’s making art and opening a bottle of rubber cement. Every assignment you complete moves you closer to understanding your potential as a writer, your potential in career, even if the assignment seems completely and impossibly unconnected to that outcome or anything that may really matter to your understanding of who you want to become. Every glued jar of rubber cement, you see, is like a ... uh... you get it. What I’m suggesting is that you consciously try to elevate an awareness that you are moving toward larger outcomes - often without conscious articulation - when you complete a difficult novel like Gravity’s Rainbow, finish a research paper on Beloved, or submit a piece of writing to The Inkwell Quarterly on a Digital Humanities project. I encourage you to see that this perspective can empower you to move through your work with a fuller sense for answers to the very-real and very-important and related questions of, “Why are we doing this?” and “Is it really art?” While I can’t presume to know how John Barth might reflect on all this, I know that Sister Mathias, if she were here to share here wisdom, would understand and endorse the idea that our efforts - as students and teachers - involve us is a collaborative endeavor defined largely by the ability to think and, therefore, to write ... one page at a time. lQ Contest: Where in Kirby Hall is image? and educators, torical trehiving books lay. The lifestyles iya gives users looks into focus on ut after ct I analyzed, ted by the re access out this The Inkwell Quarterly is hosting a contest to see who can guess the location of the item within this image. Winners will receive candy of their choice and their names published in the next issue of IQ. Please email your guesses to Kendra Kuhar at Kendra.kuhar@wilkes.edu. Contest ends April 2, 2014. Grimdark: The Gritty Frontier By Charlie Hanford that muehXeSsXZbn S^an^^aS conflict; think Dr. Jekyll and Mr. Hyde, in addition to the main plot line state state that the world exists in a greyOf grimdark. As the name implies, than polar oppositeTthat traditionally are not combined* Internafe^fl6?6^^/11!^ moniker to the writings of a genre that some view as trashy and morally offensive ’Interna confllct adds depth and realism else e“to "2 morethat likely manipulate and trick characters than "resittan nIta thPrinSl? Th problems, corruption, scheming and polHeai maneu ”ri„I twitter. Grimdark “,h°rS ised out of the archaeological ’itt Rivers essed online, he museum dife horrorgenrein ° type and have Some kind of dark, internal Bren'WeekS' Peter V- Bre,t’S™ healthy^^^ gar®„Xdb“lS 23 f7?)6 “ncep*: ,he IWSOthnother is and JOC Crombie the^X^rifek on �Volume 8 7 hsuc ..// (liinW'lThe lnk»1' F Scot* Fitzgerald Crossword ■ i:~~~F nr r~r I i i !□ CT IJ Illi i I a I By Patrick Klus t l! I I Across; 4. Fitzgerald dropped out of this University to join the Army. 5. Fitzgerald’s wife. 6. Nick Carraway’s Neighbor 7. Fitzgerald coined this term for the period of the 1920s. 8. Arguably Fitzgerald’s most famous work: “The ” 10. Fitzgerald is named after his famous second cousin, three times removed. Who is this? 12. Fitzgerald was a writer of the “ Generation” 13. Hemingway modeled a character after Fitzgerald in this novel: “The Sun Also ' Thi?nnv?tZgeraid m°Ied t0 France where he became friends with this American Author. 17. This novel was released in 1934: “ is the Night„ Down; u 2. Which character said this^nThfrde ^1° a movie in 2008. It was a curious case, indeed. , . fois world, a beautiful little fool ” Great GatsbV: “I hope she’ll be a fool-that’s the best thing a girl can be in 3- Fitzgerald’s first novel: "This Side of 9< Fitzgerald was commissioned as a 10. Fitzgerald’s daughter’s name Tt ™ n<*----- ----- ------- when he enlisted in the U.S. Army. >5 16. Fitzgerald wrote sW^~for Across: Down: Stories. Great Gatsby for fflmy Publications, such as the magazine• 5. Zdda 6. JayGatsby 7. JazaAge 8. GreatGatsbv ■■ Bandon a. oats, io, FrancisScottKey 12. Lost 13. Rises 15. Hemingway 17- Tender ’ances 11. short 14. Six 16. Esquire 24 � 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 2014 (Volume 8, 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 2014 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/6c4734cd5ed86a6a2ce92c264dc68826.pdf ecfb5e75bd3cbf00a531e09e0cd6eb65 PDF Text Text The Inkwell Quarterly Issue 4 Volume 8 The Inkwell Quarterly Volume 8 Issue 4 Spring 2014 Ini his Issue: Faculty Updates, Senior Capstones 2 Divergent, #TwitterFiction Festival 3 Fall 2014 Course Offer­ ings 4 A Scholar’s View, Heaman Scholarship 5 Photo courtesy of Patrick Klus. Kirby Hall of Wilkes University By Patrick Klus Review: Boys C~ Girls 6 Review: Paradise I alley, Josh Weil Reading 7 Kirby ITall History & Fun Facts 8 EM. Kirby, Manuscript Unveiling 9 Review: Pure Heroine 10 Contemporary Author Updates, Ghost? 11 Staff Pet Photo Game 12 What We Are Reading 13 Review: Maepie & the Dandelion 14 Kuhar’s Korner 15 F.M. Kirby, the self-made businessman behind the chain of Woolworth & Company, had purchased the home from Reuben Flick in 1905, for $55,000. The home had remained empty after the passing of F.M. Kirby in 1940,*until it was presented to Bucknell Junior College on July 1, 1941, by Allan P. Kirby in memory of his parents, Fred Morgan and Jessie Amelia Kirby. It was the fourth building given to the growing Bucknell Junior Col­ lege, preceded by the first Conyngham Hall; Chase Hall; and the first Weckesser Hall. The building was officially dedicated as the Kirby Educational Home of Bucknell Junior College on December 2, 1941, with many of Wilkes’ founders, including Dr. Eugene Farley, and Dr. Arnaud C. Marts, in attendance. A major renovation project was completed in 2000. Plans for the extensive renova­ tion were announced as far back as July 31, 1992, by then President Christopher N. Breiseth. The announcement was in celebration of the 100th anniversary of the birth of Allan P. Kir­ by, the son of F.M. Kirby, a noted businessman. The project transformed the former home to the splendor of its original Victorian style. Kirby Hall’s purpose has always changed with the needs of the academic institution. Originally, Kirby Hall offered three different functions: 1 .The first floor of the building was used by music students. 2. The second floor served as a library. 3. The third floor was the residence of Dr. and Mrs. Eugene Farley, the first President of Wilkes, and his wife. Eventually, the Ebrary expanded to all three floors until the Eugene S. Farley Library opened in 1968. Currently, Kirby Hall is home to the Humanities Division ofr Wilkes University. ’niversity. Baby Author Gamel6 This issue, we will feature the history and back­ ground of Kirby Hall. T �Volume 8 The InkwellQuarterly The InkwellQua Faculty Updates Divergei By Stephen Seibert By Tara Giar hasSuicide published poems during this semester: Df’ w nhelle ithAnthony Attempted ” andtwo “Coffin. ” Both poems were Stash'Me Magaztae. She has also been working with Philip Ruthpublished in B eander Awareness Program. This ptokOSky ° ! beX Ftat Year Foundation (FYF) classes in Fall of 2014, as well gram will eg student who would like to help raise awareness contacting Dr. Anthony. Dr. Marcia Farrell is finishing up her year as the chair for the Faculty Affairs Council. Her last day is the thirty-first of May, at which point she begins looking forward to her sabbatical for the Fall 2014 semester. Dr. Farrell will be focusing on a research project in which she will examine the function of stitch­ ing culture in contemporary world literature. She will spend the Summer of 2014 and the Fall 2014 semester gathering research and organizing a possible book project, which she plans to send to academic publishing houses. Dr. Mischelle Anthony introduces Josh Weil, one of the readers for this year’s Spring Writers Series. Photo courtesy of Dr. Marcia Farrell. As an a ite heroine, Beg five factions: C less, the brave. Beatrice shying her brother, Ca lives. The focu; transgressions i Erudite leader portrayal of th< are moments ir heroine, the an in the book. Be Rocky brings tl especially for tl (played by the < novel. True to. unforgettable k of girl pow'er. Senior Capstone Dates #Twitter. By Charlie Hanford By Kendra K The Spring 2014 Capstone Presentations are scheduled for Thur: Tuesday, May 6th in the Kirby Salon. Presentations are scheduled from 1-3 •sday, May 1st, Monday, May 5th, and Tuesday. Presenting students include: 3 on Thursday and 1-2:30 on Monday and * * Advisor Student ____ May 1st, 2014 1:00-3:00 Miranda Baur Mischelle Anthony Gabby Zawacki Mischelle Anthony Jamie Alderiso Chad Stanley Anne Yoskoski Janet Starner Patrick Klus Ellen Riley John Carroll May 5th, 2014 1:00-2:30 Sean Kelly Tom Hamill M May 6th, 2014 1-2:30 Sean Kelly Michelle Byrnes LarryKuhar Byrnes Kendra Kuhar Tom Hamill Melissa Thorne ChadStanley On Ma American Publ acters; both ret were Jim Gaffi In the < writing. A com two major difft than 140 chara work extends x and publishing specialized cha �ue 4 T/je InkwellQuarterly Volume 8 Issue 4 Divergent: A Gritty Celebration of Girl Power By Lara Giarratano fosh ar’s >y of As an avid fan of Veronica Roth’s YA dystopian trilogy, Divergent, I was extremely excited to see my fa' or te leroine, Beatrice Iris Prior, on the big screen. Set in post-apocalyptic Chicago, Beatrice’s world is divided into five factions: Candor, the honest, Abnegation, the selfless, Amity, the peaceful, Erudite, the intelligent, and Dauntess, the brave. The film s emulation of the novel begins in in its very first scene, which depicts Abnegation-born Beatrice shying away from a mirror. Upon reaching the age of sixteen, Beatrice (played by Shailene Woodley) and her brother, Caleb (played by Ansel Elgort), both must make the choice that will define them for the rest of their li' es. 1 he focus on the massive audience present at the Choosing Ceremony exacerbates Beatrice and Caleb’s social transgressions in choosing to defect from their home faction and unlike in the novel, it is in this scene that the Erudite leader Jeanine Matthews (played by Kate Winslet) first takes interest in the Prior twins. Winslet’s glamorous portrayal of the cunning Matthews deviates from Roth’s ever-malignant character sketch of her villain in that there are moments in the film when Matthews seems to feel a genuine connection to Tris. Despite wanting to kill the heroine, the antagonist harbors an undeniable sense of admiration for her, a complication of character not present in the book. Beatrice’s silent fascination with the Dauntless foreshadows her decision to join them. Music by A$AP Rocky brings the rebel’s faction’s affinity for the dangerous, tribal, and sexy alive and Ellie Goulding’s tracks, written especially for the film, capture Tris’s inner struggle to redefine who she is. The chemistry between Tris and Four (played by the swoon-worthy Theo James) is spot on, but their relationship is more transparent onscreen than in the novel. True to Roth’s twists and turns, the film’s interpretation of Dauntless initiation crafts an imperfect but utterly unforgettable heroine. Tris is weak but determined, frightened but brave, and by the film’s end a gritty celebration of girl power. #TwitterFiction Festival By Kendra Kuhar y and On March 12-16, the #TwitterFiction Festival 2014 took place. Festival sponsors, such as the Association of American Publishers, Twitter and Penguin Random House, invited leading authors to tell a short story in 140 char­ acters- both renowned and emerging authors participated in the festival. Some authors that participated in the event were Jim Gaffigan, Ransom Riggs, Megan Abbott and Brad Meltzer. In the current digital age, a fiction festival by way of Twitter exposes a variety of new outlets in creative writing. A comparison between fiction released through tweeting and fiction released through publishing highlights two major differences: length of creative text and time needed to release it. Traditional short stories are far longer than 140 characters and usually contain moderately complex plots. Furthermore, the time needed to release such work extends well beyond the time required to press “Tweet” on the computer or smart phone due to the editing and publishing process. Storytelling has transformed from a printed product into tweets, vine videos, photos, and specialized character twitter accounts revealing fiction’s ability to adapt in such a technological society. The Inkwell Quarterly Staff Faculty Advisor: Dr. Marcia Farrell Editor-in-Chief: Kendra Kuhar Copy Editors: Tara Giarratano & Kendra Kuhar Layout Editors: Jason Klus & Nicole Kutos Staff Writers: Alyssa Daniel, Tara Giarratano, Charlie Hanford, Pat Klus, Jason Klus, Stephen Seibert Faculty Contributors: Dr. Larry Kuhar �Issue 4 Volume 8 The InkwellQuarterly The Inkwell£ A Schol Fall 2014 Course Offerings By Jason I By Alyssa Daniel ff tines is now available. It can be found either online on the Wilkes portal or in the The Fall 2014 list of course^^ (UCoM) building, located directly across the street from public safety. Undergradunew University Center on advisors to pre-register for classes and receive the required alternate pin needed Students register for courses crime according class, m which days and times are assigned. The registration schedule r^elrMonday, March !7th at 12:01am Juniors—Wednesday, March 19th at 12.01a.m Sophomores—Monday, March 24th at 12:0 la.m Freshman—Wednesday, March 26th at 12:01a.m **Be sure to have alternative classes in mind tn case the class you register for is full or no longer offered.** . . How to Register: Registering for courses is a quick and easy process. To register, students must log on to the Wilkes portal at www. mywilkes.wilkes.edu. Once logged in, click on the “Student Services” tab and scroll down to the bottom half of the page. In the “My Registration” section of the page, there is a list of registration-related links. Click on the first link entitled “Register or Add/Drop Classes.” This link will direct you to the term select page, where you want to select the term in which you are registering classes for (Spring 2014). You will then be directed to the alternate pin verifi­ cation page where you will be required to enter the pin given to you by your advisor. Finally, you will have reached the registration page. At this point, you should have the CRN numbers that correspond with the courses you wish to take ready. Enter the CRN numbers, for each individual class, in the small boxes towards the bottom of the page On ment and p: toral fellow Dr. Kuhar’s students an that allow f< advancemei technologic documents, Technology Dr. vided insigl social medi scholarship many possi Huculak’s | the field; th English scl and click the “submit” button and viola, you have successfully registered! Listed below are the fall 2014 English course offerings and the instructors teaching each course: Instructor ______________ Courses________ Anthony, M. ENG 101; ENG 120; ENG 398; ENG 498 Davis, H. ENG 101; ENG 120; ENG 308__________ Fiester, B. ENG 120_____________________ Grier, B. ENG 101; ENG 120; ENG 393__________ Hamill, T. ENG 101; ENG 340____________________ Karpinich, W ENG 120______________________________ Kelly, S. ENG 101; ENG 281; ENG 398; ENG 498 Kemmerer, K. ENG 101; ENG 202___________________ Kuhar, L. ENG 190; ENG 201; ENG 282; ENG 392 McIntyre, B. ENG 101______________________________ Muklewics, S. ENG 101______________________________ Sabia, B. ENG 101______________________________ Stanley, C. ENG 101; ENG 225____________________ Starner J. ENG 101; ENG 233; ENG 397; ENG 497 Hean By Stepl' D scholarshi recipient i potential: for additic �Issue 4 The InkwellQuarterly Volume 8 Issue 4 A Scholar’s View: Digital Humanities, Literature and Everyday Life By Jason Klus ’ in tlie srgtaduneeded schedule WWW. If of the irst link to select n venfieached >u wish the page ment and presented several workshot 1 and Matthew Huculak visited the university’s English departtoral fellow at die University of Briti 1 C° Stl1^ °f ^^tal Humanities. Dr. Huculak is currendy a postdocon Tuesday morning with students and faculty. Dr. Huculak usinS V hVO wor^s^°Ps the following day that were open to any available tliat allow for new developments in lit ”eW ^^llal Humanities lab, showed new techniques and innovations advancements are being created that 11 med*a ^ecotnes more readily available around the world, new technologies are being innovated ever d^ ^lalUIe to e<lua^y accessible. Dr. Huculak explained how these new documents, as well as simple adv ough projects arising to collect original manuscripts and archival Technology is integrating into th r<- CntS 31 mabe PDF files easier to use for scholarly research and analysis. Dr. Huculak’s workshops av ^USt aS mucb as has “ everyday living. vided insight on how to be a proactiv f ml° cban8es occurring in modern scholarship, but he also pro­ social media and digital communicati ^h^ cban®es t^lat continue to develop every day. The alterations that scholarship. With the Digital Hum ma^e tO Persona^ identity are also constantly changing research and many possibilities that exist within 3 °? 7 a,b°U1 °ne yea1' oId’1116 English department is still discovering the Huculak’s glimpse into the world of dZ hZ “ 11121 haS been created “ studY of literature. Dr. the field; the study of Digital Humanitie 'll emonsttates that Wilkes is only just beginning-P-Z to explore English scholarship in dlfmaPh” aS g°eS °n and cba^ Department of English Digitc udio Photo Courtesy of Jason Klus Heatnafl Scholarship By Stephen Seibert ■ Id’ applications from those interested in the Heaman Scholarship in English. The Dr. Larry Kuhar is he g Pl afld Robert Heaman to a student in a literature related major. The scholarship is awarded annually y ■ members and is picked based on abilities in English studies, recipient is «e^cte^ "t^pn Enghshfand financial need. Those interested in applying should contact Dr. Kuhar for additional details.----------------- ----------- �Volume 8 Issuq 4 The Inkwell Album MSU® Re 4 lason Klus by Patrick Klusjn by Patrick ] John May J ; X ~ots, presenting the tracks plainly but with a very personal connection gBl teelf. Throughout the entire album, each song draws from different stylls0* MBt “fl„eMe while still aiding in telling a story that the group is trying to share with 1K ““ audience. Highlights: ' ~ “Hold On” - As the first track on Boys & Girls, this song sets the stage for the reincredibly well. The lyrics could not be simpler here, the singer trudging on despite bavin; Lgso mainder of the a um helghtenS) coming to a heavy rock climax, the vocals become mote and ' many hardships,^ understand the emotion contained within this track just by listening to it. Ah’t Alone” - Musicians constandy try to remind us that we are not alone in the world. Here, Alabama Shakes is taking that idea and putting it on blast with a heavy soul and blues influence. The vocal work on this song is enough to make it, with the delivery of the lyrics and the incredible display of range, but the instrumentalists do not disappoint either, only aiding in making the track an affirmation that everyone could use every now and then. Lowlights: “On Your Way” -1 think that this track is lost on me because it has a more private connection than what exists on the surface. This piece has more of a ‘produced’ studio sound than the other tracks, but there is something about the lyrics that are too lofty for me to understand. “Goin’ to the Party” - By the middle of the album, when reaching this track, things get a bit strange. This track itself does not match the collective sound of the album unless it is listened to collectively, where it works as a transi­ tion between different lyrical moods. Alone, it is has a light punk-rock feel which is very unusual. album was a °f a surprise to me. I saw Alabama Shakes perform “Hold On” on Saturday Night Live, d the song, but I think the album as a whole is really good. Overall, Boys & Girls has sounds of blues, soul, P°P’andr0Ck-The band suWmgly pulled all of these sounds together really well. 2013, Colur P: Paradise V, may know, st even “No Su to his 2012 a folk-country traditional ac though there from song to Highlights: “Dear Marie’ ever been me overpowered “On the Way a party track i everyday begi Lowlights: “Paper Doll” may be the m single. “Who You Lc influenced thi the message, 1 J: This is a ret is a Wonderla. out each track ing to the albi ed in die track a great atmosj Conclu< By Kendra J ty "Ma his April 24th held in themyS,|0 Farrell. On T1 2014 Visiting1 ate students h. workshop, a rt published in a after the readii Josh’s & Writers. Adi and the Bread The Great Gia �sue 4 The Inkwell Quarterly Album Review Volume 8 by Patrick Klus and Jason Klus J O fl N of ;ockns, mg. ;o the :tic i its redng so 're and > song ts do hen. sts on □out ck i transi- ive, :s, soul, W A> E K John Mayer, Paradise Valley 2013, Columbia Records P: Paradise Valley is a pretty big jump from the traditional John Mayer you may know, such as “Waiting on the World to Change,” “Daughters,” and even “No Such Tiling.” Released in August 2013, this album is a follow up to his 2012 album, Born and Braised, which signaled his turn to more of a folk-country sound. This album features a wide variety of sounds, from a traditional acoustic guitar recording, to blues, rock, and even country. Al­ though there are many different sounds associated with the album, it flows from song to song very smoothly. Highlights: Dear Marie — Even though this song is somber in the message, I do not think that a love letter to a past love has ever been more light and easy to listen to. With a simplistic musical setting, the lyrics are able to speak without being overpowered by the music. On tire Way Flome — I do not think there could be a better close to this album. The album starts with a bit of a party track in “Wildfire,” and “On the Way Home” is the symbolic close of the party and return to the normal everyday beginning. Lowlights: “Paper Doll” — I know that this was the first single, but I do not think that it is the best track on the album by far. It may be the most marketable, but it does not represent the whole message of the album well enough to be the lead single. “Who You Love” feat. Katy Perry — I know Katy Perry is a superstar—much more than Mayer—which probably influenced this duet just as much as their relationship did, but I really dislike this track; it is very cheesy. I understand the message, but I think it could have been delivered a bit more subdy. J: This is a record that completely separates John Mayer from his past work. The pop appeal of “Your Body is a Wonderland” and his other hits are not found here. There is a strong country/blues presence through­ out each track, and probably the best things about the album is that it has a cohesive style that makes listen­ ing to the album from start to finish a very smooth experience. I found myself a little bored and uninterest­ ed in the tracks, even with help from big name collaborators, but there is great storytelling in the lyrics and a great atmosphere to the album. This is not what anyone would normally expect from John Mayer though Concluding the Spring Writer’s Series By Kendra Kuhar •1 94 the Wilkes’ English department welcomed a visit from the final author of the Spring . „ On Series. Author Josh Weil administered » workshop prior to a reading in which undergradu2014 Visiting Writer’s Series, ut o1^ wfiting tips and discuss challenges faced in their own writing. After the ate students had the opportuni excerpt fromto hispurchase novella “by Sarverville ”; the novella was workshop, a reading was heldI tn which w ic Josh read an w£js available a Barnes Remains and Noble representative published in a collection titled e after the reading. fiction work has been published in The New York Times, The Sun, Oxford American and po Josh’s non-: 1- -J a a recipient of fellowships from the Fulbright Foundation, the MacDowellCol & Writers. Additionally, is f and he Sewanee Writers’ Conferences. The author will be releasing his first novel in July 2014^ d and the Bread Loai — �Volume 8 Issue 4 y Patrick Klus all The current Kirby Hall was one of a group e financial id industrial elite ot Wilkes-Barre and situated ong the waterfront of the north branch of the isquehanna River.. .The mansions in this narrow tree-block strip belonged to the entrepreneurs ading the development of the anthracite coal tdustry in the region, which played an important de in the industrial revolution. The current house ,as built in 1873 for Stephen Thurlow, a successful al dealer. It was considered by architect Frederick yithers to be one of his most important works, rchitectural Digest. Thurlow died suddenly in 880, and the house was sold to an unknown buyer. 1 1886, the local banker and philanthropist Rue- Ebe Inkwell Fred M By Patrick J Mr. K Angeline Eli? the high schc in the dry go, C. S. Woolwc On S East Market country of si On January 1 month was ii ninety-six stc stores of the million dolla Photo Courtesy of Patrick Klus Fun Facts. :cordThe High Victorian Gothic structure was originally Pamphlet researched 7 j ' •the number One Plot on Wilkes-Barre’s 1770 Town Plan, ac< of Wiling to “Kirby Hall,” a |" ’ ' ■ TOtten 'V Harold Cox, Professor of History and Director kes University Press and Betsy Condrin, local histi log cabin, which was rh lan Jabez purchased the plot of land and built a h°USe b Wm^s-Barre. In Historic Landm i recorded that the T § HaU - The marriage A Milkes CeretnCamnu °ny performW1U<eS alumnus Ronald Andrews, historian Charles o„ Aptfl , /d9”fXed “ the Valley took place on the future site of and Jabez Rip etWeen Kathan Dennison, a hero in the Wyoming Massa A“«dingto«KubyHall;>in[ ____ J,,“Sllls*‘^ter,EI,zal)ed1. nd fi°aay’Fted Morgan^b *4°’°00 fol the ho“>e; Reuben Flick paid J42, 500 f°' it in V purchased the home for $55,000 in 1905. ^anus On ainting the SalOn �ssue 4 Ibe InkwellQuarterly fred Morgan Kirby py Patrick Klus oup uncial ited the narrow urs oal >rtant - house -cessful rederick =>rks, ie of y in n buyer, t Rue, it was Mr. Kirby was bornKirby in B ■ 7]"J<:fferson County, New York, October 30, 1861, the son of William and Angeline Elizabeth (Slater) the high school at Watertown Jeff C educated at Public schools and at the age of fourteen years, he attended at the dry goods store of Mo^re & .was about fifteen years of age, Mr. Kirby became a clerk c. S. Woolworth, both of whom were7 b own. Among his fellow-employees in this store were F. W and ecome his associates in the operation of five-and-ten-cent stores. On September 1, 1884 th Afte fi East Market Street, Wilkes-Barre ^8 ^°°^vordl & Kirby opened its first five-and-ten-cent store at No. 172 country of stores similar to the Wilk B ’ & exPansi°n of the firm began with the founding throughout the On January 12, 1910, the compan ? estabbsbment, operating under the name of F. M. Kirby & Company, month was incresised to five milho B t^COrPotated a capital of three million dollars, which in the following ninety-six stores located 1 e dose of the year 1911, F. M. Kirby & Company owned and operated stores of the country occurred oTjalu^v 1^1 StateS’ °f five-and-ten'cent million dollars, and over 100 stores ’ e consoudation was incorporated with a capital of sixty-five Other Positions Kirby held in the community included: 1. Second vice-president of the Second National Bank of Wilkes-Barre, which post he held until his resignation in October, 1916. 2. On November 2, 1909, he was elected a director of the Miners’ Sav­ ings Bank, became first vice-president April 22, 1912, and succeeded to the presidency September 29, 1914, and then chairman of the board. 3. A director and executive committeeman of the Lehigh Valley Bailroad 4. President of the Wilkes-Barre Railway Company 5. Director of the United States Lumber Company 6. Director of the Mississippi Central Railroad 7. A trustee of the American Surety Company, of New York i, accord" r of Wd>g cabin. des M^ef of Massacre’ for >t111 Manuscript Unveiling ' t will unveil the creative work collection for the 2013-2014 school year. On Wednesday May 7, Ma^ip^p _ open reading begins at 1:30. The event takes place in the Kirby fainting the manuscript begins at Salon. �Volume 8 Issue 4 The Inkwell Qu^ The InkwellQT^pjL Contem By Kendra I n,c Fnvlish 101 class learned “The Road” to APA style by following various colored paths. Photo Dr. Marcia Farrells g Courtesy Dr. Marcia Farrell. Album Review LORDE by Patrick Klus and Jason Klus Lorde, Pure Heroine 2013, Universal Music Group J: Real name Ella Yelich-O’Connor, Lorde hit United States radio in the middle of 2013 and has been producing critical hits since. Born in New Zealand and only 17 years old, Lorde’s debut album, Pure Heroine, gives listeners a taste of what her life may have been like before becoming a renowned pop star. Each track deals with a similar distaste and bitterness for the extravagant, lavish life­ style that consumes the way individuals live, while maintaining a consistent style with techno and electronic influence accompanying lyric delivery of contempo­ PURE HEROINE In ant few weeks. H; British crime well as an app ry about Abb breaks up wit Pengt whose fate is by Lynn Kui wrecked on t lished The Ti her sister in 2 In of The book is the Galapagc of 2014. Gre recendy beer rary pop music. Highlights: “Ribs” — I don’t know why I like this song as much as I do. There is a lot of vocal range displayed in this track that I think is missing on some other songs, and the electronic sound aids the feeling rather than become the main sound. Lorde also allows herself to become vulnerable in this track, talking about the fears that surround becoming an adult and the associated memories. “Buzzcut Season” — This is another track which is vulnerable and easy to like for that reason. While the lyrics be­ come unusual, talking about “holograms” at one point, her voice is particularly captivating in this song, using her entire range to create a really enjoyable atmosphere. Lowlights: Royals - How Royals is still getting radio time puzzles me. The lyrics are bizarre, the electronic drumbeat is bizarre, and her voice here sounds bizarre. This track is so distant from the album’s sound that it almost shouldn t W T ’ a"* The G By Patrick n° jUStiCe tO het artistic talent’ ipcvAri” feerij- . c'on 1 think I understand Lorde’s message in this song. It again examines a more privi she is ttyingPto c^mutdeate^6 <R°yalS’” but is a lack of connection for me. I cannot relate to the ideas that P; I do have to sav tk• day on have the radio. WiTtZT?" °St >tIalbum for rk to sten to, because I was over hearing “Royals” every would listened to on tn mSa 'd’djfficu [ had heard mo"® 1 Umclu' and™"?"' thml< it is “R°^s.” This is not something that I -^Uf*tybut 1 think so?’"8 “ sound P ‘".jL"'8 “usicaUy- Lorde uses complex rhythm parts -------",e a'bU“ “ b“ak “ dO'™ Act Was owned gambling d having his < safety offic -According about a pre front of hi �Contemporary Authors Update By Kendra Kuhar few weeks. HarperCollins W Seasons’ authors have published booked planned to be released in the next British crime series in which Detective Ch^f 7 “ 7°°”’ by Elizabeth HaYnes, marking the first novel of a well as an apparent suicide Th ^nspector fr°uisa Smith is introduced and must solve a homicide, as ry about Abby’s journey to null h O1^pa”y bas afr° published Erin Duffy’s novel On the Rocks, which is a stobreaks up with her through Facebook6 tOgetber Wldl fr*e help °f her best friend, Grace, after Abby’s fiance _____ I colored paths. Photo whose fate is tied into the life C°nfabulist Steven Galloway, which is a narrative about Martin Strauss by Lynn Kurland; a distressed0!. iTu 7 ™3glClan Hany Houdini. The company also published Dreams of Lilacs wrecked on the coast of France tO eSCape her overProtective family, but ends up ship­ ped The Time Between through P her ldentlty or how she got there. Author Karen White pub- her sister in a wheelchair, while fhe woA^o^port hZ”” I RDE “PeS ” ’“'d'"' PU' The book is'onelf'four'fiZ8’ Rl’ffc>’’s ""'I Archipelago is a finalist for the 2014 Orion Book Award, the Galapagos IshLs Also h ? T’' °f ’ ““ da“8h“’s sA« “henmre f''om Trinidad to of 2014 GmL Xsed^ ’ >°Th" GKen “ ™E 100 M°st recently been made into a film andXX«d “8 URE OINE red in this track that I )tne the main sound, nd becoming an Thile the lyrics be­ ds song, using her onic drumbeat is it almost shouldn’t The Ghost of Kirby...? By Patrick Klus es a more “privilte to the ideas that College Quarterly, turn ofkdled the century, while during the home edition of. W mrned poke[around pan wasthe allege(Uy m the house a According to a« 1981 .------Was owned by Reuben Jay Flick, a colorful character named Poker Pan ,d by Reuben Jay Flick, a colotlu^ c a^ the Poker Pan may not have taken to garnbling dispute. The murder occurred in what was then the music ,„.d- - • )e hear footsteps on the stairs. Sabol-Jones says that public having his card game suiiddenly interrupted. ’ floor. Some even claim to feel a hand on their backs. ring “ Wals” eV7 safety officers have claimed they feel a presence According to The Beacon archives, people hav<re reported seeing a strange mist by the windows. One report talks a,Jout a professor doing late-night research on the second floor. As he exited tire building, he saw a white mist in t something that I .triplex rhythm parts m to break it down front of him. _____________ TT �Volume 8 Issue 4 The InkwellQj'arter^, What We Guess Which Staff Member Each Pet Belongs To? Can YOU These pets belong to Giamtan0) Pat & Jason Klus, Dr. Farrell, Nicole Kutos, and Kendra Kuhar. ssssr g 1. Maggie 2. Athena j-[ere Is what our Ini Kendra Kuhai I am currently rea Novak. Known f< ent in fiction thro ries. I first heard 1 uary, and was thri The collection op story The Tortoise. I realized the prei lesson that “slow of a rematch bet? surprised to read it ended different producer on “Th collection, and I ] Match the pet with his or her owner. yr The InkwellQuarter 3. Sophie Dr. Marcia Fat I’m currently rea (which is part of Nicole Kutos: I haven’t started reading Stieg Lar 4. Serena 5. Nicodemus 6. Nala 8. Maxie 9 . Bella '• Hyd. ' FAWMSWI 9 W. 6 iupuo>[ 9 UOSBf Iff 1BJ £ UOSBf Tj? JBJ '8 [pjABJ XI S 9 wv I. 6 x W ■/M apsiN 't ][3WBJ xi I :sj.iA\suy~ TZ �Issue 4 Issue 4 The InkwellQuarterly Volume 8 5 To? What We Are Reading 1(i Kendra Here is what our InkwellQuarterly Staff Members are currently reading: Kendra Kuhar: * I am currently reading a collection of short stories titled One More Thing by BJ. Norah Known for his role as Ryan on “The Office,” Novak expresses his taient in etion through comedy and satire, as well as in more serious short stoties. I first heard Novak was releasing a collection of short stories in late Jan­ uary, and was dirilled because I was impressed with his work in “The Office.” The collection opens with Rematch”—a play off of the classic children’s story The To/ toise and the Hare. My initial reaction to the work was surprise when I realized the premise because I had recalled the story was told to teach a moral lesson that slow and steady wins the race”; I had expected Novak’s version of a rematch between the two to play out in a similar manner. However, I was surprised to read Novak’s unexpected and entertaining twist on the tale when it ended differently than I had assumed it would. Novak’s work as a writer and producer on The Office” shines through in his characters’ dialogue in the collection, and I look forward to completing the collection in coming weeks. OfjE iltfZtf 1 A* s°f9titi £57 hJOVA’Z. Dr. Marcia Farrell: I’m currently reading a handful of things: The Demon Lover by Juliet Dark, The Basement Quilt by Ann Hazelwood (which is part of the American Quilter’s Society Fiction Series), and _/!»»/ Dimity’s Death by Nancy Atherton. Nicole Kutos: I haven’t started anything yet, but I think the next book on my list is going to be Atonement by Ian McEwan or re­ reading Stieg Larsson’s Millennium Trilogy. Jason Klus: Right now I am reading William Shakespeare’s The Empire Striketh Back by Ian Doescher. It is an unusual dramatization of the fifth episode of George Lucas’s Star Wars film franchise, only done in the style of William Shakespeare. I bought it purely because I felt like it would be really comedic and enjoyable for that reason, but it is surprisingly well written. The Shakespearian verse is done very impressively, and Doescher has captured the style well. The concept of adapting a film into a drama is very interesting and works well, putting a different spin on a movie franchise that has been prevalent for tire last thirty five years. -SI 3IO3IM 7. 0[O3lM fr jpxrej JC ’1 :sj9A\suy �Volume 8 Issue 4 7/x Inkwell guhai I<lus The Avett Brothers, Magpie & the Dandelion 2013, American Recordings “It takes co P: I like this in similar ways like Paradise Valle • 1^ album offers the same type ofalbum vibe. Unlike some of that the Iother Avett Brothers more produced, and takes a bit away from the raw, organic so aIbum is Brothers are known for. With that being said, there are five t^^ tbe ^vett one live and four demo tracks—that allow you to hear some of th album— post production, which captures that raw organic sound man 1' C before The Avett Brothers. Even with the hint of over-production Xe StCnerS ^°°b Por *n ’duces a good variety of music that is easy to listen to ’ & a'bum s All pro­ Highlights: (Demo)” - I Prefer this demo track rather than Produced track mainly because of the “Bring Your Love to Me ( emo Avett Brothers connect because of what they put in the music, s of both i—e lyrics with a raw instrumental finish. ’soSte Wheels (live)” - So, I see a pattern here. I like this because it was recorded live andns just voice with 212X-aud it sounds great. Anyttme I can listen to a person smg a song with a guitar in then hand live and have it sound just as good as any of the studio tracks is a sign of a great song to me. We’re alw; to find ha y Creatii book that We hearth We’re alv. our Engli prompts of these essays. M We hear t say they i center). “tod toYou” -1 think this song bothers me because of the piano melody—it sounds too much like a rudimentary piano exercise for my taste, and it challenges the legitimacy of the song in a way for me. “Morning Song (Studio)” - I guess if I had to pick one, this would be it. I think it is overproduced, and it conse­ quently takes away from how good the band is in the demo versions where they did not need the production. awness of this album is what is most striking to me. The instrumentation is so simple and clean, and the lyr, SVei 316 Presented fe an understandable way that makes the words more meaningful. This album definitely toLTde tO f0UnTSu°f 197°S’ k °Pmi0n’ but With enough c°ntemporary appeal to make it interesting definitely deserve another C°Untry diduence which makes the album drag, but I think that a lot of the tracks J We’re alx awarene; these vo: be a profe. Criminal about if doubt.” IFe hear, rise. In every graduate to socie inhabit inhabite that red Hamill’s Hunches will return in our Fall 2014 iA ' H-e hear well-bei youngc It takes �Issue 4 The InkwellQuarterly Kuhar’sKorncy By Dr. Larry Kuhar “On Graduating and The World’s Stories” “1/ takes courage to grow up and become whoyou really are. ” —e.e. cumtnings 1111 offers die this album is it the Avett 1 the album— ■°ngs before -is look for in rn still pro- icause of the t in the music, ust voice with hand live and Issue 4 Volume 8 Hi 4 \ li We’re always searching for words, the right words, to tell us where to go to find happiness, fulfillment, and affirmation. I want to write. Nonfiction. On the environment or technology. On diversi­ ty. Creatively. On life. Plays andpoems. Stories and novels. On film. Essays and books. Toni Morrison said, If there s a book that you want to read, but it hasn’t been written yet, then you must write it.” II heai the worlds stories-. 1.6 million college seniors will graduate this year. We re always composing stories, or versions of possible stories, to help us understand how to achieve our goals. In our English program, Kirby Hall classrooms become spaces where we inhabit a language and model an identity that prompts and values the search toward larger understandings, toward stories, about where we can find ourselves at the end of these searches. I want to be a teacher. Tenth and eleventh graders. Teach stories. Poems. Sixth and seventh graders. Plays and essays. Maya Angleou said, “There is no greater agony than bearing an untold story inside you.” We hear the world’s stories-. About four-in-ten (38%) of college graduates regret not studying harder, while three-in-ten say they should have started looking for a job sooner (30%) or picked a different major (29%) (2014 Pew Research center). i a rudimentad it conseuction. n, and the lyrlum definitely it interesting of the tracks We’re always working through self-doubt, the self-formed echoes of un-known meanings that destabilize our mind’s awareness as we hear ourselves speak, as we see our words in print, as we listen to others’ ideas. We wisely court these voices. They tell us—they demand that we tell ourselves-Ww/ we can say and why we need to say it. I want to be a professor. At a university. Poe, no Pinter. Bronte, no Chaucer. Richardson, no Rushdie. I want to be a lawyer. Environmental. Criminal defense. Public defender. I want to start my own business. Sylvia Plath wrote, . . [E]verything in life is writable about if you have the outgoing guts to do it, and the imagination to improvise. The worst enemy to creativity is self­ doubt.” We hear the world’s stories-. The Bureau of Labor Statistics data suggests that employment opportunities are on the rise. In every class I shared with students this semester, I witnessed English majors and minors, many of whom are graduating display the courage, knowledge, and confidence it takes to succeed in life and career and to contribute to society in meaningful ways. It takes courage, knowledge, and confidence to write an essay on Gravity’s Rainbow, to inhabit a voice of knowledge on a text that confounds accomplished literary critics. I know 11 English majors who inhabited this voice this semester. It takes knowledge and confidence to write about a Digital Humanities project that redistributes energies around what reading is. 4 issue. K karlk worUb A 2013 Pew Research Center survey reports that, “On virtually every measure of economic r me w attainment—-from personal earnings to job satisfaction to the share employed full time— youngX” aK °u*erfMming th“ PCeK Wlth kSS edUCa"°a ” d confidence to graduate! Great job! Good luck as you go forward in your stories! h takes courage, knowledge am �The InkwellQuarterly Volume 8 __--------- ------------------------------------------------------------------------- Issue 4 Identify these baby pictures of famous authors! $ I 1 2. 4. 5. 6. Author Bank Ernest Hemingway Flannery O’Connor J.K. Rowling F. Scott Fitzgerald Robert Frost Mark Twain uiva\l spvj\ '9 louuo^.o 3SOJJ 3J3Q >l'[ t Game by Pai rick J<|l (s 16 6 -sjMu'tiy � 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 2014 (Volume 8, 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 2014 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/0b0d2c86ce89f830840292bb811d964a.pdf 051467bf902cb54986aea315bc049b2e PDF Text Text The Ink Issue 2 Volume 9 The Inkwgll Quarterly Issue 2 Fall 2014 In I his Issue: l acultA A Manuscript I pdates 2 I loudini’s Cultural Impact 3 Poetry Workshop Reflection 4-5 Senior Capstones & Author Updates 16 Photo courtesy of Jason Klus Now I Can Draw. The Illuminating Experiences of a Wilkes English Student at the Children’s Services Center and Poetry Workshop at Heights-Murray Elementary By Jordan Ramirez Alumni Update 7 Mockingjay Film Review 8 Mockingjay Album Review 9 Hamill’s Hunches 10 Kuhar’s Korner 11 More I lunches & (lame 12 “A few steps off-campus” was the location. I spun around a few times, wonder­ ing if I was in the right place. The building contained no signage except for two 8 x 1 l’s — posted on two of two potential entrances on the S. Franklin St. wing — which read: “NOT RIGHT DOOR.” And everything was confusing. “Let’s see,” I said, “Two doors. Both not right.” I rubbed my chin. I almost gave up. But something in the air prompted me to continue circling the perimeter. Sure enough, the evasive right door was located, on the right side of the building. I jiggled the handle. It was locked. I tried again. Still. Locked. I knocked a few times, peeked inside to witness an elegant, hardwood walkway, and dining room lighting, but no people. “What kind of joint are they running here?” I thought. “It said they were open. I just googled it, man, seriously. What the he Just then, an echoed pair of high-heels on hardwood predicted the magical appear­ ance of a well-dressed woman out of, seemingly, the sheetrock. I was so appalled I kept my nose on the glass for a second too long. She saw me pull away, leaving a little oily mark of my own to go with all the others. She made a face and opened the door. She said nothing, and pointed directly to her right. Underneath a little, red, con­ spicuous looking button, a small sign read: “Press here for fingerprints.” “Well, that’s what I’m here for,” I thought. I pressed it with some immediate regret reakzing agam that the signage on this building was increasingly misleading. I almost felt the welcome mat beneath my feet begin to give out. To my relief, a doorbell rang. Continued on pages 4 & 5 1 �The InkwellQuarterly Volume 9 Issue 2 Their, Frc My Faculty Updates By Kendra Kuhar Dr. Marcia Farrell has recendy had a conference abstract accepted to the Society for the Study of the American Women Writer 2015. A paper tided “Why Must She Suffer?” is well-fitting for the panel “Lives Welded and Woven.” The paper discusses how activities such as quilting, embroidering, and crocheting have gained main­ stream attention, and establishes cultural significance. Dr. Farrell points out that over the past decade, publications with typically female protagonists and narrators have been unified around fiber arts, and these texts have been pub­ lished in paperback, hardback and e-book formats. Trends witnessed in such texts, Dr. Farrell argues, forge a con­ nection between stitching and emotional catharsis as each of the narrators or protagonists suffer some type of loss either prior to the beginning of the text or shordy thereafter.” Ultimately, Dr. Farrell’s paper inspects the occurrence of trauma being relieved through stitching in order to assert that stitching “provides a modicum for control for the (often female) protagonist or narrator that other aspects of her life do not.” By S; Berns spent Conra Meyei Psychoa Chann contro surroui Bernart dismiss possess escapes to be in Dr. Chad Stanley is currently working on two conference papers. One paper focuses on British writer Thomas Gray’s “Ode on the Death of a Favourite Cat, Drowned in a Tub of Gold Fishes,” and indications of class, gender, property and art in the text. The other paper is tided, “Who’s Afraid of the Big Bad Bear? Edward Albee’s Who’s Afraid of Virginia Woolf? and the Cuban Missile Crisis.” Additionally, Dr. Stanley is preparing to teach ENG 298: Visual Literacy. Dr. Stan­ ley defines Visual Literacy as “in part, the ability to interpret, analyze, and perhaps even produce visual texts; furthermore it can incorporate the analysis of visual relationships and the very act of looking itself.” The course relates closely to Digital Humanities, and will study various forms of visual texts, visual dynamics and visual politics, as well as literary texts in which visual images, artistry, and/or visual politics are of crucial significance. Nichola they slat being to Nichola; the relati ing for d as a worl Artwork by Dr. Chad Stanley Manuscript Update By Sarah Simonovich It seems dini him; problem; they both comes to While the deadline for fall submissions has passed, Manuscript will continue accepting submissions into the spring semester. Wilkes University students, faculty, staff, and alumni are welcome to submit both written and visual art Individuals may submit up to five pages of text and five visual pieces. Send submissions and queries to: magazine@wilkes.edu. Those interested in joining Manuscript may be eligible to receive one ((1) “ English credit. Manuscript counts as ENG 190B (CRN 30834). Taking Manuscript for credit requires participation in meetings and eve: :nts, which include, but *• ~z ... . -- - Staff �Issue 2 Quarterly _ yolume 9 Issue 2 From Biography to Miniseries: Harry Houdini Continues to Mystify Audiences By Sara Pisak ded ainions pubconf loss rrence ir the ernard C. Meyet, famed Manhattan psychiatrist and psychoanalyst, has spent years prior to his death analyzing renowned figures such as Joseph Conrad and Harry Houdini. This fall, Bernard C. Meyer’s son Nicholas Meyer adapted his father 1976 biography Houdini: A Mind in Chains, A 1 syihoana/ytic Portrait into a mini-series, which aired on The History Channel. Neither Meyer family member has escaped controversy. This controversy is appropriate considering much of Houdini’s persona is surrounded in mystery. Bernard C. Meyer’s controversy stems from what critics deemed as a one sided use of psychoanalytic terms. Critics dismissed Bernard’s biography as a means for the author to uncover psychological problems that Houdini did not possess. These contrived problems ranged from supposed claustrophobia to references to bondage in Houdini s escapes. Critics fired back at Bernard’s text as containing too much “psychobabble.” Opponents of the text found it to be inapplicable to the everyday reader who does not possess a doctorate level degree in psychology. Nicholas Meyer’s Houdini, a miniseries which stars Adrien Brody, is being bashed by critics for the opposite reason they slammed his father’s text, from which the miniseries is adapted. Nicholas’s miniseries is being criticized for being too liberal with the facts of Houdini’s life. In The History Channel special, Houdini is portrayed as a CIA spy. Nicholas takes creative license with a chapter in his father’s text where Bernard discuses Houdini fascination with the relationship between a criminal and the law. Further, Houdini has never been confirmed as to have been work­ ing for the government. This is just one of the reasons critics dismissed the visual representation of Houdini’s life as a work of fiction not containing enough psychology or factual material. inley pong art. ENG but nislelle lay also It seems that material written or visually centered on Houdini will always walk the line regarding criticism, as Hou­ dini himself blurred the line of reality. Whether or not Houdini: A Mind in Chains, A Psychoanalytic Portrait creates problems, is too irrelevant, or Houdini the miniseries does not contain enough factual evidence, one thing is for sure: they both offer insight into a man who’s life will always be enigmatic. It seems reasonable to conclude that when it comes to criticisms of works focusing on Houdini, no one can “escape” the critics. The Inkwell Quarterly Staff Interim Faculty Advisor: Dr. Larry Kuhar Edilor-in-Chief: Kendra Kuhar Copy Editor: Tara Giarratano Layout Editors: Jason Klus, Nicole Kutos Staff Writers: Tara Giarratano, Jason Klus, Kendra Kuhar, Sara Pisak, Jordan Ramirez, Sarah Simonovich Alumni Contributor: Gabby Zawacki Faculty Contributors: Dr. Larry Kuhar, Dr. Thomas HamjE? �Issue 2 Continued from page 1. Article by Jordan Ramirez “Not now!” She said. I tried not to laugh. Everything was very serious. And I am so painfully awkward. She said, somewhat futilely at this point, ‘You here for fingerprints?” ‘Yeah.” I said. “Wilkes?” ‘Yeah.” I said. “Follow me.” It turned out that the sheetrock from which this woman emerged was actually another hallway. There was nobody in this building; just her and I. We sat down opposite each other in front of this strange looking machine. I felt Hke James Bond. Or something. After I’d been fingerprinted — of course, I’d struggled more than the average person at this task — she trusted me enough to make it back to the right door, through its way, down the street, and back to Wilkes campus without hurting myself or others. I did. Things weren’t so serious when I had the opportunity to put my newly received clearances to use. Dr. Ha­ mill, of English Department fame, brought a few English students at Wilkes University with him to Heights-Murray Elementary School for some poetry workshops with young student writers. Dr. Hamill divulged into a thorough explanation of why we were taking over the classroom. He d perhaps averaged a few syllables, too many per word, when he’d finally decided to break us up into groups and begin the workshops. Two of my classmates took on large groups of rabid children. Dr. Hamill took his talents to two even larger groups. I found myself at a table of three boys. This table of three was more than I could handle. My first lead-in and subsequent question was: “Hey fellas! How we doin’? Why do you like poetry?” Instead, one of the boys asked: “Do you play video games?” ‘Yeah, I play video games but — ” Huge mistake. “I’ve got Battlefield 3, Gears of War 3, Halo 2, Halo 3, Halo 4, Halo Wars, Super Mario Brothers 3, Destiny 3, Playstation 3, Xbox 3, Wii 3, Gameboy 3...” “OK!” I said. He kept going. “But... OK! Can I see your poem?” I asked him. He finally stopped. ‘Yeah...” The poem was outstanding. Perhaps a litde too outstanding for the age group. He was dealing dealing with with some pretty heavy themes. One of the boys wrote about Thanksgiving, the other drawing, and this boy, well, he wrote about the perpetual nature of darkness and the illuminating capabilities of love. “Wow.” I said. “Did you write this?” ‘Yes.” “Wow.” “I’m entering a poetry contest,” he said. “Wow.” I said. “Maybe you can —“ “I’ll just draw a big black heart around it.” “OK.” I said. He didn’t think I could teach him anything. I was much u , to which all those aforementioned games, teal ot otherwise, beAA ~ “ kept trying to interject conversations about video games g; while I tried helnin? tbe nA baPPen’ and doing so fairly - is not easy. P g Other b°ys Poems- Caching - The InkwellQua, When I a “Write it “Nah.” E “Oh, wel He starte he could eat in a down. “That’s a town!” “Nah.” H I felt my s was already havin began and ended Deviled Egg. I briefly c the boys had begi one more, Juan, v direction. “Heyjuai “Yeah. I g I did want, crossed out. He w He was or honestly believed try to reproduce il Sometimes 1 So I draw h Bat sometin. So I think o And now I, I read his j cessfully engaging back to my group < more temporary ta “Are tempi He shufflec “Will I evei Once we’d eiindy. It all worked. 3 As I returm thought. Perhaps, li leaving me, his bigt what is right in fror shops. �2 The InkwellQuarterly Volume 9 Issue 2 When I asked die secoi•nd''boy for ’ his poem, he said: “I wrote it but.. .1 don’t have it.” ‘Write it again!” I said, smiling. “Nah.” He said. Oh, well, ’ my smile faded, “let’s write something else.” started talking about his temporary tattoos.. .about how hungry he was.. .about how many deviled eggs down1 d 631 U1 a SmSle SittinS’ and h°W he WOuld sPrinkle salt uP°n their huffy, yellow innards and scarf them Thats a poem, right there! I said. ‘Write a poem about how you can eat more deviled eggs than anyone in Nah.” He said. “I’ll write about Thanksgiving.” I felt my soul frown. He had recited a poem. A Wpoem. It was fantastic. And just like that it was gone. I was already having trouble remembering his opening lines. He subsequendy produced a poem in a few seconds that began and ended with “I like Thanksgiving.” It was.. .great...surely. But I have to admit I wish he’d read aloud The Deviled Egg. I briefly considered the functions of teachers. And my function, sitting there, like an idiot. Defeated. Two of the boys had begun to arm wrestle. I didn’t stop them. These two boys were satisfied with my guidance. There was one more, Juan, who had been sitting with his chin on the heel of his hand, never taking so much as a glance in my direction. “Hey, Juan, can I read what you’ve written?” “Yeah. I guess. If you want.” Sounds like me. I did want. I read the whole poem. It was written sloppily and quickly, words misspelled and crossed out. He writes like me, too. He was one of the few children in the class who had absolutely no interest in reading his poem aloud. He honestly believed nobody would care to listen. But I loved this poem. As a matter of fact, I will never forget it. I will try to reproduce it as best as I can: Sometimes I never know what to write. Sol draw instead. Bat sometimes I don’t know what to draw. Jo I think of the things that I saw. And now I can draw. I read his poem four or five times in a row. Smiling. 1 looked around the room. I saw my two classmates suc­ cessfully engaging their students. I saw Dr. Hamill handling a group of 12 or so with ease. I admired them. I turned back to my group of three. One had seemingly vanished. In fact, he was just being punished for trying to put on more temporary tattoos while I wasn’t looking. His teacher was scolding him. “Are temporary tattoos on our list of things to do today? He shuffled around in his seat and looked at the list with squinted eyes. I laughed. “Will I ever be able to do this?” I thought. “No chance.” Once we’d returned to campus I’d sat down and reimagined myself in the classroom. I did everything differ endy. It all worked. They ^//listened. I commanded the class like Dr. Hamill; like my classmates. As I returned home late that night I realized I may have sold myself short too quickly. “I can do this,” I thought. Perhaps, like Juan — who had jumped out of his seat for gym class faster than any other student in class leaving me, his biggest fan, in a saddened state of neglect incapable of saying goodbye I need only learn from what is right in front of me. While Juan will paint portraits one day, maybe I’ll be conducting my own poetry work­ shops. It is a big deal, education. One. Big. Deal. Go thank your teachers. --------------------------------------------------- -—* 5 - �Volume 9 Issue 2 The Inkwell The InkweJlQjfpffjf Senior Capstone Presentations By Jason Kins ™, .h, Kirbv Hall Salon, two graduating seniors, Cierra Humphrey and On Wednesday, December 10 at 2:00 PM m me 1 M &cul£y and students are encouraged to attend thesc Iordan Ramirez, wil present their senior capsto p presentations.. light refreshments will follow. Alumi By Gabb] Contemporary Author Updates By Sara Pisak Tate Publishing and Enterprises, LLC announces the release of the text, Journey to Discover the Meaning of Lafe. The text written by Wilkes Professor Edward T. Bednarz III, PhD follows the lives of several characters as they search for and find the answers to some of life’s most difficult questions. Tate Pubfishing states, “Be prepared for a roller coaster thrill of a ride as characters encounter danger, bizarre coincidences that have no explanation, and deep loving experiences.” Family Furnishings: Selected Stories 1995-2014 by Alice Munro is Random House’s newest release. Munro is a 2013 Nobel Prize winner in literature. Family Furnishings: Selected Stories 1995-2014 is a follow up to Munro’s first volume Selected Stories: 1968-1994. Family Furnishings contains twenty-four of Munro’s stories, which present the greatest highs and lows of the human experience. Al Michaels and L. Jon Wertheim, team-up to compose Al Michaels memoir, Tou Can’t Make This Up: Miracles, Memories, and the Perfect Marriage of Sports and Television. Publisher Harper Collins boast of the memoir as follows: “One of television’s most respected broadcasters interweaves the story of his life and career with lively firsthand tales of some of the most thrilling events and fascinating figures in modern sports.” Michaels has experienced sev­ eral events to regal for the audience such as the “Miracle on Ice” and the earthquake at the 1989 World Series. tivafedI fodS’ b PrCSS 1S b°°k °f P°etry authored bY Therese Halscheid. The poems are mohlmffemd d^t T1” “ 'S“ “Peh“ &*er’s brain damage as a result of complications many of Halschefd’s XemT^' ’ has published four other w^rks^1118 6 SUmved for thlrty years after the accident, is the inspiration for Spmt A finalist for the Patterson Poetry Book Prize’ Halschel Patrick Modiano was awarded the Nobel Prize in Literature. The com^^stated^he N b T of memory with which he has evoked tfip m <- 026 Pkerature 2014 was awarded to Patrick Modiano for the art occupation.” Some of Patrick Modiano’s work human destinies and uncovered the life-world of the others. Modlano s include, Ring Roads> Night Rounds and The Search Warrant among 6 For come a col would appl solve real v going to cu Ths decided tha to see what a way to fit Mine Recla: wrote small internship, I do. I nc perform fie I’ve met a 1< working on our buildins adelphia am content wrii gotten to kr and I now c Alic grow a resui I love. I ha'1 bine my lov< thought I ha . Myi you want to communicat within the sc limits. �Issue The InkwellQuarterly Volume 9 Issue 2 lphrey and ,attend these By Gabby Zawacki f Life. The as they repared for a ion, and deep is a 2013 rst volume greatest b: Miracles, follows: r firsthand irienced sev[ Series. ,s are monplications piration for ize, Halscheid [ Prize in o for the art ■orld of the arrant among il. J For most of my college career, I thought that my plan after graduation was to go to graduate school and be­ come a college professor. At the beginning of my senior year, the time when I needed to begin considering where I would apply and all of the details that go into applying, I decided that it was not the right choice for me. I wanted to solve real world problems and use my writing skills to make positive changes; however, graduate school just wasn’t going to cut it. That decision lead me to consider an option that I had often placed on the back-burner: grant writing. I decided that if I was going to dive into this world that I knew nothing about, I should get an internship and begin to see what my options were. I have always enjoyed environmental sciences and wanted to discover if I could find a way to fit my writing skills into that industry. I found an internship with the Eastern PA Coalition for Abandoned Mine Reclamation (EPCAMR), an environmental non-profit, for my last semester and through my time there I wrote small grants, wrote web stories, and did field work. There was no promise of a position with them after my internship, but the experience made me sure that being a part of the environmental industry was what I wanted to do. I now work for EPCAMR as a Watershed Outreach Specialist. I do grant writing, execute grant projects, perform field work & water chemistry, and facilitate community outreach initiatives. Through my work with them, I’ve met a lot of different people that have lead me to other opportunities. Some people from Philadelphia were working on a film about the Huber Breaker and often came to EPCAMR because the breaker was located behind our building. I joined them as a writer & producer. The Director for that film runs a production company in Phil­ adelphia and hired me to be the Producer of his company, SightSense Productions, where I do grant writing, web content writing, social media outreach, and graphic design. In addition, through my work with EPCAMR, I have gotten to know members of Earth Conservancy, another environmental non-profit specializing in mine reclamation, and I now do grant writing for them as well. All of these positions are part time, but all of these positions are work within my field that allow me to grow a resume and use my college degree. Most importantly, all of these positions involve me doing something that I love. I have a passion for environmental sciences and the past coal mining industry in PA. I found a way to com­ bine my love for these things with an English degree. For most of my time as an English major, the only option I thought I had was grad school or creative writing. I wasn’t aware of this entire other world of writing opportunities. My point is this: Put yourself out there. See new things. Be innovative. If you have something you love that you want to be a part of, find a way to make it work. Your English degree comes with many skills: critical thinking communication, and clear writing. Use these skills. They are needed. They are wanted. There is a place for writing ’ within the sciences, as well as every other industry. You can do what you love and use your degree. There are no limits. �Volume 9 The InkwellQuarterly______________ __ Issue 2 The Inkwell^ Mockingjay Part 1 Review By Tara Giarratano Mockingjay Part 1, the third installment in the Hunger Games franchise based on the novels of the same name by Suzanne Collins, hit theaters on Friday, November 21st 2014. The film begins with protagonist Katniss Everdeen (Jennifer Lawrence) contemplating the bleak future of Panem from the nuclear-powered District 13 and introduces a power struggle be­ tween Katniss and another political figurehead, President Coin, the singular overseer of the newly discovered military district. The Collins-adapted screenplay continues its materialist cri­ tique of the cold-hearted Capitol which began in the series’ first installment, but more deeply examines the dictatorial conditions of the militarized District 13, where weapons are abundant but food and oxygen are both rationed. An internal commentary on the artifice of propaganda unfolds from Katniss’s starring role as the Mockingjay in President Coin’s televised campaign against the Capitol. She participates only as a ploy to force a rescue of the captured and hijacked Peeta Mellark (Josh Hutcherson). The actor delivers his most tortured performance to date, as Peeta is severely disturbed by the Capitol’s brutal brainwashing, and be­ comes dangerously violent. As Katniss’s fury against the Capitol builds, her distaste also with District 13’s regimented ways are latently communicated as subde foreshadowing for the fran­ chise’s final plot twist, should the last film stay true to the book. Among the film’s most emotively intense moments are scenes of nationwide protest, in which the paupers of the Districts brave­ ly rally and riot against the inhumanly violent “Peacekeepers.” Such scenes are an asset not present in the book, which is limited to Katniss’s point of view only. With a wider lens through which to view the crisis building in Panem, Mockingjay Part 1 delivers as a disaster narrative perhaps even more thrilling than die novel. The film also stars Liam Hemsworth as Gale Hawthorne, Elizabeth Banks as Effie bee et, am Claflin as Finnick Odair and the late Philip Seymour Hoffman as double agent Plutarch Heavens- nf ti?SUe 91 °f Inkwe^ Quartlery, the first page incorrectly lists the publishing date which Wk aS aU 2015 ” °Ur Layout Editors would like to aplogize for this misprinting, een corrected in this issue; Issue 9.2 has not been published in the future as f9.1 -- inadvertently was. staeq uapH .Ja 8 sBoioqj^ in £ --------- ------ [pwiy BpjujAj -jq 7 uBaSjOj- I An Aud By Jason KI I am r ture nor the fi to listen to the the fuss is all < cles the story i movie has bee and the Deathly pop music figi artists collabo of Mockingjay. Lorde: contributions are die two m< with die heavy portant theme surprising peri add a unique c ^ough, despit rather than a r tug more comi “Dead Air,” a It prot there must be hhn and what two are what C ®hows us the c her innovative �Issue 2 Issue 2 Tbe Inkwell Quarterly ;> aA 1 Photo courtesy of Sarah Simonovich. The InkwellQuarterly Staff would like to extend wishes for a happy and relaxing winter break! An Auditoffy Review of Mockingjay By Jason Klus <Y ider lens ps even s as Effie eavens- v date inting, e as 9.1 5 UE9S I I am not familiar with Suzanne Collins’s Hunger Games media franchise in any capacity neither the litera ture nor the films. However, with the latest film just having arrived in theaters on November 21st, I was compelled to listen to the soundtrack for The Hunger Games: Mockingjay - Part 1 to try to form some sort of opinion about what the fuss is all about. The movie is an adaptation of Collins’s 2010 dystopian novel of the same name which chroni­ cles the story of Katniss Everdeen, played in the film by Academy Award-winning actress Jennifer Lawrence. The movie has been broken into two different pieces with Part 2 set for release sometime in 2015 (sort of in Harry Potter and the Deathly Hallows fashion). The album was curated by eighteen-year-old New Zealander Lorde, who has been a pop music figurehead since her 2013 debut Pure Heroine, and features a variety of contemporary pop and alternative artists collaborating to form a strange blend of pop-electronica-hip-hop that echoes the science fiction undertones of Mock^^ contfibutlons to the Mockingjay - Part 1 album go far beyond a simple role as the “curator.” Her contributions to the album, “Yellow Flicker Beat” and a cover of “Ladder^Song” by the inche group Bright Eyes are the two most fitting and interesting txacks on the soundtrack. Lorde s brooding melancho^ well with the heavy electronic production of the tracks; both tracks act as a reminder o what I think must be an imy r TWorn;np hardship in a dehumanized society. These tracks are further accented by portant theme of the film, over g Bntish/Pakistani singer Bat for Lashes that really surpnsmg performances y 4‘nriainal Beast” and “Plan the Escape” respectively). There are some misses, add a unique depth re^ does sound much mok Bte a collect of “Top 40” tracks "t-™ rl'”V “ .. . . v-y V Dead Air,” a title which may re er p^( y on its soundtrack alone, and especially in this case. I think It probably isn t fair to ju g J Lorde has put together as an auditory representation of the there must be a rather large disconnect betweenQf course, that’s not to say that either of these him and what the film’s director, Francis readers It is fair to say that the Mockingjay - Part 1 soundtrack two are what Collins wanted to impress up fanchise Lorde is continuing to ------------------- I--------------------- 9 ________ �Issue 2 Volume 9 The InkwellQuarterly 7^ InkwellQue Hamill’s Hunches By Dr. Thomas Hamill OK. First, I need to apologize and confess. So we will begin, it seems, sacramentally, with Reconciliation—a ritual that pre-inscribes a sort of presumptive forgiveness for which I must also say, “I’m sorry” or Lo siento, even as I (telegraphically) veil my gesture in the apologia (of sorts) that follows. When last I wrote my Hunches back in Fall 2013 (before failing to submit in Spring and before the generous (Edito­ rial) relief of a “Best of” reprint for the last issue) I offered what I promised would be a two-part Hunches arcing allegorically from the wonders of The Berenstain Bears (and the failed self-awarenesses of the frauds who decry their too-sweet saccharine sugary goodness and who are, well, frauds) to the unexpected (and brilliant) parallels among fallen language, John Milton, and episode number ??? of the PBS children’s series Arthur. I originally planned to write this alleged two-part Hunch as one Hunch, but, as with the research essay on Shakespeare’s History Plays I wrote in a two-day stretch (i.e. an all-nighter) my first semester senior year back in the Fall of ‘95,1 had great vision and motivated ideas but failed (inevitably) at the levels of scaling, planning, and, of course, proportionality. (In good and honest time(s) I hope to redress this historical sin by way of a course of my own; for now, though, in these failed days, I’ll simply bear the burden of guilt and stick to a Hunches-specific “redemption”.) Where was I? Oh—that’s right. Sin and contrition and confession and penance and absolution. Or, as J. Roddy Walston & The Business so wonderfully put it, “You know that old Catholic tone.. .You know that old Catholic tone.... The heavy bells.. .The heavy bells.. .The heavy bells are tolling out at tune... The heavy bells... The heavy bells.. .Oh God I felt that metal move... You’re gonna wake up.. .You’re gonna wake up.. .You’re gonna wake up... Find the heavy bells toll their tune for you too....” Sorry. What a great song that is. (Thanks, Joe, for keeping me plugged in.) Any speaking of brilliant lyrics, I need to clarify: Somewhere deep in Bear Country Laves the Berenstain Bear Tamily They’re kindafurry around the torso They’re a lot like people only more so Their/They re error-as-typo back in the Spring 2014 issue (8.3) did great violences to the genius of the very line (and insight) - ' I was ^g point up as the apotheosis of lyrical and poetic achievement—and, sadly (and ironically) one of my fears and anxieties ever since has been that you, dear readers, have all along been thinking I was instead trying to send up some grammatical error in the lyric itself. Oh, no my friends; the lyric is what it is (Hi, Dr. Kuhar!), and it’s flipping brilli;iant. They re kindafurry around the torso / They’re a lot like people only more so. Wow. I mean, really. (The frauds, of course, still don’t get it. Flow could they, right?) okay. No one °‘ T]‘Seemed to be some 8great rea< authority: authority:““There, There,there, there,now nowDr. Dr.Hamill. Hamill. ItIt’s’s He smmm T °‘ Tt C” y°U ge*ba<* *° Hunches now?” “WelZ ” "P y’ *hMe’S "° Ethete! It’s Tteyh!” rn there. ThZI’XZZeZ”"* There’>b«e, now. There, there. If s okay. Hang They’re there.”] g y°U’ 1 S “ theit nature- They’re a lot like people only more so too. They are. Continued on page 12. 10 Kuhar’s By Dr. Larn When Words Words We kn they can work language, we k often about thi There ture, we assure construct new texts. We kno1 We bee best exampleswhen we thanl munity. With d and staff that 1 thankful for as contributions t program, and u tations, the Ha program picnic with students,: Our fai activities and e service learning our local comn Thank °f recommend offer alumni. Thank achieve excelle: serving tire mis Thank activities as we] Simply values that are confirmation o 3ankyOil_ �Issue 2 So we tual that must also ty gesture Tbe InkwellQuarterly Volume 9 Kuhar’s Korner s mmr .wg By Dr. Larry Kuhar I si When Words Work: Thank you to Our English Program Team 2013 (E dito­ what r from nesses oodness arallels ’ of the rich e. an ailed hope to tr the as old lells... e gonna >f the y (and : is (Hi, >w. I It’s ang ire. Issue 2 J Words can fall short. Words can work We know this. Words can fail at the most meaningftl moments; they can work in the most trivial texts. As experts and forming-experts in I language, we know about this because our work in the English program is often about the gap between words and meanings. There are plenty of examples to show when and how words work and when they fail. When we read litera­ ture, we assume that these words will work. We empower words, we draw out fuller meanings from them, and we construct new texts. We know, too, that words can fail our efforts to draw out fuller meanings, to construct larger texts. We know this from reading writers such as Angela Carter, Thomas Pynchon, or Wallace Stevens. We become aware sometimes, even as the words are communicated, that words may fall short. One of the best examples of the tension between when words may fail and when they can succeed—is words communicated when we thank those around us for who they are at work and for all they do to serve our English program and the com­ munity. With this in mind, I want to share my heartfelt, sincere thanks with the community of professors, adjuncts and staff that have made our English program so strong over the past year. We have a lot to be proud of and thankful for as a program and community. Thank you to our team of dedicated English faculty for their selfless contributions to our program over the past year. I appreciate and value the coundess hours each of you spent at program and university events, such as Open House, VIP Day, Summer Freshman Orientation, Capstone presen­ tations, the Halloween reading, Manuscript readings and Inkwell meetings, curriculum meetings, spring and fall program picnics, visiting writers events, program development and program assessment meetings, advising meetings with students, monthly team meetings ... the list of program-focused events and activities goes on and on and on. Our faculty also selflessly contribute their time, ideas, and leadership to many other important and impactful activities and events beyond the walls of Kirby Flail. Thank you to faculty who have spent endless hours providing service learning opportunities to our students in the community. We are leaders in this area across campus and in our local community. Thank you to faculty who continue to work with and to serve our English program alumni, writing letters of recommendation, providing guidance and support, and serving as role models for the potential the career has to offer alumni. Thank you to our adjunct faculty team who have worked diligently - under challenging circumstances - to achieve excellence in the classroom. Over the past year our adjunct team achieved excellence in the classroom while serving the mission and values of our program. Thank you to our office staff who provided outstanding service and assistance on a long list of day-to-day activities as well as special events. . r . , c . ... Simply put our core faculty team and staff deliver on the promtse of mentonng and of modeling the "lues that are at the core of the Wilkes mission. It is my hope that these words succeed m achrevmg the hoped-for confirmation of the value I have for and the respect I place on the work of English Department faculty and staff. hankyon. 11 �Volume 9 - The InkwellQuarterly---------- --------------------------- - ________ ______________________ bit better now anyway. But what do we learn Do you hear that too? Yes? No? OK HlU* * 8°^ question we might think, and I’d be late in a or fail to learn from failing language, I wonder. s among Dante; Chaucer, Langland number of senses even if I were to situate this r eived as part of a declining post-lapsarian world—part and their contemporaries, for whom language was ° mentor of mine, Dr. Jim Dean. of The World Grown Old, to quote the book title o Lost „ Not Paradise Lost by John Milton, but “Paradise But I’m going to go a bit later still ^e--to ar You premise of that episode is that Lost,” episode ??? (I’ll look it up eventually) o e can actuauy communicate (quite eloquently and toddlers and dogs who (we know) don 11 actu y communicative / linguistic species incisively) with each other. It’s only as the toddlers grow up I fissure finally occurs. [Enter, again, the Editor, or what seemed to be some great authority: “This sounds like it’s going to take a long time, Dr. Hamill. Remember what happened with the paper on Shakespeare’s histories? “But. But...,” his words tumbled, toppling Babel. “I need to talk about Pal and Kate and the Dali Llama they visit and the ‘blah blah blahs’. And what about failed language? And fraud?” ‘“There will be time’, as someone once said,” the voice said calmly. “There’s always Spring.” “Really? Are you sure?” he Hunched, still toppling. “OK. Remind me also to include the link to Blake Mills. Do you see it already? The opening verse of the opening song off of Heigh Ho? ‘Pve found a new meaning.. .for the oldest words in use.’ Do you see the connection? Pretty cool, huh? Shouldn’t I just finish this out? I think that song can help me tie it all together” “There, there, Dr. Hamill,” the voice again, patient and sure. “There, there. It’s okay. We can see those words already, in the next /g issue. There, there. They’re there.] There it was again. No? OK. Sorry. Back to my point. What’s most striking about “Paradise Lost” as an episode is the radically new perspective it opens up on the idea that we might really be failing to understand.... UNFINISHED Faculty “Shellies” Game by Tara Giarratano The IQ Staff asked professors from our English Department to send us photos from their personal bookshelves. Identify the “shelfie” with the correct professor! 1 I ep ---- I • ff SMI IH NUMH> ■’’! ¥ i- r/i r 1....... > "A “t Moon I •» 1 ■ ci <uJ 11 2 & 3 4 I? JESUS’ SQw , DENIS UOHNSONj 5 Answers on page 8 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title 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 2014 (Volume 9, 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 2014 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/0b3cf069793683e228c54bea0dabd702.pdf b265a6f665e3dd7281535ab549198d6c PDF Text Text The Inkwell Quarterly Issue 3 Volume 9 The Inkwell Quarterly Volume 9 Spring 2015 Issue 3 English student Gabriella Romanelli meets Phil Klay at his February 10 reading. Photo courtesy of Gabby Glinski/The Beacon In This Issue: ball Course Offerings o Contemporary Author Updates 3 Poctrv in Transit 5 ENG 340 at The Morgan 6-7 Kuhars Korncr 8 Phil Klay, National Book Award Winner, Holds Campus Workshop and Reading by Sara Pisak The 2014 National Book Award winner for fiction Phil Klay visited campus on Wilkes Magazine & Tuesday, February 10, 2015. Klay’s campus visit was an English department event spon­ I larper Lee 9 sored by the Allan Hamilton Dickson Fund as part of the Spring Writers Series. Garnering national attention for his collection of fictional short stories entitled Redeployment, Klay, a Spring Writers Series veteran of the Marine Corps, works to authenticate the experience of soldiers whether they 10 are deployed or on the home front. Klay spent lais time on campus as a guest speaker, a writing workshop conductor, and a host at a public reading. I lamill’s I lunches While on campus, Klay spoke in Dr. Larry Kuhar’s class, Studies in Postmodern­ 11 ism, during which Klay and students discussed and analyzed three of his short stories; “Re­ deployment,” Bodies,” and “Ten Clicks South.” These three stories are located within Klay’s More I lunches & recent text Redeployment. Students only needed to communicate with Klay for a few minutes Game 12 before realizing he is sincere and unaffected by the national publicity surrounding him and his text. Klay only needs a few minutes to impress upon students his well-read nature. During his writing workshop with students, Klay discussed some of his favorite authors and sources of inspiration in the short story genre such as Isaak Babel, T.S. Eliot, Flannery O’Connor, and Fyodor Dostoyevsky. Klay was eager to narrate a story about his time in military training, where he memorized T.S. EEot’s The Waste Rand. Through­ out Klay’s workshop, students were able to inquire about the process of securing an agent and submitting manuscripts for those interested in pursuing a career in publishing. When discussing manuscripts and his text Redeployment, Klay expressed the concept “all books are made out of other books.” Continued on page 4. 1 �Issue 3 Volume 9 The InkwellQuarterly The Ink Fall 2015 Course Offerings Com by Jason Klus by Sat Time to register for classes for next semester is upon us once again, and next fall a wide variety of class es will be offered for English students to pursue studies in a number of different fields. As always, ENG 101 an ENG 120 will be offered in numerous sections by a host of professors. Addtionally, ENG 190 is offered in three sections for one credit each: one for Inkwell Quartlerly (Dr. Farrell), one for Manuscript Society (Dr. Anthony/ Dr. Kelly), and one for the Writing Center (Dr. Stanley). The courses listed as 200-level and above are fisted below. Be sure to see your academic advisor or the professor if you have any questions/concerns about a certain class. History most ft from T and irm ENG 201 ENG 202 ENG 218 ENG 225 ENG 233 ENG 282 ENG 333 ENG 337 ENG 366 ENG 393 ENG 397 Writing About Lib & Culture (Writing Intensive) Technical Writing (Writing Intensive) Writing Practicum Comparative GrammarSurvey of English Literature I Survey of American Literature II Studies in 17th Century Literature (WSM designated) Studies in American Romantic Literature Studies in Modern American Drama 'leaching English for Middle School/Secondary Education Seminar: Whodunnits,..Harry Potter, and the Impact of the Novel 4 cr. MW 09:00-10:40 Dr. Stanley 3 cr. MWF 11:00-11:50 Dr. Kemmerer 3 cr. 3 cr. 3 cr. MWF 11:00-11:50 TR 09:30-10:45 TR 01:00-02:15 Dr. Kelly Dr. Hamill Dr. Hamill 3 cr. TR 02:30-03:45 Dr. Kuhar 3 cr. MW 03:00-04:15 Dr. Starner 3 cr. MWF 09:00-09:50 Dr. Kelly 3 cr. MWF 11:00-1 1:50 Dr. Stanley 4 cr. M 06:00-09:30 Prof. Grier 3 cr. M\X b 10:00-10:50 Dr. Farrell ______ _______________ If you are interested in joining the Inkwell Quarterly staff for the upcoming semes­ ter, please contact Dr. Marcia Farrell (marcia.farrell@wilkes.edu) or Tara Giarratano (tara.giarratano@wilkes.edu). We are currently looking for staff writers, copy editor(s) and other staff members. Feel free to contact us with any questions! 2 Soldiers: United rorism, new inf new wc of brae isolauo: Hlack Pi of one forerun Henry 1 the first collectic �Issue 3 The InkwellQuarterly Volume 9 Issue 3 Contemporary Author Updates by Sara Pisak y of classJG 101 and :ed in three Anthony/ e listed below, tain class. llev lercr iy uii du Random House has recently released a new work by Kevin Ashton entided, How to Fly a Horse. The ecr History of Creation, Invention and Discovery. Ashton, an MIT 1 graduate, explores the truth behind some of the worl most famous inventions. Random House states, “Drawingj on examples from art, science, business, and invention, from Mozart to the Muppets, Archimedes to Apple, Kandinsky to a can <of Coke, Flow to Fly a Horse is a passionate and immensely rewarding exploration of how ‘new’ comes to be.” History buffs will rejoice when Random House releases Bruce Hoffman’s historical account Anonymous Soldiers: The Strugglefor Israel, 1917-1947. Hoffman’s text is based on recently available documents recounting the United Nations’ decision to establish the sovereign state of Israel. Hoffman, the leading United States expert in ter rorism, employs previously unavailable archived material from London, Washington, DC. and Jerusalem to unear new information on the political decision surrounding the creation of Israel. Penguin Publishing has announced a new work of poetry by award winning poet Joanna Klink. Klink s new work is entitled Excerptsfrom a Secret Prophecy. The publisher boasts “Joanna Klink has won acclaim for poetry of bracing emotional intensity.” Klink’s new work focuses on a vanishing world and on struggling to overcome isolation. Excerptsfrom a Secret Prophecy works as a meditation on being alone and striving to connect with others. Ln ci' rv A new nonfiction release from HarperCollins entitled Eye on the Struggle: Ethel Payne, the First Eady of the Ptlack Press is penned by James McGrath Morris. Morris, a celebrated biographer, works to bring to light the life of one of the most prolific but relatively unknown figure of the Civil Rights Movement, Ethel Payne. Payne, a forerunner in journalism, covered momentous historical events which included the Montgomery Bus Boycott, Henry Kissinger’s tour of Africa, and the Little Rock school desegregation, among others, on her way to becoming the first female African American national radio and television commentator. Morris uses unexploited personal collections of Payne’s own paperwork to shine light on an influential woman. 1- 1 The Inkwell Quarterly Staff semesrratano ditorfs), Faculty Advisor: Dr. Marcia Farrell Editor-in-Chief: Kendra Kuhar Copy Editor: Tara Giarratano Layout Editors: Jason Klus, Nicole Kutos Staff Writers: Tara Giarratano, Kendra Kuhar, Sara Pisak, Sarah Simonovich Layout Assistant: Robert Kobilis Faculty Contributors: Dr. Larry Kuhar, Dr. Thomas A. Hamill �Volume 9 The Inkwell Qua Continued from page 1 Article by Sara Pisak Poetry ii by Sarah Sirr «»/««»/ employ5 fictional short stories as a format, I inquired as to what particular story stood Since fP warveterani these stories required him to not only complete research but to sometimes relive and “dwells f Lvc place or to write from a negative character voice,” thus each story occupies a different personal sentiment forTe author. Klay and I also discussed the ways in which his stories are linked throughout this text. Klay asserts that each story “is not a one-off.” The first few vignettes “help to inform the reader’s perception of the latter sto­ ries” Klay continues, “Jetted against the backdrop of war, all the stories assist in what needs to be a conversation.” The public reading held by Klay were conducted in the Henry Student Center Ballroom at 7 p.m. on Tues­ day, February 10, 2015. The public reading afforded fans of Klay, who were not affiliated with Wilkes University, the opportunity to hear Klay read two of his short stories: “Bodies” and “Ten Clicks South.” Guests were also offered the opportunity to learn about Klay and his writing during the question and answer portion of the reading. Klay divulged personal stories about his time serving as a Public Affairs Officer in Iraq. Klay also answered questions surrounding his use of profanity and alarming representations within Redeployment. He states, “These aspects deserve to be thought about because people carry these things with them.” Klay continues, “These are for understanding but should not be used gratuitously.” Klay believes he does not push the boundaries too far because these elements are important to illustrate the whole picture. Klay concluded his reading by discussing his upcoming project, which he was unwilling to divulge or share any secrets, just yet. Those in attendance were also able to have their books signed by Klay’s before the reading officially came to a close. As Klay’s campus visit concluded, an obvious observation was Klay has created a far sweeping, everyday com ersation centered on the elements of combat which might have otherwise been overlooked. The av side all Luzern view the entire and positive at normally be re lowing individi Richard Hani County Comm until April 15. more than thre The P( System and Lc considered a k to become sup imagery, create through maps, collaborator. z busses, in a sir guage projects the city, “Hirai a place of one greeting for th Dr. Ai project to Pro is defined by t behavior, etc; like Dr. Antlic places. The integratic lights die com is an art form which die poe thony’s progn die poems (ar of mimesis. I relationship b possibly defin Ph" A™d P ywent. Photo courtesy of nationalbook.tumblr.com �iie 3 The Inkwell Quarterly Volume 9 Issue 3 Poetry in Transit: Travel in Verse and Realities by Sarah Simonovich y U in ^ent :s :s- agred e )r ise ing ve The award-winning Poetry in Transit program is a local artistic endeavor to display verse by local writers in side all Luzerne County Transportation Authority (LCTA) buses. Selected poems are rotated monthly so riders can view the entire collection over the course of the year. The Poetry in Transit program aims to promote a thoughtful, and positive attitude among the local community by engaging residents with poetry in spaces where poetry wouldn t normally be read. Dr. Mischelle Anthony launched the program in 2007 and continues to coordinate it. The fol­ lowing individuals currently make up the Poetry Advisory Board: Ann Brennan (Pennsylvania State Wilkes-Barre), Richard Hancuff (Misericordia University); Noreen O’Connor (Kings College); Andrew Petonak (Luzerne County Community College); and Jennifer Yonkoski (Kings College). Submissions are currently being accepted until April 15. The theme for this upcoming year will be “River,” and submissions are limited to six lines, and no more than three submissions per individual. The Poetry in Transit (PIT) program, which was originally inspired by Poetry in Motion on New York’s Transit System and London’s Poems on the Underground program, has now transcended beyond the notions of what might be considered a knowable reality. Dr. Anthony’s PIT program has extended beyond its real roots in Luzerne County to become jz^w-real in the fictional city of Bogenbrook. Robert Salsburg, a local artist who works with urban imagery, created Bogenbrook and has been working on the concept for several years. The fictional city is depicted through maps, posters, city views, and other real-world artifacts including recorded music by a Grammy-nominated collaborator. Another real world addition to this Active city is Dr. Anthony’s poetry which appears on Bogenbrook busses, in a similar fashion to the poetry appearing on local LCTA. Dr. Anthony has also contributed other lan­ guage projects for Bogenbrook, including a regional dictionary fragment and creating the common local greeting for die city, “Hiraeth.” According to Dr. Anthony, Hiraeth is a Welsh word that means, in the real world, “a longing for a place of one’s own childhood that one can’t return to, or a longing for a place that never was,” making it a perfect greeting for the Active city. Dr. Anthony and Robert Salsburg both recently travelled to Oluo University to present their collaborative project to Professor Ray Klimek’s Integrative Media class as an example of psychogeography. Psychogeography is defined by the Orford English Dictionary as “the study of the influence of geographical environment on the mind, behavior, etc; geography considered in regard to its psychological effects.” Students in Professor Klimek’s class are, like Dr. Anthony and Robert Salsburg, creating sound/visual projects that use elements of reality in creating Active places. The integration of the real-world Poetry in Transit program within the creation of the fictitious Bogenbrook high­ lights the complexities of defining the distinction between what constitutes the real verses the unreal. Poetry itself is an art form that relies heavily on the imagination of the poet. A poem, however, is no less real than the bus on which the poem is displayed; the poem simply occupies a different measure of reality. The application of Dr. An­ thony’s program (and her own poems) within Bogenbrook complicates the fictitious city’s ontological status in that the poems (among other artifacts) serve as real-world intertextualities, which propel Salsburg’s creation into a kind of mimesis. The relationship between PIT and Bogenbrook provides an interesting means to examine the symbiotic relationship between the creative arts and what is considered reality and how, keeping this in mind, one can begin to possibly define a knowable world. 212^0X02^^^^ 5 �Volume 9 Issue 3 InkwellQ'‘a,'ler!y_____ ENG 340 Students The Inkwell Qua) Travel to the Morgan Library and Musuem by Tara Giarrantano nr Hamill topped off ENG 340: Studies in Chaucer with a post-new tnD to tl e Morgan Library and Museum in Manhattan. Home to thousands rf“are rescripts and early printed books, the Morgan boasts an tmpresstve Photos courtesy of Di'r-Thomas A. Hamill & Nicole---Kut< -tos si collection of medieval literary treasures. Seven English majors were hosted by Dr. John McQuillen, Assistant Curator of Printed Books at the Morgan. All of the manuscripts and books shown were first unloaded from locked carts, unpacked from boxed casings, and unraveled from multiple layers of protective cloths. Displayed in pairs, they were then propped up by V-shaped book holders and their pages were held open by individual weights. We were asked to remove any draping scarves or necklaces and to tie back our hair to ensure the books were not touched in any way when we leaned over them. Among the several literary artifacts shown to our group was the Morgan manuscript of The Canterbury Tales. We accessed digital facsimiles of the same mid-fifteenth century manuscript over the course of the Fall 2014 semester in working on ENG 340’s integral Editing Project. The Morgan manuscript was one of four (the others being Corpus Christi in Corpus Christi Coll. Oxford, Hengwrt in the National Library of Wales, and Ellesmere in the Huntington Library in California) analyzed and dissected by ENG 340 students in our quest to compile our own idiosyncratic compilations of one hundred lines of “The Miller’s Tale.” It was something of a starding experience to see the manuscript up close and in color after months of pouring over its black and white digitization. We also had upclose looks at an ornately gilded early fifteenth century manuscript of Troilus and Criseyde (another core text of ENG 340) assumed by museum curators to have once been royally owned. Top Right: The entrance sign to the Morgan. Middle Right: The Morgan’s lobby area features colorful glass windows. Bottom Right: A coat check tag. Below: McQuillen explains differences between the bingsings, embellishments and handwritings of various manuscript w k Additional artifa Amantis, one of v and Dido. Ouee: manuscript of Jc including Caxtoi and two Williai which was once i and fulfilling wa; pilgrimage indee Above Left: One o Above Right: ENC Below Left: Tara G Below Right: The £ �T/je Inkwell Quarterly mill Amantis, one of which was richly detailed with illuminated portraits of the tragic classical characters Pyramus and Thisbe and Dido, Queen of Carthage (key figures in the Dream Visions segment of ENG 340) as well as an early fifteenth century manuscript of John Lydgate’s Siege and Destruction of Troy. We were privileged to see several early printed books as well, including Caxton’s first two editions of Chaucer’s Canterbury Tales (c. 1476 and c. 1483), Gower’s Confessio Amantis (c. 1483), and two William Tyndale New Testaments (one, 1535 printed in Antwerp; the other, 1536, printed in London), one of �Volume 9 The Inkwell Quarterly Issue 3 The Inkwell Kuhar’s Korner Wilkes by Dr. Larry Kuhar by Kendi “The Patricia Boyle Heaman and Robert J. Heaman Scholarship” I want to encourage all majors to consider applying for the Patricia Boyle Heaman and Robert J. Heaman Scholarship. In addi­ tion to the financial benefit, winning this prestigious scholarship presents you with an opportunity to identify yourself as an up-andcoming scholar in our discipline, as well as to earn an accomplish­ ment that positions you well in the eyes of graduate school and law school admissions committees and potential employers in a wide range of fields. Photo courtesy of Earl & Sedor Photography/ Wilkes Magazine Here is the description of the scholarship: “The Patricia Boyle Heaman and Robert J. Eleaman Scholarship is awarded annually to a junior or senior English Literature major. The recipient of this supplementary award is selected by a committee of English faculty members based on demonstrated excellence in English studies, potential for advanced study in English, scholarship and financial need. Preference will be given to students from the Wyo­ ming Valley.” Beyond forwarding the scholarship description, I want to share that Dr. Patricia Heaman and Dr. Robert Heaman have had long and accomplished careers serving the English program, the institution, and thousands of students in Kirby’s classroom. Though it’s a little unfair to join them together in this text, their accomplishments, taken togeth­ er, as educators, scholars and administrators represent the very best in what we consider to be the core values of an educator. As part of the scholarship awards process, you will be invited to share lunch with Pat and Bob at the university’s scholarship luncheon. I hope you will consider applying for the scholarship. To apply, you can forward a letter of application, detailing your accomplishments and rationales for deserving the scholarship, to Dr. Kuhar, Humanities Division Chairper­ son, by May 1, 2015. Quotable Korner and Hunches from IQ issue 6.1, fall 2011 “Bz// canyou really buy insurance against the chaos of life?' We’re not sure, Dr. Kuhar, but we’re sure it’d be expensive. also from IQ issue 6.1, fall 2011 “ fljndeed, Oscar [the Grouch], as Chaucer repeatedly suggests of all great cultural touchstones, is ‘worhtyfor to drawen to memorie. ” We will be sure to “drawen” everyone’s favorite Muppet to “memorie” as soon as we check our Middle English dictionaries. 8 ' Di, newest are by gracing 2015 issue Curriculur article pro humaniriei investigate in class, sc Heights. T1 101, a con must com and literar student pi how percc an image, the establ class that which bol digital hui its impact comparer Harp by Sara ] T! Lee’s new Mockingbi, G to her ho: Scout wil childhooc L a Aloi'king Mockingbi of To Kil L new pub] Was pleas publishec C new novi ------------------------ �ie 3 The InkwellQuarterly Volume 9 Issue 3 ReC°Snizes Digital Humanties by K.encu a ivunai icia L- ndhlaw tial n in :he Digital Humanities, the English Department’s newest area of study, has once again gained attention by gracing the cover of Wilkes Magazine for the Winter 2015 issue. Titled “Beyond Print: Digital Humanities Curriculum Transforms Study of Literature,” the article provides readers with examples in which digital humanities allows students to travel through time and investigate authentic scanned images relevant to topics in class, such as The Canterbury Tales and Wuthering Heights. The discipline also proves useful English 101, a core class that all Wilkes University students must complete. Dr. Chad Stanley, expert in visual and literary art, utilized digital humanities by having a student present a paper on a photograph exemplifying how perception impacts contemporary discussion of an image. Assignments such as these paved the way for the establishment of Visual Literacy, a digital humanities class that is currently being taught by Dr. Stanley in which both printed and electronic texts are analyzed. As digital humanities develops, it will be interesting to discover its impact on students’ desire to work with technology compared to books. English student Victoria Rendina reads about her own work with DH projects. Photo courtesy of Jason Klus. Harper Lee to Release New Book by Sara Pisak The long awaited second novel from famed author Harper Lee is set to be published on July 14, 2015. Lee’s new novel Go Set a Watchman, comes five decades after the pubheatton of her beloved classic To Kill a Mockingbird. The Associate Press first broke the news concerning Lee’s new novel on February 3, 2015. Go Set a Watchman is set to reacquaint readers with Lee’s To Kill a Mockmgbtrd character Scout as she returns to her hometown, Maycomb Alabama, after living in New York City. According to the publisher’s press release, Scout will contend with political and social issues in an effort to understand her fathers views in relation to her ehifeod home Of in was ongmally K// to stay out of the r and 11 published after all these years.” Come July 14th book worms everywhere can new novel. anj share ) 9 Lee’s excitement with the release of her �The InkwellQuarterly______________________ Issue 3 Volume 9 The InkwellQuart Hamill’s Spring Writers Series 2015 by Dr. Thoma by Sarah Simonovich Each year, thanks to the Allan Hamilton Dickson Fund, the Wilkes University English Department is able to bring visiting writers to campus and host public readings. The series provides students the opportunity to interact with professional writers while also providing a platform for the writers to showcase their work. This year, the Spring Writers Series featured Phil Klay, winner of the 2014 National Book Award for Fiction for his short story collection, Redeployment. Klay, a U.S. Marine Corps veteran and Dartmouth College graduate, visited cam­ pus on February 10. While at Wilkes, Klay sat in on Dr. Kuhar’s ENG 351 Studies in Postmodernism class where he and students discussed his writings and writing process. Klay also participated in a workshop with students before the public reading. The reading was held in the Henry Student Center at 7pm. Poet Lynn Emanuel visited campus on Monday, March 16. Emanuel has four books of poetry published and cur­ rently teaches English at the University of Pittsburgh. Her work has featured in the Pushcart Prize Anthology and Best American Poetry and is included in The Orford Book of American Poet/y. Emanuel has received numerous awards, including the Eric Matthieu King Award from the Academy of American Poets, two National Endowment for the Arts Fellowships, and a National Poetry Series Award. While at Wilkes, Emanuel sat in on Dr. Anthony’s ENG 303 advanced poetry class. A public reading was held in the Kirby Flail Salon at 7pm. The final visiting writer for this semester is Henry Veggian, who will be coming to Wilkes on Thursday, April 9. Veggian is a scholar and critic of Hterature, digital humanities, and culture and has written two books: Understanding Don Delal/o and Welcome to Bowfin Country. Individual essays have also been published, including a recent essay on Thomas Pynchon’s novel Vineland In the collection Pynchon’s California from the University of Iowa Press. A public reading will be held in the Kirby Hall Salon at 7pm. “Is this ajoke that If you’ve been re Blake Mills’s Hei^ along, the sevenf wondering if per of my last Hund line” have clearly once again withir extension may or awareness, you nc (alas, not temporar I mean I did pron PBS Children’s Se acquisition correk talking dogs. If y< conscience and au dictory “UNFINI But completion lo ings Time, of coin puns both calendn solipsistic rhythms conjoining both— (or at least simulat It’s saddening to s< tions of (simulatec temporal planning I still promise, in t self as the earlier j the others too, I si what I thought. J Photo courtesy of Jason Klus But sucli notions c tell?” indeed. For while I have time a gers made clear to an earlier error (TZ ogies of my syntax Spring...)....” Iw issue (8.3) did grea �Issue 3 The InkwellQuarterly Issue 3 Volume 9 Hamill’s Hunches by Dr. Thomas A. Hamill ble to bring ‘If this ajoke that only time will tell?” -fact with iction for his visited cam­ ass where he nts before ed and curlology and rous awards, ent for die s ENG 303 7, April 9. nderstanding essay on ;. A public If you ve been reading along, and if you’ve gotten far enough into Blake Mills’s Heigh Ho! by now (and you should be at least diat far along, the sevendi time through, I don’t mind saying), you might be wondering if perhaps this is die lyric I should have cited at the end of my last Hunches. For indeed, time and what we’ll call “the punch line have clearly gotten away from me. The fact that I’m writing once again within die anxiously cozy confines of yet another deadline extension may or may not be legible to you, but even without that Ad??: v'. £ awareness, you no doubt already sense that something is temporally (alas, not temporarily amiss. lomas Photo courtesy o: I mean I did promise illuminating exegesis on Episode ??? of the PBS Children’s Series Arthur, the wonderfully titled “Paradise Lost,” did I not? You know, the one where language acquisition correlates directly to the decline in clear communication (in English at least) among talking toddlers and talking dogs. If you remember, I was rushed along (ironically) by (imagined?) editorial intrusions, allegorizations of conscience and authority that likely knew better than I, and that, among their many kindnesses, conferred the vale­ dictory “UNFINISHED” upon the end of my last Hunch. But completion logics and time have tick-tock-ticked even messier since then. We have now entered Daylight Sav­ ings Time, of course, to say nothing of our transition, for now, out of Ordinary Time (and all wonderfully available puns both calendric cycles offer up). And this is only the (almost) macrocosmic view, for when we return to the solipsistic rhythms of serial Hunching—whether within the “author” function or as constructed “reader” or by conjoining both—we’re reminded, obviously, of all the microcosmic intertexts keeping the whole enterprise “real” (or at least simulation-ready). It’s saddening to see those lost in the mythos of the “impersonal anniversary,” as I’ll call it, the fraudulent appropria­ tions of (simulated) time that is not their own. But what we have here, I trust, is different, a much lesser failure of temporal planning and ownership not unlike the “scaling” of that senior paper I mentioned in the Fall (and which I still promise, in time (sorry), to redeem). And.... And there I go again, don’t I? Stuck talking to and about my self as the earlier paper voices of my self that make up who I am in this here I. <- That one right there. And all the others too, I suppose. For when was the previous reference, really? In the last issue? I think so. At least, that’s what I thought. But such notions of fixedness never were reliable and have only become less so. “Is this a joke that only time will tell?” indeed. For when last I wrote, my frames of reference were predictably out of joint (o cursed spite), and, while I have time and space ere that I further in this tale pace, I should probably explain. As David Bowie’s messen­ gers made clear to me (and to my paper self) shortly after publication of IQ 9.2,1 erred in locating (in my apologia} an earlier error (jThey’re Their; They’re They’re; There There; They’re There}. Wandering in the failed (and funny) etymol­ ogies of my syntax, I first recalled “When I last wrote my Hunches back in Fall 2013 (before failing to submit in Spring...)....”! would later go on to get the time “right” (“My Their/their error-as-typo back in the Spring 2014 issue (8.3) did great violences....”), but that only added to the confusion. Lo Siento. As I once said (again). I. <- Continued on page 12. 11 �Phe InkwellQuarterly_____________________________ Volume 9_______________ _______________ Issue 3 And as always, it’s all my fault. Collapsing time to forge a kind of ironic false prolepsis, borrowing unawares, per­ haps from the ancient priestly writers of the Tanak and of the PheAeneid and of the New Testament, the trick of projecting the past as future history, as prophecy fulfilled. But maybe we’re all complicity guilty; maybe we’ve all been caught up in that arc. I’m not, of course, talking about the frauds defrauding time whom I’ve mentioned above; they’re a lost cause, I’m afraid, beyond salvation logics that, of necessity (and thank God), defy justice. We’re different (and yes you should be mindful of the proliferations of the pluralized I of w). We’re finding time that is our own, even when we don’t know what to do with it or how to count its weights and relativities. For in the very same (paper) moment I failed my time (and ours), we were always already failing together, mindfully: “In issue 9.1 of The Inkwell Quarterly, the first page incorrectly lists the publishing date of the issue as “Fall 2015.” Our Layout Editors would like to apologize for this misprint­ ing, which has been corrected in this issue; Issue 9.2 has not been published in the future as 9.1 inadver­ tency was.” Passive voice deflections of agency notwithstanding, we’re clearly trying here; we’re clearly self-aware. And there’s a certain magic, a certain, perfect allegory in the first-page-as-subject—the accreted full volitions of all our paper I’s as we come forward to own our time, and to admit we’re wrong. In time. Tj this ajoke that only time will tell? I ay whenever I try to laugh. ” Can you guess which of these things are true about IQ’s editorial staff? Tara Giarratano 1. Owns every Jane Austen novel in duplicates. 2. Was originally a Political Science major. 3. Has never been out of the country. B Kendra Kuhar 1. Has a fear of front doors. 2. Nicknamed “Newt” by her sister. 3. Knows every word to the Hariy Potter and the Chamber of Secrets movie. Dr. Marcia Farrell 1. Has a cat named Cleopatra. 2. Plays World of Warcraft during her office hours. 3. Assembled her own spinning wheel. Jason Kins 1. Can recite episodes of Phe Golden Girls from memory. 2. Has matching cheeseburger tattoos with his best friend. 3. Composed a piece of music called “The Cat Polka.” Nicole Kutos 1. Recendy declared criminology as her third major. 2. Is an amateur florist. 3. Owns more copies of Ulysses than any other book. Photos courtesy of the subjects. 12 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Fall 2014 (Volume 9, 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 Fall 2014 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/842cb3c7e69545f4650c24e45b964ae0.pdf 8133d86f39716438bbda20ab286ab8ba PDF Text Text inkwellQuarterly Issue 1 Volume 9 The Inkwell Quarterly Volume 9 Fall 2015 Issue 1 In This Issue: Facuhy & (Jul, I pilates Review: 3 Cheek tn Cheek 3 Spring Course Offer­ ings 4 Banned Books W eek (cont’d.) 5 6 Review: Gone Girl Pynchon’s Expand­ ing Impact Manuscript Hallow­ een Reading 8 Contemporary Au­ 9 thor Updates Hamill’s Hunches 10 Kuhar’s Horner 11 (lame 12 Photo courtesy of Sara Pisak Celebrating Banned Book Week By Sara Pisak As students, professors and authors of English and American Literature it seems blasphemous and entirely disrespectful to ban a book based on its content. However this practice is all too familiar. Banned Book Week is held annually during the last week of September to raise awareness of banned literature. Banned Book Week was inaugurated in 1982 as a response to an unexpected outpouring of challenged books in schools and libraries. This year Banned Book Week was held from September 21st. In the 32 years that have passed since the conception of Banned Book Week, more than 11,300 27th books have been challenged. According to the Banned Book website, the week-long celebration of Eterature “highEghts the value of free and open access to information.” The main goal of this week is to bring Ubrarians, bookseUers, teachers, students and others in the book community together. Together, these individuals can help bring support for free expression of written ideas, whether these ideas are deemed eccentric or unconventional. This year’s ban i eccentric and unconventional books is led by The Captain Underpants series which was die most challenged book of this past year. The reasons Ested for this chaUenge are “unsuit d for age group” and “violence.” Continued on page 5 I �Volume 9 Issue 1 The InkwellQua --------------------- -------- Review: Faculty & Club Updates By Jason Kit By Tara Giarratano In March, Dr. Helen Davis organized and chaired a panel and presented a paper at the International Conference on Nar­ rative which was held in Cambridge, MA. The panel was tided, “Ambiguous Authorial Self Narration” and her paper was titled “‘The business of a woman’s life’: Ambiguous self-rep­ resentation in Charlotte Bronte’s Letters.” In June, Dr. Davis participated in the Project Narrative Summer Institute at The I Ohio State University, which focused on queer and feminist narrative theory. She was able to present her research and dis­ cuss theoretical applications with other scholars from around the world. In September, Dr. Davis presented a Faculty Forum talk to Wilkes University faculty on the topic of Defining Circumnarration as a means of Subversive Telling .” In September Dr. Mischelle Anthony presented a paper, “’No Certain Guide’: Sarah Kemble Knight’s Contested Jour­ ney,” at an interdisciplinary conference called Gothic and Un­ canny Reflections at Karlstad University in Karlstad, Sweden. The presentation demonstrated how Knight’s Early American travel journal used one type of punctuation, the dash, in the same way gothic novels would a century later. Dr. Mischelle Anthony in Karlstad, Sweden. Photo courtsey of Dr. Mischelle Anthony. Manuscript Update Cheek to Ch Jazz, 2014, St Lady G extravagant fas] debut in 2008. ] Bennett named from George ar number of othe ~ is Lady Gaga a jazz musician, roots? Tony Ber scene, having G Achievement At An American Cla collaboration wi to picture Lady ( what is a very hr Lady Ga, Bife”), which are achieved a legem shines him and tl Artpop. Still, Ben different atmosp to Cheek”). The all at once, but it Gaga, a perform/ a new facet to he thing about it tha audiences to exp] 1. Submit your written and visual art to Manuscript for this year’s issue! Submissions are we come students, faculty, staff, and alumni. Send submissions and queries to magazine@wilkes.edu. The ea submissions is Friday, November 21 by 12:00 midnight. Sigma Tau Delta Update Sigma Tau Delta, the English honor society, has a new faculty advisor this year. Please see Dr. Mischelle Anthony if you’d like to be a member. (GPA and credit-hour restrictions apply.) Sigma Tau Delta 'NTERNATIONAL ENGLISH HONOR SOCIETY 7 Staff Writers: �Issue 1 The InkwellQuarterly Volume 9 Issue 1 Review: Cheek to Cheek By Jason Klus tanel >n Nar­ is titled, zas Lf-repDavis at The linist nd disiround y Forum ning )aper, sd Jourand UnSweden. unerican , in the Cheek to Cheeky Tony Bennett & Lady Gaga Jazz, 2014, Streamline/Interscope/Colombia Lady Gaga has been shocking the music industry with her extravagant fashion sense and unusual performance style since her debut in 2008. Her latest effort, a collaborative effort with Tony Bennett named Cheek to Cheek, is a collection of jazz standards from George and Ira Gershwin, Irving Berlin, Cole Porter, and a number of other masters of the genre. This all begs the question — is Lady Gaga still trying to shock her audience by identifying as a jazz musician, or is she simply returning to her classical music roots? Tony Bennett is certainly no stranger to the jazz music scene, having Grammy Awards to his record as well as a Lifetime Achievement Award; he has recently released two albums, Duets: An American Classic and Duets II, that feature his timeless voice in to picture Lady Gaga and Tony Bennett working together to form what is a very impressive jazz tandem. Lady Gaga makes an incredible statement with her solo tracks (“Ev’ry Time We Say Goodbye” and “Lush Life”), which are by far the most compelling performances presented on the album. While Tony Bennett has achieved a legendary status in the music industry, having entered his sixth decade as an entertainer, Lady Gaga out­ shines him and thrusts herself into the spotlight — something she greatly needed to do after 2013’s musical effort, Artpop. Still, Bennett’s work expectedly well done (“Sophisticated Lady” particularly), and, as a duo, the two bring a different atmosphere that explores many different moods with ease (“Let’s Face the Music and Dance” and “Cheek to Cheek”). The album doesn’t travel too far out of traditional swing and jazz settings and can be a bit monotonous all at once, but it showcases a mesh of two artists that somehow come together seamlessly. It is odd to hear Lady Gaga, a performer who has only thrived in a pop music setting, achieve such a mastery of jazz and immediately add a new facet to her musical persona. Cheek to Cheek definitely is a triumph for jazz in my opinion; there is some­ thing about it that refreshes and invigorates the American Songbook, bringing it to a modern day relevance for new audiences to explore and enjoy. Milkes for The Inkwell Quarterly Staff iel3£ 57*°**** Interim Faculty Advisor: Dr. Larry Kuhar Editor-in-Chief: Kendra Kuhar Copy Editors: Tara Giarratano Layout Editors: Jason Klus, Nicole Kutos Staff Writers: Tara Giarratano, Jason Klus, Kendra Kuhar, Sara Pisak, Jordan Ramirez Sarah Simonovich Faculty Contributors: Dr. Larry Kuhar, Dr. Thomas Hamill �Issue 1 Volume 9 The InkwellQuarterly The Inkwell Spring Course Offerings By Jason Klus ENG 202 ENG 203 ENG 234 ENG 281 ENG 298 ENG 303 ENG 324 ENG 350 ENG 351 ENG 397 Technical Writing Creative Writing Survey of British Literature II Suvey of American Literature I Visual Literacy Advanced Creative Writing Workshop History of the English Language Studies in the British Novel Studies in Postmodernsim Studies in the Gothic Novel Dr. Kemmerer Bill Black Dr. Davis MWF T TR 9:00 - 9:50 6:00 - 8:45 9:30 - 10:45 Dr. Kelly TR 2:30 - 3:45 Dr. Stanley Dr. Anthony R MW 6:00 - 8:45 1:00-2:15 Dr. Hamill TR 3:00-4:15 Dr. Farrell MWF 1:00-1:50 Dr. Kuhar TR 1:00-2:15 Dr. Anthony MWF 9:00 - 9:50 Registration Dates: Seniors Juniors Class of 2015 (86 or more credits earned): Monday, 10/27 at 12:01 A.M. Sophomores Class of 2017 (26 or more credits earned): Monday, 11/3 at 12:01 A.M. Class of 2018 (less than 26 credits earned): Wednesday, 11/5 at 12:01 A.M. Freshmen Class of 2016 (56 of more credits earned): Wednesday, 10/29 at 12:01 A.M. Celeb By Sara ] W tive is en olic Higl with pos and disp grees in students a mistak you fina thing wi longer b tors and disagree B books it and oth banned is somei Banned If you have any questions or concerns about any of the courses offered for the spring 2015 semester, feel free to contact the professor teaching the class or any member of the English faculty. For any questions regarding registration, see the registrar at Student Services. For mo http://’ ala.org/ �Issue 1 The InkwellQuarterly Issue 1 Volume 9 Continued from page 1. )0 - 9:50 )0 - 8:45 0 - 10:45 JO - 3:45 )0 - 8:45 >0-2:15 10-4:15 •0-1:50 10-2:15 10 - 9:50 >:01 A.M. 112:01 A.M. 01 A.M. 12:01 A.M. Celebrating Banned Books Week By Sara Pisak With all the hype and controversy surrounding Banned Book Week, an educator’s perspec­ tive is enlightening. Maureen Costello, a librarian and twenty-year academic veteran at Marian Cath­ olic High School in Tamaqua, Pennsylvania conducts a Banned Book Week celebration complete with posters, academic announcements on First Amendment rights, education about censorship, and displays of “Banned Literature.” Maureen Costello obtained her Bachelor’s and Master’s de­ grees in Library Science from Kutztown University and has developed an expertise in educating students in history and in literature. Mrs. Costello adamandy calls banning books based on content a mistake: “As an educator you automatically censor yourself based on time and on money. When you finally find a book you can use which is phenomenal and someone tells you that there is some­ thing wrong with it; you cannot believe that you just did all this research and that the kids will no longer be able to benefit from the wonderful content in the book.” She goes onto add, “If educa­ tors and librarians cannot use a book because someone disagrees with it, it is wrong because we all disagree at some point.” Banned books have shaped the literary world for ages. Some of the most influential banned books include The Bible, The Great Gatsby, To Kill a Mockingbird, The Adventures of Huckleberry Finn and other classics. Although she loves the classics, Mrs. Costello is quick to state that her favorite banned book is the Harty Totter series. For her selection, she gives the following reasoning: “There is something wrong with banning a story about the fight between good and evil, where good wins.” Banned Book Week works diligentiy to allow talented literature triumph. r, feel free to couri >ara For more information about Banned Book Week visit the official Banned Book Week website at http://www.bannedbooksweek.org or The American Library Association website at http://www. ala.org/ Keep Reading! �The InkwellQuarterly____ Volume 8 Issue 4 The Inkwell ( Pynch Movie Review: Gone Girl Directed by David Fincher, Starring Rosamund Pike, Ben Affleck, Tyler Perry By Sarah I by Jordan Ramirez It seems that behind almost every great film adaptation of a modern novel that won big at the box office since the year 1999 was a man named David Fincher...or, at least, someone eliciting his artful directorial style and mimicking his editing technique, perhaps even resorting to be excessively nit-picky. Gone Girl, Finchers latest translation from bookshelf to big screen, isn’t likely to cause so much as a wrinkle in his impeccable resume. The low-moderate financial success of Finchers latest film, 2011s The Girl With the Dragon Tattoo, didn’t so much match with its expectedly positive critical reception, however, with a buzz perpetuated by the floating rumors of Rosamund Pike’s Oscar-worthy performance as Amy Dunne, sharp writing by Gillian Flynn (the woman behind both the book and the screenplay), and the mere billing of Ben Affleck, Hollywood’s golden boy of late, it seems there will be no issues in bringing moviegoers to the theater. Though many unassuming couples will inevitably litter the stadium seats, fans of the director will be arriving in hordes, and much to their delight, they will find that Gone Girl is indeed Fincherian, the best scenes of the film resting upon the masterful technique of the direc­ tor and his ability to get the most of his actors rather than the other way around. The film is set in the fictional town of North Carthage, Missouri, and the recently laid-off couple of Nick and Amy Dunne are in the midst of a serious financial crisis. North Carthage could be any middle-upper class town in the United States, and the Dunnes’ circumstances are unfortunate, not unordinary, but their desire to maintain a picture-perfect marriage (on the outside) has caused turmoil within their home. It is their fifth anniversary, and Nick comes home to an ajar door, a shattered table, and an empty house. Soon after, Amy is reported missing, and a neighborhood-wide, to state-wide, to nation-wide “search” begins - and the media immediately assumes murder. Nick struggles to deal with the stress of the situation along with the media attention, and his odd behav­ ior results in accusations of uxoricide. The mystery plays out in flashbacks, narrated by Pike’s Amy Dunne, interchanged with sequences of the pres­ ent: the search for Amy and Nick’s struggles with the media and suspicious police force, fronted by two excep­ tional, funny turns by Kim Dickens and Patrick Fugit, or Detective Boney and Officer Gilpin, respectively. The pacing of the script is tight and the dialogue is natural. Aside from one confusingly unfunny line occurring early in the film, the humor is fresh and always welcomed when interjected into some of Gone Girl’s dialogue wherein tension usually takes precedence. The phenomenal writing aside, the films greatest moments, which may come as little surprise, come mostly by way of Fincher’s direction. In Gone Girl, Fincher manages to let the audience feel as though they are experiencing these events in real time. See: the shot of the cat from The Girl With the Dragon Tattoo. More impressively, Fincher’s impeccable shots and precise editing function like a time-lapse photo, of sorts; it is one image, but several, and the first time you see it, it’s pretty darn cool. This phenomenon is evident in the film’s most horrifying yet satisfying scene, a scene in which Pike’s performance hits its peak. However, it is only one of many highlights in the film. In fact, the Missourian suburb in which most of the film is set seems awfully authentic thanks to the actors. Even Affleck - with his hulking frame and butt-chin and whose media presence could not be ignored over the past decade - succeeds in becoming human again. Initial doubts notwithstanding, Affleck’s turn as Nick Dunne - a man overwhelmed by negative media attention - is more impressive and fitting for him considering the two-time Oscar-winning actor’s own curious and unfair struggles coming under scrutiny of the media and unfortunate typecasting. The biggest surprise comes from a nuance and professional performance from Tyler Perry (yes, the Tyler Perry, the brilliant man who has not once ut twenty times assumed the Madea persona for a gigantic paycheck) as superstar defense lawyer Tanner Bolt, ei a ric arris plays an ex-boyfriend of Amy, and unfortunately for Harris, most of his scenes are opposite e magnificent Rosamund Pike, who might be on the receiving end of an Oscar nomination. hl nTui1181011’ g° See it- NoW- And its already out of theaters, don’t illegally download it. Besides, it will surely be on Blu-ray soon...the wait might even make it better. Maybe. (4.5/5) T On fans were f Thomas Ai Inherent V trailer. The fans becan is a taste o: has becom author. W1 film: Inhet big names Witherspo among oti is any indi with Pyne viewer has at the trail beginning Ai general ae novel V. ii upcoming more intc P’ die highlj masterpie shift fron Pynchon fiction til textualitit reference 1 determin natural r< While tli die film’s character �Issue 4 The InkwellQuarterly___________________ ________ Volume 9 Issue 1 Pynchon’s Expanding Impact By Sarah Simonovich :e since and latest me. The much mors of i behind t seems zitably 1 find he direcck and ss town maintain sary, and ssing, sumes d behav- xe presixcepy. The Lng early wherein r come as nee feel Dragon to, of ivident fthe hin and Initial i - is nfair from a ; not once er Bolt, pposite will sure- On September 29, Thomas Pynchon fans were finally given a look inside Paul Thomas Anderson’s upcoming film adaption of Inherent Vice with the release of the theatrical trailer. The trailer is satisfying for Pynchon fans because within die two-minute glimpse is a taste of the zany, outrageous chaos that has become synonymous with the reclusive author. What is not reclusive is the stars of the film: Inherent Vice boasts a cast fist starring big names such as Joaquin Phoenix, Reese Witherspoon, Josh Brolin, and Owen Wilson, among others. If the trailer’s seeming chaos is any indication, the film should fit right in with Pynchon’s labyrinthine works, for the viewer has no clearer sense about the plot at the trailer’s close than he or she did in the beginning. Anderson’s film should answer the question of whether Pynchon’s books can be made into films for the general audience. While Pynchon has been a notable part of the literary scene since the publication of his first novel V. in 1963, Inherent Vice, which was published in 2009, is his first novel to make it to the silver screen. This upcoming film raises several questions, one of which is whether Paul Thomas Anderson’s film will bring Pynchon more into popular culture, or whether Pynchon has slowly been doing that himself. Pynchon’s most recent works, such as Inherent Vice and his 2013 novel Bleeding Edge, seem to have lost the highly academic density that defines his earlier and particularly well-known works such as V. and his 1973 masterpiece Gravity’s Rainbow. One could say that those texts are difficult to read, let alone to film. There is a shift from Pynchon’s earlier works to Inherent Vice that make this text the first candidate for film. For example, Pvnchon seems to have shifted away from the erudite language of his earlier, self-reflexive fiction towards a form of fiction that has become increasingly entertaining. While all of Pynchon’s texts are notably Uttered with high-cultured textualities amid obscenities and boorish humor, these newest novels seem to be more focused on pop culture references over encyclopaedic ones. n hnn’s career (if there really is a shift at all) cannot easily be , ’■ si—• •• 1XXU of the increasingly certainly make Pynchon a more mass market-fnendly name, While the release of Pan! Th°“fynde“ble teough Pynchon’s own turn away from hrs rurgtd hterature mto more the film’s existence seems to only b P character-focused, entertaining texts. �Volume 9 Issue 1 The InkwellQu. Contem By Kendra I On Wedensdav October 29, Manuscript held its annual Halloween Reading in the Kirby Hall Salon, wcci j, . j sf-t-pnded the event for helping in its success. Pengu ry of Sylvia D Marlon Jame Killings.” Jam Harpe a love and crii Drop” was al: Number Four! Randi man dying of decision to le Palahnuik. I when C. Lint dons than m< 2014 N By Tara G Ma son ever to es which de Children’s I of women’s In 2013, or she publish Yousafzai x Photos Courtesy of Jason Klus �The Inkwell Quarterly Volume 9 Issue 1 Contemporary Author Update By Kendra Kuhar Q. Penguin Random House has recently published “Odd One Out” by Monica McInerney, telling the sto­ ry of Sylvia Devereaux and her journey to redefine herself after a harsh realization at her sister’s second weddingMarlon James, author of The Book of Night Women,” had released a new novel titled “A Brief History of Seven Killings. James story explores the attempted assassination of musician Bob Marley in the 1970s. Harpers Collins Publishers printed “The Drop,” by Dennis Lehane, about a bartender entangled in both a love and crime story. Lehane also published “Mystic River” in 2001 and it was made into a film in 2003; “The Drop was also recently made into a film. Pittacus Lore’s “The Revenge of Seven” is the fifth book in the Number Fo//r! book series. It moves towards a sixth and final book to conclude the series. Random blouse brought out a new John Grisham novel titled “Sycamore Row.” Seth Hubbard, a wealthy man dying of lung cancer, leaves a new and handwritten will shortly after taking his own Efe; the will reveals his decision to leave nearly all of his fortune to his maid. The company has also pubHshed “Beautiful You” by Chuck Palahnuik. Penny Harrigan, a low-level associate at a large Manhattan law firm has her world turned upside down when C. Linus Maxwell invites her to dinner. Penny soon finds there is more to the invitation and Maxwell’s inten­ tions than meets the eye. 2014 Nobel Peace Prize By Tara Giarratano Malala Yousafzai the seventeen-year-old Pakistani activist for female education, became the youngest per­ son ever to win the Nobel Peace Prize on October 10, 2014. Yousafzai reached national recognition for her speech­ es which denounced the Taliban’s actions to deny young Middle Eastern women education. She earned both the Children’s Peace Prize and the National Youth Peace Prize in 2011. In 2012, Yousafzai’s reputation as an advocate of women’s rights resulted in her bang targeted by the Taliban. She was shot tn the head but mtraculously survived. In 2013 on her sixteenth birthday, she delivered a speech to the United Nanons, and in October of the same year ’ tnb;npranhv I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban, she published an autobography, I A Yousafzai was previously nominate 7 �Volume 9_________________ Issue 1 Thein --- •—— ‘The Best Of’’ Hamill’s Hunches By Dr. Thomas Hamill From Issue 7.2, Fall 2012 Before I sat down to write my Hunches on the morning of its (graciously extended) deadline I decided that I instead needed to assemble the Guidecraft High Rise Step Up that had arrived in the mail the night be-ore, only four short days after I placed the order on target.com. Like those of you reading this now, I was, of course, pro­ crastinating and plotting —suspending and sustaining the narrative hope proleptic of my “will-have-been-submitted” IQ submission while also conjoining that inevitable fulfillment to another my theme of my day’s unfolding “story” that I could already imagine (proudly) flashing back to. The Guidecraft High Rise Step Up (we ordered the one in “Natural” for those of ' > our daughter Grace reach the faucet of you following along online) is meant to help the newly installed pedestal sink in the now (nearly) completed (and infamously digitized and archived ) bath­ com[ room renovation project. In its promise of design and function, the Guidecraft is audaciously believing, faithful to the promised arc of enabled “High Rise Step Up” access to still more domestic and cultural systems an arc reflected in the rounded handles that, to me at least, define it. And here perhaps, in this admission, I’ve betrayed what you, long ago, had already come to suspect, that I, as the one who installed the pedestal sink, need the Guidecraft (and it magic reassuring handle arches) as much as, and probably more than, Grade does. The 2” lag bolts I used to mount the sink to the wall (the 2 l/2” bolts were just a bit too long and tempted over-tightening disasters, although I may try them again if and as conditions dictate) and the 3” bolt I used to mount the pedestal to the floor were simply (and obviously, for anyone who’s been paying attention) not enough. Derrida’s illuminations notwithstanding (and confirmed), I need more structure, more struc­ tural reassurance, more reifications of “the structurality of the structure.” I knew, plotting, that, even before Grade tried its virtues, the Guidecraft’s engineering alone would have giv­ en me what I needed. Indeed, the assembly - induced scraped knuckle and its ironic Faustian drop, nay half a drop of salvific blood only affirmed the functions of my rites, as the sound of alien-wrenched bolts biting pre-drilled wood recalled and recast the possibility (and now, belief) that those 2” lag bolts did in fact catch something, the lath perhaps, or possibly even a wood backer installed by provident former owners or pedestal-sink installers. Even as the barely evaded over-tightening of the one Guidecraft bolt that countersunk more than its engineers might have wished reminded me of the margins of structural integrity I was courting, I nevertheless felt confident that I was ving the right life, jvriting, in my own time, my own biography — shaping and responding to just enough of my On the way to school earlier that morning, as we were listening to “Natural Science,” Grade reminded me of a woda7 th ,made the day before (when we were to “Natural Science” on the way to school): that I W.t XdTO 7TOS‘C. She aCCUra‘ely “Called ”y WOrds) ““Other Ro* =*om to listen to: Fly By expressionY/n“ , °f °nC °f 8reat vetses °f final song on (“Art as It” XusZTgZTT StiU Cap““ OUI “-—s/Given the same/State of integnty/ al move to FA By NAAz as mo ‘ ’ « US ’ ”” nOt concernecI with the sad ironies of my referring to the eventudistinct fomtay^hZZTune^ “ CD « GaUery of Sound (as the day cape ar My bel strange ed mec forms, unchar chines, our cat In fact ~^The By Di If why? garden would an acre pus-wi imagir accept learnir giving We ne toxic,' it’s im1 beauti side b' speak< of a “ ness see th was sj space: us to < gph out oi rely O: must: Sec Issues 6.4 and 7.1 for the backstory to these Hunches. TO hope to Wai heal a �Issue 1 The InkwellQuarterly y extended) 11 Rise Step I placed >urse, prc)_ prolephc of inevitable dd already - those of ie faucet of ed”) bath„ faithful — an arc it I, as the h as, and were just a dictate) and a paying , more struciuld have givhalf a drop ire-drilled hing, the lath rs. Even as might have : that I was ugh of my me of a ): that I to: Fly By ives [“Art as integrity/ , the eventu- Sound (as Volume 9 Issue 1 , ’ ’. ox^s alieady what new can mean, and as I imagined, as part of my hopeful projections of die aj s accrete meaning, t re moment that she would see and enjoy the purple-blue-grey owl and sky and snows­ cape an -e an etters an words of the album cover” and liner notes, I was grateful yet again for all her lessons. My e e in us moment —- this envisioned scene of recognition and curiosity and confirmation, of familiarity and strangeness and understanding, of return and departure and synthesis — is itself a belief in the wonders of belat­ ed medieva egory and the staggering power and flexibility of technologies of the book. We will engage the old forms, an ey \ ma e us new. And even if and when we recalibrate their structural logics, these old forms will, unchanged though changed, sustain our work of making. Knowing this much made me smile as I remembered the lag-bolt dreams, the Guidecraft hope in simple ma­ chines, that, now transformed by new transforming structures of belief renewed, would greet Grade and me after our car ride home that day. By now, your reading done, I think I will have long been daily reassured by that return. In fact, I’m sure of it. “The Best Of” Kuhar’s Korner By Dr. Larry Kuhar From Issue 5.1, Fall 2010 I If you were a flower, in what literary garden would you grow and why? We can all learn a lot about ourselves by considering which literary garden we, as flowers, would thrive and grow in. I’d have to say that I would grow best in the literary “Garden of Poetic Hope” (GPH). (Using an acronym will promote the brand, improving the likelihood of a cam­ pus-wide audience for The InkwellQuarterly!) Our GPH is an organic garden, of course, and it’s planted in the imagination. Like education, our garden’s health relies on an awareness of the future, on an appreciation for and acceptance of what we can achieve when we plan ahead — of what we hope for when we plant a seed. Like our learning cycles, our GPH requires regular tilling, watering, and weeding. We need to till — to prepare our soil — by giving ourselves every opportunity to learn what we can while we’re reading, thinking and writing as English majors. We need water to give ourselves the best chance at growing to our potential. We need to weed away the unhealthy, toxic, water-craving influences that will steal away our soil s nutrients. Given that this is a poetic garden — one relying on the imagination’s ability to confirm a knowable future — it’s important that we consider what the poets have to say. In his poem “Design,” Robert Frost contemplates how a beautiful flower can be caught up in determined nature: “What had that flower to do with being white / The way­ side blue and innocent heal-all?” Gazing at this flower that is holding up a spider’s web with a trapped moth, Frost’s speaker questions if nature is innocent or dark: How could such a beautiful flower perform so purposefully as part of a “witches broth”? We can learn a lot about how to understand our garden from this. In Frost’s poem, the dark«ss - we know because we’ve planted our GPH - is only a perceived, constructed one. We need to be able to see through all this darkness all around us if we are to rise and grow to find our>» tn th, tun. Langston Hughes was spot-on when he considered what can happen if we do not use above the conditions of a toxic sod or sunless space-What happens to a dream deferred? I Does it dry up / lake a ratsin in the sun? Our self-awareness elevates p . What Lapp • again — out of the valley of darkness — to a sunny place where our us to contemplate the dar es y darkest of them all, contemplating the “crudest month,” when “Lilacs GPH will thrive. T.S. Ehot was, perhap po<,m> Waste Lan<J,, out of the dead land” compromise any j renewing season of fertile soil, rainfall and sunlight. We, too, tely on a hope that the cycle will turn ^"“^dLfort t! nse about the “dead land.” [ckstory must navigate through these terrains o again that, like Mary’s garden in The Secret Garden, we all possess Finally, we need to confirm over an c>^ Qarde„ of poetic Hope is out there waiting for us to till, to plant, and h°pe that a garden exists somewhere or us. education has taught us: The powers to grow, to learn, to water. When we do, we acknowle ge w a k M are powers inherent in every one of us, in every g ________________________________ �Volume 9 The InkwellQuarterly Issue 1 Match the contemporary movie with the piece of classic literature that inspired it! By Tara Giarratano a IICMII IO «*CI I'O*' A 1. Ten Things I Plate About You (1999) —] ... . to llil< l;i 2. From Prada to Nada (2001) 3. Clueless (1995) Ananda BYHES She’s-c^MAN Du.-.-- wants ..'livia ' ■.Tc■■ < LUtca SCOTLAND PA .'M . Lion KING Everybody bas a secret... 4. She’s the Man (2006) 5. Scodand, Pa (2001) SuihMkUkGdlu ulRcwTalimfKW 6. The Lion King (1994) ALL WOMEN KEEP SCORE. Sti.'t THE GREAT 0J4S HIT IT HI WRITING. Cruel Intentions MNEE ZELLWEGER COU'I F MH HUGH BRIDGET JONES’S DIARY lHarasM irrrttM llnraj 7. Easy A (2010) 8. Cruel Intentions (1999) 9. Bridget Jones’s Diary (2001) Book Bank: A. Pride and Prejudice by Jane Austen (1813) E. The Scarlet Letter Nathaniel Hawthorne (1850) B. HamletLy William Shakespeare (1603) F. Macbeth by William Shakespeare (1623) C. Lmma by Jane Austen (1815) G. The Taming of the Shrew by William Shakespeare (1590) D. Twelfth Night by William Shakespeare (1623) H. Sense and Sensibility by Jane Austen (1811) I. Les Liaisons Dangereuses by Pi<.erre Choderlos de Laclos (1782) Answer Key on Page 8! 12 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Fall 2015 (Volume 9, 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 2015 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/b40b2838a9586c1c51052cbf052b1801.pdf 8ad3447f98222f5bad11af2b7b964c0a PDF Text Text T7>e lnkwe/1Quarterly Volume 10 Issue 1 The Inkwell Quarterly Volume 10 Issue 1 Fall 2015 In This Issue: Kirby 1 lall L'pdatcs 2 & Book Review Sigma Tau Delta Update 3 Love in Fireflies 4 Manuscript l'pdate & Adjuncts 5 in fClus Getting to Know Dr. Mischelle Anthony: an the New English Department Chair Writing Center Interview with Update & Theater 6 by Jeremy Nliller Dates Following Dr. Larry Kuhar’s departure from the position of English Department chairperson and Humanities Division chairperson this spring, Dr. Mischelle Anthony was selected as the new chair of the English department. For many years, Dr. Anthony has Harper Lee 9 been a hallmark of the English program and throughout Wilkes’s campus. In order to get to Controversy know her better - or simply to enrich your previous knowledge of her -1 asked Dr. Freshman Faces 11 Anthony several questions about her tenure at Wilkes and her thoughts on her new posi­ tion. Poem- in Transit 12 What about this new job position are you most excited about? Mach Ado Review & Having a new appreciation for every English faculty member, full time and part Reciple 14 time. I know them all in new ways now. I am impressed by every faculty member, and I am newly proud to be an English faculty member here at Wilkes. 13 In Memoriam Good Girl Review 8 I Jamill’s I lunches 15 Game What do you think is going to be the biggest challenge? Talking with anyone outside of the department. Working with administrators. We tend to have competing interests between the faculty and the administration. 16 Continued on page 7. 1 �Issue 1 Volume 10 The InkwellQuarterly Sigma Faculty Updates by Gabriel] by Tobias Mintzmyer Dr. Sean J. Kelly’s article, “Symbols of Illusion in Nathanael West’s Miss Lonelyhearts” will appear in The ExpHcatorbn. December of this year. Dr. Helen Davis is on sabbatical this semester to work on her temporarily titled book, I am my own Mistress : Narrating ProfessionalAutonomy and Love in Charlotte Bronte’s Novels. An article based on the first chapter of Dr. Davis’ book will appear in the summer issue of the Journal of Narrative Theory. The article is entided “I seemed to possess two wives: Implied Narrative in Charlotte Bronte’s The Professor.” Office Directory by Nicole Kutos Dr. Mischelle Anthony Randolph Brzoska Dr. Helen Davis Dr. Marcia Farrell Dr. Benjamin Fiester Jack Grier Dr. Thomas Hamill Dr. Sean Kelly 201 214 308 301 214 106 303 309 Dr Kathleen Kemmerer Dr. Larry Kuhar Bridget McIntyre Shannon Muklewich Rosanna Nunan Marcie Riebe Dr. Chad Stanley 214 206 214 214 214 214 209 DH Lab & Deb’s Hours by Michael Morrison DH Lab Hours: Deb’s Hours: The InkwellQ M-F 8:00-4:00 M-F 8:00-9:30, 1:30-4:00 Kirby 204 Kirby 202 On fl in the Kirby English schc Gamma Alp: inductees, T; Klus, NicoL Victoria Rei sworn in wit Delta officer Sarah Simoi Cierra Hunt new membei roses. The k encouraging inspiring wot of English, a provide endh Currt Nicole Kutos Christie O’Bi Relations, Ta: Romanelli, A Hanford. Ac Tau Delta mt September 2{. members anc literature to X Library. Go Set a Watchman Review by Sara Pisak Author’s Note: Plot details are divulged - Spoiler Alert. I am sure many readers have been hoping, praying and even 1begging that Harper Lee would publish a second novel. Lee has only published one work, the literary classic, To Kill A Mockingbird whichl was first published 55 years ago. On July 14, 2015, the literary community was> granted their elusive wish when Harper Lee released her second novel, Go Set A Watchman. Excitement about the'work’s discovery and the impending publication soon spread. However, quickly after the release many news oudets expressed disappointment as well as a narrow-minded reading of the text. While Go Set A Watchman examines events from To KillA Mockingbird in retrospect, a reader who (God forbid) has never read the classic text would not be left out of the loop while reading Go Set A Watchman. Given Lee’s context of previous events and a reader’s inclination to critical thinking, Go Sot A deserves a deeper reading and appreciation. Staff W Micha< �Issue 1 The InkwellQuarterly Sigma Tau Delta Update Mistress”: of Dr. Davis’ id to possess .vho (God >man. Given erves a deeper i Page 10- Issue 1 by Gabriella Romanelli i The 1 publish a is first published .ee released her cation soon larrow-minded Volume 10 I On May 3rd, 2015, friends and family gathered in die Kirby Salon to celebrate die distinguished English scholars whom were inducted into Alpha Gamma Alpha’s chapter of Sigma Tau Delta. The inductees, Tara Giarratano, James Jaskolka, Jason Klus, Nicole Kutos, Christie O’Brien, Sara Pisak, Victoria Rendina, and Gabriella Romanelli were sworn in with the welcome of former Sigma Tau Delta officers. Kendra Kuhar, former president, Sarah Simonovich, former vice president, and Cierra Humphrey, former secretary, presented the new members with pins, certificates, and lovely red roses. The keynote address was given by our always encouraging professor, Dr. Marcia Farrell, who spoke inspiring words about the students’ work in the field of English, and how they are earning a degree that will provide endless intellectual and career possibilities. Current members include Sara Pisak, President, Nicole Kutos, Vice President, Jason Klus, Secretary, Christie O’Brien, Treasurer, James Jaskolka, Public Relations, Tara Giarratano, Historian, Gabriella Romanelli, Ambassador of Goodwill, and Charlie Hanford. Advised by Dr. Mischelle Anthony, Sigma Tau Delta members held their first event on Tuesday, September 29th for Banned Book Week, during which members and student volunteers to read banned literature to Wilkes’ campus from the steps of Farley Library. New Sigma Tau Delta members gather to take a picture with departing members at the induction ceremony. Photo courtesy of Sara Pisak. The Inkwell Quarterly Staff Faculty Advisor: Dr. Marcia Farrell Editor-in-Chief: Tara Giarratano Copy Editor: Sara Pisak Layout Editors: Jason Klus, Nicole Kutos Staff Writers: Tara Giarratano, Sara Pisak, Jason Klus, Gabriella Romanelli, Jeremy Miller, Michael Morrison, Erin Michael, Mackenzie Egan, Tobias Mintzmyer, Elissa McPherson Faculty Contributors: Dr. Thomas A. Hamill, Dr. Mischelle Anthony 3 �Issue 1 Volume 10 The Inkwel The InkwellQuarterly Love in Fireflies by Mackenzie Egan How does one define love? Is it the love shared between husband and wife, between lovers, between mother and child, between friends? Is it in the moments we share when the lights are off or when the sun illuminates the sky beyond the day? Does biology have a factor in the way we love? Can love be lost, never again seen, when people aren’t sure what to give up? Kristin Hannah defines love with­ out putting it into such straightforward terms. Her writing in Tirefly Lane and its companion, Fly Away, show that love can sprout in many forms. The story of Kate and Tully follows them through high school, college, marriage, children, and careers to^kigoTage^toryforTe ^credibly amazing Tullulah Hart and the incredibly unassuming KateMularkey, Firefly Lane isthe story of friendship and falling in love at the turn of the century. From their first meeting 74 to their last meeting over thirty years later, Hannah herself cites it as her most “complex novel ever talking a out the fact that she writes about over thirty years of friendship, the semantics of marnage, raising children in t e new y form­ ing digital age, facing the struggles of marriage in a time of war and the ability of the media to display friendships and replace modern family values. As a young girl, I was able to relate to the real time and real life struggles Hannah presents with the girls coming of age. As a young adult, I found solace in how they faced problems, inadvertently with each other Now as I am entering the cusp of my adulthood, I can relate once again; but in this I relate to Efe as more than just a teenager with a dream, a lost mother, shaking interpersonal relationships, and even the push to be a perfect partner. Hannah took the chance to make an impactful story and ran head long with it: coming up with some of the best answers I’ve ever heard. Love is many things. Love is riding your bike at eleven at night with your best friend, dancing with your husband six weeks pregnant and him still looking at you Eke you are the world and giving up a career to raise your children. Sharing love is doing the Ettle things Eke eating dinner in the same room and the big things Eke giving up a pre-planned future for the betterment of someone else’s Efe. In Firefly Lane, there is so much love spreading through pages of Eterature and so much history too. Not only did Hannah incorporate Efe, she also incorporated major events and trends from the 1970’s to the early 2000’s. Everything from style trends to poEtical actions, shown through the eyes of women growing in an age where women’s empowerment was a big deal. Readers are given the first-hand view of events that could’ve happened be­ fore their Efetimes with the style and eloquence that reaUy draws them in. , >, the S.Td “ iS abOU‘ movin8 on after loss and finding yourself. The story of of hTS ™ on\daugh“- “d Tully as they move on through a decade of loss and firing. It's the forget mo e on »d “ Witho" much away it's about learntng how to forgive, forge , move on, and accept. Hannah does an atnazmg job of carrying the tone of = ” r . . .... f Firefly Lane through this amazing SXX7 lft” ‘he P“" °f °nff"aL A^'the °f *e stoTy brings up the quesnon of love, we'll lose, wt'U tr “ an^XTnZutto Uve ZmataThr°Ugh°Ut r’11 son. Recommended to anyone who Ekes to laugh love learn-t Sltuati°n. 1 wo novels, one valuable Efe lesEving without; to any person in the world who’s ever had their b ,wh° haS a best friend can>t anyone they touch. d thelr heart broken, these novels will change the Eves of Depart by Elissa M TheX Wilkes are pr< may be easier (see page 2 of ti ■ �Issue 1 The InkwellQuarterly Volume 10 Issue 1 Manuscript Update by Jason Klus The Manuscript Society is currently accepting submissions to be considered for publication. Manuscript publishes original creative writing of all genres as well as all mediums of original visual art. Sub­ missions to be considered for the fall semester are due by midnight on Friday, November 6. Submissions are accepted digitally and may be sent to magazine@wilkes.edu. Manuscript’s annual Halloween Reading will be taking place Tuesday, October 27 at 7:00 PM in the Kirby Hall Salon. Guest are able to read a selection from an appropriate-themed piece of literature or simply enjoy the readings of others. The event is open to the public, and light refreshments will follow; Halloween costumes are encour­ aged. Any questions regarding the Manuscript Society can be sent to jason.klus@wilkes.edu. NOVtl awav STIN INAH UMliMSOI HEHTUXf key, Firefly 974 to their >ut the fact =\vly formriendships gles Hannah ivertently late to life as push to be a some of the jest friend, iving up a nd the big too. Not ■ early 2000 s. where ippened be- tory of living- It’s the r to forgive, t this amazing s question of ur fives we’U able Ufe lesn’t imaging the lives of Courtesy of Jason Klus. Department of English Adjunct Faculty by Elissa McPherson The Wilkes University English Department is home to both full-time, and adjunct faculty. Adjuncts at Wilkes are professors that work at our university part time. Since these professors do not have permanent offices, it may be easier to contact them through email or visits during their office hours. (see page 2 of this issuefor a list of offices) Randolph Brzoska (randolph.brzoska@wilkes.cdu) Kathleen Kemmerer (kathlecn.kcmmcrer@wilkes.edu) Bernie Kovacs (bcrnard.kovacs@wilkes.edu) Bridget McIntyre (bridget.mcintyiie@wilkes.edu) Shannon Muklewicz (shannon.muklcwicz@wilkcs.cdu ) Rosanna Nuilan (carmcl.nunan@wilkcs.cdu) Marcie Riebe (marcic.ricbc@wilkcs.edu) �Issue 1 _ Volume 10 Hours Writing Center - Summer Work Recap The InkwellQuarterly , sumtner sessions. For roughly ten hours per by Tara Giarratano The Writing Center serviced many students dun g jaskolka and I manned the Alden Learning week, from early June through early August, En^sh mnor jam on]ine submissions. I had the pleasure Commons location, while fellow English Major m eon summer session. The class was of working as a writing mentor for Dr. Kelly s ng s general education credits before mainly composed of local high school juniors and ^°"^ance and work ethic. I am not sure if there graduating from Wgh school. I was very impressed with t can be anything more intense than earning four ENG 101 credits in weeks, q£ edu What English clas Thank gooc load for my How long have yo Thirteen ye experi“ worked with almost every student in the class at least twice a week. Unlike the sometimes burned eonsuluufons^which take place difong foe schoo^ea^^hen^tudenBare^oftenJooking for^ peer re^ra^ wadi one What brought yot There was £ mom oPtneX°needt ZZZTn'.quote integration, and paragraph strucmnng mefoods were aU new frontiers for them. Hdping them manage the tricky task of transforming then readmg notes into topic outlmes, and guiding the distillations of those organized ideas into assertive and concise theses was a true <challenge for me, but watching the rapid progression of their writing abilities was a rewarding privilege. I am grateful to Dr. Kelly for letting me work with the class. This semester, the Writing Center is operated by a full staff of students across a variety of majors, and is open from 9 A.M. until 6 P.M. Monday through Friday. Autumn Pumpkin Bread Recipe by Mackenzie Egan The nights are getting longer, days are getting colder, and the smell of pumpkin is in the air. Autumn’s favorite flavor, pumpkin, is coming back with a vengeance as summer says its goodbyes and the holidays rear their heads in stores across the country. This recipe goes along with pumpkin flavored coffees and scented candles - and is easy to follow! Here is some pumpkin bread to go along with that latte from Dunkin. Ingredients 1 fifteen ounce can of pumpkin puree 4 eggs 1 cup of vegetable oil 2/3 cup of water 3 cups of sugar 3 and ’A cup of all-purpose flour 2 teaspoons of baking soda 1 and ’A teaspoon of salt 1 teaspoon of cinnamon 1 teaspoon of nutmeg 14 teaspoon of ground cloves V* teaspoon of ground ginger 1 cup of baker’s choice nuts, chopped You will also need three 7x3 loaf pans Directions • Grease the loaf pans and preheat the oven to 350 degrees Fahrenheit to 350 degrees Fahrenheit • Mix pumpkin puree, eggs, oil, water, and sugar in a large bowl • In a separate bowl, mix the flour, sugar, spices, and baking soda • When pumpkin mixture is well blended stir in the dry mixture • Pour into loaf pans • Bake for fifty minutes (loaves are done when a toothpick is stuck in and comes out clean). If you do not have or do not want to use baking spray to grease your loaf pans you can use tin foil the pans instead. This makes for less mess and more moisture in the loaves themselves For people who have to watch their sugar, you can also reduce the sugar from 3 to 2 cups add a 'h g °“ nUtS dUe '° alktEieS dOeS not mess ** of the other wet and dry Where are you fro Oklahoma. Where did you go Oklahoma What motivated y It’s the only writing,reac day, my woi What are you favo Of course ( English 12C Wilkes. It’s ; We have int concentraric Larry Kuha whether it t service, or t What changes do I would say, leaders on c that we had recognition Uoe What academic at I’m working group to far �sue 1 The InkwellQuarterly Volume 10 Issue 1 Continued from page 1. per Interview by Jeremy Miller r is >re ire itional one ch lew is, : me, ly for 1 is What English classes do you currently teach at Wilkes? Thank goodness I only have gen-ed classes this semester - 101 and 120. It’s nice to have a lighter planning load tor my teaching schedule, because I’m new to all the chair tasks. How long have you been at Wilkes? Thirteen years - since august 2003. What brought you to Wilkes? There was an opening for a visiting assistant professor on a national humanities database M.L.A. Where are you from? Oklahoma. Where did you go to school? Oklahoma State. The Cowboys, not the Sooners. What motivated you to become an English professor? It’s the only thing I know how to do in my life that gives me so much joy. An English professor’s life is writing,reading, and critical thinking, and if I’m not doing some combination of those three things every day, my work life, and my self identity are impoverished. their - and topped af pans What are you favorite classes to teach? Of course Gothic Novel. Memoir. Domestic Violence in Literature, and frankly, English 101. Oh, and English 120. It’s just nice to get to know the new majors and the people who are here for their first year at Wilkes. It’s great to hear their perspectives. How have you seen the English department grow and evolve since being here? We have introduced two new minors, the workplace writing and creative writing minor, and a new concentration, the Digital Humanities concentration, so our curriculum has expanded. All of this was under Larry Kuhar’s leadership. I have seen each of my colleagues’ professional lives flourish in different ways, whether it be in the class room, in traditional scholarship, or innovative scholarship, through community service, or through committee service on campus. What changes do you anticipate for the department in the future? I would say, a deepening, a further flourishing of all that I mentioned above. I think we’ll continue to be leaders on campus, in scholarship and service, and in the classroom. I think the big change, the one <change ’ that we had begun to work on under Larry’s leadership, is one that I want to focus on, which is more recognition of our accomplishments, and our students accomplishments, here in the department. What academic and/or creative writing projects are you working on at the moment? I’m working on my second poetry collection; it’s called Barbed Wire, and I meet monthly with a writing □ line group to facilitate that. «-J ■ ‘a y ___ 7 _<la :itosD[ ^JSlUSHy �The Inkwell Quarterly_______________ Issue 1 Volume 10 Go i-Vfit Cl by Sara Pisa July 1 The Good Girl Book Review by Elissa McPherson years, Go Set solely on the Thet Go Set A Wat chronologica The Good Girlis Mary Kubica’s debut novel. Readers that enjoyed Gillian Flynn’s Gone Girl will also enjoy this story because of its similarities in plot, but the similarities end there. This novel falls into the psychological thriller category, which hints that the story will be full of suspense, drama, as well as exciting, pathological characters. The storyhne follows the life of a young adult named Mia, and her unhappiness with the dysfunction in her family. She is the daughter of a well-known and respected judge in Chicago, whose public reputation exceeds how he is perceived by his own family. One day, Mia is kidnapped by a man who reveals himself to her as “Owen.” He was hired by a man named Dalmar who intended to hold her for ransom. Owen was supposed to concoct a plan to kidnap Mia and then deliver her to Dalmar, but at the last minute he decided that he must save Mia from whatever Dalmar intended to do with her. He rushes her to an icy cabin in Minnesota, where he believes he can keep her safe. This decision sets Mia and Owen on a path that neither one could’ve ever imagined, and enforces the notion that things never go as planned. The story is narrated through the perspectives of three protagonists: Eve (Mia’s mother), Gabe (the lead detective in the case), and also through Colin (or Owen, as Mia knows him), each describing their experiences during Mia’s kidnapping. Through Mia, these characters’ Eves and stories slowly began to intertwine, each depending on the other, whether it’d be for the other person’s failure or success, for Mia’s sake. Each character is driven by emotion, which isn’t always helpful in ensuring that Mia returns home soon, alive, and emotionally sane. The author also alternates between past and present; revealing Mia’s kidnaping through flashbacks and showing the events that took place before and after in the present tense. Mia’s point of view is saved for the epilogue, which unexpectedly reveals the final twist that pieces the entire story together flawlessly. All of Kubica’s characters are dark, flawed characters that leave the reader with mixed emotions about the roles they play and their intentions throughout the story. The characters’ flaws and imperfections make the story seem even more real, and even with such an unlikely event, make them relatable. The reader may end up falling tn love with the “bad guy” and may end up questioning their thoughts about all the characters in general. This novel is Ml of anguish, twists, and excitement. The characters are fully developed, and their voices are From the moment it begins, The Good Girlboo^^^ The InkwellQy tO°k Place the about each of them individually, and hope that the events that folio C,haracters- k ls hard not tO Care . engaging, and well written, a great accomplishment for an author’s Zst i§ and happiness as well as sadness and tragedy. The epilogue alo novel. It s an emotional read, containing joy leave the reader thinking about the novel long after its conclusio^ 1S^n°Ugd to ev°ke a multitude of emotions and of this book are excited to get their hands on her second no i° d ecause of Kubica’s amazing writing style, fans , telly Baby, released earlier this year. the piece and the original C deposit box. Mockingbird, a After Watchman. T published. M and was recc Lee’s life wei years would headline frot Othe and delighte. shared it wit am humbled believe “The hard, wouldi of attention phrases equi I str decide her c TSntertainmen These skyro publishing 1 sensational!: In is (featured —2nd paragra ended —2nd paragra —4th paragra} —1th paragraj —5th paragra} “cardboard” —5th paragra} —5th paragra] season, shou —6th paragra —6th paragra man �_____________________________ Volume 10 Issue 1 Go Set a Watchman: The Original Controversv by Sara Pisak * ’ 'TT “ Harper HatP“ Lee Lee released het first first new text in 55 released her tears, Go Set A lU/rW, Instead of celebrating this gift to the literary community, most media oudets have focused solely on the controversial aspects of the text. J i - f , ne e' ents surrounding the pubheation of Go Set A Watchman is as unique as the text itself. Gy J e actrnan was originally written by Lee before her classic work To KillA Mockingbird^ the story itself clironologically takes places after the events of To Kill A Mockingbird unfold. Deciding against the work, Lee shelved the piece and began work on To Kill A Mockingbird instead. It was not until late 2014 that Lee’s lawyer discover die original Go Set A Watchman manuscript attached to an old typeset of To Kill A Mockingbird stored in a safe deposit box. The skewed timeline of composition has led some readers to consider the work a sequel of To Kill A Mockingbird, whiles others consider the text an early draft of what became To Kill A Mockingbird. After its publication a great deal of press attention has focused on the controversy surrounding Go Set A II atchman. The public has forgotten the original controversy surrounding the text arose before the book was even published. Many in the writing community began to question the timing of events. Lee had just suffered a stroke and was recovering when news of the long awaited book began to make waves. The public questioned if those in Lees life were taking advantage of her momentary confusion. Further, people began to question why after fifty-five years would Lee risk her reputation and place her notoriously reclusive wariness of the press on the back burner? A headline from Newsweek shouted, “Friends Say Harper Lee Was Manipulated.” Others took exception with Lee’s statement which reads: “I hadn’t realized it had survived, so was surprised and delighted when my dear friend and lawyer Tonja Carter discovered it. After much thought and hesitation I shared it with a handful of people I trust and was pleased to hear that they considered it worthy of publication. I am humbled and amazed that this will now be published after all these years.” As the New Republic heralds, many believe “Those crafty touches—‘much thought and hesitation,’ ‘my dear friend,’ ‘people I trust’—are trying a tad too hard, wouldn’t you say? The spotlight-shunning Lee is “amazed” that she will once again be subjected to a freshet of attention, the very soaking she’d organized her life to avoid.” The public was quick to point the finger that these phrases equated to Lee’s manipulation even though Lee herself has denied these allegations. I strongly believe Lee, who possesses a steady dose of fortitude and stubbornness, is> more than capable to decide her creative future as an author. Apparently, the public believes so as well as several news outlets, including Entertainment Weekly, have reported Go Set A Watchman has sold over 1.1 million copies in its first week of print. These skyrocketing sales records give the novel the distinction of being the fastest-selling book in HaperCollin’s publishing history. Instead of focusing on Lee as a prolific and a compelling writer, the media has chosen to create a sensationalized story. In issue 9.4 of The InkwellQuarterly, copy edits were made to Hamill's Hunches (feautred on pages 14 and 15). However, these edits were not reflected in the published issue. The edits, made by Dr. Thomas A. Hamill, are listed below: -2nd paragraph, 5th line: Mets just-ended should be Mets’ justended —2nd paragraph, 8th line: Johnny W should be John Wyclt -4th paragraph, 2nd line: Game 2 should be Game 3 , -4th paragraph, last line: Kiner’s Corner should be Kiner s <o -5th paragraph, 2nd line: read “cardboard” should be red “cardboard” . -5th paragraph, 4th line: church Bizarre should be church a. -5th paragraph, last line: “Kiner’s Korner”) at the close o t e season, should be “Kiner’s Korner” at the close of the 1) sea -6th paragraph, 1st line: the renaming should be that renaming -6th paragraph, 4th line: A young man should be He is a y g man -7th paragraph, 1st line: (and perhaps also Pynchonian) should be (and of course Pynchonian) -7th paragraph, 4th line: “any.. .spectrum” should be ‘any... spectrum spectrum’ other words single quotation marks around that brief quote, not doubJe] 9th paragraph, 2nd line: for only few should be for only about seven 9th paragraph, 2nd line: stir I m told should be stir I d imagine paragraph, only line: Korner has should be Korners have )■ ph> only line: Kuhar’s Corners should be Kuhar’s Korners 9 �Volume 10 The Inkwell Quarterly The Inkwellt Issue 1 Freshi Continued from page 2. by Erin Article by Sara Pisak "^^^JS^enz^urrounding Go Set A Watchman focuses on Atticus’ recent racism and few arucles mention the major factor that allows G» Set A Watchman to step out of T> KJ!A , Kecking Shadow: Scout’s emergence as a hero. Clearly Athens defense of Tom Robinson brands him as the hero of To Till A MMird. However, in G« Sit A Watchman, Lee does exactly what she has built her literary career upon: she turns the tables on the reader in order to break societal stereotypes. While Go Set A Watchman addresses race relations, personally this text deals with answering to one’s conscience when faced with adversity. In my opinion, the overlooked point of the novel can be found on pages 264 and 265. These pages read, “Every man’s islandjean Louise [Scout], every man’s watchman is his conscience. There is no such thing as a collective conscience.” Atticus is merely the backdrop bringing the theme of Scout staying true to her morals and her “watchman” (conscience) to the forefront. Media oudets focusing exclusively on Atticus’ racism have missed the mark of Lee’s text, thus doing the work a grave injustice. In Go Set A Watchman, Atticus is no longer the knight in shining armor. When Scout confronts Atticus about his changing views, she is shocked, horrified, and betrayed. The reader cannot help but share her feelings as both Scout and the reading public see their hero tarnished. As the reader sympathizes with Scout, he or she begins to see Scout as the hero of the text. Scout follows her conscience and ignores the “collective conscience” of the town and her father. As Scout adheres to her morals, the reader begins to follow their own conscience. The reader views Scout in terms of her own humanity instead of associating her with Lee’s other characters. In fact most articles associated with the release of Go Set A Watchman contain derivatives of “Atticus Finch is an overt racist. This exact phrase can be found in the article, which appeared in The New Yorker, entitled “The Atticus We Always Knew.” While a great deal of articles critiquing Go Set A Watchman make no mention of the main protagonist Scout and her search to break free of the world’s “collective conscience.” It is not until the very end of The Atticus We Always Knew” does interviewee Mary Murphy state, “The character of Scout [...] is an innocent, lng to hnd her own way in this very imperfect time.” After scouring articles surrounding the book’s j • ’ emS someone has finally taken it upon themselves to state, the world is imperfect, those heroes we e are not perfect either and it is up to our own watchman to develop a sense of morality. Radio unZtZriri "ZZZ,1 COdd Hnd s W of the text appeared in National Pubkc Whack wZk speaks oflZ On Not A ^appomtment” written by Ernn her main focus isZ Sco r “Z th°UShts on the race movement advancing too quickly. However often fall within a gray area oVmZTwk er°’.and how the truths of hfe can be hard to accept as these truths 21:6 that contains Lee^s watchman idea the aUth°f tO mention the bibUcal verse from ’ reader to aXracto bm is*! basiton‘ r S“™taneously following their own consciences, not only connects yablishes him as the cornerstone o moX th"7 T Atticus’ defense of Rob^ create the same type of link but thiX^th s’ J"8 Watchman allows Ue ^aggunadedgi^ ons time with Scout, an invaluable lesson which should not be pushed aside by ~ ~ io Grace Q: Where A: Long Is Q: What 1 A: I first h Q: When A: I decide and write, Q: Who is A: My leas explanatot Mack< Q: When A: I’m frc Q: What A: I came Compare! Q: When A: I’ve ah people th beginning times. Ph Q: Who : A: My lea Ingalls W of books encounte else wher that she’s knowing �Issue 1 The InkwellQuarterly Volume 10 Issue 1 Freshman Faces by Erin Michael Grace Graham---------------- ---------- -----------Q: Where are you from? A: Long Island, New York Q: What lead you to Wilkes? n ™ “VTT thT8h,.the ten“S COaCh’ bUt 11OTed *' -hool -hen I visited Q: When and why did you decide to become an English Major? A: I decided to become an English Major my senior year of high school, because I realized that I really love to read and write, and knew that English would be the right major for me Q: Who is your least favorite literary character and why? A. My least favorite literary character would have to be Professor Umbridge, and I think the reason is selfexplanatory. Mackenzie Egan---------------- ---------- ------------------ morals, tead of 5 Finch d “The the main end of nocent, ok’s we jlic in jwever uths Isaiah otinect5 ,obinso° s Lee ;ide by Q: Where are you from? A: I’m from Honesdale, Pennsylvania but I was raised in Lake Huntington, New York Q: What lead you to Wilkes? A: I came to visit Wilkes at an open house and thoroughly enjoyed the atmosphere. Compared to my other top pick this place just had a lot more friendly faces Q: When and why did you decide to become an English Major? A: I’ve always been a huge English person. Ever since I was a young child, I would tell people these outrageous stories, which were always different and always had a complete beginning and end. I love to write and literature has helped me through some tough times. Plus, I’ve always wanted to go to law school and English is a pre-law major. Q: Who is your least favorite literary character and why? A: My least favorite literary character would probably be Nellie Olsen, from Laura Ingalls Wilder’s “Little House on the Prairie” series. Why? They were die first senes of books I fell in love with as a child and she was the first “literary villain” I ever encountered. She was bitter and she was rude. She acted so much better than e\ ery one else when really she was far horn it. As I got older, I came to realize more and more that she’s just the petty kind of human I aspire to never be and to this day I still smir knowing Almanzo picked Laura over her. Tobias Mintzmyer-----------Q: Where are you from? A: Syracuse, New York Q: What lead you to Wilkes? A: My creative wnting teacher advised me of Wilkes great wntmg program, and I liked its campus best out of all. O When and why did you decide to become an Enghsh Major? A- I knew I wanted to be an Enghsh major at die beginning of semor yel R wasn’t really a big decision, Enghsh had always been something chafactef and why? that I loved. 2:Myhi°easSt fevorite liters character is Jeffrey Baratheon. He’s such a horribte person it just makes him so easy to hate. 11 �Issue 1 The Inkwell The InkwellQuarterly____________________________ Volume 10 Sharing Our Love Of Creative Writing Arnol< by Sara Pisak Throughout this past year English minor James Jaskolka and myself have been able to share our love of reading and writing with the public through separate and joint endeavors. James and I were both featured in the 20152016 selections for The Poetry in Transit Program. James’ work “Thaw” and my work “Crystalline Waters” were selected for publication. This year’s poems * never oea*e Vrj followed these creative guidelines: six lines or fewer and must reflect a river _ Transit Program was founded by Wilkes theme. The Poetry in for budding .un and! -A English Chair Dr. Mischelle Anthony. Poetry University’s own L._ o.__ Department L • wari> glow of atreetlight in Transit, founded nine years ago, strives to showcase the work of local poets Photo courtesy of James Jaskolka. in public busses. At this year’s launch, Anthony spoke of her inspiration to create the program. She stated, “In 2007,1 thought about the gap between Wilkes University and the city of Wilkes-Barre as I rode the #6 into school with people I would not see again for the rest of the day. I read the strategically-placed ads, angled just above the seats, and I heard other passengers discuss them: “McDonald’s country breakfast—that looks good.” “I already had a sausage biscuit.” “From McDonald’s?” “No, frozen.” What if, instead of ads, these people were discussing poetry? Anthony’s idea worked as the program flourished in spreading poetic works to the local community. On being selected for this honor James said, “I was honored to have been accepted into Poetry in Transit. I think the program in itself is something wonderful, and the fact that I get to be a part of it is even better.” You can view this year’s place cards, which include our work on 33 area busses or by visiting: http://golaszewski.us/PiT2015/ PIT_15_Proof-3.pdf Being included in a program such as Poetry in Transit not only works to distribute art to the local community but allows writers such as James and myself the opportunity to share our love of writing in cre­ ative publishing venues. In addition to our publications in Poetry in Transit, James and I have also been fortunate to share our writ­ ing in other creative manners. James was featured in River & South Review. A creative nonfiction piece entitled “Bicy­ cle” by James was featured in the Winter 2014 edition. River & South is a semiannually published student run literary journal. The editorial team is comprised of graduate students in the Wilkes University’s M.A./M.F.A program. A highly competitive journal, River & South searches for qualified pieces which are innovative. Everyone at The Inkwell Quarterly and in the English Department congratulates James on his publication, which can be viewed at: http:// riverandsouth.blogspot.com/2014/12/bicycle-by-james-jaskolka.html Also during the winter of 2014,1 was able to share my love of creative writing with my former high school drama club. Serving as the class’s guest speaker for the fourth time, I conducted a writing session where together students and I read some of my creative works, and the works of famously published authors. As a class, we dis­ cussed current television dramas and their possession of literary elements. I find most of the students are familiar with classic and standard works of drama. Finding a poem, a feminist portrayal or a metaphysical element in current television shows or movies and how the elements of drama such as lightning and costuming affect the work, allow students to relate to current scripts and have a greater appreciation of writing. While James and I are only two students, we represent many others in the English Department who work as wnting mentors, editors and student teachers in order share their love of reading and of writing with the community. 5 12 Wil Rifkin, pa: and World to enrichin which cove don of Rif his wife, S; South Rive tained a sc decades. N ship event of their sc seated at f with ticket the Rifkin freshman Bridget H Alumni A learned th been mor taking in t Rifkins’ g When I n moth mat year, they me that v 1948, the the buildi former hi great sad wonderft er be tou to beg upper �Issue 1 The InkwellQuarterly Volume 10 Issue 1 Arnold Rifkin, In Memoriam by Tara Giarratano nyself have cthrough he 2015Thaw” and year’s poems Leet a river ony. Poetry )f local poets 007,1 ioo! with e the seats, nity. On think the in view /PiT2015/ i art to the ig in cre- e our writdtled “Bicyrun literary igram. A The Inkwell http:/ / igh school together ( we dise familiar Lt in current ork, allow ho work as Wilkes University’s beloved trustee emeritus, Arnold Rifkin, passed away on August 3, 2015. A local philanthropist and World War II Veteran, Mr. Rifkin dedicated much of his life to enriching our campus. Aside from providing contributions, which covered the lobby of Evans Flail and the initial construc­ tion of Rifkin Cafe in the Henry Student Center, Mr. Rifkin and his wife, Sandy, famously donated their former residence on South River Street to Wilkes in July of 1989. The Rifkins also sus­ tained a scholarship fund in their name at Wilkes for over three decades. My mother had the chance to sit with them at a scholar­ ship event in the late 1980s, when her roommate was the recipient of their scholarship. They took great interest in all of the students seated at their table, and at the end of the night, gifted them with tickets to the Philharmonic. I had die pleasure of meeting the Rifkins myself at a scholarship luncheon in the spring of my freshman year at Wilkes. My mom accompanied me, and asked Bridget Husted, who was sitting with us as a representative of the Alumni Association, to take us over to say hello as soon as she learned that they were in attendance. The Rifkins could not have been more sweet and cordial. They seemed thrilled to be par­ taking in the day celebrating academic excellence at Wilkes. The Rifkins’ generosity seemed only to be matched by their humility. When I mentioned that I hoped to live in Rifkin Hall, the mam­ moth mansion divvyed up into student apartments, the following year, they were so pleased. Mrs. Rifkin took my hand and told me that when she and her husband moved to Wilkes-Barre in 1948, their first apartment was a modest one on the third floor of the building. They were hopeful that students would enjoy their former home as much as they had for years to come. It is with great sadness that Wilkes mourns the loss of Mr. Rifkin. He was a wonderfully generous man, and the Wilkes community will fore\ er be touched by his legacy. Spring Registration is already upon us! Make sure to meet with your academic advisor 2016 semester. Course descriptions for to begin the registration process for the Spring offerings can be found in the first floor lobby upper-level English Department course the second floor window landing. of Kirby Hall and on t— 13 �The InkwellQuarterly Issue 1 Volume 10 The Inkwell Qu Much Ado About Nothing June’s A by Tobias Mintzmyer by Jason I<h Shown entirely in black and white, the creative mind behind Firefly, Buffy the Vampire Slayer and The Avengers does a beautiful interpretation of Much Ado About NothingBy William Shakespeare. Joss Whedon’s faithful translation from the stage to the movie screen is playful an nny. W edon.s cast is full of his usual host of charming and vibrant actors including Reed Diamond, Sean Maher, Nathan Fillion, Clark Gregg, Amy Acker and Alexis Denisof. The cast get so into their rolls on screen that it’s easy to forget that they are acting. The movie keeps the Early English dialogue as Shakespeare wrote it, but places the fiction into a modern setting. Guns take the role of swords, tuxedos of tunics, and cars of horses. By sticking to the original script, Whedon exposes several pervasive societal flaws of the time. In the English Renaissance virginity was paramount to a woman’s success at life. For a female to lose her virginity before marriage meant social condemnation. Hero is shamed into faking her own death when Don John orchestrates a misunderstanding with her fiance, Claudio. Don John tricks Claudio into thinking that Hero is having sex. During the wedding ceremony, Claudio and Don Pedro berate and humiliate her in front of the whole town. She faints, and her father tells her to stay dead knowing that she would not be able to marry again. The only way she could carry on in society is to fake her death. Though society has advanced somewhat in the area of premarital sex, there is still an uncomfortable focus on virginity. The unfortunate fact is that “slut-shaming” is still prevalent to this day. Much of today’s derogatory language is based around overly sexual females. These words have roots that go back to the male-domination of western society that kept the genders unequal. Though Shakespeare is simply reflecting the society around him, it is important to note that gender inequality is still a problem. It is vital for our ability to love each other as a species for us to break down our barriers. Joss Whedon brings attention to this issue by presenting this particular piece of filmography with the original script. By being set in a modern environment he compares current values to old ones, and shows us how Hews of morals and virginity have changed. Fie produces a fine piece of entertainment as well as a social commentary that helps to start the discussion for advancement. Overall, the movie rates a 9/10. I would definitely see it again. Unable ed Hunches to Hamill, in coc like to use his s new daughter, June was born sured the IQ st future issue. k ■ I Wilkes University Theatre Performaces by Nicole Kutos Be sure to check out some of WUT’s performances this season! Upcoming shows: Mische Twelfth Night by Dr. Misc & Bloom Shout! The Mod Musical November 13, 14, 20, 21 at 8pm 15, 20 at 2pm Dogfight: The Musical February 19, 20, 26, 27 at 8piim 21, 28 at 2pm Twelfth 'Night April 14, 15,16 at 8piim 17 at 2 pm When you i you’re no 1c of, but bec< N Mischel! provide J �ssue 1 The InkwellQuarterly Issue 1 Volume 10 June’s Arrival by Jason Klus angers : cast Uion, jet that oa More sa aring its, and arty on Unable to contribute lais much anticipat­ ed Hunches to this issue of IQ, Dr. Thomas A. Hamill, in coordination with the IQ staff, would like to use lais space in this issue to introduce his new daughter, June Olivia Hamill, to IQ readers. June was born on July 1, 2015. Dr. Hamill has as­ sured the IQ staff that lais Hunches will return in a future issue. focus :ory of m, it is cies for al nitely Photo taken October 11, 2015 Photo taken October 20, 2015 Photos courtesy of Dr. Thomas A. Hamill Mischelle’s Musings by Dr. Mischelle Anthony Bloom When you realize you’re no longer living in spite of, but because. addition to the Mischelle’swith Musings a new someisinspiration in tlie provide us operation in this efhort and fol Each issue (we hope), Dr. Anthony will fo Dj. Anthony f()r. her co^oAowcase her poetic “musings”. her poetic “musings”. 8 �Volume 10 r/'c In/ /er// ()//<//Icily Issue 1 Mali h the /(> Sial I member to a book they arc currently reading and music they arc currently listening to! Answers on page 7. Staff Bank Jason Klus Tara Giarratano Nicole Kutos Dr. Marcia Farrell A. 1. ■ al L GIRL W!TH THE DRAGON TATTOO im mn mtiutui I ■“ O mi uuihii unvn 0 | I Q 1] LARSSON B. c ' B 2 Discovery <s > AA * DEBORAH HARKNESS Lee Carroll The Watchtower D. • ! « ir.>i iiiuii" • . VJ1111 j. \i"111*( STEPHEN KING MISERY 1 Io � 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 2015 (Volume 10, 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 2015 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/113c47bbc286b2fb132dae97f2821872.pdf 320b3845ecbeda26947da0816da8bde2 PDF Text Text ybe InkwellQuarterly Issue 2 Volume 10 The Inkwell Quarterly Volume 10 Issue 2 Fall 2015 In This Issue: Faculty’ Updates Contemporary Author Updates 3 YA Novel to Film Transitions Empty Bowls Event 5 Manuscript 11alloween Reading 6 Sigma Tau Delta 8-9 Updates Book Wish Lists 10 Sophomore Snapshots Dr. Marcia K. Farrell giving an in-class demonstration while junior English student Tara Giarratano looks on. Photo courtesy of Jason Klus. ENG397 Students Read the Novel Through a Different Lens by Jeremy Miller 11 Hamill’s Hunches 12 Deired Sequels 13 Goosebumps Review 14 Spring Course Offerings 15 Game 16 This semester’s English 397 seminar course, led by Dr. Marcia K. Farrell, has been studying the history of the novel as a form of art and as a commodity. The course, “Who­ dunits, Harry Potter, and the Impact of the Novel,” has focused on the supply and demand culture of writing by examining the way novels in publication affect the reading public, and how readers, and their expectations, affect the publication of literature. In the beginning of the semester, the class focused on the market surrounding Jane Austen and her novels, using Emma Campbell Webster’s Lot/ in Austen: Create Your Own Jane Austen Adventure to examine the way that her name has become as marketable as her literature. Austen fans have created a market that has generated Jane Austen products ranging from bandages to cloth­ ing to jewelry, as well as movies inspired by her classic novels, from pure interpretations of novels like Emma and Sense and Sensibility, to modern adaptations like Clueless, to spoofs like Pride and Prejudice and Zombies. Continued on page 7. 1 �Issue 2 Volume 10 The InkwellQuarterly__________ The Inkwell One Faculty Updates by Elissa McPherson Dr. Chad Stanley is currendy working on a paper for a drama conference, which ’s Othello and will be presented in March of 2016. The paper is on Shakespeare ! the invention of racism. He is also working on developing a paper for publication on Edward Albee’s Who’s Afraid of Virginia Woolf? The paper is on Who’s Afraid oj Virginia Woolf?, as well as the Cuban Missile Crisis and Cold War-era nuclear doctrines. Dr. Stanley has also completed a few pieces of visual art. The first is a painting o I Kirby Hall, as well as a second painting named “Jungle Red,” inspired by Clare Booth Contem by Sara Pisah Luce’s play The Women, which Dr. Stanley taught in English 366 this semester. Artwork courtesy of Dr. Chad Stanley. Dr. Sean Kelly will be presenting a paper tided, “Staging Nothing: Melancholic Desire and the Figure of Das Ding in Poe’s ‘The Raven’” on the panel “Lacan and Literature” at the Northeast Modern Language Association Convention (NeMLA). The convention is located in Hartford, Connecticut and will be taking place from March 17th through the 20th in 2016. He plans to work on a few projects while on sabbatical, including a book on Hawthorne tentatively tided, The Haunted Mind: Alterity in the Works of Nathaniel Hawthorne. He would also like to develop a few papers that he has been thinking about for a while. Artwork courtesy o Dr. The Wildest Spot HarperCollins ' before it was 01 hunting but ins Karl Rove’s ne was recendy rel George W Busi American politi iad Stanley. Freshman Faces by Elissa McPherson Elizabeth Crawford Q: Where are you from? A: Ellicott City, Maryland. Q: What lead you to Wilkes? A: The small school atmosphere, 3 year nursing program, and affordability. Q: When and why did you decide to become an English major? A: Before I switched my major from nursing to English, I was already planning on minoring in it. I’ve always had a soft spot for the humanities, but it seemed impractical to get an education in it as far as my future was concerned. However, on October 19, 2015 (yes I have the date), I officially switched over to pursue my interest in English and education. My English teacher, who always made fun of me for applying to nursing schools while I was auditing his AP classes and helping other students in a lower level English, is not horribly shocked by this switch, and quite frankly, neither am I. 51 Q: Who is your least favorite literary character and why? A: Alec from Tess of the D’Urbervilles by Thomas Flardy. Despite the trudge it was to get through the slow first to get through die slow first two-thirds of the novel, nothing in the book left me as agitated than this disgusting and manipulative character. - ------------------------------------------------- --------------------- Staff Writers �Issue 2 b'he Inkwell Quarterly ice, which 'jello and ublication Ps Afraid of dear doctrines, tainting of y Clare Booth nester. Volume 10 Issue 2 Contemporary Author Updates by Sara Pisak Ginger Murchison will soon 1be releasing her first book of poetry from Press 53 entitled: a snap oj line, a bone. Murchison has just begun writing after a 31 year teaching career. The book, winch is already garnering the support and praise of her fellow authors, translates the commonplace experience into extraordinary meaning. Theatre Communications Group published China Doll, by David Mamet, on December 8, 2015. Mamet, who has previously won the Pulitzer Prize for Drama, is often considered one of the greatest playwrights of his time. Several book sellers also inform, “The new, widely anticipated play premieres on Broadway tins fall, starring Tony and Academy Award-winning actor Al Pacino, for whom the play was written.” The Wildest Sport of AU ri, a new release written by Prakash Singh. The book, published by HarperCollins Publisher, tells first hand of the deemed wildest sport: tiger hunting in India before it was outlawed in the 1970s. The publisher cautions that the text does not glorify hunting but instead works to showcase the power of nature. Karl Rove’s new text, The Triumph of William McKinley: Why the Election of 1896 Still Matters, was recently released by publisher Simon & Schuster. Former senior advisor to Present George W. Bush, Rove offers a new perspective on McKinley’s election which transformed American politics, changed his own party and ended a period of political gridlock. Ihe Inkwell Quarterly Staff always had a concerned. English and > auditing i, and quite Faculty Advisor: Dr. Marcia Farrell Editor-in-Chief: Tara Giarratano Copy Editor: Sara Pisak Layout Editors: Jason Klus, Nicole Kutos Staff Writers: Tara Giarratano, Sara Pisak, Jeremy Miller, Jason Klus, Nicole Kutos, Mackenzie Egan, Elissa McPherson, Tobias Mintzmyer Faculty Contributors: Dr. Thomas A. Hamill slow first laracter. 3 �The InkwellQuarterly Volume 10 Issue 2 The Inkwell YA Novel to Movie Transitions by Mackenzie Egan Much like the dystopian society boom we’ve experienced in the last ten years, the number of young-adult novels being presented with movie adaptations is on the rise. Of course, the process of turning books into movies started long before it began trending in the YA scene. Lately, the biggest conversions have been ever popular, an ever endearing, YA novels. In the last fifteen years, a total of forty-four young adult novels have been turned into movies and m big in the box office, according to boxofficemojo.com . Surprisingly, the first on this list is not the from the y Potter series. In fact, the front-runner is a total of three months older than the Hany Potter and the Sorcerei s tone s date of release. Buena Vista Studio’s The Princess Diaries started the fifteen year boom of YA transitions wit stunning $108.2 million gross earnings. Despite YA novels being killers in the box office, die movies themselves aren t always successful in c p g the essence of the books they were based off of. In the case of the Hany Potter series, a lot of the elaborate character development created by JK Rowling, such as die emotional and mental qualities of our favorite stu ent' at Hogwarts, were lost on the big screen. Harry didn’t have quite enough of the sass and attitude that contn ute to his complexity, and Snape’s story lost many of the soul wrenching moments that made him out to be less o a bad guy in the end. Even the relationships between Harry and Ginny, and Ron and Hermione, lost some of their appeal without important scenes from the novels. And let’s not get started on die elements the scriptwriters flat out changed (most famously the scene in Hany Potter and the Goblet oj Fire, when Dumbledore asks Harry about his name in the goblet) or reworked to fit time constraints. Another example of a movie adaption that lost elements in translation is John Greens heart wrenching novel, The Fault in Our Stars, which was missing a lot of key scenes. For example, the airport incident on the way to Amsterdam is completely missing, despite its importance concerning Hazel and her condition. In it she walks through the metal detector without her oxygen tank, a groundbreaking moment for her in the book that is noticeably absent in the movie. The cut scene takes away from Green’s portrayal of her as strong and daring despite her illness. A total flop in the course of YA movie adaptations is the sad story of Richelie Mead’s Vampire Academy. The series, first published in 2007, follows dhampir (half vampire/half human) Rose Hathaway and her moroi (benevolent vampire) friend Vasilisa Dragomir through their crazy equivalent of high school. Overall, the series places greater emphasis on friendship than fashion or romance. Unfortunately, it’s apparent that this basic concept was lost on the script writers. Popular belief from both rating websites and Tumblr, which always has an opinion, is that whoever wrote the script had Gossip Girlin mind. It did terribly in the box office, netting a total of only $7 million dollars gross income, around the world. We can only hope that there won’t be a sequel anytime soon. One of the reasons why book to movie adaptions so often fall apart in the box office is a recent trend: splitting the last novel of a series into multiple movies. Some series just do not have the content needed for an additional movie, and would be better off short and sweet. Others would be best with multiple movies, in order to fully fit detailed endings. Hany Potter and the Deathly Hallows, for example, got the attention to detail it deserved when it was split into two segments. On the other hand, Breaking Dawn, Stephenie Meyer’s conclusion to the Twilight series, did not. Not that the movie wasn’t decent; there was just not enough content for a full second installment What the writers added to the story to kill that two hour block of time didn’t really follow the tone of the book itself in my opinion. Its a difficult task to try and cover all of the material in a book in a reasonable amount of time while staving true to the ongmal storyline, and some translations turn out better than others. The MaZe Runner by James Dashne! is a great example of a book to movie adaption that was pretty successful One of rhe eUm - I J Dashner really nailed was the slang that Dashner created for his “Gladers ” In die books the sla ’ ’ §CnPt community set up by the boys while in the glade, their home away from homti’n the M' ^“Ptesentatl'’e <* *e Empt) by Tara G The fight to end Wilkes Univ College Pre] was coordin decades. Th fighting org: efforts to ra soup, bread, finish, Adan for this year Miller room multiple bov it out and ev According t< who can’t he �ue 2 InkwellQuarterly Volume 10 Issue 2 tit ides nd e it •ry ’s taring Empty Bowls at Wilkes by Tata Giarratano lents ted fa teir atut his ng e it is despite 'emj. >i es icept ion, f S7 The Empty Bowls Project is described as “an international effort to raise both money and awareness in the fight to end hunger” by Emptybowls.net, and has held events all over die country for the past twenty-five years. Wilkes University, in partnership with King’s College, Luzerne County Community College, and Wyoming Seminary College Preparatory School, hosted its fourth annual Empty Bowls event on Sunday, November 15th. The event was coordinated by alum Jean Adams, class of ‘78, a local potter who taught ceramics at Wilkes for nearly three decades. The past three Empty Bowls events led by Adams at Wilkes have raised over $30,000 for local hunger­ fighting organizations. This year’s event was just as successful, with over six hundred people supporting the event’s efforts to raise money for local area foodbanks. For fifteen dollars, supporters of Empty Bowls were able to enjoy soup, bread, and a handmade bowl of their choice. In pursuit of topping last year’s ten-thousand dollar fundraising finish, Adams and a handful of other local potters spent the last year crafting over a thousand bowls in preparation for this year’s event. The products of their labor, incredibly diverse in size, color, and shape, were displayed in the Miller room of the Henry Student Center, while soup was served in the ballroom. Several attendees purchased multiple bowls. Of the event’s attendees, Adams said, “We hope that by having a handmade bowl, they’ll keep it out and every day it’ll be a reminder that there are people who don’t have anything to put in that bowl to eat.” According to Adams, the bowls function “as a visual reminder that we should always be willing to help someone who can’t help themselves. ler to d when iht ent. ok staying shner ters the ■tainly >ok to Photos courtesy of Jean Adams & Bridget Giunta 5 �Issue 2 The InkwellQuarterly Volume 10 The In !V ,, October 27. the Manuscript Society ’held ' ’ ’its; annual Halloween Reading in the Kirby On Tuesday, Hall Salon. The Manuscript staff would like to thank those who attended the event. Below are photos taken at the reading. study t ninetee centur Arthw Four an novels, on the C topic c< the crit the ma< of the i to large inferior topic cc of the 1 designe genre w readers novels s provide the rule and the J fantasy i novels, < and exp over die been do �2 7 A’ InkwellQuarterly Issue 2 Volume 10 Continued from page 1. Article by Jeremy Miller. ENG397 students Jeremy Miller, Michael Morrison, and Gabriella Romanelli. Photo cortesy of Jason Klus. Next, the class moved on to study the mass market appeal of late nineteenth- and early twentieth­ century mystery novels such as Sir Arthur Conan Doyle’s The Sign of I'o/tr and other Sherlock Holmes novels, and Agatha Christie’s Murder on the Orient Express. One important topic covered was the tension between the critical and high art functions and the mass market commodity function of the novel, as novels that appealed to large audiences were considered inferior and unintellectual. Another topic covered was the development of the Rules of Fair Play, which were designed as guidelines for the mystery genre with the purpose of giving readers a chance to solve the mystery on their own. The Rules of Fair Play still influence tire mystery genre in novels such as Maggie Sefton’s Knit One, Kill Two, as well as in modern crime shows and movies. They also provided an interesting perspective for studying modern mystery literature and film, as the class examined the ways the rules are followed or broken, and what effect that has on stories and audience reception. Finally, the class looked at fantasy novels including J.R.R. Tolkien’s The Hobbit, J.K. Rowling’s Harry Potter and the Sorcerer’s Stone and Hany Potter and the Deathly Hallows, and Juliet Dark’s The Demon Dover. In discussing the fantasy genre, the class has touched on such topics as discrimination, xenophobia, and bigotry, as well as tire use of novels, especially fantasy, as allegories and vehicles for messages about social injustice. To conclude the semester, tire class hosted an “Ugly Sweater Roundtable” to further develop the discussion and exploration of some of the topics mentioned here, as well as other themes and ideas that have been studied over the course of the semester. Faculty and students attended the discussion to observe the work the students have been doing and furthered the panels discussion with questions and comments. I HI'Iff I Photo courtesy of Marcia K. Farrell. 7 �Issue 2 The Inkwell Quarterly Volume 10 The Ink Sigma Tau Delta Book Drive Update & ThankVou by Sara Pisak ■ , i The collected books are Sigma Tau Delta’s month long book drive culminated with a final count of 2,033 boo 'S. Charities, St. currently being distributed to Wilkes Campus Interfaith, Ruth’s Place House of Hope, nt e Hedwig’s Veterans’ Village and among other local organizations. I would like to persona y t an making this event a success. First to the members of Sigma Tau Delta: Dr. Mischclle Anthony, Advisor Nicole Kutos, Vice President James Jaskolka, Public Relations Christie O’Brien, Treasurer Jason Klus, Secretary Tara Giarratano, Historian Gabriella Romanelli, Ambassador of Good Will Charlie Hanford Also, a thank you to our major contributors, The Kirby Library, The Whitehall Township Public Library, The Weatherly Library, The Wilkes University Community, Holy Name of Jesus Parish and Wilkes Barre City HaU. A sincere thank you to everyone who helped to make this event possible and assisted Sigma Tau Delta in realizing their goal of sharing their love of books with the community. Best, Sara Pisak Sigma Tau Delta President steps * passj �Issue 2 The InkwellQuarterly Issue 2 Volume 10 xted books are L Charities, St. ; everyone for ic Library, The kes Barre City w 1*11* is r. * *. In honor of Banned Book Week, Sigma Tau Delta held a banned book reading from the steps of the Farley Library on Tuesday, September 29 from 12-1 PM. Some of the readings included passages from Stephen Chboksy’s Tbe Perks of Being a Wallflower, F. Scott Fitzgerald’s Bhe Great Gatsby, Walt Whitman’s Leaves of Grass, and Sylvia Plath’s Ariel. •elta in realizing diversity Marketing w All photos courtesy of Gabriella Romanelli/Tara Giarratano. �Issue 2 The InkwellQuarterly Volume 10 Wondering what books the IQ editors have on their holiday wish lists? Check them out below! The Inkwell Qi Sophon by Jeremy Sara Pisak Phe Pale King by David Foster Wallace An unfinished novel published posthumously in 2011, The Pale King was a PuEtzer Prize for Fiction nominee in 2012. . 1 i £ fog f CAT PEOPLE A* 4 r-T-A»-3» Jason Klus Doodlingfor Cat People: 50 Inspiring Doo­ dle Prompts and Creative Exercisesfor Cat Phoi Lovers by Gemma Correll. No explanation necessary. Tara Giarratano Dangerous Lies by Becca Fitzpatrick “A teen is forced to make a fresh start after witnessing a violent crime—but love and danger find her anyway in this novel from Becca Fitzpatrick, the New York Times bestselhng author of the Hush, Elush saga.” F girl ALIVE Nicole Kutos Luckiest Girl Alive by Jessica Knoll “Ani FaNeUi endured a shocking, pubUc humihation that left her desperate to reinvent herself. Now, with a glamorous job, expen­ sive wardrobe, and handsome blue blood fiance, she’s this close to living the perfect Ufe she’s worked so hard to achieve.” JESSICA I»HOLL 10 BECCA FITZMWCK DANGEI ■FT! ’’ Emily Rose Q: Where a Wilkes Unh A: I went tc Holland, Pa looking for because I w do. Q: What ha here? A: The best been my ex RAs have t changed m residents at positive an Q: If you i A: I have a to do!” Q: What ai A: I enjoy: Q: What a: A: I hope I loved ones �ists? Issue 2 rhe InkwellQuarterly Issue 2 Volume 10 Sophomore Snapshots by Jeremy Miller Ryw Gallagher Q. Where are you from, and what brought you to Wilkes University? A. I was drawn to WEkes mostly because of the location. It was just far away enough where I could still drive to and from school and still be far enough away. Q. What has been the best part of your experience here? A: Probably making ah the friends 1 have. Q. If you named a pet after any Eterary character, who would it be and why? A: I’d probably name my pet Dorian after Dorian Gray the Eterary character. Q: What are some of your hobbies? A: J write, draw, work out, cook and more. Q: What are your plans after Wilkes? A: 1 plan to write books when I leave WEkes. I have my own character and stories I’ve made up and I’d Eke to continue with that once I graduate. F Photo courtesy of Ryan Gallagher. ,ose Fmily Rose DeAngelis Q: Where are you from, and what brought you to WEkes University? A: I went to CouncE Rock High School South, in HoEand, Pa. I first heard about WEkes because I was looking for a smaE school with a variety of majors because I was stEl undecided about what I wanted to is. do. Q: What has been the best part of your experience here? A: The best part of my time here at WEkes so far has been my experience as a resident assistant. My feEow RAs have become some of my best friends and have changed my coEege experience for the better. My residents are awesome and I hope that I have had as h: positive ani impact on them as they have had on me. named a pet after any Eterary character, who would it be and why? Q: If you i dog named after LuciEe BaE, so when she does something wrong we say, “Lucy, you have some ‘splanin A: I have a to do!” q. what are some of your hobbies? A-1 enjoy running, going to the gym and working at camp. O What are your plans after WEkes? tudent teach at the Wilkes campus in Mesa, Arizona, then find a teaching job somewhere near my A: I hope to st-----loved ones. TT �Issue 2 The InkwellQuarterly T/jg inkwell Qacirlerlj/_ Desired Se Hamill’s Hunches by Sara Pisak by Thomas A. Hamill Some of the most ’ required reading. A a long lost manusci work authors, who Top Ten Guesses as to Why This Issue Has No Hamill’s Hunches: 10. Dr. Hamill is stuck, nostalgic, on the Tuesday before Thanksgiving Break and has been transfixed by all of its miraculous calendric logics. 9. Dr. Hamill needs—and is desperately awaiting—the season’s first snow and Frost’s reminder (through “The only other sound’s the sweep / Of easy wind and downy flake”) that, especially at this time of the semester, we all have “miles to go before [we] sleep.” 8. Dr. Hamill’s Hunches have been stolen. (Seriously. It could happen. I’m not kidding, says the vague (now first-person) voice of this list. Remember what happened to the Wycliffite Bibles?) 7. Dr. Hamill apparently has a John Wycliffe complex, which has (obviously) affected and re-directed Iris literary production. 6. Dr. Hamill is locked in a bitter contract dispute over what he perceives to be the low rate and frequency, heretofore, of “Best of Hamill’s Hunches” re-issues, said re-issues being what he still insists are “the periodic re-circulation rights and privileges on any longstanding ‘faculty contributor’ to IQ, particularly one who has been, some might suggest, so instrumental in validating the critical and cultural importance of the “Best of” form within IQ’s pages.” 5. Dr. Hamill is still recovering from the Mets’ crushing World Series loss earlier this fall. 4. Dr. Hamill is too focused on grading essays. (Ironically.) 3. Dr. Hamill is too focused on his renovation work in June’s (future) bedroom. (Also ironically.) Grace and June Hamill Holdiay Update: 2. Dr. Hamill has lost the keys to his word-hoard—all thirty-nine sets of them. (We think thirty-three are lost amidst the “organizational structures” of his office, says the still vague, now oddly plural voice of this list). 1. Anne Fr; With Anne another wo important!} great huma some of oi is just one Frank’s on 1. Dr. Hamill never wrote them, and so he’s trying to buy time and space with this sad, last-gasp top-ten-list ripoff shtick (which he will likely not be above re-using in the future, especially if contract negotiations over “Best of re-issue protocols continue to go poorly). Photo courtesy of Thomas A. Hamill. 12 3. J.D. Salinger J.D. Salinger has however, his on in the Rye catape others have trie Salinger’s work Salinger. �Issue 2 The Inkwell Quarterly Volume 10 Issue 2 Desired Sequels by Sara Pisak Some of the most well-known authors have only published one work. These works are classics, which have become required reading. Authors, who have published only one work, have led many readers waiting for and hoping for a long lost manuscript of their favorite author to be discovered. I am counting down the the top top four, four, one one published published work authors, who I would love to experience reading a second work. 4. Anna Sewell Anna Sewell died only five month after her classic work Black Beauty was published. Sewell is not known to have written any other works including poetry or short stories. Considering the emotional, humanitarian and animal rights issues Black Beauty showcases, even a short poetic work composed by Sewell would be an amazing read for the literary community. Simonovich. Jpdate: 3. J.D. Salinger J.D. Salinger has published short works in magazines such as The New Yorker however, his only published novel, The Catcher in the Rye, is a classic. After The Catcher in the Rye catapulted Salinger to fame, he retreated from the public eye and while others have tried to model their coming of age stories, or bildungsroman, after Salinger’s work, nothing beats the original except maybe a long lost manuscript from Salinger. 2. Sylvia Plath While Sylvia Plath has published many works of poetry, she has only graced the literary community with one novel, The BellJar. Plath’s style of writing, character development, relatability and ability to capture the human psyche in The BellJar, illustrates Plath’s ability to successfully combine all of the elements of novels which readers gravitate toward. Although readers have Plath’s poetry to delve into, another novel from Plath would be a gift. 1. Anne Frank: With Anne Frank’s death in March of 1945, the world was robbed of experiencing another wonderfully written and insight work from this great author. More importantly, the world was also robbed of a person who I am sure would have been a great humanitarian and would have offered real-world solutions and vocal opinions to some of our most demanding problems. Anne Frank’s altruistic soul and vocal nature is just one of the many reason why I wish The Diary of a Young Girlwts not Anne Frank’s only work. famill. 13 �Issue 2 The Inkwe/lQuarterly Volume 10 No Goosebumps Here by Mackenzie Egan Jack Black has done a lot of considerably entertaining movies despite dealing with faulty plot lines and the occasional terrible supporting actress. But his recent box office ‘hit’, at least according to Rotten Tomatoes, was actually more of a flop than a masterpiece. Goosebumps, while a delightful children’s book series, turned out to be more of a teeny bop romance than a spooky movie. From the start, the movie based on the series by R.L. Stine hit a few sour notes, for the handful of books I’ve read (I was much more into Fear Street, a similar series by the same author) were nothing Eke what I saw on the big screen a few weeks ago. In the opening scene, the annoying protagonist Zach (Dylan Minnette) is introduced, whining about moving from his childhood home to a new, possibly worse town. While Zach takes out the trash, the love interest Hannah (Odeya Rush) is introduced. What I found annoying was the fact that they were both teenagers. Goosebumps is a series about child protagonists, not teenagers locked in their own melodramatic worlds, and its genre is horror, not romantic comedy. Yet, HoUywood had to find a way to incorporate some sort of angsty romance to try and sell more tickets. Strike one for the movie. Strike two is in R.L. Stine’s character himself. The whole ‘plot’ of the movie is R.L. Stine wrote his books as an angry adolescent looking to get back at childhood buUies. Because he believed in what he wrote, his monsters came to Ufe, locked safely away in leather bound journals. Once the journals became unlocked, however, a whole cast of monsters was unleashed on some poor, unsuspecting town. Optimistically this concept could have sold out, but the script writers L ---- s weren’t flunking when they chose to turn Jack Black’s character into an overzealous, frankly insane, version of R.L. Stine, whose overacting and dramatic pauses did nothing for the movie. ■ u “eS Tth' and Every time a close-up of a character was given my eye nvrtched a bttle; due to the poor Ughttng you could see the makeup caked on everyone’s faces. The only qualrtv film time in the movie was the focus on the monsters which t-ho,.„ .i c n , brought the Goosebumps series such popularity in foe books wn, 7en°UgH °E The <SP°°ky’ twenty minutes away. " ™SSlng 111 the movle> tor everY were vlSlble ventriloquist dummy, Couglf to ^TmT^oTb^ ’^fo^’°f the main antagonist Slappy, foe that poor script writing made it impossible for even Ind- R1 SH°rt °f exPectations- Expectations Tomatoes, the movie as a continuation of the child iv ' n f° Sa Vage> Despite receiving a 73% on Rotten unc y lorior series was largely disappointing. The InkwellQi Spring: by Jason I<1 With prepared for literature and following the dons by a ho Quartlerly (a one for the5 and above ai about the cc offered. Adi Assistant, o 1' 1 1 1 1 I E I If you : to cor editor-i fo �Issue 9 The InkwellQuarterly Issue 2 Volume 10 Spring 2016 Course Offerings by Jason Klus With the spring semester having just about arrived, it is important to make sure that you are registered and prepared for the classes you plan to take. Next semester, the English department will be offering a variety of literature and writing classes, as well as offering ENG 222, Introduction to Digital Humanities, for those majors following the DH track. As is the case each semester, ENG 101 and ENG 120 will be offered in numerous sec­ tions by a host of professors. Addtionally, ENG 190 is offered in three sections for one credit each: one for Inkwell Quartlerly (advised by Dr. Farrell), one for Manuscript Society (advised by Dr. Stanley this coming spring), and one tor the Writing Center or Writing Mentorship (also advised by Dr. Stanley). The courses listed as 200-level and above are listed below. Be sure to check with your academic advisor if you already have not with any questions about the courses, and feel free to contact any professor if you are interested in more information about any course offered. Additional information can be found within Kirby Hall or through Deb Archavage, Kirby Flail Office Assistant, or Dr. Mischelle Anthony, department chair. ENG 202 ENG 203 ENG 222 4 ENG 234 ENG 281 3 cr. MW 11:00-11:50 Dr. Kemmerer 3 cr. T 06:00-08:45 Bill Black 3 cr. TR 01:00-02:15 Dr. Stanley .3 cr. MWF 09:00-09:50 Dr. Farrell 3 cr. TR 09:30-10:45 Dr. Anthony 3 cr. MWF 01:00-01:50 Dr. I lamill 3 cr. MW 10:00-10:50 Dr. Anthony ENG 342 I listory of the English Language (WGS designated) Studies in 18th Century Literature (WGS designated) Studies in Shakespeare 3 cr. MWF 02:00-02:50 Dr. Hamill ENG 392 Senior Projects 1 cr. not applicable Dr. Anthony ENG 324 ENG 334 )wn. irn Jack auses Technical Writing (Writing Intensive) Creative Writing (Writing Intensive & WGS designated) Introduction to Digital I luma nities Survey of English Literature 11 (WGS designated) Survey of American Literature I my eye ty film tor that sible the >ns If you are interested in joining The InkwellQuartlerly staff this upcoming spring, feel free to contact our faculty advisor, Dr. Marcia Farrell (marcia.farrell@wilkes.edu), or our editor-in-chief, Tara Giarratano (tara.giarratano@wilkes.edu). We are currently looking for staff writers, copy editors, and layout staff. Feel free to contact us with any questions! 15 �7 'be lubii’e// O/mrter/y Harry Potter Crossword Issue 2 Volume 10 by Tara Giarratano Down Across 3. The Weasley family’s car is this Ford model 5. First name of the brilliant auror and reluctant niece of Narcissa Malfoy and Bellatrix I.estrange 7. I larry’s wand is fashioned from this wood 8. Dumbledorc’s Phoenix 11. Wizarding bank in Diagon /Alley 13. An archaic 1 logwart’s term for any student whose sorting takes longer than five minutes 16. Hermione hates this school subject 19. Victor Krum faces this dragon in the first task of the 1 ri-\X izard lournament 21. 1 larry teaches his peers this spell, which renders its victim unconscious, in Order of the Phoenix 22. I logsmeade sweet shop 24. Dolores I'mbndge’s middle name 25. Ins in this Ministry of Magic department that I larrv and his friends face the Death 1'inters in Order of the Phoenix 26. Molly Weasley hails from this Muggle loving pure blood family 27. Vicious little water demons who inhabit the Black 1 .ake I . The “unbeatable” wand which \ oldemorr desperately | seeks in Deathly I (allows is fashioned from this wood 2. A wizard who can transform into an animal 4. This magical race claims credit for making the sword of Gryffindor 6. ('.hasers pursue this ball in Quidditch 9. This bus delivers I larrv to the l.eakv Cauldron follow­ ing his hurried departure from Privet Drive in Prisoner oj Irf.iiban K), Ron excels at this magical board game 12. I lufflepuff I louse ghost 14. This frt>thv drink is served ar the Three Broomsticks I 5. Ghosdy j Iistorv ()f pn>fcssor At I logouts 17. | lermione first concocts this mischief-enabling potion in Chamber of \ecrets 18. Also in (hamber of Secrets^ Nearlv I leadless Nick in vires the trio to a party in celebration of his... 20. 1 he Black family home is located at this number on Grimmauld Place 23. I lermiones Patronus takes this form io � 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 2015 (Volume 10, 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 2015 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/3afafbbe66c001e8a12a652fa80f089d.pdf 5291997014c03beecac0e318b22a1426 PDF Text Text Issue 11.1: Fall 2016 I ! I,. II I , / /’jJ; 'hl I KiJi l Jj NKWElplffl Comparing Samhain and Halloween by Mackenzie Egan Pumpkins, ghosts, and goblins! Halloween, October 31 st, is approaching, following the sudden drop in temperature and the changing of the leaves, grass, and other outside plants. In popular culture today, Halloween is the time to dress up and hang out with friends, consume thousands of pounds of candy and other sweet snacks, and scare the daylights out of each other. A couple hundred years ago, however, this wasn’t the case. Historically, Halloween, derived from All Hollows Eve, is actually the night before All Saints Day, a holiday celebrating the saints and martyrs of the Christian faith. November 2nd, All Souls Day, celebrates the dead and the memory left behind. All three can be seen as religious, but none of them reflect Samhain, the Pagan holiday from which Halloween gets its roots. Samhain began in Europe as a Celtic holiday that celebrated the dead and marked the harvest and the end of summer. Holiday by name, Samhain was a religious event where ceremonies took place anywhere between October 31st and November 6th, and ranged from simple feasts to rituals of sacrifice in honor of deities. Samhain also marks the beginning of the spiritual new year for Pagans, and thus was held in high regard as a major holiday: the one night Pagans believed the bridge between the world of the living and the world of the dead was weakest. Much of what the Pagans did and still do in some parts of the world to celebrate Samhain is to ward off evil spirits while celebrating the spirits of loved ones. Samhain was also one of the names the Pagans had for their god of the dead, much of pop-culture Halloween today is derived from the fact that Samhain dealt with death and the dead, not the harvest. Some of what pop-culture has derived from Samhain, in order to form the Halloween we know today, includes jack-o-lanterns. A jack-o-lantern’s place in the Samhain ritual was to guide home the spirits of the dead by being a light in the darkness of night, as well as keeping away the bad supernatural forces lurking. Commonly made out of turnips or sugar beets, it wasn’t until the New World came in contact with Ireland that the vegetable of choice for jack-olanterns became the pumpkin. Another thing pop-culture has taken from the practice of Samhain is the Halloween costume, which can range from simple to gorey. Practitioners of Samhain believed that dressing, mainly as ghosts, goblins, or other spooky beings, would keep people anonymous from the spirits walking the earth on Samhain. Masks and elaborate outfits, not unlike today, were made solely for the celebration, and were often times gruesome to look at. Today, while many costumes are taken to the side Story Continued on page 4 In this Issue: Faculty Update: Dr Sean Kelly English Department Picnic Manuscript Update Writing Center Hours Another November, Another NaNAWriMo Ask the Editorial Staff Contemporary Author Update Call for Student Application Letters Freshman Faces ENG 398: Horror and Science Fiction Literature Sigma Tau Delta Updates Tenth Anniversary of Vampire Academy Theatre Updates Halloween Game �The Inkwell Quarterly MANUSCRIPT UPDATE The Wilkes University Manuscript Society is now accepting submis­ sions for its 2016-17 edition. The deadline for fall submissions is Friday, November 11th by mid­ night. Submit your written or visual pieces to magazine@wilkes. edu. In addition, the Manuscript Society will be hosting its annual Halloween Reading on Wednesday, October 26th at 6 p.m. in the Kirby salon; costumes are encouraged. Any additional questions can be sent to the Manuscript Executive Editor, Elyse Guziewicz, at: elyse.guziewicz@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. Our Fall 2016 schedule is: Monday: 8:00 a.m.-4:00 p.m. Tuesday: 8:00 a.m.- 5:00 p.m. Wednesday: 9:00 a.m.-5:00 p.m. Thursday: 8:00 a.m.-2:00 p.m., 4:00 p.m.-5 p.m. Friday: 8:00 a.m.- 2:00 p.m. The Online Writing Center is available at: http://wilkes.edu/ pages766.asp For more information, contact: Dr. Chad Stanley 2 Faculty Update by Dr. Sean Kelly On my sabbatical, I worked on several writing projects, including revisions for my article “Staging Nothing: The Figure of Das Ding in Poe’s ‘The Raven’” for The Edgar Allan Poe Review (to be published this fall), a review of Kevin Hayes’s book The Annotated Dr. Kelly’s home office—the location of his work through the Poe(2015)for The winter and spring. | Photo Credit: Dr. Kelly Edgar Allan Poe Review (Spring 2015), and a new article on Walt Whitman’s poem Reconciliation that was published in The Explicator in August. Much of my time was spent conducting research for a new project that considers how Jacques Lacan’s theories of discourse and sexuation can shed new light on Nathaniel Hawthorne’s tale “The Birth-mark.” To this end, I read several works (by Elizabeth Wright, Joan Copjec, Paul Verhaeghe, and Tim Dean) that examine the implications of Lacan’s theory of sexuation on traditional theories of gender. I hope to have a version of this piece accepted by the joint Edgar Allan Poe Society and Nathaniel Hawthorne Society conference to be held in Kyoto, Japan in 2018. I especially enjoyed the sabbatical because it afforded me the opportunity to think and read broadly in a way that is sometimes difficult to do in the midst of the typical semester of course prep and grading. English Department Picnic On Wednesday, October 5th, the English Department held their annual fall picnic on the Kirby Lawn. Anot byMadel Every Novel writers parti challenge to novel. Natio is described pants appro; (nanowrimc November 1 PM on Nove work to the ’ the task wen the thirty-dc write approx day. As a fell participant i was surprise learned aboi challenge. H writing expe sole attempt: handwritten Asktl If You G I WOllld i from L. j Story Girl < van der i Wind c Dr. Hamill and his daughter June enjoy having their photo taken at the picnic as Dr. Hamill avoids doing his usual “Hamill’s Hunches” article. | Photo Credit: Tara Giarratano If I haa character I be Henn always h character badass, am to t -( �Issue 11.1: Fall 2016 Another November, Another NaNaWriMo by Madeline Powell J i the » n ent rthornes right, 3ns of tve a athaniel cially id read :al erNovember thousands of Writers participate in a month-long c ''allenge to produce a 50,000-word noyel. National Novel Writing Month is described as a “fun, seat-of-yourpants approach to creative writing” (nanowrimo.org). Writers begin November 1st and have until 11:59 PM on November 30th to submit their work to the NaNoWriMo website. If the task were spread out evenly over the thirty-day period, one would write approximately 1,666 words per day. As a fellow extreme to moderate participant in procrastination, I was surprised I had only recently learned about the NaNoWriMo challenge. However, my own novel­ writing experience is limited, as my sole attempts have been a two-page, handwritten story about kittens riddled with improper apostrophe usage and my later attempt in 2002 to construct a story about estranged twins, which was quickly foiled when my piano teacher addressed the fact that I had merely plagiarized the 1998 film version of The Parent Trap. The NaNoWriMo culture encourages anyone to share his or her story via the novel-writing challenge. To begin, one must create a profile on the NaNoWriMo site, which allows participants to connect with other writers, and possibly purchase some merchandise if he or she is feeling particularly prideful. Their website also offers writers access to support throughout the month on provided forums, which have a wide range of specific places for writers to discuss their experiences. Some of the best forums I discovered were “NaNoWriMo Ate My Soul,” which is described as “the premier support group for novelists in distress,” and “This is Going Better Than I’d Hoped,” labeled as “unexpected success stories from the frantic novel-writing front.” “Shout Outs” is the designated place for writers to share their victories and express gratitude to others. In addition, there are a variety of other forums that cater to specific genres, age groups, and communities, as well as a spot to pick up others abandoned plots. Writers can collect participation and writing badges for their achievements during the month. On November 20th, NaNoWriMo writers will be able to begin uploading their completed works to win. Ask the Editorial Staff: If You Could Be a Literary Character, Who Would You Be? I would be either Sara Stanley from L. M. Montgomerys The Story Girl or Nonnie from Laurens van der Posts A Story Like the Wind and A Far Off Place. If I could be any literary character I would be Hermione Granger, because I’ve already got her frizzy hair covered! -Tara Giarratano -Dr. Farrell IfI had to choose a literary character to be, it would probably be Hermione Granger. She has always been one of my favorite characters because she is a total badass, and ifI were her I’d be able to go to Hogwarts! Although 1 don’t agree with everything she does and I wouldn’t wanted to be in her position most of the time, it would be cool to be Lisbeth Salanderfrom The Girl with the Dragon Tattoo because she’s pretty awesome and I’ve always secretly wanted to learn how to hack computers. -Nicole Kutos -Grace Graham 3 �The Inkwell Quarterly Contemporary Author Update Freshm by Grace Graham by Erin Micha Fantasy fans will love the newest release of HarperCollins, Three Dark Crowns by Kendare Blake, which hit the shelves late September. The novel follows three sisters, born with incredible powers, who must battle to the death in order to win the throne and become queen. Those who have read Anna Dressed in Blood, another of the authors books and a Cybils Awards finalist, will relish a similarly inventive and dark storyline. Bruce Springsteen has released his much anticipated Born to Run autobiography through publisher Simon & Schuster. After performing with the E Street Band at the Super Bowl’s halftime show in 2009, Springsteen was inspired to write about the exhilarating experience, which subsequently led him to delve into the rest of his life. According to Simon & Schuster, “Bruce Springsteens autobiography is written with the lyricism of a singular songwriter and the wisdom of a man who has thought deeply about his experiences.” The winner of the 2016 Press 53 award for Short Fiction goes to Dennis McFadden, author of Jimtown Road: A Novel in Stories. Born in a small town in western Pennsylvania, McFadden is a graduate of Allegheny College and has had stories appear in dozens of publications, including Alfred Hitchcock Mystery Magazine, New England Review, and The Best American Mystery Stories. The newest installment in the Ryder Creed series from Penguin Publishing, Reckless Creed, has received praise and acclaim from countless critics. Written by New York Times best-selling author Alex Kava, this thriller will keep mystery fans on the edge of their seats. The fast paced plot uncovers the link between seemingly ominous and unrelated deaths and phenomenon, with the help of K-9 search and rescue dogs. The book follows protagonist Ryder Creed after his adventures in Breaking Creed and Silent Creed. Call for Student Application Letters: The Patricia Boyle Heaman and Robert J. Heaman Scholarship by Elissa McPherson The Patricia Boyle Heaman and Robert J. Heaman Scholarship is a scholarship that is awarded annually to a junior or senior student majoring in English with a literature concentration. The recipient of this supplementary award is selected by a committee of English faculty members based on demonstrated excellence in English studies, potential for advanced study in English, scholarship, and financial need. Preference will be given to students from the Wyoming Valley To apply, please forward your application letter electronically to Dr. Larry Kuhar at Lawrence Kuhar@Wilkes edu bv November 11 2016 In your application letter you should include academic accomplishments and any other information that you would like the committee to review. The decision will be announced by the end of the semest Comparing Samhain and Halloween Story Continued from Page 1 of the grotesque, dressing up is more a staple for the American Halloween celebration, and not a ritualistic endeavor. 4 Halloween has its similarities with the ritualistic celebration of Samhain, but of the two, Halloween is relatively new and revolves around culture and not religion. As the nights grow colder, it is important to remember the religious toots of one of Americas most consumerized holidays, if only to hold onto a piece of world history. H'S CI > V'£ □ T -I 'I :s.ioAvsuy aiuug uasMOjjv’H �Issue 11.1: Fall 2016 Freshman Faces by Erin Michael ng Emily Banks Q: Where are you from? A: Taylor, Pennsylvania. ler hing, Q: How did you find Wilkes? A: I found out about Wilkes when I received a letter in the mail about an upcoming open house. a s. celling 1 their s the and n, ?scue st Ln . ’’ y ■' r. . -V Q: What made you decide to decide to be an English major? A: I chose to major in English because I want to be a lawyer and I feel it will help me with the analytical writing skills I need. Q: What is yourfavorite book? A: My favorite books is probably The Picture of Dorian Gray. My teacher really analyzed this book and made sure we understood every little detail. I also really enjoyed the plot. Q: Where is yourfavorite place to read? A: My favorite place to read is in my bed, under a fuzzy blanket, in complete silence. Kendra Mase ed by study ion Q: Where are you from? A: Palmyra, Pennsylvania Q: How did you find Wilkes? A: After looking at a few other universities for English and creative writing I found Wilkes. The gorgeous older buildings won me over. Q: What made you decide to be an English Major? A: I decided to become an English Major since I fell in love with reading, and there was no turning back. I hope to write as well in the future, so while creating great stories of my own, getting a degree in something I enjoy sounded like the right route for me. gious hold Q: What is yourfavorite book? A: One of my favorite books has to be The Saint by Tiffany Reisz. Q: Where is your favorite place to read? A: My favorite place to read is wrapped in a blanket--preferably for as long as it takes me to finish a really good book. 5 �The Inkwell Quarterly ENG 398: Horror and Science Fiction Literature by Mackenzie by Michael Morrison Dr Stanleys Horror and Sci-fi literature class is every bit as interesting as it sounds. The class syllabus divides the semester evenly between the horror section and the sci-fi section, spending the first 7 weeks on a few short stories and several recently published horror novels, including Joe Hills Horns, a love-story/tragedy/horror novel which incorporates elements from several different genres and movements (e.g. Gothic fiction, fantasy fiction, religious fiction); John Langans The Fisherman, which follows the haunting story of two men that come together through shared loss and shared interest, and subsequently encounter an otherworldly force that uses both loss and interest against them; and Adam Nevill’s Last Days, which tells the story of a filmmaker and his cameraman who, in telling their own story through a documentary, become involved in a supernatural horror of their own. So far, class discussion topics covered a range of topics related to the content, forms, and evolution of horror as a sub-genre of literature. Some of these topics included the effect of the Cold War and 9/11, fear of change in terms of technological development, religious allusions, and the history of the cult. manner, will be closely related to that of the horror subgenre. Assigned novels include Fail-Safe by Eugene Burdick and Harvey Wheeler, Ender’s Game by Orson Scott Card, and Do Androids Dream of Electric Sheep? by Philip K. Dick. Although the Sci-Fi section of the class has not begun yet, the second semester will likely consist of several of the same themes from the horror subgenre. The plot of Fail-Safe, for example, revolves around the fear and potential manifestation of nuclear war, which class discussion traced back to Americans’ emotions during the Cold War. The second half of the semester will be spent on the Sci-fi subgenre, which, if class discussion continues in a similar Sigma Tau Delta Updates INKWELL STAFF Editor-in-Chief: Tara Giarratano Managing Editor: Grace Graham Copy-Editor: Michael Morrison Layout Editor: Nicole Kutos Faculty Advisor: Dr. Marcia Farrell Staff Writers: Tara Giarratano, Grace Graham, Elissa McPherson, Erin Michael, Michael Morrison, Madeline Powell If you’re interested in joining Inkwell, please email Grace at grace.graham@wilkes.edu for more information! Tenth J by Nicole Kutos Sigma Tau Delta held their first meeting of the semester in September to plan for upcoming events. At the meeting, officers were nominated; they are as followed: Nicole Kutos, President, Andrea Circelli, Vice President, Christie O’Brien, Treasurer, Dian McKinney, Secretary, Tara Giarrantano, Fall Semester Historian, Erin Michael, Spring Semester Historian, and Michael Morrison, Ambassador of Goodwill. On September 27th, Sigma Tau Deltaleading held a reading ---------from for __ T .1 b I I t jigl. |JJJ JI- t ■ To celebrate the i for the release da Vampire Academ releasing a sped; edition this Nov; year early, Mead move to keep int vampiric series a reader interest in adaptation possil Vampire Acaden. published in 200 lives of Moroi (tl princess Lissa Dj friend - and sooi life - Rose Hatha the all vampire-c St. Vladimirs. Tl the two on the rt sworn to protect having left the sc due to threats m; Rose, a half-hurr little impulse cor preservation, has from both Strigo Theatr Submitted b Be sure to catch University Theat lembers of Sigma Tau Delta pose for a photo at the end ot the event. Top row: Erin Michael, Christopher Santos, Michael Morrison, Christie O’Brien, Andrea Circelli. ott°m r°w: Mary Cordisco, unnamed guest, Kendra ase, Nicole Kutos, Tara Giarratano, Dr. Anthony. | Ph°t0 Nlcole Kutos working on organizing^ crmTm1 °f Banned Book Week. The chapter is currently working on organizing 8 a commmumty service event for the foil semester. Little Shop of Ho Nov. 11, 12,18, ! Nov. 13, 20 at 2 ] You're a Good M Feb. 17, 18, 24, Feb. 19, 26 at 2 We Shot JFK: April 6, 7, 8 at April 9 at 2 p.n �Issue 11.1: Fall 2016 Tenth Anniversary Edition of Vampire Academy by Mackenzie Egan To celebrate the upcoming anniversary for the release date of her novel, Vampire Academy, Richelle Mead is releasing a special tenth anniversary edition this November. While it is a year early, Mead’s making the right move to keep interest in her beloved vampiric series alive and to spark new reader interest in lieu of a second movie adaptation possibly in the works. Vampire Academy was originally published in 2007 and follows the lives of Moroi (the good vampires) princess Lissa Dragomir and her best friend - and soon to be protector for life - Rose Hathaway as they navigate the all vampire-dhampir private school St. Vladimir’s. The novel begins with the two on the run from the people sworn to protect and teach them, having left the school two years prior due to threats made on Lissa’s life. Rose, a half-human half-vampire with little impulse control and no self­ preservation, has been protecting Lissa from both Strigoi (the bad vampires) and Moroi alike up until this point. Upon returning to St. Vladimirs, her ability to protect Lissa is thrown into question and Rose is put on probation. Enter Dmitri, Lissa’s present guardian and Rose’s new instructor. That should have been the end of it, right? Wrong. The rest of the novel follows Rose and Lissa as they learn to re-navigate the school they ran from and battle together for both Rose’s right to protect Lissa and to love whom she wishes. Vampire Academy is the first in a six book series, and has been adapted into a movie that did okay, but not fantastic, in the box office. Mead’s tenth anniversary edition takes a closer look at the series’ key players, from the mysterious and tragic past of Christian Ozera, the man who Lissa comes to marry, to the very first encounter between Rose and Dimitri. Lissa’s private thoughts and a mischievous scavenger hunt also add to the bonus content that takes the original novel, at 79,000 words, and doubles the length. Mead posted on her blog that the stories were prequels, only delving into the characters of the Vampire Academy series. Not a spin-off nor a bridge between VA and it’s spin-off series Bloodlines, the stories are meant to add substance to already amazing characters and give insight as to how the world Mead created works. Anyone interested in preordering the book before the release date, November 29th, 2016, can do so on Richelle Mead’s website, richellemead. com, or through sites like Amazon and Google Play. The book will also be available at major retailers - Wal-Mart, Target, etc. - and small book stores. Autographed copies are available through Mead’s website and U Books, an indie book retailer that has worked with Mead to mass-distribute her work for years. More information about the sale and distribution is posted on Richelle Mead’s blog, which can be accessed through her website. Theatre Updates Submitted by Nicole Kutos Be sure to catch a show by the Wilkes University Theatre this season! Little Shop of Horrors: Nov. 11,12, 18,19 at 8 p.m. Nov. 13, 20 at 2 p.m. You’re a Good Man, Charlie Brown: Feb. 17, 18, 24, 25 at 8 p.m. Feb. 19, 26 at 2 p.m. We Shot JFK: April 6, 7, 8 at 8 p.m. April 9 at 2 p.m. Photos of this season’s various show posters. | Photo Credit: Wilkes University Website 7 �The Inkwell Quarterly HALLOWEEN GAME rs to their Halloween picture! Match the Inkwell staff members and the English Department faculty mem ei Answers on page 4. GO A. Tara Giarratano LU O B. Madeline Powell Nicole Kutos o C. D. Dr. Anthony X O E. Dr. Farrell 8 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title 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 2016 (Volume 11, 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 2016 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/d77deca2294d99c2c39527e6e7da6740.pdf 58a4966ca61c26c357b6ccb4a04175ba PDF Text Text Issue 11.2: Fall 2016 Fantastic Beasts and a Little More by Mackenzie Egan I m not one for book to movie adaptations, especially not when it comes to books like the Harry Potter series where the focus is on the commodification and franchising of a series that most of my generation grew up with. That being said, when I went to go see Fantastic Beasts and Where to Find Them, I was not disappointed. From sticking to the characters to generating discussion on the series it creates, the movie did everything its creators promised it would and more. Fantastic Beasts follows the adventures of Newt Scamander and other characters throughout New York City in 1926. Character development was not lost, even though the film relieved heavily on cinematographic work and special effects. Newt, the Goldstein sisters, Porpentina and Queenie, and a muggle, or now coined ‘NoMaj,’ are each given proper room to portray their own character ----- traits without falling into the trap of a film full of special effects. Other characters, including one that is briefly touched upon in Harry Potter and the Deathly Hallows, are also given the chance to exhibit crucial traits that will hopefully carry through into the other movies. The effects, which are needed to understand the beasts throughout the movie, were well done and did not overcompensate, or overshadow, the film’s plot. Said plot also allows for discussion about the next four installments in the franchise, and on the Ilvermony, which has it’s own sorting quiz on the Pottermore website. Discussion generated by the movies release date include conversation over what the other four movies in the quintology (yes, four more movies!) will be about, as well as whether or not the mobile game will be any good. Fantastic Beasts allows for more commodification of the wizarding world that J.K. Rowling created nearly twenty years ago. Commodification has been a big issue when it comes to the Harry Potter series, as well as the companions including the Fantastic Beasts book and movie. Franchising, as well as the publication of more companions than necessary has created the issue with the commodification of the wizarding world that Fantastic Beasts buys into. What surprised me more than the extensive plot and character development or the fantastic special effects and cinematography was Story Continued on page 2 In this Issue: Faculty Update: Dr. Anthony, Dr. Farrell, Dr. Kelly, and Dr. Stanley Manuscript Update Writing Center Hours Faculty Updates A Wizarding World of Your Own Ask the Editorial Staff Contemporary Author Update Spring 2017 Upper-Level Class Listings January Book Releases to Get You Through Break Sigma Tau Delta Update Thank You Tara! Senior Capstones Review: Harry Potter and The Cursed Child Harry Potter Trivia �The Inkwell Quarterly A Wiza Faculty Updates MANUSCRIPT UPDATE The Wilkes University Manuscript Society is now accepting submissions for its 2016-17 edition. The deadline for fall submissions was Friday, November 11th by midnight, but submissions are always welcome. Submit your written or visual pieces to magazine@wilkes.edu. Any additional questions can be sent to the Manuscript Executive Editor, Elyse Guziewicz, at: elyse.guziewicz@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. Our Fall 2016 schedule is: Monday: 8:00 a.m.-4:00 p.m. Tuesday: 8:00 a.m.- 5:00 p.m. Wednesday: 9:00 a.m.-5:00 p.m. Thursday: 8:00 a.m.-2:00 p.m., 4:00 p.m.-5 p.m. Friday: 8:00 a.m.- 2:00 p.m. The Online Writing Center is available at: http://wilkes.edu/ pages766.asp For more information, contact: Dr. Chad Stanley 2 by Kendra M Submitted by Mackenzie Egan Dr. Mischelle Anthony has been accepted into the Corlan Conference, an honor only given to eight poets who meet with an editor from a major poetry press and offer guidance on poetry. The pieces Dr. Anthony will be going over are from her manuscriptt “Barbed Wire.” The conference will last from January 27th-31st; Dr. Anthony will be working with Barrow Street Press. She also has a poem placed in the After Happy Hour Review, 2017, titled “Simulacrum.” Dr. Marcia Farrell was solicited earlier this semester by the James Joyce Quarterly, to review two books for upcoming issues of the journal. Dr. Farrell reviewed both Elizabeth Switaj’s James Joyces Teaching Life and Methods: Language and Pedagogy in Portrait of the Artist as a Young Man, Ulysses, and Finnegans Wake and Jean Kane’s Conspicuous Bodies: Provincial Belief and the Making ofJoyce and Rushdie. Dr. Farrell has also been actively following Andre Gower and Ryan Lambert, both former child stars from the movie Monster Squad; recently Lambert and Gower spent the last twenty minutes of their fifth Squadcast (available on ryanandandre.com) discussing Dr. Farrell’s question about authorial interference with specific reference to the J.K. Rowling/Harry Potter phenomenon. Dr. Sean Kelly will be presenting 5a paper the Other [ , entitled “Integrating „ of the Law: Aeschylus’s The Oresteia” next spring, at the Northeast Modern Language Association convention that will be held in Baltimore, Maryland, from March 23rd-26th. The NeMLA is an organization with a focus for scholars in what can be deemed modern languages, such as English, French, and Spanish, and has more than two thousand members. Awards and fellowships are awarded during the convention and includes everything from caucuses to film screenings. Dr. Chad Stanley has his hands full with a multitude of projects stemming from visual art to the written word. He is currently working on visual art involving English course work and literary pieces, as well as portraits involving canines and not literature at all. As for writing, Dr. Stanley is working on articles about both Shakespeare’s Othello and William Inge’s Picnic. Fantastic Beasts and More Despite the obvious re­ commodification of the world One of the most site includes the With these, one i which one of the they would be pl the sorting hat. 1 themselves or fo: family to see if tl Ask the What is Yo Mine is 5 b captures the ai of be -Di Story Continued from Page 1 the fact that Fantastic Beasts allows room for viewers who do have any knowledge of the wizarding world of the franchise that is the Harry Potter series. Because of the heavy characterization and focus on plot, viewers who did not read or watch Harry Potter cannot get lost within the film. Even after the bo Harry Potter enc with stories, play forms and humo the fans that will who lived die. O websites that kee world up and rui run by the autho It is a fanbase of and an explorati< anyone can take character once a: in and out of the in the pages of tl Rowling’s created, Fantastic Beasts did not disappoint. I highly recommend going to see the movie, whether or not you’re a fan of the initial world Rowling created within the Harry Potter series. With the introduction of new characters, and room allowed for characterization within the film, Fantastic Beasts does not disappoint Harry Potter fans, whether old or new. HP 6, where ‘ flirt and -Tara �Issue 11.2: Fall 2016 A Wizarding World of Your Own by Kendra Mase ion about oecific /Harry’ iting a he Other Oresteia” t Modern mtion that Maryland, NeMLA :us for med English, is more s. Awards 1 during the erything nings. nds full ; stemming n word, visual art ark and rtraits iterature mley tboth Villiam Even after the books of the famous Harry Potter end, the story never ends with stories, play's and musicals of all forms and humors to last alongside the fans that will never let the boy who lived die. One of the more known websites that keeps the wizarding world up and running is Pottermore, run ‘by the author herself, J.K. Rowling, It is a fanbase of new bonus stories, and an exploration of the old so that anyone can take the place of the main character once and for all as they travel in and out of the world once held only in the pages of the series. __ .1,as a together L. in the wizarding school Gryffindor, Slytherin, Hufflepuff, or Ravenclaw, One of the most hyped features of the site includes the well-known quizzes. With these, one can find out exactly which one of the four Hogwarts houses they would be placed in through the sorting hat. Any fan can see for themselves or force upon friends and family to see if they would all still be As well as this new information taken by storm, big traffic was recently given to Pottermore when finding one’s spirit animal became something that can actually happen. Users then often post it to social media. Through the new Patronus quiz, one can be matched with a selection of possibilities ranging Not only that, but recently in anticipation of the upcoming film and screenplay, Fantastic Beasts and Where to Find Them, which takes place in the wizarding world of 1920s New York, new quizzes have been released onto the site causing many fans of all ages to go into a frenzy. This includes the newly introduced American wizarding school and its houses once can be placed into: Ilvermorny. from the smallest of mice to majestic birds. Some coming out with more interesting selections to share with friends than others, Rowling s playing shared her own Patronus as a heron. Bringing together those who surrounded the novels with such pride to begin with is one of the large goals of Pottermore. This succeeds each time the world gets excited for every new bit of magic released. Though Pottermore is an ingenious addition to the world of Harry Potter at the hands of J.K. Rowling, the excitement of simple things such as a movie marathon or a personality quiz continues to show that the power of the fantasy world is in the hands of the readers in reality. Readers who have opened the books from the first page years ago with the same wonder shall never let them close. Ask the Editorial Staff: What is Your Favorite Harry Potter Book? Mine is 5 because I think it captures the angst and frustration of beingfifteen. I’m gonna have to say 5 because I just really enjoy Hogwarts vs Dolores Umbridge. -Dr. Farrell -Michael Morrison 1 is my favorite, just because that’s where it all started and it’s what got me hooked in the first place. -Grace Graham : Beasts did ommend ether or il world : Harry □duction m allowed the film, isappoint old or new. HP 6, where “teenagers fight and flirt and fall in love”:) -Tara Giarratano Order of the Phoenix is myfavorite because I think that’s where the series really begins to take a much darker turn. -Nicole Katos 3 �The Inkwell Quarterly Contemporary Author Update Januar by Mackenzie by Grace Graham HarperCollins has recently released a brand new heroic dog adventure from #1 New York Times best-selling author Jennifer Li Shotz, who is well known for her novel Max. In her latest novel, titled Hero, a retired search and rescue dog is unprepared for a new addition in the family as a stray puppy is welcomed into his life. After a series of dangerous events, it is up to Hero to use his search and rescue skills in order to save his new friend from trouble and bring him home. According to the publisher, “Get ready for a canine adventure full of danger, loyalty, and the unbreakable bond between a boy and his best friend.” Anna Kendrick has been working with Simon & Schuster to release her highly anticipated collection of autobiographical essays, Scrappy Little Nobody. The collection recounts Anna’s tumultuous journey on her way to and from the heart of pop culture up until her more recent roles in Pitch Perfect, Up in the Air, and Into the Woods, which earned her an Academy Award nomination. In Scrappy Little Nobody, Anna invites readers “inside her brain” in order to share her extraordinary and at times charmingly ordinary stories with candor, wit, and “winningly wry observations.” au.oi mat uiwk luawu u «»aTZ Mystery fans will love the new thriller from New York Times best-selling author of Secret Sisters Jaynne Ann Krentz. Her latest novel, When All The ANNA KENDRICK 4 1 scrappy ANN little nobody ’ HAVE GONE Girls Have Gone delivers a thrilling tale of deception and suspense as the reader follows the journey of Charlotte Sawyer, who upon delivering the news that one of her closest friends has died, discovers that her stepsister has gone missing. The publisher describes the novel as “Beautiful, brilliant-and reckless” as Jaynne Ann Krentz pushes the boundaries of love and loyalty to a whole new level. Spring 2017 Upper-Level Class Listings Course ENG 202A: Technical Writing ENG 203A: Creative Writing/WGS ENG 234A: Survey of English Lit. II/WGS/Honors ENG 281 A: American Lit. I/WGS ENG 298A: T: Visual Literacy/DH ENG 303A: Adv. Workshop in Fiction ENG 308A: Rhet. Analysis/Nonfiction Prose Writing ENG 324A: History of English Language/DH ENG 358A: Contemporary Fiction ENG 392A: Senior Projects ENG 396A: Charlotte Bronte: Radical Revoluntionary ENG 397A: S: Charlotte Bronte/WGS ENG 497A: S: Charlotte Bronte/WGS Days/Time Instructor Room CRN MWF MWF TR MWF MW T TR MWF TR TBA TBA TR TR Dr. Kemmerer Dr. Anthony Dr. Davis Dr. Kelly Dr. Stanley Bill Black Dr. Kuhar Dr. Hamill Dr. Kuhar TBA Dr. Davis Dr. Davis Dr. Davis BREIS 208 KIRBY 108 KIRBY 108 KIRBY 103 KIRBY 108 KIRBY 103 KIRBY 103 KIRBY 305 KIRBY 103 TBA TBA KIRBBY 108 KIRBY 108 10177 10178 10180 10181 11093 10182 10183 10184 10185 10188 11397 10186 10187 1100-1150 1000-1050 0930-1045 0900-0950 0100-0215 0600-0845 0100-0215 0100-0150 0930-1045 0230-345 0230-0345 N 4 3'Z 9'9 O S 9 T 9'£ V'Z Q'l :SWAWUV SIAUJ. WUO<I In January, while t is trying to lose th pounds or hold or resolutions, the nc its toes for a born! to begin. Starting other things, the li an influx of new n ten are, at least in the most interestii for this January. 10) Cassandra Cl the second novel Dark Artifices, tit Characters Emm face off between 1 faeries, torn betw what they believe their control. The estimated is May wi 11 come in at al 9) The House off Taylor will receh enovel form this Garden of Thom: she runs her owr help of her degre and botany. Livii the Houses, thou work dangerous, of her brother, oi into protect her. hidden in a worl political Houses much as rule, th< without a page n strong fan base. 8) Sarah J. Maas popular Throne < year. The sixth a as of right now, i September of 20 have a title, then speculation over Maas concludes �Issue 11.2: Fall 2016 January Book Releases to Get You Through Break by Mackenzie Egan z RLS __ ae otte ews as bes d shes to a N 77 78 80 .81 )93 L82 183 184 185 188 597 186 187 I In January, while the rest of the world is trying to lose those last few holiday pounds or hold on to decisive new year’s resolutions, the novel world stands on its toes for a bombardment of new series to begin. Starting this January, among other things, the literary world will see an influx of new novels. The following ten are, at least in my opinion, are among the most interesting new releases dated for this January. 10) Cassandra Clare will be releasing the second novel in her new series, The Dark Artifices, titled Lord of Shadows. Characters Emma, Julian, and Mark, face off between the Clave and the faeries, torn between the desires of what they believe and forces out of their control. The publication date estimated is May 23rd, and the novel will come in at about 608 pages. first series, Throne of Glass became a hit overnight as it follows Celaena Sardothien through a world of magic that is entirely Maas’ own. Readers will just have to see what happens to Celaena this September! 7) The Girl Before is a psychological thriller by JP Delaney set to hit the shelves in January 2017 at 400 pages. The main character, Emma, moves into the perfect apartment under the condition that she must follow a very strict set of rules. Upon moving in, Emma learns that the last tennant met a mysterious death in her apartment. Emma becomes obsessed with Jane’s death, and the novel takes a turn for the psychological brain twister. 6) Ellen Hopkins, whose unique blend of prose and verse brought novels like Impulse and Crank is back January with a novel titled The You I’ve Never Known. 9) The House ofRoyals series by Keary The novel follows its main character, Taylor will receive its sixth novel in Ariella, as she travels nomadically enovel form this January. The novel, Garden of Thorns, follows Elie Ward as with her father from job to job since she was young. Her father’s inability she runs her own apothecary with the to hold a job has uprooted Arielle help of her degrees in both chemistry from schools and homes for much of and botany. Living under the rule of the Houses, though, makes Elie’s line of her life, but when things start to settle down Arielle’s grows optimistic. That work dangerous. And at the insistence is, until the mother Arielle thought of her brother, one of the ‘Born’ move abandoned her makes a reappearance into protect her. A steamy romance and claims that it was Arielle’s father hidden in a world of strict law and who kidnapped her. Now Arielle is political Houses that play games as trapped between the mother she never much as rule, the sixth novel comes in knew and the father she’s relied on for without a page number but an already most of her life; Hopkins pulls on the strong fan base. heartstrings with this compelling new novel that follows Hopkin’s style of 8) Sarah J. Maas is teasing fans of her llai „„ ___ j ___ series this touching on subjects that are close to popular Throne of Glass The sixth and final novel, untitled home for a variety of readers. year. L____ of right now, is set to come out in 5) Maria V. Snyder’s Soulfinders series September of 2017. While fans don’t comes to an end this January with its have a title, there’s a lot of internet third novel, Dawn Study. The novel speculation over what will happen as finds Yelena and Valek fighting to Maas concludes the series. As Maas’ defend Sitia with both magic and cunning. As the third novel in the series, and the final novel, readers can expect Yelena and Valek to tie any loose ends within their magical world. Valek uses magic, and a secret weapon that could turn the tides for the fight or destroy everything in one blow, to bring peace to the family he has formed with Yelena; while Yelena fends off the Cartel and tries to free Sitian citizens once and for all. 4) The Continent by Kierra Drake is the first in a series with the same name, revolving around a utopian like world named Spire, and a vicious outerland named The Continent where war and battle are found. Vaela Sun travels to the continent to complete a map she is drawing of the Continent, described as a frozen wasteland, only to be knocked down in aerial observation due to the battles below. This 320 page novel watches Vaela trying to survive in a terrain and social environment very unlike her own, and will be on the shelves in January as well. 3) Fans of the Lunar Chronicles are going crazy for Marissa Meyer’s first graphic novel, which follows Iko (an android from the series) as she tries to keep the peace between Earth and Luna. The title of the graphic novel, Wires and Nerves, is only sneak peak into the mixture of love and adventure Meyers is throwing at us now. With popups by Cinder and the rest of the Lunar crew, the graphic novel is not set to disappoint. Coming in at 208 pages, January 17th will see this companion hit the shelves. 2) A.G. Howard wows readers with the novel RoseBlood, set to release Story Continued on p< 'age 7 5 �The Inkwell Quarterly Thank You Tara! Sigma Tau Delta Updates The members of Sigma Tau Delta were a little busy this semester and didn’t start thinking of community service ideas until closer to the end of the semester. Instead of rushing to put together a community service project, Sigma Tau Delta will be working to put together a bigger service project for next semester. Also, throughout next semester, the honor society will be planning for the induction of its new members, which will take place sometime in April or May. INKWELL STAFF Editor-in-Chief: Tara Giarratano Managing Editor: Grace Graham Copy-Editor: Michael Morrison Layout Editor: Nicole Kutos Faculty Advisor: Dr. Marcia Farrell Staff Writers: Mackenzie Egan, Grace Graham, Kendra Mase, Erin Michael, Nicole Kutos If you’re interested in joining Inkwell, please email Grace at grace.graham@wilkes.edu for more information! 6 R€ by Grace Graham I’ve known Tara Giarratano since my freshman year at Wilkes, and I ve seen first-hand how much of an impact she’s made on campus, especially in the English Department. Working as a writer for Inkwell, and eventually assuming the role of Editor-in-Chief, Tara has been an invaluable part of the Inkwell staff for a number of years. Her countless articles and unique voice have brought life to the Quarterly, and set the standard for incoming and current staffers to live up to. Not only has Tara been a quintessential part of Inkwell, but she has also become a familiar face around the halls of Kirby, and is an influence in nearly every aspect of the English Department. Tara earned her place as a Sigma Tau Delta Honor Society member through her hard work and merit, and is also an important member of the Manuscript Society. As a mentor for my English 201 class this past semester, Tara devoted her time to helping myself and others work through the rigorous course byE schedule, while balancing the work of her own classes and capstone project Working with Tara in the writing center, I have seen firsthand how her insight and expertise has steered countless students on the right track, and improved their papers and writing skills tremendously. Her incredible capstone project and foil scholarship to law school show that she will continue to make an impact even after her time at Wilkes is finished. I know that the entire English department is grateful for Taras influence over the years, and probably wish that all of their students lived up to the expectations. Personally, I would never have learned half as much about A Discovery of Witches or Gilmore Girls as I know now without Tara, although I will miss her for more than her references. Tara has been by my side throughout my journey here at Wilkes, and I know without a doubt that I would not be taking over as Editor-inChief without her. Senior Capstones by Nicole Kutos On Tuesday, December 13th, English majors Tara Giarratano and Michael Kapolka presented their senior capstone projects in the Kirby Salon. Witches. For the presentation aspect of her capstone, Tara focused on prevalence of the French courtly love tradition in the novel. Tara’s capstone, entitled, “Deborah Harkness’s Humanization of the Supernatural through Science, Sympathy, and Social Diversity” explored the mix of both science and the humanities as it relates to the social relationship between characters in Harkness’ novel A Discovery of Michael Kapolka’s capstone took a more DH-centered approach as he focused on the intertwining of literature and visual art. In 20 Harr: was 1: was r an or Jack' solei) The s of Hr was r recei’ told J of Al­ and C son a altho to his perse On h Expn Malfi Astoi ceren out o schoc rema time Ja Star on Ja sen io talenl from, her n talenl Phan year, the rr throu musii of dr< �Issue 11.2: Fall 2016 Review: Harry Potter and The Cursed Child by Erin Michael :ing the work of ipstone project, the writing thand how ise has steered the right track, ipers and writing er incredible ull scholarship to he will continue m after her time English for Tara’s rs, and probably mdents lived up irsonally, I would If as much about > or Gilmore Girls t Tara, although ■e than her :en by my side y here at Wilkes, doubt that I ver as Editor-in- In 2013, J.K Rowling announced that a Harry Potter play was in the works. It was later announced that J.K. Rowling was not writing the play, but creating an original story with John Tiffany and Jack Thorne, with the script written solely by Jack Thorne. The special rehearsal edition script of Harry Potter and the Cursed Child was released on July 31, 2016 and received mixed reviews. The story is told primarily from the point of view of Albus Potter, the son of Harry Potter and Ginny Weasley. Albus is the second son and middle child of the family and although he looks strikingly similar to his father, he has a very different personality than The Boy Who Lived. On his first trip on the Hogwarts Express, Albus meets Scorpius Malfoy, the son of Draco Malfoy and Astoria Greengrass. After the sorting ceremony, Albus finds himself feeling out of place with his family and his schoolmates except Scorpius, who remains his closest friend for his entire time at Hogwarts. Harry spends much of the novel conflicted over his son’s role as an outcast in the family, and his efforts to make Albus feel more included result in Albus fighting even harder to separate himself from his family. Harry becomes more concerned about Albus when his scar hurts him for the first time since defeating Voldemort. Although Harry Potter and the Cursed Child was not the sequel expected by fans, it is a well written play. There were some instances in the script where the characters seen in the Harry Potter franchise either spoke or acted out of character, and while these instances flow easily in the plot of the play, they do not sit well with fans of the series. For example, there is a scene where Hermione is a bitter professor who takes her frustrations out on her students, which is far from the Hermione seen in the original Harry Potter series. Instances like this in the script make it clear that Rowling is not the playwright, and despite the fact that Thorne does an admirable job writing a Harry Potter play in place of Rowling, Harry Potter and the Cursed Child is a somewhat unfulfilling end to the Harry Potter series. By itself the play is well written and intriguing, but when readers take the original series into account, it is somewhat underwhelming. January Book Releases to Get You Through Break Story Continued from Page 5 ntation aspect bcused on ch courtly love stone took pproach as rtwining of t. on January 10th. Rune Germain is a senior in high school with operatic talent and a mistake she’s running from. To help Rune get through, her mother sends her to a French talent school, with rumored ties to Phantom of the Opera, for her senior year. At RoseBlood, Rune meets the masked Thorn who guides her through her own transitions and musical transformations in a frenzy of dream like encounters and even Rune’s dreams themselves. Thorn must choose between Rune and RoseBlood, and the choice could be deadly. 1) Veronica Roth is back, and hopefully better, with her newest novel Carve the Mark. January 17th ushers in Roth’s new novel, focuses around the idea of the ‘current gift,’ powers that are meant to shape the future. Characters Akos and Cyra are both dealing with theirs, which are not helpful like most others, in a world where those who turn against their fate are shunned. Akos comes from a peace loving nation while Cyra is the sister to a brutal tyrant. In the end, the choice comes down to whether Akos and Cvra can destroy each other, or whether their current gifts can save the world 7 �The Inkwell Quarterly HARRY POTTER TRIVIA Test your Harry Potter knowledge with these questions. Answers on page 4. L, In Harry Potter and the Philosopher’s Stone, how many challenges do Professor Dumbledore and the rest of the Hogwarts staff create to defend the Philosopher’s Stone? A. 5 B. 3 C. 6 D. 7 2. 4. 5. Before Dobby becomes a free elf, which wizarding family does he belong to? A. The Blacks B. The Malfoys C. The Potters D. The Zabinis NEXT ISSUE: 8 A. Newt Scamander B. Bathilda Bagshot C. Gilderoy Lockhart D. Kennilworthy Whisp In Harry Potter and the Half-Blood Prince, who did Voldemort choose to kill Albus Dumbledore? A. Severus Snape B. Antonin Dolohov C. Bellatrix Lestrange D. Draco Malfoy Which three characters listed were Minister of Magic? A. Rufus Scrimgeour, Pius Thickness, & Cornelius Fudge B. David Cameron, Tony Blair, & Winston Churchill C. Albus Dumbledore, Phineas Nigellus Black, & Armando Dippet D. Minerva McGonagall, Severus Snape, & Filius Flitwick 3. Who is the author of Hogwarts; A History? Which character is NOT an animagus? A. Minerva McGonagall B. Fenrir Greyback C. James Potter D. Rita Skeeter 7. In Harry Potter and the Deathly Hallows, what happens to the Elder Wand? A. Harry breaks it and throws it into the Black Lake. B. Ron breaks it, and Harry places the piece in his vault in Gringotts. C. Harry uses it to repair his original wand, then places the Elder Wand back in Dumbledore’s tomb. D. It is destroyed during the duel between Harry and Voldemort at the Battle of Hogwarts. Keep on the lookout for more Harry Potter-related articles from students of Dr. Farrell’s Fall 2016 classes as well as an article about the beginnings of a new “yarn empire” by current and former students of the Wilkes English program. � 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 2016 (Volume 11, 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 2016 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/9ba3dd43b18140999a29781c60da8803.pdf 6d63249131b281af2eb24e3119af76cc PDF Text Text Issue 11.3: Spring 2017 \ \ I the inkV^|LUquarterly w Rogue One and the Little Guy __________ @jens_johnsson / Unsplash.com by Mackenzie Egan Throughout George Lucas’ space opera film series, Star Wars, a number of heroes, characters who embark on daunting adventures and battle against enemies, take part in the galaxy’s largest fight between good and evil. In films one through six, the heroes are either Jedi or members of the resistance who play prominent roles in getting the information necessary for the Skywalker family and other main characters to continue their mission against the forces of evil. Characters like Luke Skywalker and Han Solo stand out as the important characters, whereas background members of the resistance fade in and out of shots or are neglected all together. It is the characters that fall into the background that make Rogue One stand out within the series. Rogue One is set in the space between episodes three and four, and explains how Leia receives the information used to blow up the Death Star. It isn’t a Jedi or an officer of the resistance who saves the day, getting the information for the destruction of the Death Star, nor is it one singular hero that overcomes being the underdog in order to get the information. It is a compilation of otherwise background characters, such as the pilots and the low level members of the resistance, ROGUE ONE A l-l STORY.. , ' H , & Ji- ■ / •J'. Disney / Forbes.com who pull through and inevitably end up saving the universe. It is monumental how the jump from hero to zero works in the series’ favor, as Rogue One is a captivating film and tells a necessary story, if not a little late. The little guy being so important in the storyline reveals a side of humanity that is often overlooked - the idea that not everyone can be a hero. It is the person inside the viewer, the fan, that resonates with the audience. If those people can do it than so can the viewer. The characters in Rogue One are relatably human, and are the ones that triumph in the end. Without the smaller person, the one usually in the shadows, the rest of the world can not function, and Rogue One acknowledges this in a way that makes the concept accessible to new generation viewers. Story Continued on page 5 In this Issue: Faculty Update: English Students and Faculty Read Their Poetry at the Wilkes Research Symposium Manuscript Update Writing Center Hours Is the Force Inside of You? Ask the Editorial Staff The Junior Spotlight Netflix’s ASOUE Review Education Majors Update Sigma Tau Delta Update Sherlock Season 4 Review More than a Woman: A Disturbance in the Force Star Wars Crossword �The Inkwell Quarterly MANUSCRIPT UPDATE Faculty Updates: Is the English Students and Faculty Read Their Poetry at the Wilkes Research Symposium by Chad S By Dr. Kuhar The Wilkes University Manuscript Society is accepting submissions for its 2016-17 edition. The deadline for all written and visual art is April 14th. Please send submissions to: magazine@wilkes.edu. “...reflects on issues within a culture or society, bringing to light ideas and voices that often go unheard” Keep a look out for the Manuscript unveiling later this semester! “Life is suffering and joy, always in tension with each other. Poetry encapsulates that reality." Any additional questions can be sent to the Manuscript Executive Editor, Elyse Guziewicz, at: elyse.guziewicz@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. Our Spring 2017 schedule is: Monday: 8:00 a.m.-4:00 p.m. Tuesday: 8:00 a.m.- 5:00 p.m. Wednesday: 9:00 a.m.-5:00 p.m. Thursday: 8:00 a.m.-2:00 p.m., 4:00 p.m.-5 p.m. Friday: 8:00 a.m.- 2:00 p.m. The Online Writing Center is available at: http://wilkes.edu/ pages766.asp For more information, contact: Dr. Chad Stanley 2 “... reflecting on transitional times in my life, and the anxiety that surrounds change.” These are some of the reasons English program seniors Mary Cordisco and Christopher Santo and faculty member Dr. Mischelle Anthony write poetry. Each shared their poetry, as well as thoughts on the condition of verse, at the Wilkes Scholarship Symposium held on March 28. The poems read by each reflected and reflected on the importance of poetry in life and in the world. In one of his poems, entitled “Hope’s End,” Chris Santos reflected on his experiences with Air Assault (a specialty school with the Army). Chris engaged the tensions between extreme challenges and disappointing failures - something we all know about as a part of our work to understand our stories. In “Academia, I’ve Given You All and Now I’m Nothing,” a poem modelled after Alan Ginsberg’s famous Beat poem “Howl,” Mary Cordisco contemplated transition and change, necessary moments in life that, in the poem, gain momentum and tension as Mary’s May graduation from Wilkes approaches. Dr. Anthony’s poetry engaged her life story, as well, reflecting on experiences in her native Oklahoma. In “Simulacrum,” she responded to the question of whether cowboys still ride the Oklahoma plains. The answers (plural) draw on an Oklahoma imagery and tone: “We all sucked our teeth I when his corner bank went under, I worked stalks of dried grass” and “That family had it coming I with their Lincolns and slacks.” Chris, Mary, and Dr. Anthony’s poems provided those present with important words, thoughts, and stories. Their poems also demonstrated the on-going work in the English program to bring emphasis to the essential importance of understanding and contemplating the function of the imagination. As our writers shared, we write and we understand the importance of poetry when we see poetry as “.. .a reflection of society while also functioning as a call or demand for empathy, which is the most important thing for a society/ human to have.” .... when we see it as, “.. .about the anxiety of graduating from Wilkes and no longer being in school.” .... when we see it as, “... more important than ever, for me to write, for me to read, for this world in general.” Where else on campus will you hear these words, thoughts, and stories? Per Merriamforce is defint on a person c type of chang of motion exj mass multipli Now that we I force, let’s loo force be with this phrase pc movie world, writer and pre George Lucas character Obi continuously: audience thro Wars Ep. IV: / in this movie; Jedi knight, ki When an obst during the mo the words, “Le When Luke SI he continues t( until he hears Force be with ’ are tired of rea Ask th Which su “Master C comes on summer if. summer si watch -Ma “Its a toss i Thrones -J �Issue 11.3: Spring 2017 'try er oma. 1 to rs The lahoma id our mt grass’’ / with poems portant heir n-going bring tance ating md we oetry ction ; as a ich is ociety/ e it rating gin .. more /rite, for leral.” hear ies? Is the Force Inside of You? by Chad Stake Pei Merriam-Webster’s dictionary, foice is defined as power or force used on a person or thing that produces a type of change. Isaac Newton’s laws ot motion explain force as an object’s mass multiplied by its acceleration. Now that we have defined the word force, let’s look at the phrase, “Let the force be with you.” Credit for making this phrase popular, at least in the movie world, would have to go to the writer and producer, George Lucas. George Lucas is responsible for the character Obi-Wan Kenobi, who continuously feeds this phrase to the audience throughout the 1977 Star Wars Ep. IV: A New Hope. Characters in this movie are battling an elite Jedi knight, known as Darth Vader. When an obstacle of evil presents itself during the movie, we continue to hear the words, “Let the Force be with you.” When Luke Skywalker is a young man he continues to lack the confidence until he hears the phrase, “Let the Force be with you.” Ok, I am sure you are tired of reading the phrase, “Let the Force be with you,” so lets divulge into the theme of the movie which will help illustrate the meaning as I see fit for the phrase. I have viewed the theme of this movie as projecting confidence to its audience to accomplish any obstacle that life presents, regardless of how impossible the obstacle may seem at any given time. The characters in this movie are fighting to defend the planets where they live from a weapon of mass destruction, possessed by the ruthless Darth Vader. George Lucas pairs the characters in this movie to encourage the theme of gathering the Force within a single person to persevere over the prodigious task of conquering such a powerful weapon. Characters like Luke Skywalker and Han Solo are unsure of their real place within the vast miles of space between the solar systems. Lucas pairs these characters with the wisdom of Obi-Wan Kenobi, who encourages their inner Force to develop. The Force was always present within the characters, but they needed the wisdom of the more experienced Obi-Wan Kenobi to allow their confidence to build. 1 am sure that if you had someone constantly encouraging you with the words, “Let the Force be with you,” you would feel encouraged to conquer any obstacle that life presents, or possibly a chuckle may succeed the phrase depending on the recipient. Regardless of what your interpretation of the theme may be, I am sure we can conclude that the phrase, “Let the Force be with you,” is quite iconic. Whether you hear the phrase and feel motivated, or simply chuckle, it can be said that George Lucas created a movie that was profoundly an ingenious idea which has a following in mass that can be compared to pro-football fans. The Merriam-Webster dictionary and Isaac Newton can give us the technical definition of what force is, but it is up to the Star Wars fans to create the driving Force from within and conquer life’s obstacles. Ask the Editorial Staff: Which summer TV show are you most looking forward to returning? Why? “Master Chef, even though it comes out really late in the summer its one of my favorite summer shows. My dad and I watch it every year -Mackenzie Egan “Its a toss up between Game of Thrones and Outlander.” -Dr. Farrell “Not sure if it really counts as a summer TV show, but I was beyond excited for premiere of Prison Break season 51! Its fast-paced and action packed, and the quality cast makes for a compelling drama.” “As silly as it sounds, I’m really lookingforward to the series finale of Pretty Little Liars. I read the books in middle school and am interested to see how the series pans out since it has changed so drasticallyfrom the novels” -Grace Graham -Nicole Kutos *Since Michael Morrison could not be reached for a comment, we’re going to assume he is skipping new summer shows to rewatch One Tree Hill. 3 �The Inkwell Quarterly The Junior Spotlight by Chad Stake Rebecca Voorhees Q: Where is your hometown? A: I am from Tobyhanna, PA Q: Why did you commit to Wilkes? A: I committed to Wilkes because of Kirby Hall, the new marching band, and the overall friendly atmosphere on campus. Q: Ifyou could become a literary character, who would it be? Why? A: If I were to become a literary character, I think I would be Algernon, from The Importance of Being Earnest. Algernon is skillfully sarcastic, and he is always eating something. Q; What was your favorite book when you were a child? A: My favorite book as a child was The Giving Tree. Q: Ifyou could take only one memory with you when you leave Wilkes, what would that memory be? A: The memory I will hold on to past graduation would be the first time I walked along the riverfront at sunset. Erin Michael Q; Where is your hometown? A: Dallas, PA Q: Why did you commit to Wilkes? A: I visited the campus in September of my senior year of high school and fell in love with it. Q: Ifyou could become a literary character, who would it be? Why? A: If I could be any literary character, I would be Francie Nolan, from Betty Smiths A Tree in Brooklyn. She’s a very resourceful character and she makes the best of her family’s hardships while maintaining a positive outlook on life. Q: What was yourfavorite book when you were a child? A: My favorite book as a child was J.M. Barries Peter Pan. Dian McKinnc Q: Where is yo A: My horneto^ Q: Why did yo A: I decided to loved the “fam. campus from t feel comfortab] my home away Q; Ifyou coulc and why? A: I would like Blue, which is young and hea heart and she■ experience or Q: What was; A: I did a lot o children’s boo] Jones and the ' Q: Ifyou couL what would tl A: Some of rm involve food a memory occu ■with all my fri home from In apartment. W so it was an al Rogut Story Conth Q: Ifyou could only take one memory with you when you leave Wilkes, what would that memory be? A: Moving into my apartment before the Fall of 2016 semester started was the first time I had seen my friends in a while. One of our friends who transferred to a school in Ireland came to visit and help us move in. 4 By putting su< human aspecl filmmakers it relatable, and story for view just the series background c of Rogue One �Issue 11.3: Spring 2017 Dian McKinney Q: Where is your hometown? A: My hometown is in Slatington, PA in the Lehigh Valley. Q: Why did you commit to Wilkes? A: I decided to continue my education at Wilkes because I loved the “family” feel that I sensed during my first tour on campus from the students and professors. This allowed me to feel comfortable, and within my first semester, Wilkes became my home away from home. Q: Ifyou could become a literary character, who would it be and why? A: I would like to become Kira, from Lois Lowry’s Gathering Blue, which is the second book in The Giver series. Kira is a young and head-strong character because she leads with her heart and she values creativity and compassion through any experience or challenge. Q: What was yourfavorite book when you were a child? A: I did a lot of reading when I grew up, but my favorite children’s book is the Junie B. Jones series, specifically Junie B. Jones and the Stupid Smelly Bus! Q: Ifyou could take only one memory with you from Wilkes, what would that memory be? A: Some of my most memorable memories from Wilkes involve food and friends. I would argue that my favorite memory occurred a few days before my Junior year began with all my friends. This included our friend Torre who came home from Ireland to visit. We ate snacks and decorated our apartment. We also went shopping and ate dinner at Canteen, so it was an all-around awesome day of eating and bonding. Rogue One and the Little Guy Story Continued from Page 1 By putting such an emphasis on the human aspect of the resistance, the filmmakers made the franchise more relatable, and created a compelling story for viewers of all kinds: not just the series’ die hard fans. The background characters, the focus of Rogue One, being brought into the limelight has made the movie successful, and has done something never before seen in the cinematic realm. No-name characters are the heroes of the day, the ones that move along the story, the page turners of the film. Rogue One’s emphasis on the little guy has created the perfect middleman film to bring the Star Wars franchise into the century, introducing a whole new generation of viewers with a sympathetic cast list and the desire to continue watching as the newest installments in the series are released. 5 �The Inkwell Quarterly Netflix’s ASOUE Review by Rebecca Voorhees Sigma Tau Delta Updates During the month of April members of Sigma Tau Delta will be conducting poetry workshops with third and fourth grade students at Rock Solid Elementary. The Honor Society will also be holding inductions in late April. INKWELL STAFF Editor-in-Chief: Mackenzie Egan Copy-Editors: Michael Morrison, Grace Graham Layout Editor: Nicole Kutos Layout Assistants: Mackenzie Egan, Hayley Welker Faculty Advisor: Dr. Marcia Farrell Staff Writers: Mackenzie Egan, Erin Michael, Chad Stake, Rebecca Voorhees If you’re interested in joining Inkwell, please email Mackenzie at mackenzie.egan@wilkes.edu for more information! Even though the narrator, Lemony Snicket, breaks the fourth-wall and advises viewers to “look away” from the devastating story of the Baudelaire orphans, A Series of Unfortunate Events is a must-see original on Netflix. The show is dark, whimsical, clever, and most of all, grammatically correct. Themes of dramatic irony and sardonic humor ignite the flame of creativity found in A Series of Unfortunate Events. If you are not familiar with the novels, the infamous and nefarious Count Olaf (played by Neil Patrick Education Club Updates by Erin Michael The Education Club is hosting a popcorn sale to fundraise for their trip to the PSEA State Conference in Pittsburgh late this March. The popcorn comes in white cheddar, kettle corn, and caramel corn. The price of each bag varies depending on the flavor. The club will be attending the PSEA Regional Conference later this semester. Education Club will also sell t-shirts from February to mid-March. 6 Harris) becomes the guardian of Violet, Klaus, and Sunny after their parents die in a tragic fire. He attempts to wrongfully take ownership of the childrens fortune, and death follows whomever tries to get in his way. While running away from Count Olaf, the Baudelaires discover secrets of their parents’ past. The season is made up of eight episodes, adapting the plots from the first four books. Don’t be a clueless fool like Mr. Poe, and watch A Series of Unfortunate Events! The Kappa Delta Pi honor society will be hosting mock interviews in April. Education Department induction ceremonies for the teacher education program and Kappa Delta Pi will be held later in the spring semester. �Issue 11.3: Spring 2017 Sherlock Season 4 Review by Erin Michael I Netflix f leir tempts the ows t Olaf, of made te plots be a atch A Steven Moffat and Mark Gatiss continue to show their brilliant modernization of The Adventures of Sherlock Holmes by Sir Arthur Conan Doyle in season 4 of their BBC mini­ series, Sherlock. The season starts out by partially resolving the cliffhanger from the third season, addressing whether or not Moriarty is back from the dead. Sherlock insists that he is, but he’s been wrong before. The case of the episode, “The Six Thatchers,” appears to be solved early in the episode, but creates another case altogether when it reveals someone from Mary’s past. Mary finally explains her past life to Sherlock and John after she leaves for months in order to keep John and baby Rosamond safe. The episode ends with an unexpected tragedy, resulting in tension between Sherlock and John. The second episode of season 4, “The Lying Detective,” is possibly one of the best in the series. It deters from the primary plot line, so almost the entire episode is independent from the overarching plot of the season. “The Lying Detective” is written by Steven Moffat, who is notorious for his intense and unique plotlines. In the wake of the tragedy and John’s abandonment, Sherlock succumbs to his drug habit. While high, Sherlock is approached by a woman who introduces herself as the daughter of a beloved TV personality and billionaire. She believes her father may have killed someone and has found a way to get away with it. Sherlock unravels this conspiracy and uses his compromised state to take advantage of John’s empathy. John comes back to help Sherlock solve the case. The episode is chilling, and the idea of a billionaire with enough money and influence to get away with murder hits a little too close to home, especially for American audiences. At the end of the episode, Moffat and Gatiss’s “east wind” references throughout the series are finally explained. The season finale, appropriately titled “The Final Problem,” opens with a girl on a plane. The pilot and everyone else on the plane is unconscious, and the plane appears to be heading towards a major city. The scene shifts to Sherlock’s brother, Mycroft, who is watching a home video. The film melts and reveals the words “I’M BACK.” The rest of the episode is an emotional rollercoaster that creates a lot of stress for the viewers. The episode explains aspects of Sherlock’s childhood, including his beloved pet, Redbeard. Sherlock, John, and Mycroft end up at a maximum security prison, where they have to solve cases to survive. One of the cases is the little girl on the plane. The episode ends with all these mysteries solved, which differs from every other season finale in the series. The surprising satisfying ending makes it unclear whether or not the series will continue into a fifth season. More than a Woman: A Disturbance in the Force by Rebecca Voorhees y will pril. n ition 1 be Star Wars has become one of the most popular and successful franchises in all of cinematic history. With the next edition to the series coming out this December, fans are waiting in great anticipation. However, Star Wars has lost one of its most memorable cast members, Carrie Fisher. She portrayed Princess Leia in the original trilogy and reprised her role for the new Star Wars installment, The Force Awakens. She passed away suddenly on December 27, 2016 from complications following a heart attack. Carrie Fisher has inspired generations of women throughout her career. Her performance as Princess Leia was undeniably iconic; she was a warrior, a diplomat, and the quintessence of female empowerment. She proved that a princess did not need to be a submissive damsel in distress. Without her, Luke would have never discovered the ways of the force, and Han Solo would still be a worthless mercenary frozen in carbonite at Jabba the Hutt’s Palace. Leia’s ferocity came to life through opposition, action, and most of all, compassion. It is no surprise that her face swarmed signs across the country at the Womens Marches that took place in January. Phrases like “A Womans Place is in the Resistance” and “The Women Strike Back” were roused by Carrie Fishers feminist legacy both in and outside of the films. Although Carrie Fisher has returned to the force, she will make a posthumous appearance in The Last Jedi. With great honor and respect, Carrie Fisher will be remembered for her contributions to womens rights and her ability to kick misogynistic, imperial ass. 7 �The Inkwell Quarterly STAR WARS CROSSWORD Test your Star Wars knowledge with this crossword. 1 2 3 5 5 7 a 9 10 11 12 13 2. The name of Harrison Ford’s character in the movies 5. The weapon of the Empire that was blown up 7. A space franchise 8. The bowcaster was the weapon of choice for which bounty hunter 10. Lama Su was the Prime Minister of this place 11. Luke’s last name 12. Captured Bolla Ropal on Devaron 13. Who plays Rey in Force Awakens 14. The Queen in Star Wars Episode 1 16. Actor in the Star Wars prequels who had a relative who starred in the original trilogy 17. City where Maul faced off against Sidious 18. Part of the full title of Rogue One 16 15 17 18 19 20 21 1. The actress who played Princess Leia 3. Darth Maul retreated here after his battle on Naboo with Obi-Wan Kenobe 4. Obi-Wan impersonated him to prevent an assassination 6. As of March 2017, the number of Star Wars movies are to be released in the next five years NEXT ISSUE: 8 9. Kylo Ren’s Star Destroyer 15. Owners of the Niima Outpost’s namesake. 19. Republic’s leader at the battle of Nashyyyk 20. Is 19 in the Force Awakens Keep an eye out for a piece about Inkwell’s new faculty advisor for Fall 2017, an alumnus contribution about contemporary writer Katherine Howe Skyping into class, and the questions you ve always wanted to ask this year’s graduating seniors. � 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 2017 (Volume 11, 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 2017 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/225bdd5ad959a318dea24d01ed015ed9.pdf 2e256195ae3be1860def2555d5217b30 PDF Text Text Issue 11.4: Spring 2017 I I IDsL' KWELL QUART IHmFl ____ Well Wishes for Mr. Grier Collected by Mackenzie Egan The faculty and staff of Wilkes’ English department would like to send their sincerest best wishes to Jack Grier and his family as he recovers from illness. We will keep you in our thoughts and prayers, Jack. “God bless you and yours, Jack. I will keep you and your family in my prayers as always.” -Kathie Kemmerer “I hope the best is yet to come, and that you embrace the future with optimism. Best wishes to you and your family.” -Mackenzie Egan “When I think of Jack, I think of balance. Jack is kind and rigorous, gracious and realistic in all he does for students and for his colleagues here at Wilkes. Jack speaks plain about life and work, and death. His years living with a cancer diagnosis and the treatments involved, the ups and downs of it all, have surely challenged that balance in him, but I have seen not one tilt. I am so proud to have Jack as a co-worker in the English Department, someone who so obviously loves his work and who reminds me whats important, what to pay attention to.” -Mischelle Anthony “Jack, you are such a vital part of our team. Your students talk of you so fondly. I’ve never heard a student tell me something bad about you. They always talk about how much you helped them and how interesting they find your classes. Your input in our departmental discussions, especially around issues connected with the Education track, are always insightful and useful. Most of all, I just enjoy speaking with you and knowing you. You are such a strong, brave person. I greatly respect you. I hope that you are back with us soon. Even when you are away from us, you are still part of us. Best wishes.” -Helen Davis “Professor Grier is one of the many teachers that continues to inspire me to pursue my future as an educator.” -Christina Colao “Jack, Hope your treatment is going well and that you will soon be able to beat this and return to us. You are in our thoughts and 1 wish you a swift and speedy recover.” -Bernie Kovacs “Dear Jack, It’s very gratifying to remember that you were at one time a student of mine and even more gratifying now to know you as a colleague and a friend. All the very best.” -Benjamin Fiester Story Continued on page 18 _____________ In this Issue: Faculty Update Sigma Tau Delta Induction Manuscript Update Writing Center Hours Katherine Howe Visits Kirby Ask the Editorial Staff Senior Spotlights Dr. Hamill as New IQ Advisor Congrats to Award Winners Sigma Tau Delta Updates Hamill’s Hunches Rivka Galchen Visits Wilkes May He Fly with Cranes: Remembering Yevgeny Yevtushenko The Vampire Diaries Signs Off Summer Reading List Understanding Dr. Henry Veggian, Visiting Writer Equality in a Modern Beauty and the Beast 308 s Own Spring Writers Series Fall 2017 Upper-Level Class Listings Here’s to the Ones Who Dream Other Dept. Events How I Avoided Responsibility for One Year White Helmets April Author Spotlight: Valeria Luiselli Call for Student Application Letters Wilkes Students Stand with Planned Parenthood Senior Macthing Game �The Inkwell Quarterly Kc Faculty Updates byT Submitted by Nicole Kutos MANUSCRIPT UPDATE Congratulations to Executive Editor Elyse Guziewicz, faculty advisors Drs. Sean Kelly and Chad Stanley, and the entire Manuscript staff on the beautiful square issue! Everyone is welcome to join us for a reading and launch event on May 4th at 1:30 PM in the Kirby Hall Salon. Any additional questions can be sent to the Manuscript Executive Editor, Elyse Guziewicz, at: elyse.guziewicz@wilkes.edu. Writing Center Hours The Writing Center, located in the Alden Learning Commons in the basement of Farley, is open and offering support to student writers across the Wilkes curriculum. Our Spring 2017 schedule is: Monday: 8:00 a.m.-4:00 p.m. Tuesday: 8:00 a.m.- 5:00 p.m. Wednesday: 9:00 a.m.-5:00 p.m. Thursday: 8:00 a.m.-2:00 p.m., 4:00 p.m.-5 p.m. Friday: 8:00 a.m.- 2:00 p.m. One s Cultu enouj Howe Book t and 1 Sindei Dr. Kelly presented the paper “Integrating the Other of the Law. Aeschylus’s Oresteia and Lacans Theory of Discourse” at the Northeast Modern Language Association conference in Baltimore, Maryland, March 25-26. Dr. Stanley will be having a First Friday art show at Bar Pazzo in Scranton, June 2nd and all of June 2017 (for the month). It is currently untitled. In preparation for taking on the role as IQ faculty advisor next fall, Dr. Hamill got some feedback on the last issue from one of IQ’s biggest fans, June Hamill (photo to right). June takes time to look over IQ 11.3. Photo Credit: Dr. Hamill Sigma Tau Delta Induction by Dr. Anthony and Nicole Kutos Sigma Tau Delta held their annual induction ceremony for new members on Sunday, April 30th at 1PM in the Kirby Hall Salon. Dr. Sean Kelly filled in as the most recent Sigma Tau Delta advisor to welcome everyone to the event and introduce our guest speaker, Dr. Helen Davis; Dr. Davis spoke to our honor society members and inductees about ???. Our inductees for Spring 2017 are: Mackenzie Egan, Grace Graham, Kelci Piavis, Zachary Thomas and Rebecca Voorhees. After inducting new members, we recognized the graduating seniors with cords to wear at graduation; our graduating members are: Andrea Circelli, Mary Cordisco, Robert Hildenbrand, Nicole Kutos, Michael Morrison, Christie O’Brien, Madeline Powell, Christopher Santos, Jocelyn Sickler, and Zachary Smith. j Howe of Dr. follow docto: uncov while Trials, of thrt Elizab Delive the fic While I partii novel < and w< Howe’j genero As I Who Acco woul The Online Writing Center is available at: http://wilkes.edu/ pages766.asp For more information, contact: Dr. Chad Stanley 2 EDIT: Ii from Gi �Issue 11.4: Spring 2017 byTal^rl?6 H°we Visits Kirby Hall via Skype cZ-de nO1'DrFarrell'sE"Slisl’1“ Cultui al Crossroads course was lucky eii°ugh to interact with Katherine Howe, author of novels the Physick Book of Deliverance Dane, Conversion, and The Appearance of Annie Van Smderen, via Skype earlier this semester. 111.3. lamill Howes Physick Book, a core text of Dr. Farrells English 120 course, follows Connie Goodwin, a young doctoral student who inadvertently uncovers her own magical lineage while researching the Salem Witch Trials. Howe herself is a descendent of three accused Salem witches, Elizabeth Howe, Elizabeth Proctor, and Deliverance Dane—ancestor also of the fictional Connie. While I had read Howe’s debut before, I particularly enjoyed rereading the novel as the course Writing Mentor, and was delighted to be present for Howe’s Skype session. Howe was generous both with her time—she stayed on the line for nearly an hour— and with the deep consideration she gave students’ questions about her characters, American Colonial history more generally, and the space her novel occupies in the broader cultural canon of New England. Howe deemphasizes her responsibility for the latter, arguing instead that the cultural relevance of any text is determined not by the writer but by the reader. Howe further de-legitimized authorial intent when she recalled one editor’s steadfast assumption that she based Connies seventeenth-century Marblehead, Massachusetts ancestral home on Hawthorne’s House of the Seven Gables when such was never her intent. Howe’s assertion that the potential for cultural impact lies more with the readers than the writers of contemporary novels was a take visibly welcome to Dr. Farrell’s young students Source: bu.edu of English. Being present for Howe’s visit was for me a great privilege, and I look forward to following Howe’s still­ growing body of fiction. ur Ask the Editorial Staff: il me i What TV character are you most like? According to Tara Giarratano, I would be most like Lorelaifrom Gilmore Girls. Lucas Scott from One Tree Hill or Jim Halpertfrom The Office. According to my mom, I am most like Darlene from Roseanne. -Michael Morrison -Nicole Kutos -Dr. Farrell Probably Piper from Charmed. -Mackenzie Egan EDIT: In 11-3, It Updates article listed “Howl” by Ginsberg as the inspiration for Mary Cordisco’s poem; however, the inspiration came and The Wonder Years’ Suburbia album. 3 �The Inkwell Quarterly Senior Spotlights by Nicole Kutos I asked each of the 2017 graduating seniors fifteen Inkwell Article. Here are individual stories and their time here at Wilkes for an I---the questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. What are your concentrations in English heiire at Wilkes? What are your future career aspirations? What was your favorite novel from a class you’ve taken here? 1 What novel for class did you hate the most? What is your favorite poem or who is your favorite poet? What class do you wish you would have had the chance to take? Tell us a favorite quote from one of the professors. What is your overall favorite text? What text do you wish would be taught in a classroom setting? What was your favorite non-English class at Wilkes? Do pineapples belong on pizza? What do you throw on for background noise? What movie would you have liked to have been an extra in? What is the best movie you’ve seen in the last year? What is your favorite memory from Wilkes? Jacob M 1. 2. 3. 4. 5. 6. 7. Their responses are on the following pages. 8. 9. Tyler Richardson 10. 11. 12. 13. 14. 15. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Digital Humanities and Literature Content Writer The Fisherman by John Langan Sula by Toni Morrison Carl Sandburg Modern American Drama “Secret” -Dr. Kuhar Norton Anthology of American Literature Gravity’s Rainbow by Thomas Pynchon History 356: WWI and The Versailles Treat■y’ Why not Pandora or YouTube Pineapple Express Sausage Party Everything Literal I’m go enter i Gover I realb modei As I Li and al I’ve sti toss U] resom contat did tw I didn and I' fell by Dr. Ke Parad I feel 1 hereti I did 2 Proba I have Can’t: Logan This is big ex impac at me Robert I 1. 2. 3. 4. 5. 6. 7. 8. 9. 4 10. Digits Get a Ender As IL “Do n night’ Techr (Blan There Havir have 1 Grapl �Issue 11.4: Spring 2017 Jacob Mensinger 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13 14 15 Literature. t0 law school after this. My hope there is to er a discip ine where I can promote the public interest. t °' n* nrnent aw> public service, that sort of thing. iea y enjoyed White Noise by Don DeLillo. Its very post­ modern, to say the least. As I Lay Dying by Faulkner. I know it’s actually a masterpiece an 1, but my experience with it was far from enjoyable. I ve studied so much poetry here, which makes this a huge toss up, but lets say Alfred Tennyson. A lot of his work resonated with me really strongly when I first came into contact with it, even if I feel differently about it now than I did two years ago. I didn’t take a single creative writing class while I was here, and I wish I had the opportunity. Much of that sort of work fell by the wayside for me while I was here. Dr. Kelly, on Lacan: “I know it looks confusing, but it’s not confusing, so don’t be confused by it.” Paradise Lost was really great to work through. I’m a sucker for some good old fashioned biblical reinterpretation. I feel like anything I could name actually is taught here and I just don’t know about it; plus, I’ve studied so many texts here that it would feel remiss of me to ask for another one. I did a lot of philosophy while I was here too, but PHL 298: Human Nature Through FiliIm was ridiculously enjoyable. Probably not, but who knows where anything belongs, honestly? I have a lot of progressive rock that I keep on shuffle. Can’t say I’m picky. I pull off “background character” really nicely no matter where you put me. Logan That my list is bogged down by mostly mediocre super hero movies does it a lot of favors, but it’s really very good. This is almost certainly a cop out, but I don’t really have a favorite one memory, either. I recollect my time here like one bis experience. I don’t have some sort of defining moment for it, but studying for the time that I did so had a serious act on me in ways that are all too dramatic to separate the different moments from one another. Nothing jumps out at me as a “favorite”, because I feel more that anything I could bring up would defy classification in that sense. . Robert Hildenbrand 1. 2. 3. 4. 5. 6. 7. 8. 9. Digital Humanities Get a living wage job Enders Game As I Lay Dying "Do not go gentle into that good night” by Dylan Thomas Technical Writing Serewas no favorite text Having more HP Lovecraft would have been nice. 10. Graphic Design 11. No 12. My desktop computer provides background noise with its fan for the Liquid Cooled CPU pump. I do not listen to music for background noise, as music is to help think creatively and should not be abused as elevator music. 13. Ghost in the Shell 14. Ghost in the Shell 15. [blank] 5 �The Inkwell Quarterly Senior Spotlights Story Continued from Page 5 Nicole Kutos Michael Morrison Literature, Writing, Digital Humanities To figure out my future career aspirations Voltaire’s Candide William Hill Brown’s The Power of Sympathy William Carlos Williams African American Literature “Droppin’ knowledge.” -Dr. Hamill Salinger’s Catcher in the Rye The screenplay for the movie Arrival. Or if it ever has been/will be made into a book. 10. Computer Graphics 1 11. I think this question puts an objective limit on what I think is a subjective representation of belonging. Does anyone/ thing really “belong” anywhere? Pineapple should have the culinary mobility to go wherever it so pleases. 12. Depends on my mood. It ranges from Family Guy to Lindsey Sterling to 90s country. 13. The new Beauty and the Beast movie. 14. See question 13 15. During finals week of my first semester as an English major (Spring 2015), I had 7 papers (all at least 6 pages in length) due in 6 days. I had never felt so overwhelmed. The first paper I wrote that week mysteriously disappeared, and I had to rewrite the whole thing (so really it ended up being 8 papers). I seriously doubted my decision to switch from Accounting to English. It was the most work I had ever had to do in such a small amount of time, but I took it one paper at a time (except for papers #2 and #3.1 had to write those on the same day). By the end of the week, I don’t think I’ve ever felt accomplished. After finishing paper #6 at 2 am in the library, I went outside and laid in the middle of the greenway for an hour, just listening to music. That comfortably warm and breezy May morning, in the 3 am peace and quiet of the middle of the Wilkes campus, I finally felt assured and confident that my decision was worth it, and that the Wilkes English Department was (get ready for this mushy cliche) where I was meant to be. 1. 2. 3. 4. 5. 6. 7. 8. 9. Chris Santos Chris didn’t answer any of the questions, but wanted his picture featured with all the other seniors. 1. Literature & 2. In a broad si dream caree for instance: a college En designer. Ai because I lo if I’m being aspirations; 3. Northanger by Kate Che 4. The Incredit 5. [since feelin 6. Probably eit or Dr. Kelly 7. “This car ha from yard s 8. This tends t been The Gi 9. Anything b 10. IM398:Tyi 11. Yes! But no 12. Either mov playlists on 13. Either Baz] 14. By far, La L person whe used older i story about sacrifices w 15. This questi< though, it v my freshm; playlist pla’ decided to her) and di hug and tel knew we’d �I Issue 11.4: Spring 2017 Nicole Kutos 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12 d ever had > write those at 2 am in omfortably dt assured is mushy 13 14 15 Literature & Digital Humanities (maybe) n a load sense, my goals are to stay busy. I think my ream career path involves doing many different things; oi instance, right now I think it would be cool to be both a co ege English professor and a freelance graphic/web esigner. Another part of me wants to work in publishing because I love editing and doing publication design. But if I m being honest, I really don’t know what my career aspirations are. Northanger Abbey by Jane Austen or The Awakening by Kate Chopin The Incredible Shrinking Man by Richard Matheson [since feeling is first] by e.e. cummings Probably either Dr. Anthony’s Modern Poetry class or Dr. Kelly’s American Novel class. “This car has never been this full of people—only furniture from yard sales.” -Dr. Anthony This tends to change a lot but for the past few years it has been The Girl Who Played with Fire by Stieg Larsson. Anything by Gillian Flynn, but especially Dark Places. IM 398: Typography II; I never took Typography I, but I loved the freedom and structure of this class. Yes! But no ham. Either movie soundtracks or reruns of a show I’ve seen too many times to count. Lately, it has been “Gypsy Jazz Swing” playlists on Spotify, which are similar to the soundtrack of Midnight in Paris. Either Baz Luhrmann’s The Great Gatsby or one of the Pirates of the Caribbean movies By far La La Land. I know there’s a lot of hate surrounding this movie, but it is visually stunning and as a creative person who has had to take classes in motion and video, I have such a deep appreciation for the way this movie used older movie techniques instead of using any kind of CGI. Also, the storyline is great: it’s not a love story or a story about jazz (if that’s all you got out of it, I’m sorry, but you’re wrong). It’s a story that engages bigger ideas of the sacrifices we make as individuals and how those sacrifices shape us. This uestion is really difficult because I have so many amazing memories from my time here. If I had to pick one , , woujd be this one time I got invited to hang out with some IM friends at another person’s apartment in freshman year. 1 was sitting on a deflated sectional couch talking to my friends and playing Jenga while a 90s hit r laved in the background. Eventually, my orientation mentor, Moe, walked in the door. She was surprised that I J ^d come hang out with everyone (I was pretty shy when I first started school here so she was convinced 1 hated eC* 6 d did something I can only describe as a Superman style jump across the one part of the sectional to give me a h61 ^d tell me how happy she was that I wanted to hang out and be a part of that friend group. From that moment, I hU£ aIwe’d be friends and since then she remains my closest friend from Wilkes. 7 �The Inkwell Quarterly Senior Spotlights Story Continued from Page 7 Maddie Pov\ Tara Giarratano 1. Literature 2. Law School 3. The Mill on the Floss 4. Geek Love 5. “The Ice Wife” by Shelley Puhak 6. Studies in Shakespeare 7. Dr. Farrell’s informal subtitling of English 234 (second British literature survey) as “The Naughty Bits.” 8. 9. 10. 11. 12. 13. 14. 15. The Princess Diaries.....:) Angelology by Danielle Trussoni Women’s and Gender Studies 301 Yes, with bacon! Anything with Andy Cohen. Any of the Harry Potter movies. Rogue One: A Star Wars Story Working on the Inkwell Quarterly with my friends! Mary Cordisco 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 8 Literature Ideally/hopefully to teach American Lit at a university Ben Lerner’s Leaving the Atocha Station I wouldn’t say I hated any of them but I didn’t really enjoy Flannery O’Connor’s Wise Blood. “The Love Song of J. Alfred Prufrock” by T.S. Eliot Postmodernism with Dr. Kuhar or African American Lit with Dr. Kelly. Dr. Kelly explaining Lacan: “I know this looks confusing, but it’s not confusing so don’t be confused. Okay?” or anything Dr. Kuhar says, ever. This is always changing. Right now it’s A Moveable Feast by Hemingway. Can I just go with more Hemingway? Environmental Ethics with Dr. Zarpentine Pineapple belongs everywhere. CNN Probably Garden State Get Out It’s weird because it isn’t happy necessarily, but just how comforting it felt staying in Kirby all day the day after the election. 1. 2. Literature, My career others froi and I also getting it < revive the 3. I cannot f 4. Without a was Uncle to discove Beecher S 5. My favori 6. I wish I w African A 7. I can’t tell 8. I don’t ha this oppo contempt 9. [blank] 10. One of rr History v 11. Maybe, b 12. Reruns o in watchi 13. I would i 14. It’sathre Moonligl 15. Myfavoi instantly We had socks in finding J trivia te; wonder! �Issue 11.4: Spring 2017 Maddie Powell 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Literature, Writing, Digital Humanities ? car^er aspiiations are to found buzzfeed.edu with ° f1Om lhe English Department. Mary Cordisco an a so intend to save Cosmopolitan magazine by getting it on the right track. Mary and I also hope to revive the paperback book. I cannot pick one. Without a doubt, my least favorite novel for class was Uncle Toms Cabin. (Read all the way to the end to discover why I will always have beef with Harriet Beecher Stowe.) My favorite poem is “Buffalo Bill’s” by e.e. cummings. I wish I would have been able to take Drama and African American Literature. I can’t tell you my favorite quote because it’s a secret. I don’t have an overall favorite text, but I will take this opportunity to mention my undying love for contemporary author David Sedaris. [blank] One of my favorite non-English classes was Public History with Dr. Wenger. Maybe, but I’m too intimidated to try it. Reruns of Frasier, but then I end up getting invested in watching anyway. I would want to be in The Grand Budapest Hotel. It’s a three-way tie between Captain Fantastic, Moonlight, and Arrival. My favorite memory from Wilkes is the moment I instantly became best friends with Josephine Latimer. We had never spoken before, but during junior year we both discovered we were somehow carrying around single socks in each of our winter jacket pockets. After finding the socks, we spent four hours talking in the SUB. It was like fi ding my estranged twin I had hoped for since first seeing The Parent Trap. In addition, long live our Thursday night trivia team Trivia Newton John. I feel so #blessed to have met so many genuinely good people and have made truly wonderful friends within the Wilkes University English Department. 9 �The Inkwell Quarterly Sigma Tau Delta Updates | 10 by Dr. Ham s.de new face in the role of faculty adviser. familiar face in the IQ for Dr. Hamill, a 1-----, his periodic contributions, • • >, “Hamill ’s HuLesi’wd. be tahing a more Hunches,” will be taking a more permanent seat as faculty advisor. I sat down with Dr. Hamill to have a quick chat about IQ, and his new role within it, and the conversation led to some insightful glances at the future of the Inkwell Quarterly. After writing haikus and drawing pictures from which to draw inspiration, Dr. Anthony collected all of the materials from the students. Sigma Tau Delta members are currenltly working to compile a book to be printed and distributed to each student that documents the class’ experience. If you’re interested in joining Inkwell, please email Mackenzie at mackenzie.egan@wilkes.edu for more information! by Mackenzie Egan SSS»ff Rock Solid Elementary. Editor-in-Chief: Mackenzie Egan Copy-Editors: Michael Morrison, Grace Graham Layout Editors: Nicole Kutos, Layout Assitant: Mackenzie Egan Faculty Advisor: Dr. Marcia Farrell Staff Writers: Olivia Caraballo, Mackenzie Egan, Erin Michael, Chad Stake, Rebecca Voorhees Guest Contributors: Joshua Bradley, Tara Giarratano, Jason Klus Hamil With Dr. Farrell leavmg at th ■ During the month of March members of Sigma Tau Delta 1 conducted poetrygrade workshops with third and fourth students at INKWELL STAFF Dr Hamill as the New/<? Advisor Dr. Hamill told me that he can remember back to 2006, when the IQ was known as the Inkwell, that Dr. Farrell was one of two who co­ founded the magazine.. He remembers watching the IQ grow up and slowly become the institution within the English department that it is today. From writing Hamill’s Hunches, which took prodding by editors in the past (and will continue to be prodded on by myself) Dr. Hamill has been involved with the IQ previously, but has had no hands on experience with the act of publishing on the technical end. When I asked him how it had been decided that he should take over the position of faculty advisor, Dr. Hamill told mewhen he had FarreU hereached learned out to Dr ie was leaving and asked for it. His reasoning behind the act was that he wishes to preserve the IQ as it is now, an institution within the department, as well as the university asa^e.andwishes =on the legacy of the IQ itself, Dr. Hamill plans on bringing back Hamill’s Hunches, so keep an eye out! Dr. Hamill will be going on sabbatical next spring to continue research on a chapter of his dissertation that had to do with early modern print media teaching people how to swim. He will also be working on a project editing early modern manuscripts and books, and turning them into a digital medium for use in the classroom. His ultimate goal is to produce collaborative, interactive digital versions of works by Chaucer and Shakesp, peare. Plans are being made for who will hold the advisorship for the semester, but then Dr. Hamill will be back to stay. While we are sad to see Dr. Farrell go, and wish her the absolute best in all future endeavors, we are happy to welcome Dr. Hamill to the IQ staff. Several years a down to write so close to the wondering, fai not real as pres real real), I wot spatial manifes call, euphemis collapse,” but v of these Huncl failure in timeI know) submi on time. As m< consequences i been spatial, ai been the case v Hunches.” So,1 social justice tl ahead of conte practices and “ idiomatic strut Space” was boi reflexively as tl the proclamati it has gradually a more diffuse, reference, emb knowing, in a ] subtly, in the n threat heard oi Of course, I m< of real deadlin S? nSrats to Award Winners Rivka by Dr. Anthony by Erin Mic Please congratulate our 2017 » • Annette Evans H • • ePartment and Division Award Winners: humanities and c Iman’t*es Award—for outstanding scholarship in the • Frank JJ. Davies rU?^Ve Parhcipation in cultural affairs—Nicole Kutos Madeline Powell outstanding Achievement in English Studies— • Taft Achilles Rose h C°rdisco> Michael Morrison, and Tara Giarratano writer of prose frcti” ^aparstcck Scholarship—for a promising student n> journalism, or poetry—Elyse Guziewicz Rivka Galchen February 28,21 classes through night spoke in students, facull public. Galchei Columbia, wh< in psychiatry, < �or Issue 11.4: Spring 2017 Hamill’s Hunches by Dr. Hamill eaving diind ;erve within iversity ie on ting mill iatical hat nt vim. ject ts and digital 1. d de for r the 11 be dl ;t in >y to iff. Several years ago, if I were sitting down to write my “Hamill’s Hunches” so close to the “real” deadline (and wondering, fairly I think, whether or not real as presented to me was the real real), 1 would be faced with the spatial manifestations of what we’ll call, euphemistically, “the deadline’s collapse, but what long-time readers of these Hunches might know as my failure in time—my failure to (yes, I know) submit to (sorry) I mean on time. As many might recall the consequences of lapsed time have long been spatial, and such has (generally) been the case with IQ and “Hamill’s Hunches.” So, with the logics of religiosocial justice that seem to have been ahead of contemporary linguistic practices and “shaming” idiomatic structures, the “Shaming Space” was born. Initially framed selfreflexively as the presence of absence, the proclamation of the unproclaimed, it has gradually attenuated along a more diffuse, allusive calculus of reference, embedded, only for the knowing, in a photo caption, or, more subtly, in the now-ghosted taunt or threat heard only in my head. Of course, I mention all these histories of real deadlines and failed time and shaming space with a profound sense Hall, at the University, and, indeed, of irony and gratitude. As you may across the valley. But we are all lucky— have already read, I will be taking on truly gifted and blessed—for all that the role of faculty advisor to IQ this she has left us, for all that she has done coming fall semester. As I write that for us. We all, I know, have multiple sentence, I can already see Dr. Farrells stories: of the ideas we developed smile (and hear her laugh) as she in her classes or from hallway or envisions my third re-negotiation of office conversations with her; of the Article 7b of the “real real deadlines moments she pushed us beyond what we thought were our intellectual limits; clause” in my contract, even as I try to help the staff stave off any unwarranted of the times when she remembered, through a gesture, the importance delays of the next forthcoming issue. of our personal stories; of the times, And while everyone might rightly wonder whether or not IQ is now always, she was there for us; of the joy and the incisive quip and, well, the doomed, what we also know, with fun she brought to whatever we were absolute certainty, is that I have doing. She will no doubt remain in our impossible shoes to fill. No one can replace Dr. Farrell, and 1 am honored lives (and some of us know quite well and humbled by the opportunity to fail she will put us to shame about staying to do so. IQ, of course, is not doomed, in touch), but we will have to move forward, in a way, on our own. Thank and it will thrive, as it always has, on God she’s taught us so well. the outstanding work, talents, and energies of its first-rate student staff. It Thank you, Dr. Farrell. Thank you. will thrive, also, on its foundation: the standards of self-renewing excellence Godspeed. Dr. Farrell put in place 11 years ago when she co-founded the news letter, and that she has cultivated at all levels of the Departmental and University institution that is IQ ever since. Dr. Farrell’s transition into the next chapter of her story is without question our profound loss—at 7Q, in Kirby Rivka Galchen Visits Wilkes by Erin Michael tos lies— io dent Rivka Galchen visited campus on February 28, 2017. She sat in on a few classes throughout the day, and at night spoke in the Kirby Hall Salon to students, faculty, and members of the public. Galchen currently teaches at Columbia, where she earned her MD in psychiatry, and New York University (NYU). Galchen published her first novel, Atmospheric Disturbances, in 2008, and has a collection of short stories, titled American Innovations: Stories, which was published in 2014. In 2016, Galchen published Little Labors, a non-fiction work consisting of essays. During her talk at Kirby Hall, Galchen read part of her short story, “The Region of Unlikeness,” which explores the concept of the Grandfather Paradox through the eyes of an undergraduate student. After the reading, Galchen was available to sign books and answer questions from the audience. 11 �The Inkwell Quarterly May He Fly with the Cranes: Remembering Yevgeny Yevtushenko by Dr. Farrell Yevgeny Yevtushenko, one of the great Russian poets of the age, died Saturday, April 1, 2017, surrounded by his family, in Tulsa, Oklahoma. A political activist, poet, screenwriter, performer, and teacher, Yevtushenko is perhaps best known for his poem, “Babi Yar,” which commemorates a ravine in Russia where, at the end of September 1941, thousands of Jewish people from Kiev were murdered. During the subsequent months, many more Jews, Roma, Communists, and Soviet POWs were also murdered, with the estimate that more than 100,000 people were killed at the site. The poem was so powerful that Dmitri Shostakovich composed his “Thirteenth Symphony” based upon it. Born in Zima Junction, Siberia, Yevtushenko was a prolific poet, with, according to several sources, more than 150 books to his name, and The New York Times reports that he gave 250 poetry readings in 1961, alone. He was also nominated for the Nobel Prize in Literature in 1963. He wrote a number of political articles and editorials, one of which I was given the supreme honor of assisting him with translating for The Nation in 2001, “Babi Yar in Manhattan,” which offered a deeply humanist reflection on the September 11th attacks in New York and D.C. that, today, seems almost prescient in its warnings about right-wing ideology, blind blaming and hatred, and caution about turning everyone into an “alien.” Although he was criticized for surviving the torture, imprisonment, and attacks of many of his fellow rebellious poets, Yevtushenko worked within the system in order to subvert 12 it. One of his favorite characterizations of himself was to draw a picture of himself that he called “Self­ portrait on the sharp edge of the Kremlin-Tower.” i A copy of a book signed by Yevtuskenko for Dr. Farrell. Although Photo Credit: Dr. Farrell Yevtushenko adopted Tulsa, often perform his poetry, stepping out Oklahoma, as his U.S. home, into the crowd to recite love poems he taught not only at The University of to various women seated nearby Tulsa (which is where I met him), but (once nearly causing a major incident also at two universities in New York when he did so with a particularly City, and he traveled to Moscow often, conservative international student). usually to celebrate his birthday. A At any rate, he remains one of the best self-styled radical, Yevtushenko gave a poet performers I have ever seen, and memorable voice to the rebellious call I highly encourage all of you to find for peace, and with his death, the world some of his readings on YouTube. is suddenly less colorful and bright. For my part, though, while I will always admire the public face of such a great man, Yevgeny Yevtushenko was a mentor and a friend, and in his honor, I would like to share with all of you some of my memories of my brief time working with him so that you, too, might have a glimpse of the man I knew all those years ago. Before I met him officially, I knew that Yevgeny Yevtushenko was a famous Russian poet who occasionally, but not often, would magically appear, as though out of thin air, to check his office in Zink Hall. He had a penchant for colorful clothing, often mixing differently brightly patterned plaids and paisleys, pairing his attire with an equally colorful beret. As grad students, we used to joke about his coats of many colors. His public 1-3 As a second-year doctoral student, I was given the task of serving part of my teaching assistantship as Yevtushenkos grader. He taught two courses at the University of Tulsa— Russian Cinema and Russian poetry. Both, however, were more World Cinema and Poetry. Despite the fact that English classes were capped fairly low (I believe 25 was the limit then), Yewy (as several of my friends and I would secretly refer to him) would forever sign in so many more students—so many, in fact, that he had to hold his classes in one of the larger lecture halls (we’re talking he would often come close to upwards of 75 students). With that many students, and such a great demand on his time, Yevtushenko didn’t always grade (or know his students’ names); hence, the readings need for a grader. were legendary, as he would To that end, I att on world cinema was introduced t performer. Befor meet with studer to “prepare” him: words) because h never boring, or; he turned his exp explaining not or cultural significai like The Cranes a; Bicycle Thief, or 7 but also interroga indictments of hu would begin with sort of context, ex had known somet filmmaking or ho to one of his expe Then, we would w entirety before coi summation of its < Often, he would re he was “the greate: poet,” as the other generation had air We never kept to t always went over. Through those clas love for world liter and while I already like Dostoyevsky, I Yevtushenko, a dee of Pasternak, and c of course. It was an exhaustin sure. Keep in mine in, the great traged' 11th occurred, whl everyone’s nerves, 1 edge, as we grapple uncertain future. Ye �Issue 11.4: Spring 2017 3r. Farrell. Dr. Farrell ing out ems y cident irly ent), he best n, and find ?e. mt, >art .t two >a— jetry. d To that end, I attended his night class on world cinema, which is where I was introduced to Yevtushenko, the performer. Before class, he refused to meet with students, preferring instead to “prepare” himself for lecture (his words) because his lectures were never boring, or stiff, but vibrant as he turned his explosive energy into explaining not only the historical and cultural significance of great films, like The Cranes are Flying, or The Bicycle Thief, or The Nights of Cabiria, but also interrogating their powerful indictments of humanity. His classes would begin with him providing some sort of context, explaining how he had known someone involved in the filmmaking or how the film related to one of his experiences or poems. Then, we would watch the film in its entirety before concluding with his summation of its significance. Often, he would remind them that he was “the greatest living Russian poet,” as the other big names from his generation had already passed. We never kept to the allotted time and always went over. a pped unit •iends i) nore he the j he rds of idents, time, :(or :e, the Through those classes, he gave me a love for world literature and cinema, and while I already loved the greats like Dostoyevsky, I found, through Yevtushenko, a deeper love of Tolstoy, of Pasternak, and of Yevtushenko, of course. It was an exhausting semester, to be sure. Keep in mind, barely three weeks in, the great tragedy of September 11th occurred, which frayed everyone’s nerves, kept everyone on edge, as we grappled with a deeply uncertain future. Yet, Yevtushenko looked forward while so many were stuck, mourning in the present. He envisioned a future of healing, of strength, and of unity in the face of pain, where the world was one as we shared one another’s pain and suffering while lifting each other up to find a better existence. While Yevtushenko wouldn’t let me actually grade his students’ response papers (which was what I was supposed to do), he did read them over with me, and we did discuss which students seemed to be grasping the concepts about a shared human experience and which did not. I still remember his fondness for a young girl named Molly who was a “real thinker” as she would stretch her understanding of the films we watched into various “real-world” applications. rr But, my work with Yevtushenko somehow extended beyond the classroom, as he asked me to assist him in “translating” some of his writing. Keep in mind, I don’t speak a word of Russian. That wasn’t a problem for Yevtushenko, however, because his form of translation work meant that either I would come to the lovely home he shared with his wife, Maria (whom I knew as Masha), sit with him in his office, and help him wordsmith by plying him with various synonyms and antonyms in an effort to find “just the right word.” I still remember the peeling stuck-on Russian letters overlaying the letters on the qwerty-keyboard of his computer so that he could easily switch between both English and Russian while typing. Sometimes, this form of translation also meant that he would call me at home, usually in the middle of the night, just to check to make sure he was using the correct indefinite article. (I will freely admit that at a naive 24, with the pressures of being a graduate student, I didn’t exactly appreciate these increasing demands on my time; however, upon reflection, I am grateful for the experience and that I was given the supreme honor of getting to know the unique quirks of such a brilliant mind). I remember him telling me about his friendship with Robert Frost, about searching for hamburgers in L.A. in the middle of the night with Jack Nicholson because none of the members of their cohort had any actual food in their refrigerators, _x _ x. , Story Continued on page 19 Russian shawl given to Dr. Farrell by Yevtushenko. Photo Credit: Dr. Farrell �The Inkwell Quarterly SUMMER READING LIST LJ LJ Smiths Smiths 1990s 1990 s Vampire Vampire Diaries Diaries Sapp was a favorite work of fiction for fifteenyear old me and remains so today. When Smiths novels were adapted for television in 2009, there was much hope among Vampire Diaries loyalists that the on-screen happenings of Elena Gilbert and the handsome Salvatore brothers between whom she was torn would stay true to the story as a young Smith originally portrayed it. Mackenzie: Lost in a Book by Jennifer Donnelly Firefly Lane by Kristin Hannah The Goldfinch by Donna Tartt Another Jekyll, Another Hyde by Dina Nayeri The Secret ofKa by Christopher Pike The first four seasons of the show managed to pay homage to the supernatural realm concocted by Smith while still bending the boundaries of her universe, developing intrigue and fostering complexity in even those peripheral characters whom Smith left flat—Klaus, Tyler, and Caroline are all examples. While Elena bounced back and forth between Stefan and Damon (as the brothers continually swapped places as hero and antihero), the triumphs and struggles of Mystic Fall’s secondary residents often upstaged the show’s central love triangle. Original producers Kevin Williamson and Julie Plec expressed nostalgia for the show’s initial identity as an ensemble drama in the CW special The Vampire Diaries Forever, which aired right before the series finale. Erin: How Green Was My Valley by Richard Llewellyn Brave New World by Aldous Huxley The Red Tent by Anita Diamant The Man in the High Castle by Philip K. Dick The Stranger by Albert Camus Nicole: The Tsar of Love and Techno by Anthony Marra Slaughterhouse-Five by Kurt Vonnegut 1984 by George Orwell Unless by Carol Shields The Amazing Adventures of Kavalier and Clay by Michael Chabon 5 Off by Tara Giarratano Rebecca: And Then There Were None by Agatha Christie A Clockwork Orange by Anthony Burgess Salome by Oscar Wilde Interlunar by Margaret Atwood The Heart is a Lonely Hunter by Carson McCullers Chad: Wicked Like a Wildfire by Lana Popovic Conversion by Katherine Howe The Serpent’s Mirror by Deborah Harkness Caraval by Stephanie Garber Essays by Michel de Montaigne 14 The Vampire Diaries. 'J What was left unacknowledged on the special, however, was the series of dreadfully boring and repetitive mythologies Plec recycled over the second half of the series as the show deviated farther and farther away from the story’s original tenets which were captured so perfectly in the 2009 pilot. Williamson ollicially left ‘Hie Vampire Diaries after Season 2, and evidence of his creative inlluence is almost nonexistent from the moment Plec all but killed the show’s iconic love triangle: Elena pledged her eternal u by laye. for Damon (who 3mith repeatedly demnstrates is the wrong brother) in the Season 4 finale. Plec’s drastic divergence from Smiths story as she and Williamson together first brought jt to life suggests that the CW drama ceased to be an adaptation around 2013 and instead morphed into an entirely different show altogether. Plec even admitted to Entertainment Weekly that she and Williamson had a completely different series finale in mind when they were finishing Season 2: the original ending would have had both Salvatore brothers sacrifice themselves so that Elena could five a normal human life. In the finale which aired this spring, Stefan’s sacrificing himself to save Mystic Falls and those he loves dear feels an ending not worthy of Smiths great romantic hero, but instead a natural conclusion to Plec’s year­ long denigration of Stefan’s character. While Plec is quick to assign a chunk of the blame for the decimation of the connection between Stefan and Elena (arguably what The Vampire Diaries was really all about) on Nina Dobrev’s Season 6 departure, she also notes that one reason she couldn’t bring the two characters back together in the end was because the show ran for eight seasons. Plec’s suggestion that the series’ extreme deviation from the heart of the original story was collateral damage ot the shows lengthy run is both inadequate and disappointing. While I enjoyed the handful of throwback moments embedded in the finale— Klaus's letter to Caroline and Bonnies channeling ot her ancestral line were highlights for me, as Elena herself admits in the Season 5 finale. "It will always be Stet'an" On wel can All; Ser lect Un Hil pul Doi pul 2 ai he i Ve£ sue I he ma as I clas (Cc (Rf Pro EN Lib\ sun clas abo am Veg clas the and nan the the hist Veg it fe enti he h quei stirr he p Una The stru �Issue 11.4: Spring 2017 ^c^Kru^sanc^’ng Dr- Henry Veggian, Visiting Writer ■epeatedly other) Irastic ’ as she brought drama mnd :o an her. 'nment m had nale in g Season .ave icrifice 1 live a ?ring, ive dear mith’s da rsracter. :hunk . of the Elena dries obrevs tes that le two end was easons. t of lamage rhile ck inie’s /ere elf will On March 21, 2017, Wilkes University welcomed Dr. Henry Veggian to campus as part of the Spring 2017 Allan Hamilton Dickson Writing Series. Dr. Veggian is a senior lecturer in American Literature at the University of North Carolina--Chapel Hill; additionally Dr. Veggian has published a book called Understanding Don DeLillo and has had articles published in journals such as boundary 2 and Modern Fiction Studies. When he is not writing about literature, Dr. Veggian writes pieces for publications such as Pacific Standard. I had the pleasure of spending a majority of March 21 with Dr. Veggiaiin as he attended both of my English classes with Dr. Kuhar: ENG 358 (Contemporary Fiction) and ENG 308 (Rhetorical Analysis and Non-fiction Prose Writing). In the morning class, ENG 358, we were reading DeLillo’s Libra, a novel that speculates the story surrounding the JFK assassination. Our class came prepared with questions about the novel so that we could have a meaningful discussion with Dr. Veggian as he is a DeLillo scholar. In class, we talked with Dr. Veggian about the novel’s preoccupation with naming and reflections of consciousness, the narrative structure of the chapters, the mediated nature of media, and the novel’s place as an example of historiographic metafiction. Dr. Veggian fit seamlessly into our class and it felt as if he had been there with us the entire semester; he came prepared as he had answered the same homework questions as us and presented stimulating discussion questions that he pondered while writing his book Understanding Don DeLillo. 'The afternoon class, ENG 308, is structured quite differently. In that After the reading, Dr. Veggian took the time to sign books for people who bought a copy. Photo Credit: Nicole Kutos class, we had been studying the art of rhetoric and had been bringing in writers from various background to learn about their career stories and analyze their writing. With Dr. Veggian, we asked him similar questions about his career story; however, he did something a little different than any of the other writers we had brought in by that point: he asked us about ours. Learning our first names and asking us questions, Dr. Veggian generated discussions about how to find meaning in whatever career paths we are looking to pursue. He talked about what he learned from his experiences growing up in the atmosphere of an ItalianAmerican newspaper, in working as a translator for the United Nations, in his role as a professor, and in writing non-academic essays, all the while repeating to our class that “if you’re flexible and [borrowing one of Dr. Kuhar’s favorite phrases] ‘chop wood’ everything will be okay.” Dr. Veggian emphasized the that importance of developing style in writing comes from discipline; he compares this idea to the way Virginia Woolf wrote about anything in order to strengthen her skills. Noting that one’s “career doesn’t define who you are as a writer,” Dr. Veggian’s discussion seemed to resonate with most people the room, as many of us are graduating seniors anxious about our next steps. After dinner at Thai Thai, our visiting writer spoke to a large audience in the Kirby Salon. Dr. Veggian’s discussion centered around the process for writing Understanding Don DeLillo. Briefly explaining his life story up to that point, Dr. Veggian talked about his search for finding traces of DeLillo’s family in immigration archives, noting the similarities between DeLillo’s family history and his own. After his presentation, Dr. Veggian took the time to sign books and speak to the event attendees. When I approached the table, we talked about an author project I was doing on DeLillo for 358 and about life in general. Dr. Veggian was, without a doubt, my favorite speaker to visit Wilkes. His presence in the classroom felt natural and his attitude about life and writing felt genuine. Dr. Veggian’s visit has left an impression on many current students; personally, I think I will remember his visit for a long time. 15 �The Inkwell Quarterly Equality in a Modern Beauty and the Beast ENG 30? by Mackenzie Egan by Michael Moi Emma Watsons iconic smile has dazzled millions with her performance as Hermione Granger in the Harry Potter franchise, and has inspired even more as she continues to be an activist for womens rights and equality. This emphasis on equality can be seen in her newest role as Belle in the live-action adaptation of Beauty and the Beast, an aspect that differentiates the film from the cartoon version of the 90s. Dr. Kuhar’s Rhetoric Nonfictional Prose 1 semester was differe of other English clas Wilkes. Dr. Kuhar p described the class a approximately half t textbook-based rhet while the other half guest speakers brou professional writing of these guest speak substantial amount of whether or not a a related field) was i for the position. There are certain scenes within the movie that accentuate the role of empowering women and girls, and giving them the same basic liberties as men - which are vastly different from the cartoon version Disney put out in the 1990’s. One scene towards the beginning of the movie shows Belle teaching a young village girl to read, pushing for the idea of a universal education. Belle is ostracized, not just for her ability to read, but for her desire to share her love of literature with other girls in the village. At the time that the movie was set, most girls were not taught to read: many in fact did not receive any formal schooling at all. One of the changes Watson herself wanted made on the film was a greater emphasis on the good behind Belle’s education, not so much a criticism of it as seen in the previous film by Gaston’s character and reinforced by the rest of the town, Even when Gaston, played by Luke Evans, stumbles across Belle with a book, he doesn’t take it from her and try to get rid of it, as he does in Source: Disney.com something that the world can relate to, One of the most controversial scenes and a topic that needs to be addressed in the entire movie is centered around more as the century progresses. Other a gay couple, a bridge that the film writers in the 90’s would have seriously instances in the push for equality and dodged instead of addressing as boldly the acceptance of diversity include the romance between Lumiere (Ewan as the writers of the 2017 version did. This is not only a new occurrence McGregor) and Fifi (Gugu Mbathain the story of Belle and the Beast Raw) who are featured as a interracial that fans have come to love, but it is couple as well. Twenty years ago, when also the first ‘openly gay moment’ to the cartoon version of Beauty and be scripted in any Disney film. This the Beast came out, this still would comes less than two years after the have been controversial, but in todays legalization of same-sex marriage society it shows just how far acceptance in the United States and is a push has come for their to be a couple and no to allow more on-screen time and one has batted an eyelash. comfortability for LGBT romance and sexuality. LeFou, played by Josh Part of the reason that Beauty and the Gad, can be seen as overly attached to Beast was so successful was the fact Gaston in both film adaptations of the that the cast pushed hard for the idea story, but as LeFou starts to come to of equality to be seen throughout the terms with his sexuality in the liverevision of the classic story. This new action we see a turn away from Gaston twist on the beloved story features a and onto another, and much more strong female heroine as well as same likeable, character. This struggle over sex and interracial relationships that sexuality can be related as a battle that defy adversity and prove that diversity many in the LGBT community have is a part of everyday life and not come to win, and be publicly vocal something to be afraid or critical of. the interactions around books and about in the past couple of years and reading was one of the many changes shows an emphasis on equality. that Watson asked for, and the writers pushed for, in order to make the Not only is there an LGBT couple modern interpretation of the film emerging in the film, it is front and address 21st century issues. center for most of the film in not-sosubtle ways. Equality in terms of love is 16 Eng 308 s first guest is the director of an Ms. Kania spoke to her career story, an< to discuss the objec internal audit writii The second writer t was Gabby Zawack of Wilkes, who stuc Biolog}7. Zawacki n writer for a nonpro Pennsylvania Coali Fall 201 Course ENG 201 A: Writii ENG 202A: Techn ENG 225A: Comp ENG 233A: Surve ENG 282A: Amer ENG 303A: Adv. 1 ENG 356A: Studit ENG 392A: Senio ENG 393A: Teach ENG 397A: Semii ENG 456A: Studif ENG 497A: Semir �Issue 11.4: Spring 2017 ENG 308’s Own Visiting° Writer Series by Michael Morrison Disney.com relate to, idressed s. Other lity and lude (Ewan athamracial 3, when nd ild oday’s eptance ? and no nd the fact : idea it the new es a same that ersity of. Dr. Kuhar’s Rhetorical Analysis and Nonfictional Prose Writing class this semester was different from the majority of other English classes available at Wilkes. Dr. Kuhar put it best when he described tire class as a “hybrid class”: approximately half the class was spent on textbook-based rhetorical composition while the other half was spent with guest speakers brought in from the professional writing workplace. Each of these guest speakers’ jobs required a substantial amount of writing, regardless of whether or not a degree in English (or a related field) was required or preferred for the position. Eng 308 s first guest, Mary Anne Kania, is the director of an internal audit team. Ms. Kania spoke to the class about her career story, and then moved on to discuss the objectivity required for internal audit writing. The second writer to visit the class was Gabby Zawacki, a recent graduate of Wilkes, who studied English and Biology. Zawacki now works as a grant writer for a nonprofit called Eastern Pennsylvania Coalition for Abandoned Mine Reclamation (EPCAMR). She talked about how a combination of her college career and her personal interests allowed her to pursue a career that encompassed all aspects of her educational experience. Zawacki also spoke about the relationship between writing and technology, using her experience with cartography and mines as an example. Two of Eng 308 s other guests, Rivka Galchen and Dr. Henry Veggian, were also visiting writers brought in for the Spring Writer Series. While Galchen discussed some of her short story writing at other events that day, for the 308 class session she and the class focused on some of the articles she wrote for The New Yorker. Galchen talked about her experience with The New Yorker and more broadly about journalism. Veggian also conversed with the class about journalism. He advised the class that writing articles on enjoyable subjects is often a good outlet to explore a creative side in writing while also making some additional money. Eng 308 also hosted a lawyer, Eddie Ciarimboli, who is a name partner at Fellerman and Ciarimboli, a law firm with one office located across the Market Street Bridge in Kingston, PA. He also graduated from Wilkes, but with a degree in mechanical engineering. However, he decided that an engineering career was not in his future, and instead went to law school. Ciarimboli emphasized the teamwork and collaboration necessary in writing for legal cases. Pat Austin and Sarah Simonovich were among the last of the 308 guest speakers. Both graduates of Wilkes, Pat and Sarah shared some experiences with the class about finding careers in unexpected places. Pat now works a section of Google that is heavily involved with instructional design. Sarah, who focused on creative writing at Wilkes, is now a content writer for PSC on Main St. Both Pat and Sarah provided useful insights into the fluidity of the English major job search, the importance of creativity in a seemingly not-so-creative environment, and the value of the skills gained in the Wilkes English Department. Fall 2017 Upper-Level Class Listings Course Days/Time ENG 201A: Writing About Lit. & Culture/WI MWF W MWF MWF MWF TR MW TR TBA M TR TR TR ENG 202A: Technical Writing/WI ENG 225A: Comparative Grammar ENG 233A: Survey of English Lit. I ENG 282A: American Lit. II/WGS ENG 303A: Adv. Workshop Creative Writing: Poetry ENG 356A: Studies in African American Lit. ENG 392A: Senior Projects ENG 393A: Teach English Middle/Sec. School ENG 397A: Seminar: Modern American Drama ENG 456A: Studies in African American Lit. ENG 497A: Seminar: Modern American Drama 1000-1050 1100-1150 1100-1150 0200-0250 0100-0150 0930-1045 0300-0415 0100-0215 0630-0915 0930-1045 0100-0215 0930-1045 Instructor Room CRN Dr. Hamill KIRBY 107 30061 Dr. Kemmerer Dr. Hamill Dr. Hamill Dr. Kuhar Dr. Anthony Dr. Kelly TBA Mr. Grier Dr. Stanley Dr. Kelly Dr. Stanley BREIS 208 KIRBY 305 KIRBY 305 TBA KIRBY 108 KIRBY 108 TBA KIRBY 103 KIRBY 103 KIRBY 108 KIRBY 103 30064 30065 30066 30067 30068 31037 30069 30070 30073 31038 30075 17 �The Inkwell Quarterly Well Wishes for Mr. Grier Story Continued from Page 1 Our mentoring relationship continued, “Perhaps no person to grace Kirby Hall with his wit and passion was as aptly entitled as Mr. Jack Grier, Faculty of Practice. Though I had heard the name and certainly interacted with his students in our writing center, my first meeting with Mr. Grier was not until my sixth semester as a Wilkes student. I enter the first-floor classroom in Kirby Hall and join five fellow students and a sixth individual. I knew he was not our professor, but he presented a different kind of first-day anxiety than that of any student we had met. We soon learned that we were part of a transitional course. This would be the last semester of ENG 393, The Teaching of English in Secondary Schools, taught by our current instructor, and the next instructor would be sitting in throughout the semester, to learn the course goals and methods alongside us. We all soon learned how typical of Mr. Grier that was. For fifteen weeks we, the next cohort of English majors preparing to student teach, explored the big picture of our beloved teaching profession and delved into the details. Throughout, Mr. Grier impressed upon us a unifying lesson: we must always be learning about what we teach, because students now see us as the teachers. We spent months exploring the unit plan, a concept as vast in scope as it was foreign to us, pre-service teachers that had never written a lesson plan longer than fifty-minutes. We emerged confident in our abilities. When our abilities seemed insufficient, we were assured that among the English department faculty remained a critical resource that had been had served his time in the weeds and, most importantly, knew about our strengths and our aspirations 18 as I was fortunate to have Mr. Grier has my student teaching supervisor. When you student teach, you’re more supported than any other time. Your co­ operating teacher works with you daily to protect and educate her students. Your seminar professor ensures that your head stays above water. When you ha^ive a great student teaching supervisor, he ensures that you know your direction. I always knew at least one period in advance which class Mr. Grier was observing, because he would be there, in the back of the room, reading what my students had read and completing the assignments I had assigned. He was able to zoom us back to our methods course and forward to my future classrooms. Mr. Griers approach to our profession was one of continuity, purpose, and a little bit of magic, “a kind of natural magic that enables these favored ones to bring out the capabilities of things around them.” Nathaniel Hawthornes description of Phoebe Pyncheon’s arranging ability aptly describes what my own words, bound by the twinned faults of memory and perspective, could not aspire to. We were taught not by words, or even by actions, but by someone who arranged our objectives and aspirations, our skills and the obstacles that challenged them, in such a pattern that we could do nothing but succeed for ourselves. For that, for helping us teach our students, we thank you.” -Jonathan Kadjeski “Mr. Jack Grier was one of the first people I met when I started working at Wilkes in Fall of 2006, and I remember that he was incredibly kind and generous in helping me find my way and that his dedication and love for his work along with his passion for English made him a real asset to our culture at Wilkes. Over the years, he has become a dear friend and valued colleague, and he is absolutely one of the people I will miss most when I leave at the end of this semester. I would like to send him and his family the warmest of positive wishes as he journeys towards recovery. Love you, Jack!” -Marcia Farrell “Jack--The girls and I have you in our hearts, minds, and prayers, and we send our love out to you as you continue your fight. Keep “raging” as you’ve joked about with me—and please know that you are deeply loved and profoundly missed by all of your friends, colleagues, and students in Kirby Hall and across campus. You have impacted so many in your time at Wilkes—and everyone you have inspired is with you, and with your family, in spirit and in solidarity. We hope to see you back in the Halls of Kirby again soon - Tom Hamill Professor Jack Grier at first glance, seems like a very reserved and hardnosed man. But, he is a very comical man, with his dry but brutally honest sense of humor that helps you as a student relax and make a connection with him and to gain a better understanding of the readings in class. Even though our time this Semester has been a very brief one, I would certainly recommend him to a fellow student as a professor or as a person with a vast wealth of knowledge.” -Matthew Gromelski I m honored that I was able to have Mr. Grier as an English professor. Each XXltt C?SS 1 “S '*^—8 g y spected him, knew he had to offer whether it was English related o he spent his chil< were like when h being in his class always somethin would say that v. keeping me intei His comedy and reading was alw; great entertainn May H< Story ContinL He taught me he vodka, and he h; for mixing what “Champaign cot Champaign and wines). I think semester half-di my friend Chris bar that none of heard of one nis literature, politii He used to call in addition to v have a string of that the person be a worthy kn He was generoi me a beautiful, shawl that I stil explain Russiai evening while ’ he was able to i He wrote one c inscriptions foi to sign one of 1 I moved on to; position the fol work at the Jan in part because �Issue 11.4: Spring 2017 love for ion fOr st to our ^ears, he d valued iy one of 'hen I iter. his famih -s as he °ve you, u in s, and s you Sing” and ly loved □fyour its in You r time lave your y. We Ils of 1 ice, hardmical lonest is a action n class, jster Id ellow -son ave r, Each hing vas English related or stories about how he spent his childhood and how things were like when he was our age. I loved being in his class, because there was always something unexpected he would say that would surprise me keeping me interested to come to class. His comedy and enthusiasm while reading was always a pleasure and great entertainment.” -Jasleen Kaur Mr. Grier, Since you taught me that censorship’ is the only bad word in the English language, I just want to take this opportunity to let you know I’m wishing you well and praying every day that you kick this thing right in the ass, like you always do. Hope to share some wild teaching stories (and maybe some coffee) with you soon. You’ll be on my mind. With a lot of fucking love.” -Gabriella Romanelli “Dear Jack, You’re in my thoughts and prayers every day. We hope you come along to feel well enough to get back to the classroom next semester! Your contributions to our program and our students over the years have been fantastic and valued! Get well, brother.” -Larry May He Fly with the Cranes Story Continued from Page 13 He taught me how to drink Russian vodka, and he had a penchant for mixing what he referred to as “Champaign cocktails” (a blend of Champaign and various liquors or ■wines). I think I spent half of that semester half-drunk. He also took my friend Christina and me to a local bar that none of my friends had ever heard of one night to talk about world literature, politics, philosophy, and film. Modernism and in part because I couldn’t maintain the schedule I had with my own classes, my own work, and as Yevtushenko’s assistant. Jeffrey Longacre, who was a couple of years ahead of me in the program, took my place and was able to establish a better balance between graduate student work and teaching assistant work, and I know that he and Yevtushenko maintained a close friendship ever since. He used to call me “fair Marcia,” and in addition to wondering why I didn’t have a string of lovers, would tell me that the person who wins my heart will be a worthy knight. After I left the University of Tulsa and came to Wilkes, I did manage to teach “Babi Yar” in several of my English 120 sections, and I did write to Yevtushenko to tell him so. Unfortunately, I no longer have that email he sent in response because I lost it when the university switched to Gmail, but I do remember that he was kind and flattering, expressing his hope that students would benefit from his call for unity. He was generous. He and Masha gave me a beautiful, authentic, Russian wool shawl that I still treasure. They tried to explain Russian television to me one evening while we watched the channels he was able to get through his satellite. He wrote one of the most touching inscriptions for me when I asked him to sign one of his books. I moved on to a different assistantship position the following semester to work at the James Joyce Quarterly, in part because I was specializing in While I don’t know if that was the case, I know that I did. His belief in peace, in striving for social justice, in a borderless world where we can all simply exist in love, beauty, and harmony engendered in me a desire to do good in the world, is what propelled me to seek out moments of hope within the bleakest examples of imperialism. Moreover, I believe its Yevtushenko’s influence that is propelling me to leave Wilkes now, to go out into the world in the hopes that I might, even in the smallest way, do something positive, something kind, something worthwhile towards the kind of future that he envisioned, when he claimed that “the best monument to the early poems of our generation is liberation from the tyranny of censorship, from the tyranny of the observing eye of Orwell’s Big Brother” (Yevtushenko v). We may not have kept in close contact in the years since I left Oklahoma, but I will always remember Yevgeny Yevtushenko as one of the greatest poets in the world and as my friend. My heart is broken at his passing, and my thoughts are with his lovely family. May your soul fly with the cranes, Professor Yevtushenko, and bring the hope of a borderless, peaceful, and harmonious world to those who see that flock of birds passing overhead. 19 �The Inkwell Quarterly OTHER DEPT. EVENTS . Spring Picnic for all English majors, minors, and faculty 3:30-5:30pm Tuesday, April 25th, Lawn. Please invite your students and attend this informal, come-and-go event that is so valuable to our graduating seniors. • English 397 Seminar Student Presentations—3pm Wednesday, May 3rd, Salon. Have Victorian Tea with students in Dr. Helen Davis’s Bronte course as they present their seminar projects (after their return from their Brontefocused outing to the New York Public Library and Metropolitan Museum). • English Senior Capstone Presentations—l-3pm Tues, Wed, Thurs, May 8-10th, Salon and Kirby 305. Our ten graduating seniors present their independent work this semester, including two double majors in Philosophy; one dual degree in Digital Design and Media Arts; and some graduates with triple concentrations in English. These include our first set of students graduating with the Digital Humanities Concentration in English. • Commencement Day Gathering—Immediately after Commencement, Saturday, May 20th. Join us for the celebration of English majors and minors and their families. 20 Here’s to the Ones Who Dream by Rebecca Voorhees Phantom faces ofhorror spread like wildfire at the 2017 Oscars. Soon after La La W was announced Best Picture, representatives from the Academy rushed onto the stage and revealed that Moonlight was the true winner. The wrong envelope was handed to Warren Betty; he received and read the previous card for Emma Stone as Best Actress. The cast and crew of La La Land were collected and gracious as they happily turned over the award to the tenacious family of Moonlight. Although both films are highly accoladed in cinematic history, there is still a lot of controversy surrounding diversity in Hollywood. La La Land was nominated for the largest number of nominations in Academy Award history, and walked away with six Oscars. The movie is about an actress trying to make her way into show business, and she falls in love with her friend/pianist along the way. I argue that it was inappropriate to cast Ryan Gosling as the male lead because of his upbringing in jazz. Jazz is an African American art form, and historically speaking, it would have been more accurate to cast someone of that ethnic background The only character of minority was John Legend, who played a secondary role as an aspiring musician. One ™St.al”“nsid“'he fact that Mia, discovering their gender identity in a low-socioeconomic neighborhood. Both Chiron and Kevin are forced to deal drugs in order to survive in the slums of Miami, and they eventually become physically intimate. Not one character seems subsidiary to another; each one develops and shows powerful emotion throughout the movie. Co-writer Tarell Alvin McCraney pronounced as he held the Oscar, “This goes out to all those black and brown boys and girls and non-gender conforming who don’t see themselves. We’re trying to show you you and us. So thank you, thank you, this is for you.” Moonlight received a standing ovation, and there was not a dry eye in the room. The film moved audiences and lives everywhere because it depicted a controversial and important reality in our culture today. Even though Moonlight left the Academy Awards with three Oscars, it has become evident that there is still some underlying racial bias in Hollywood. La La Land may be an innovative experiment that dazzled audiences around the world, but Moonlight was strikingly terrifying with truth and despair. Both films assert characters who embark on a journey for identity, however, the idea of uniracial films should not be romanticized or acclimated any longer. We live in a time where all races and cultures should be recognized for their artistic contributions, and Hollywood should catch up with the dreamers. ^>«e8^R^M<isoneof all«»eand\X8^eS,iCfilms of H'“' Tarell Alvin quote from The GuaidiMhttps://www.theguardian.com/ film/2017/feb/27/the-best-quotesfrom-the-20-17-oscars 1'8 17 v, S □ g-g g j ;sj3A\suy aureg 3uupiEWJ0’ Ho\ or, W by Jas Since m last Maj busy—r have be do a fev time pc at a loc; contint job as I and toe not doi import norma but aft< Rather springs respon bills ai to brai hand-i There into n which since par tic activil readii theH the Ir Dr. N of 20 yarn < expo; knitti some Powe into 1 coulc Farre wher publi mom that 1 of Wc throi to m �1 Issue 11.4: Spring 2017 How I Avoided Responsibility for One Year; in ^ood. :ed to i the ually t one lother; Jwerfhl y r, and snder selves, d us. 'or ing eye in ices ortant irs, s n n :d g i ?e nger. id their >od ian- or, Why I Started Dyeing Yarn by Jason Klus, Alumnus Contributor Since my graduation from Wilkes last May, I’ve been keeping myself busy—maybe not as busy as I could have been, but still, I’ve been trying to do a few things. I took as a very parttime position as an adjunct instructor at a local community college and continued working another part-time job as I applied for graduate programs and took time to relax and enjoy not doing much at all. Downtime is important, and I encourage it as a normal part of everyone’s daily routine, but after a while it gets monotonous. Rather than getting a full-time job this spring, opting not to accept real adult responsibility despite the student loan bills arriving in my mailbox, I decided to branch out and try something new: hand-dying yarn. There are several factors that played into my decision to hand dye yarn, which may seem particularly odd since I do not knit, crochet, or participate in other fiber arts related activities. Several of you who are reading are probably familiar with the Harry Potter, Whodunnits, and the Impact of the Novel seminar that Dr. Marcia Farrell taught in the fall of 2015. Although we did not discuss yarn dyeing in that course, we were exposed to cozy mysteries surrounding knitting and yarn communities. At some point this past fall, Maddie Powell and I thought that breaking into the mass market fiction industry could be a fun, profitable outlet Dr. Farrell quickly dispelled our hopes when she reminded us that the publishing industry can be a tough monster to take on. So, keeping in that fiber-related vein and thinking of ways to make some extra money through a creative outlet, I looked to my own experience with the fiber arts. My mother has been knitting, crocheting, quilting, and/or embroidering (probably more than just these things) since she was a young adult; having recently allowed herself to become fully acclimated with technology, she enjoys watching knitting podcasts of many Jason creates colorways in a variety of different bases. independently based yarn dyers Photo Credit: Jason Klus and knitwear designers. It was almost amazing to me how many Yarn dyeing has been beneficial to me of these knitters have chosen to dye because it allows me to continue to be yarn out of their own homes as their creative in new ways that force me to only source of income and to see how think differently. It is an outlet that 1 they are thriving—essentially, they can use to relax, to be artistic, and to are making a living from something make money—plus I’ll have an odd you can learn by watching a series little anecdote to share in the future of YouTube tutorials. So, because I should I ever need one. Even if this was seeing this success and knew at experiment is a short-term endeavor, the bare minimum that I could get it allows me to continue to grow some custom made knitwear from my artistically in a new way. I like to try mother, I bought some supplies and new things because it keeps my mind gave it a go. Apparently, that’s all you going, and it lets me know that I am need to do if you, too, want to become keeping myself engaged in something a yarn dyer. other than the chaos that circles around us daily. Looking to Buy Yarn? Visit Jasons Etsy shop at: https://www.etsy.com/shop/ DizzyWigFibers/items B Be sure to follow his Instagram account @dizzywigfibers to keep up with his one-of-a-kind colorways and occasional pictures of his cat! £ L?‘ ty KJ Y ? - ■' ' ;r- Jason is sporting a unique eye-ball scarf that was made using his custom yarns. | Photo Credit: Jason Klus 21 �Wilke.* awareness about the0 8 6 d wounded by lunteers come since March 2011 and ha® thousand blacksmiths to formerHelmets “o tbeUvesofo^eMtteH^ Sr^e Syrian Civil War has also *®"y forces will wait until elderly. The Syrian Civil War has also ilitary forces will wait until displaced over seven million interna y, arrive at a bombing site and created over four million to rebomb the area with the intention international refugees, leading to the to specifically kill the people coming to greatest humanitarian disaster since the aid of the first bombing’s victims. World War II. The film shows helmet camera footage of this act happening to one of the The film shows graphic images from White Helmets. Aleppo, Syria, a city hit multiple times every day by airstrikes and artillery The film shows the incredible human side of conflicts like these that are often unshown. The film also brings to light the unsung heroes of the Syrian Civil War, The White Helmets, who sacrifice themselves for others on a daily basis. The short film is a great insight into the brutal scenes fighting inside a war torn state andof allows for furthi. understandingofthegreatercausesa ler work behind todays refugee crisis, April Author Spotlight: Valeria Luiselli by Olivia Caraballo The Allan Hamilton Dickson Writing Series visiting author for the month of April is the critically acclaimed Mexican author Valeria Luiselli. Valeria Luiselli was born in Mexico City, and she has lived in a variety of places including South Africa, Spain, Costa Rica, South Korea, India, and France. She currently lives in New York City with her husband. Luiselli Angeles Times Prize for Best Fiction, is the author of numerous works and the Azul Price in Canada for The including Sidewalks, a collection of Story of My Teeth. Along with her essays, Faces in _thei Crowd, awardwinning dpknf/ her--------awards, her works have been published My Teeth her mntf ’ $tOry in over different languages, and She has received tEeToTA^1^100’ haS had multiPIe PubIications of Times Art Seidenbau n^e'es nonfiction work in magazines such as Fiction for Faces in n Ward ^or First The New York Times, The New Yorker, 5‘he Cr^ *e Los McSweeny's, and Ganta. Call for Student Application Letters: Patricia Boyle Heaman & Robert J. Heaman Scholarship by Erin Michael The Patricia Boyle Heaman and Robert J. Heaman Scholarship is an annual scholarship that is awarded to a junior or senior literature track English major. To receive the award, interested students need to submit an application 22 in the fall semester, when it is then reviewed by a committee of faculty from the English department. The award is given to a student who shows interest in advanced study of English, have shown excellence in the study °f English, and is in financial need °f the scholarship. Students from the Wyoming Valley are favored over those who live outside the area. by Chad St Wilkes Univei their support in the HenryI the Planned F on February i Planned Pare Maddie Powe Alice Rogers, a display to b Parenthoods millions of A and preventa students disj versus the fa speculated n that has beer healthcare tc Reported by­ House Corr Garrett, Plai threatened i is included i “American 1 by the GOP the proposa nightly’ nev displayed o such that tl only’ attack and Afford was impler administra will have a on Planne< of Americ; organizatii In a separ; Parenthoo explained the propo: the organi low cost h Richards < focuses or care such birth cont �Issue 11.4: Spring 2017 Wilkes Students Stand With Planned Parenthood by Chad Stake lman 'e °ften > ftght Civil lcrifiCe basis, nto ie a her ses at s. / n, Vhe shed and if i as er, e ose 5 Wilkes University students voiced their support for Planned Parenthood in the Henry Student Center during the Planned Parenthood Meet-Up on February 28. Included in the Planned Parenthood Meet-Up was Maddie Powell, Mary Cordisco, and Alice Rogers. These students created a display to broadcast Planned Parenthood’s commitment to provide millions of Americans with health and preventative medical care. The students display included the myths versus the facts that surround the speculated non-profit organization that has been the spotlight of current healthcare topics within the media. Reported by CBS News Chief White House Correspondent Major Elliott Garrett, Planned Parenthood has been threatened with a defund proposal that is included in the revised version of the “American Health Care Act” proposed by the GOP. Major Garrett discussed the proposal with colleagues during a nightly news broadcast. The interviews displayed opinionated arguments such that the healthcare act will not only attack the “Patient Protection and Affordable Care Act” which was implemented under the Obama administration,also, the health care bill will have a negative financial impact on Planned Parenthood Federation of America and the care that the organization provides. In a separate interview, Planned Parenthood President Cecile Richards explained the negative impacts that the proposed bill would have on the organizations ability to provide low cost healthcare to their patients. Richards explains that the organization focuses on providing preventative care such as cancer screenings, birth control, and health plans. Seniors Maddie Powell and Mary Cordisco standing in front of a display for Planned Parenthood. Photo Credit: Chad Stake She explains Planned Parenthoods prochoice initiative and emphasizes that regardless of personal beliefs defunding an organization like Planned Parenthood will deprive millions of Americans the preventative healthcare that they depend on. Recently, the Trump administration withdrew the bill marked for Planned Parenthood because of the lack of support from lawmakers. This is a huge victory for Planned Parenthood and the organizations supporters. Speaker Paul Ryan promises to reintroduce a new bill in the future with no speculation on the impact that the new bill may have on Planned Parenthood. With the promise of the reintroduction of a new bill supporters must remain diligent in their efforts to preserve the health care rights of millions of Americans that seek care through Planned Parenthood. You are encouraged to join Maddie Powell, Mary Kordisco, Alice Rogers, and the millions of supporters of Planned Parenthood in following any proposed bill that may affect the health care needs of Americans. Information about Planned Parenthood can be found on the organizations website, www.plannedparenthood.org . Dr. Davis and Dr. Farrell signing postcards at the Planned Parenthood event. Photo Credit: Chad Stake �The Inkwell Quarterly SENIOR MATCHING GAME^ Match each ^*-50 Page 20. CHOICES: STUDENTS: A. Emotivism and Morality in Nathanael West’s Miss Lonelyhearts B. Regionalism Within Langans The Fisherman C. Ethics and the Sublime: The Value of Nature Through the Human Experience D. The Digital Humanities of Flintwood E. Rhetoric in Grant Writing: An Examination of a Dialogic Exercise E A Study in Poetry G. Material Objects, Fragile Identities, and Marketing Schemes: Exploring New Materialism in Stieg Larssons The Girl with the Dragon Tattoo H. New Ways to Die—An English Capstone I. Numeric Patterns and Female Identity in Gertrude Steins “Patriarchal Poetry” J. The Significance of Offensive Language: A Contextual Understanding < 8. Jocelyn Sickler 9. Robert Hildenbrand 10. Ryan Gallagher NEXT ISSUE: 24 IQ plans to start next semester with articles focused great summer media finds, autumn themed pieces, and a spotlight on first-year English majors! Also, get ready for the next installment of Hamill’s Hunches' I I I 1 | 1 | I I | | 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, Spring 2017 (Volume 11, 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 2017 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.