41 15 4132 https://omeka.wilkes.edu/omeka/files/original/70b0400d2e49f82c8e734afd255b4445.pdf ac27629cb0c616462d1a53c55245559f PDF Text Text Issue 12.1: Fall 2017 Stranger Things Season 2 Premier Erica Bicchetti What’s the best way to get into the Halloween spirit this year? Watch the upcoming season of Stranger Things, a Netflix original show airing its second season on October 27th, 2017. Stranger Things is a mysterious show about a young boy who vanishes in a small town while his family and friends go searching for him. What they discover are secret experiments and an alternate dimension called The Upside Down. The inspiration of the show is what really has fans jumping out of their seats. Stranger Things is based off of a real life experiment that was conducted by the government. The show takes place in the 1980s and got its concept from a proj­ ect called “The Montauk Project.” “The Montauk Project” is a series of secret government projects which consist­ ed of experiments that were hosted in Montauk, Long Island. This is where Stranger Things received its original title, Montauk, from, but the name was later changed. A man named Preston Nichols partially remembered having some involvement with the project back in 1980. Nichols discussed some of the experi­ ments which included time travel, mind control, teleportation, and even alien species which are all topics found in the show, Stranger Things. He also recollected something called “The Montauk Chair” which allowed one to do things very similar to Elevens character. All of this is said to tie into another project called ‘ The Philadelphia 1 Netflix.com Experiment.” On rottentomatoes.com, people reviewed the Netflix original, Stranger Things. A fan named Filipe P. said, “Filled with a sense of wonder and awe from the cine­ matic era of the 1980s, Stranger Things delivers a surprisingly refreshing simple plot and storytelling, enriched by keen performances - mainly its child stars and pacing, which contributes on the delivery of what will feel like an amazingly entertaining 8-hour movie,” and rated the show a four out of five stars. Filipe P. captures the shows amazing ability to keep you entertained. Be sure to watch Stranger Things season two premiering on Netflix on October 27th. In this Issue: Manuscript Update Writing Center Hours 155 The first article in a special “IT' serial A look insie the Andy Warhol exhibit Faculty updates Stranger Things Season 2 Pre­ mier Hamill’s newest Hunch 27 Hours: A Book Review Ask the Editorial Staff Coffee as a literary agent Freshman Faces Our brand new editorial and writing staff! �The Inkwell Quarterly MANUSCRIPT UPDATE The Wilkes University Manuscript Society will be accepting submissions for the 2017-2018 issue starting in the spring. Keep an eye out for reading posters as well as for this years issue, as it will be a special anniversery edition with pieces from past Manuscript publications! 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 2017schedule 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 Coffee: A Literary Movement /T:A Savannah Pinnock Kelci Pia Life as a student at Wilkes University and on a macroscopic scale, and as a college student in general is often defined by a rigorous curriculum that requires one to give one hundred percent of their energy and then a bit more. Professors see the potential within their students and telepathically challenge students to do more than they are aware that they are capable of. College is an experience in which your academic capabilities are tested and if you’re willing, it may reveal to you that you are much more intelligent, capable, and enduring then you know. The strength of a student can be revealed after their energy has been depleted and the day is much closer to dawn then dusk. At this moment in the students life, they must sacrifice the bliss of sleep and engage in a college tradition that allows them to push further and tap into their true potential. This potion of sorts is found in chocolate and most commonly found in coffee. It is known as caffeine and allows the student to keep going despite the beckoning of sleep. As their academic feat draws to a close, they may recharge and pursue their dreams prior to pursuing their physical dreams. Once again, the sun begins to rise and alarms begin to sound in a cacophony of confusion and apprehension towards the coming hours, and once again the archetypal student is focused on attaining a “cup of Joe”. Coffee can easily be seen as the impetus behind a student with a hunger for success. Late nights and early mornings make coffee essential and virtually necessary in order inhabit a “carpe diem” based mentality. The next time you see a student with a cup of coffee in hand, know that they’re on the cusp of unlocking their true potential. It resurface Tl years, ar mini-series It resurface popular ct grossing n the list of' (beating o 2017 film become tl Stephen 1 1986, It f( against w entity the The gene that it’s a is sometl pay to se and it’s e deep sut relation: tory of I it a film The 2 astounc look at aren’t tl film. St Bill Sk; As I Whc Welcome to Our New Staff! Faculty Advisor - Dr. Hamill Editor-in-Chief - Mackenzie Egan Assistant Editor - Rebecca Voorhees Copy Editor - Erin Michael Layout Editor - Savannah Pinnock Staff Photographer - Mmachi Dimoriaku Staff Writers - Megan Stanley, Kelci Piavis, Erica Bichetti If you would like to submit articles for future Inkwell issues, email Dr. Hamill at thomas. hamill@wilkes.edu or Mackenzie at mackenzie.egan@wilkes.edu Om was own I Hou �IT: A Serialized Spector, Part 1 Kelci Piavis going leep. As to a close, irsue suing ice again, I alarms ihony msion :s, and 1 student “cup of seen as dent with e nights e coffee jcessary in sm” based you see offee in an the cusp otential. It resurfaces in Derry, Maine every 27 years, and 27 years after the TV mini-series starring Tim Curry, we see It resurface on our screens and in our popular culture. As #5 on the list of top grossing movies of 2017, and as #1 on the list of top grossing horror movies (beating out 1973 s The Exorcist), the 2017 film adaptation of It has really become the talk of the town. Based on Stephen King’s bestselling novel from 1986, It follows six kids and their fight against what they call It, a terrifying entity that embodies their worst fears. The general consensus by viewers is that it’s a great movie—personally, this is something I would buy on DVD or pay to see again, which I never do— and it’s easy to see why. The gore and deep subplots (Bev, Mike, and Eddie’s relationship with their parents, the his­ tory of Derry and of Pennywise) make it a film easy to follow and get lost in. The 2017 film adaptation being so astounding seems obvious when you look at it’s gross, but every day viewers aren’t the only people who enjoyed the film. Stephen King himself has praised Bill Skarsgard for playing an excellent Pennywise, stating in an interview, “Skarsgard was great as Pennywise, and he had big shoes to fill, let’s face it, because people remember Tim Curry as Pennywise the clown and they re­ member the look that Pennywise had.” He believes the film did the novel great justice, and even stated in the same interview that he went back to see the film a second time (like so many oth­ ers) after enjoying it so much the first. Stephen King wrote It intending it to be his “final exam” as a horror novelist, deciding to bring back “all the monsters I remember from my child­ hood... The entity that is Pennywise focuses on whatever that particular child fears the most... Pennywise gets to these kids by finding out what they’re afraid of and being that thing.” King has taken basic childhood fears of the 50s (when the novel originally takes place) and perverted them, mak­ ing a murderous, torturous, shapeshift­ ing clown. At a whopping 1153 pages, obviously not every gory detail could be put into the movie (such as the infa­ mous child orgy scene—more on that in a later issue). From the details of IMDb.com Georgies death, to the time period, to perverse scenes and abusive families, there is a lot to unpack in this novel. It’s a long and slow read, so keep your eyes on the Inkwell throughout the year to read updates on the book. In the meantime, go to the SUB and get a movie ticket, go see It, and have the time of your life. Ask the Editorial Staff: What was your favorite book as a child? Stanley, letti bmit veil issues, )mas. Mackenzie lkes.edu Omega Station, by Alfred Slote was the first book Ifound on my own that I remember being totally absorbed by. -Dr. Hamill I was in love with the Little House on the Prarie series until I was thirteen. -Mackenzie Egan Charlottes Web My favorite book is Rhine Angel by Latoya Raveneau -Savannah Pinnock -Mmachi Dimoriaku Myfavorite book was Peter Pan by J.M. Barrie. The Giving Tree -Rebecca Voorhees -Erin Michael �The Inkwell Quarterly Hamill’s Hunches Visitin Originally (or ProlepticaUy) described by June (and Grace) was really, really funny.~ k t Brought to you by Frog and Toad. ,5 “Toad Hamill as FROG: Hello, Toad? Are you there? Wake up! You’ve been sleeping long enough. And besides, we’ve got lots of work to do. TOAD: Blah!!! Go away!!! FROG: But, Toad.... We’ve.... TOAD: I said, Blah!!!! Go away!!!!!! FROG: Oh, Toad. Wake up. You’re already late. TOAD: I don’t care if it’s Spring. I’m tired, and who said that just because I’m amphibious and a member of the family Bifonidae that I’ve got to wake up, splendidious, each May and amble my way down.... FROG: Toad!! It’s not May; it’s Mon­ day. And October. You’ve slept in again, and we don’t have time for your warty grumbling. Sorry, I know they’re not warts, and that that’s just an anthropomorphism (ironically).^ But... anyway, to the point. We’ve got to get to get writing. The deadline is here! TOAD: Deadline? What!?! You know I’ve always endeavored to live free of the constrictive burdens of calendric temporal logics (beyond the season­ al, of course), and, besides, deadlines are a relative construct any way, , right? That’s what Grace and Junes dad always likes to say—right? Dr. Hamill—Dr. Thomas Arthur Hamill? Something like that. I never really understand what on earth hes talking about. Do you? Do you think Grace and June do, the poor girls? And his students? (They might have it even worse.) FROG: No. And...yes. But...funny you should mention Dr. Hamill—or, Grace and June’s dad. That’s why I’m here. Don’t you remember? We said we’d write his Hamill’s Hunches this issue. Back in September. Don’t you remember volunteering? what would we write about? I mean we’re frogs. FROG: Well.... I’m a frog. You’re a toad. TOAD: Oh, wait a second, my friend, don’t binarize me. I’m not some convenient Other—some east to your occidental west. I’m (basically) the same as you. We’re frogs. And no hyponymic mumbo jumbo can change that—except maybe centuries of folk taxonomy and the pervasive cultural logics of children’s literature, of course. I guess I walked right into that one right. Talk about the Toad calling him­ self a Frog.... FROG: Do you hear that? What’s happening? TOAD: Oh, drat!! I do. I do. What TOAD: What do you mean? We’re were we thinking? Can’t we just rake engaging in a lively dialogue. “I love his yard instead? He’ll never know a lively dialogue, with my good friend it was us, and maybe our labors will Frog,” as I say in the musical adapgive him the extra time he needs (even t’ation of Daddy LobeLYou,’ of all though he shouldn’t need extra time; people, should know that. they’re his Hunches, after all) to get write. I mean, talk about exchange val­ ue (not to mention alienation from the means of production). But, anyway, Story Continued on page 6 Spring 2018 Upper-Level Class Listings Course ENG 202: Technical Writing ENG 203: Creative Writing/WGS ENG 234: Survey of English Lit. II/WGS/Honors ENG 281: American Lit. I/WGS ENG 303: Adv. Workshop in Playwriting ENG 336: Studies in Victorian Literature ENG 392: Senior Projects ENG 397: S: Pynchon ENG 497: S: Pynchon 4 Days/Time TR MWF TR MW W TR TBA TR TR 1:00-2:15 10:00-10:50 1:00-2:15 3:00-4:15 6:00-8:45 9:30-10:45 1:00-2:15 1:00-2:15 Instructor Dr. Kemmerer Dr. Kovacs Dr. Davis Dr. Anthony Bill Black Dr. Davis Dr. Anthony Dr. Kuhar Dr. Kuhar Room BREIS 105 KIRBY 108 KIRBY 108 KIRBY 103 KIRBY 103 KIRBY 108 TBA KIRBY 103 KIRBY 103 CRN 10179 10180 10181 10182 10183 10184 10187 10185 10186 Mackenzie This C University En corned Micha a poet and th< Foothills Pres http://www.fc com/poetguy tion about hit Press. Czarne writing work 16th and on 1 p.m. in Kirby Freshi Erin Micha Sheylah Silva Where are yoi graduate high I’m from Swo uated from W How did you I found Wilke friend. When and wl come an Eng] I decided to t when I didn’t school. I intei I ve always be Writer, and ce ever I want tc assumes I wa Though there �Issue 12.1: Fall 2017 Visiting Author Workshop 1 Grace) Mackenzie Egan ^ean u’re a ? friend, tie to your f) the d no n change of folk ultural jf course, t one ling him- i This October, the Wilkes University English department wel­ comed Michael Czarnecki, who is a poet and the Executive Editor of Foothills Press. Czarnecki’s website, http://www.foothillspublishing. com/poetguy/, has more informa­ tion about himself and Foothills Press. Czarnecki held two poetry writing workshops, on October 16th and on the 18th from 3 to 4:15 p.m. in Kirbys 108. The workshops were sponsored by the Allen Ham- ' BTi! ilton Dickson Fund. In attendence of the event were; Young Scholar Darren Marti­ nez; Brianna Wentzel, Psych major; Angel Holmstead, Psych major I Eng minor; Aley Gamble, senior Psych major I Eng minor; and Natalie Stephens, Pre-Pharmacy major. Dr. Anthony Freshman Faces Erin Michael iat’s Sheylah Silva We’re “I love d friend dapfall Where are you from? Where did you graduate high school? I’m from Swoyersville, so local. I grad­ uated from Wyoming Valley West. How did you find Wilkes? I found Wilkes through a family friend. npage 6 I CRN 10179 10180 10181 10182 10183 10184 10187 10185 10186 When and why did you decide to be­ come an English Major? I decided to become an English major when I didn’t get accepted to my first school. I intended to major in film. I’ve always been good at English, as a writer, and can still accomplish whatever I want to with it. Everyone always assumes I want to become a teacher. Though there’s nothing wrong with that, it’s not for me. It is a common misconception that there are limited things you can do with the major. What is your favorite book? What makes it your favorite? That’s a tough question. I suppose it’s The Absolutely True Diary of a PartTime Indian by Sherman Alexie. At least, that’s what it is right now. But, that book is wonderful. I’ve read it several times. It’s hilarious and tragic and real, you know? It also contains representation of a Native (American Indian) character, which is incredible in itself. It’s a personal thing, maybe. Lenape Regional High School How did you find Wilkes? Wrestling team When and why did you decide to be­ come an English Major? Junior year of high school, wanted to take more interest into English and writing. What is your favorite book? What makes it your favorite? The Body by Stephen King. Great sto­ ry, good movie as well. Kyle Trout Where are you from? Where did you graduate high school? Mount Laurel, NJ 5 �The Inkwell Quarterly A Loo Faculty Updates [vlackenzie Kelci Piavis and Megan Stanley Dr. Mischelle Anthony’s poem ‘Simu­ lacrum which appeared in the Spring 2017 edition of After hour Review has been nominated for sundress Publica­ tion’s 2017 Best of the Net anthology. During the semester the Sigma Tau Delta, the English Honor Society, met Thursday September 28 to discuss the years activities and the English de­ partment held the fall picnic Tuesday October 10. Dr. Chad Stanley is working on a new art show, entitled “Shakespeare goes Commando” based on images form the 1970’s era British war comics, in origi­ nal form. There will be added dialogue from Shakespeare’s military plays, such as Othello. more than a decade, the All Star, Conference has featured The IIA’s highest-rated presenters from the past year’s conferences, as ranked by at­ tendees. The 2017 All Star Conference delivers cutting-edge insights on issues impacting the internal audit environ­ ment now and in the future.” As the HA notes, “this conference is designed to highlight the ‘best of the best’ from our most dynamic and inspiring conference speakers and presentations from 2016-2017. In late October, Dr. Lawrence Kuhar will be giving a presentation entitled, “Communication Strategies to Facil­ itate Positive Change and to Create Value in Internal Audit” at the Institute of Internal Auditors (HA) “2017 AllStar Conference.” Dr. Sean Kelly currently has a paper under review, entitled “A Revolution of Discourses: Aeschylus’s Oresteian Myth of Law and Lacan’s Theory of the Four Discourses”, and one being completed, entitled “Claudia’s Blues: Blues, Jazz, and the Affirmation of Self in Morrison’s The Bluest Eye”. In March he will be attending the North­ east Modern Language Association in Pittsburgh, where he will also co-chair a panel called “Psychoanalysis, Literature, Culture”. As noted on the IIA’s website, “For Dr. Thomas Hamill will be presenting at a round table discussion at the 49th Annual NeMLA Annual Convention in Pittsburgh, PA in April 2018. His presentation, “Reverse Engineering & The New Digital Edition: Undergrad­ uates as Collaborative Textual Critics”, draws on classroom teaching methods developed at Wilkes over the past 15 years and “focuses on teaching the methodologies of bibliography and scholarly editing to undergraduates, particularly in upper-level Chaucer and Shakespeare classes, with the ultimate goal of producing interac­ tive, digital editions of these authors’ works that allow students to engage collaboratively, across disciplinary and university boundaries, in research and editorial practices”. This will also be the main focus of his research during his sabbatical in the Spring of 2018. For the fall se has proudly o Gallery in its the UCOM oi zling exhibit, to Icon is a co Andy Warhol who was a lea the Pop Art n eclectic collec will be on disj December 201 Dr. Helen H. Davis has been appoint­ ed Interim Co-Director of the Wilkes University Honors Program. She will continue teaching classes as a member of the English Department faculty. Theo/t Mmachi Di Welcome to the English Department, Julie Lartz! Rebecca Voorhees Professor Julie Lartz has been with the English Department since this past August. She has experience at many local schools including Scran­ ton University, Keystone College, and Misericordia University. Professor Lartz is thoroughly enjoying her time here so far; “It is a pleasure working here at Wilkes and I speak so highly of it. It is a well-planned and delightful 6 community.” One of her favorite places on campus is Kirby Hall because of its “unique sentiment and architec­ ture.” Professor Lartz is the instruc­ tor of ENG 393: Teaching English at Middle and Secondary Level. She has aspirations for all six students in the course. She says that they “are all full of energy and creativity,” and that it is so exciting to watch everyone “piece together” their identities as upcoming teachers. But most of all, Professor Lartz expressed that she is “grateful for everything” she will learn from her own students. She also added that her ‘thoughts and prayers are with him [Dr. Grier] and I that hope he returns.” The first Wil atre product: season, Theo resounding s crew were at truly means ophilus Nort by Matthew °n the novel Set in 1926, ' about a man a schooltead m°ves to Ne ln search of; Car broke do �J.«'"Side the Andy Warhol Exhibit Convention I 2018. His igineering & Undergrad­ dual Critics”, dng methods the past 15 :hing the ■ aphy and ■graduates, 1 Chaucer vith the g interacise authors’ to engage ciplinary and research and vill also be arch during g of 2018. For the fall semester, Wilkes University has proudly opened the Sordoni Art Gallery in its new home across from the UCOM on the gateway, with a daz­ zling exhibit. 15 Minutes: From Image to Icon is a collection of the works of Andy Warhol, a Pennsylvania native who was a leading visual artist during the Pop Art movement. Warhol’s eclectic collection of colorful portraits will be on display from October 6th to December 20th. N°t only is Warhol’s art on display, but three rounds of lectures will be given a out the man behind the images as well as the images themselves. On October 11th there will be a tour of the exhibit with Heather Sincavage, the curator of the exhibit and the direc­ tor of the gallery. On October 25th, Dr. Benjamin Kahan from Louisiana State University will be presenting a lecture entitled Andy Warhol is a V: Philosophical Bachelorhood & the Issue 12.1: Fall 2017 Celibate Factory. Dr. Elaine Rusinko of the University of Maryland, Baltimore County will be give a lecture titled Andy and the Rusyns on November 15th. All three lectures will be held at 4:30pm in Room 135 of the Karambela Media Center. For any questions about the gallery, contact Heather M. Sincavage. :en appointf the Wilkes m. She will as a member t faculty. Theophillus North, A Wilkes Production Mmachi Dimoriaku rtz! s upcoming rofessor “grateful ,rn from her Led that her with him he returns.” The first Wilkes University The­ atre production for the 2017-2018 season, Theophilus North, was a resounding success. The cast and crew were able to portray what it truly means to find oneself. The­ ophilus North, the play, was written by Matthew Burnett and is based on the novel by Thornton Wilder. Set in 1926, Theophilus North is about a man who quits his job as a schoolteacher in New Jersey and tnoves to Newport, Rhode Island in search of adventure after his car broke down. He takes on an array of odd jobs, ranging from tennis coach to private reader. Each character that Theophilus encounters has some sort of con­ flict with themselves and others around them. His presence change their perspective in life while at the same time figures out his own story. Throughout the production he opens up their mind in a way that makes them realize what they want and who they are. In the end, Theophilus realizes what he truly wants and that you don’t have to travel around the world for adven- ture. The most power moment that tied the whole story together was the last line, “Theophilus, where are you?”, “I’m here, I’m right here.” �The Inkwell Quarterly Hamill ’s Hunches JU , , ,r . Brought to you by Frog and Toad. Originally (or ProlepticaUy) described by June (and Grace) Hamill as “Toad was really, really funny.” Story Continued from Page 4 FROG: Oh. That’s better. That sounds like you again—at least as appropriated by Broadway musical formulae. If we can get past the interpolation of “you” as subject of “your own subjectivity”.... Wait. It’s happening again. TOAD: What? What’s happening? Stay within the text, Frog. Hang in there. And don’t tell me you’re going to try to suggest again that Toads are more “medieval” and that Frog’s are more “early modern”—as though you (and your fellow frogs—a group in­ cluding me, by the way; look it up) are some uniquely self-conscious autono­ mous subject aware of itself while I just wallow about, wartishly dependent on instinct and mimetic convention. FROG: There it is again. TOAD: What? What’s there? What’s up with all this spatial deixis (and per­ sonal deixis, actually)? Wait.... TOAD: I mean (oops).... Ahem. I think I know what you’re saying about what’s happening. FROG: You do? You hear it too? TOAD: No. I mean, yes. Seriously. I think I know what you mean. FROG: Was that supposed to be fun­ ny? TOAD: No. Why? Oh. I see. Yes— that was kind of funny. But.... No. What I meant (sorry) was that I think I know what you mean (sorry!)... FROG: Toad!! 8 JUNE: I know. I know. But, for now, let’s just keep it simple. TOAD: Yes. I think so.... FROG: I know. It’s unmistakable now. GRACE: OK. Kind of like reading the 4th Penderwicks book before finishing the 3rd one? TOAD: We’re staring to sound like.... JUNE: Yes. Apparently. Just in case. FROG: No. It’s like we already are a.... TOAD: Already are? What? Already are a what? FROG: A Hamill’s Hunches. We’re talking like a Hamill’s Hunches. Not just talking. Being. It’s an ontological conversion. We’re it. We’re one. An extant text among the archive. We’re already written. We’re a Hamill’s Hunches. TOAD: Oh no! FROG: What? Are you really asking me to debate semantics with you? Seriously? the burdens of Dad’s self-reflexive ironizations of princess songs. He thinks it’s funny. But it’s exacerbating. I mean, seriously. GRACE: OK. Good. (I knew Dad was over thinking that one.) What was your initial point again? JUNE: Toad was really, really funny. He’s hilarious. GRACE: OM Goodness. You are so adorable, Junie Bubba. And right, sis­ sy. Toad was really, really funny. And Frog was kind of funny too. Do you want to go outside to play bubbles and make mud pies? FROG: I’m afraid so. JUNE: Yes! But, Gracie? TOAD: Does that mean I can go back to bed now?? GRACE: Yeah, Junie? FROG: Toad? Toad? .... Toad? JUNE: Where’d Daddy go? TOAD: Zzzzzzzzzzzzzzzzzzzzzzz. GRACE: Ummm.... I have no idea.... I thought I just heard him.... *** JUNE: Me too.... JUNE: Toad was really, really funny, GRACE: You think Toad’s funny? Wait until you become more cognizant of � 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 2017 (Volume 12, 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 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/3c46a23f612ecde10c1d3714332e4363.pdf 1f24feae9ac1b37ea1acb9db5c53b6bb PDF Text Text issue 12.2: rail 2017 by Erica Bicchetti r. Kuhar on his Promotion Wilkes University announced faculty promotions and awards promotionqVer Jlttenure y announce d back in September which recognized whirknUre awards Dr. Dr- Kuhar’s promotion m to fulTprofessor r>— T°tE^8!ish- As an advisee of Dr. Kuhar, I had the pleasure of meeting with him an asking him a few questions about his promotion. all rowing together” and what I find the most valuable about this message is an imPortant feature of mY identity which is the collegiality with my col’leagues in English and the- work in the classroom with the students. EB: How long have you been at Wil­ EB: What are some of the contribu­ tions you’ve made to the English de­ partment and to Wilkes that have been most rewarding to you—and why? kes? Dr. Kuhar: I start my 29th year in January, so I have been at Wilkes for 28 years. EB: What, to you, does being a full professor at Wilkes mean? n Wnhar-Well, it’s a tremendous V ’ . responsibility to live the core aca emic he a real responsibility. It’s a nobility a j xjfv that recognizes the past ac of ident ny at the same time complishm ’tions of continuing to sets the exp ,.sh Department, contribute1 d most importantt°theinS° | a8ues and nty students. Iy>tonty“Uea- pets of being a Wilkes EB: What asp a member of the Lulty vou most value? JtyX) An doyoumosLveuuv. 1 nch fac^l . Englisn . I stepped down from v>iharr.; Wh vv1‘en T\ English faculty gave pr-’ A iob,the E. L„te on it -We're Dr. Kuhar: Leading processes that resulted in hiring and tendering of the entire current English team represents an important and significant accom­ plishment in my career. My work in developing curriculum and program structure including development of yivivuoxviiuj professional writing »»nun^ vvuiovj) courses, VUU1OL courses p0Stm0Cjernjsm creative writing courses in poetry, and collaborating to develop the digital humanities concen­ , tration. Also, my recent publications Medica and presentations of my , . work at conferences. I hope to pursue going forward. EB: What’s most different and most similar about the Wilkes English Department since you started teaching here? Dr. Kuhar: What’s most different is the absence of the team of tenure profes­ sors who are gone including my men­ tor, Patricia Heaman. The people have all changed. I think the core mission and culture of the department re­ main essentially the same and centers around a commitment to excellence in the classroom, outstanding scholar­ ship, and service leadership. Students I work with today are, as they have been at Wilkes for the past nearly 30 years, reflective, industrious, and motivated which is a great reward in the career to work with students so interested in learning. I also asked other professors in the Story Continued on page 8 In this Issue: Manuscript Update Writing Center Hours Spring Course Offerings Congratulations, Dr. Kuhar! The second article in a special IT serial Empty Bowls write up Antony and Cleopatra plus a series of Shakespeare thoughts Feminist Alliance Pop-Up Thrift Shop Hamill’s Hunches A holiday word search and literary reads �The Inkwell Quarterly Shakespeare’s Antony and Cleopatra Come to Life MANUSCRIPT UPDATE Cleopatra, expressing their love and On November 18th, members devotion towards each other. Cody of Dr. Hamill’s English 201 class Nickell laid on a bed on stage, mo­ attended the play of Antony and ments before the play started, getting Cleopatra at the Folger Theatre in his makeup done. Bright blue eye­ Washington, D.C. The day started off The Wilkes University Manuscript shadow was applied to the actors like with the class road tripping four hours Society will be accepting the Egyptians used to wear. Some of until reaching their destination. In submissions for the 2017-2018 the most impressive features were the Washington, D.C. the class grabbed issue starting in the spring. Keep costumes designed by Mariah Hale. some lunch at Hawk ‘N’ Dove before an eye out for reading posters as Cleopatra’s dress glistened under the heading to the Folger Theatre. Before well as for this years issue, as it will theatre lights, accentuating her charac­ the performance, we walked through be a special anniversery edition ter ’s personality as the Queen of Egypt. the Folger’s Great Hall and examined with pieces from past Manuscript The seating encompassed a round the Painting Shakespeare exhibition, publications! stage that made the play viewable which features notable paintings from the Folger collection of famous Shake­ from all angles. The theatre’s unique Any additional questions can be use of sound made the transforma­ speare scenes and actors. Once it was sent to the Manuscript Executive tion of settings Rome and Egypt easy time for the performance to begin, Editor, Elyse Guziewicz, at: to differentiate. When in Rome, the class members sat in balcony seats elyse.guziewicz@wilkes.edu. characters voices echoed, representing and watched Antony and Cleopatra the monumental city. When the setting for about two and a half hours. After­ switched to Egypt, a round bed was wards, the class said their farewells to placed in the middle of the stage to D.C. and stopped for dinner on the represent Egypt’s luxuries. The direc­ way at Ruby Tuesday before making it back to Wilkes University. The car ride tor, Robert Richmond, did a wonderful consisted of music and snacks, even job with the use of only 10 actors when allowing Dr. Hamill to play some of his the play calls for 13. Robert Richmond avorite songs. put on an impressive production even Antony and Cleopatra is one of with cutting scenes and passages from The Writing Center, located in the greatest love stories of all time. As the Alden Learning Commons, the original text. noted on the Folger’s website, folger. is open and offering support to edu, the play examines the complex student writers across the Wilkes interconnections between power and curriculum. passion: “ Julius Caesar is no more and Mark Antony, at the peak of his Our Fall 2017schedule is: political power, is ensconced in Egypt Monday: 8:00 a.m.-4:00 p.m. at the side of the irresistible Cleopat­ Tuesday: 8:00 a.m.- 5:00 p.m. ra. Torn between his military duty to Wednesday: 9:00 a.m.-5:00 p.m. the Roman Empire and his passionate Thursday: 8:00 a.m.-2:00 p.m., love affair with Cleopatra, Antony 4:00 p.m.-5 p.m. finds himself engaged in both war and Friday: 8:00 a.m.- 2:00 p.m. romance. Shakespeare’s epic encom­ The Online Writing Center is passes politics and power, love and jealousy, alliance and misalliance.” The available at: http://wilkes.edu/ pages766.asp Folger Theatre captured the play’s most powerful scenes. For more information, contact: Watching the play Dr. Chad Stanley at the Folger theatre wa come to life ^extraordinary Cody Nickell and Shiri) lne Babb J wonderful job p„rtrayingA ™ did a - tony and Writing Center Hours 2 by Erica Bicchetti Hamill’s Hi Brought and June. Being of “Hamill’s Hun you by Frog and latter are in hibe their friends (Gr much to say and Some two months Frog sleep... GRACE: Is he still JUNE: Who? GRACE: Daddy, s: JUNE: Where? GRACE: Huh? 01 tion. In his Hunch us to carry them n cute when Frog an even though they i interpolated by the that is Hamill’s Hu us? Is he really goi Why can’t he just v He’s always talking thought we told hi: start decorating foi JUNE: Daddy—yo us! GRACE: Again! B It’ll be all right. W thing out. Maybee wake up they cane Ask the Whatfictior I would lo season in of -A �TOe to Issue 12.2: Fall 2017 1 lanii|l's Hunches he‘rl°veand otuer. Cody 1 stage, mo- gating blue eyethe actors like zear- Some of tures were the Mariah Hale. »ed under the dnghercharac^ueen of Egypt, -d a round r viewable atres unique -ransformatd Egypt easy i Rome, the T representing ''hen the setting tnd bed was the stage to ?s. The direc­ lid a wonderful 10 actors when >ert Richmond eduction even passages from and Juner°R^ht to you bY Grace °f “Hamill? ring Continuation you by Frop Hunches, brought to latter are irFk-k^ ^Oad” as now the their Sena h^ernati°n> and as much to saySandrdoeand see. Either way, I want to finish as quickly as we can, so we can focus on Christmas. It’s only 22 days away, and even fewer by the time everyone reads this—if we’re actually going to write it for him.... But, anyway, we can.... FrogeslZ?m°nthS later’ as Toad and JUNE: I want to do it myself.... I mean, let’s do it ourselves. I need a pen. Let’s make a list.... GRACE: Is he still not here? JUNE: Who? GRACE: Daddy, silly, GRACE: That’s a great idea, Junie Bub­ ba! We can make a list. A list of all the things that Daddy needs to do.... JUNE: Do we have enough time for that? And do I have enough language yet...? JUNE: Where? GRACE: Huh? Oh, sorry. Good question. In his Hunches. Is he expecting us to carry them now? I mean, it was cute when Frog and Toad took over, even though they were eventually interpolated by the “Daddy discourse” that is Hamill’s Hunches. But now us? Is he really going to try that trick? Why can’t he just write them this time? He’s always talking. And besides, I thought we told him we wanted to start decorating for Christmas. JUNE: Daddy—you’re not listening to us! GRACE: Again! But its okay, Sissy. It’ll be all right. We’ll figure some­ thing out. Maybe when Toad and Frog wake up they can even help us. Well GRACE: I don’t mean everything he needs to do, ontologically and phe­ nomenologically speaking. “Had we but world enough and time,” then maybe. But, no, I just mean every­ thing he needs to do by Christmas. That’s all. JUNE: That’s still a lot, though. Right? I mean, for one, he’s got to write his Hamill’s Hunches!!! If he’s even allowed to submit them. Weren’t they supposed to be in by The Tuesday Before Thanksgiving Break? (Isn’t he supposed to be “Faculty Advisor,” or something? And didn’t he diminish the sanctity of that day by not sub­ mitting them then? Sorry. I couldn’t resist those.) GRACE: No need to apologize, sister. Keep talking truths. He needs to hear them. JUNE: And he’s got to start listening to us!!! GRACE: See? JUNE: See what? GRACE: It’s perfect! The list is prac­ tically writing itself, and we haven’t even started it yet. I mean, it’s a little sad that he’s got the nerve to meld two “quick-let-me-submit-my-Hamill’sHunches” shticks into one here (the “dialogue” and the “list”), and it’s ironic that his own failings, one of them be­ ing the sorry grasp at the shticks, will so readily sort of bail him out here, but who are we to judge.... [JUNE and GRACE roll their eyes simultaneously.] JUNE: He’s got to hold off on all this “Soothie Fairy” talk. I’m not ready. I just need a little more time. (Some­ thing he should understand, right, readers? Needing a little more time?) GRACE: OMG. You’re hilarious. JUNE: Are you writing it down? Story Continued on page 10 AslTtHe Editorial Staff: What fictional world would you want to spend the holiday season in? I’d want to spend the Christmas season in the world of Dickens’s A Christmas Carol. -Dr. Hamill J would love to spend the Holiday season in Robert Jordans Wheel of Time universe. .Mackenzie Egan I would love to spend Christmas at Hogwarts! -Erin Michael I would have to say either Harry Potter or Bobs Burgers -Rebecca Voorhees �The Inkwell Quarterly __ Shakespi The Best Literature to Read Over the Holidays by Kelci Pia\ by Megan Stanley The holiday season is known for family traditions, religious hol­ idays, and cold weather. With the holidays looming closer and deadlines approaching, it’s time to think about potential holiday reads that might distract and relieve from said stress. Here’s a list of traditional and new holiday reads that you might want to consider over the break: 1) Charles Dickens, A Christmas Carol First published in 1843, A Christmas Carol touches upon all the important aspects that comes along with the holidays. After the death of his business partner, Jacob Marley, Ebenezer Scrooge is taken on a jour­ ney that will change his personality and life forever. After visits from ghosts of Christmas past, present, and future Scrooge is no longer the town’s antagonist as he now views the world in a more positive light. Dicken’s tra­ ditional tale is the essence of Christ­ mas, and whether you read or watch the many film adaptations, Christmas isn’t the same without experiencing A Christmas Carol. 2) John Grisham, Skipping Christ­ mas Published in 2001, this comedy novel by John Grisham is definitely a book for anyone who is particularly against holiday celebrations. After their daughter departs for a year long Peace Corps assignment in Peru, Norma and Luther Krank are faced with their first Christmas without their daugh­ ter and choose to go on a Caribbean cruise instead. Their decision to leave on Christmas disrupts not only their lives, but the neighbourhoods as they won’t be hosting a Christmas eve party, decorating their house and not even buying a tree. For anyone who wants a light-hearted during the holiday months, Grisham provides a novel exactly for that purpose. 3) Clement Clarke Moore, “A Visit from St. Nicholas” This 1823 poem is undeni­ ably a classic for the winter holidays. It’s hard not to feel the holiday spirit when the sentence “twas the night before Christmas” is uttered. Nearly 200 years old, Moore’s text is still being read today and is still appreciated as a classic Christmas poem. “A Visit from St. Nicholas” has been parodied, refer­ enced, and used in many texts over the past years including A Muppet Family Christmas, Friends, and Die Hard. 4) Lemony Snicket, The Latke Who Couldn’t Stop Screaming: A Christ­ mas Story Known better for his works, A Series of Unfortunate Events, Lemony Snicket has also written a holiday 1 Ji1 *’■’ based tale. Although aimed at children, Snicket has always been talented at entertaining both adults and children alike. An escaped latke, who did not want to be fried during Hanukkah, runs into various Christmas symbols in his escape. All the Christmas deco­ rations he runs into are ignorant and uneducated about Hanukkah. 5) Fannie Flagg, A Redbird Christ­ mas A Redbird Christmas follows Oswald T. Campbell who leaves Chi­ cago for a little town in Alabama after being diagnosed with terminal em­ physema. In his new home, Lost River, Campbell comes across charming and quirky individuals who welcome him into his new home. At the center of the story is a little redbird called Jack who provides miracles no one could imagine. A heart warming tale about the quirks and warmth of humanity that will make anyone’s holiday break, The Fen by Rebecca Photo cre< lit: Google Images Spring 2018 Upper-Level Class Listi ngs Course ENG 202: Technical Writing ENG 203: Creative Writing/WGS ENG 234: Survey of English Lit. II/WGS/Honors ENG 281: American Lit. I/WGS ENG 303: Adv. Workshop in Playwriting ENG 336: Studies in Victorian Literature ENG 392: Senior Projects ENG 397: S: Pynchon ENG 497: S: Pynchon 4 Days/Time TR MWF TR MW W TR TBA TR TR 1:00-2:15 10:00-10:50 1:00-2:15 3:00-4:15 6:00-8:45 9:30-10:45 1:00-2:15 1:00-2:15 Willi: as a literary gi who believe h that what he < dinary. His p today, with sc productions I patra at the F ington DC. a Grove Theatr some of his p long when pc producers oft the productic how does on: greatest playc does one dec cutting, and i In m Shakespeare to make the j theaters have two and a ha mission. In a Producing D Shakespeare it takes to cu states that ob and refereno Instructor Dr. Kemmerer Dr. Kovacs Dr. Davis Dr. Anthony Bill Black Dr. Davis Dr. Anthony Dr. Kuhar Dr. Kuhar Room CRN BREIS 105 KIRBY 108 KIRBY 108 KIRBY 103 KIRBY 103 KIRBY 108 TBA KIRBY 103 KIRBY 103 10179 10180 10181 10182 10183 10184 10187 10185 10186 On 1 inist Allianci Ballroom to Parenthood. Thrt vember, the ed clothes ai tions for the store. Memb ance organic before the e' hours on the clothes rack onto open tJ crop-tops, d just waiting Prices for th one dollar, a �Issue 12.2: Fall 2017 hakespeare (un)Cut: To Cut or not to Cut? 0 did not lukkah, s symbols deco3rant and h. Christ- s follows lves Chiania after ial emfost River, mfog and 3me him nter of lied Jack e could le about aianity ay break. g CRN 10179 .0180 0181 0182 0183 0184 0187 0185 0186 by Kelci Piavis as a liter^v a3"1 ShakesPeare is known who believe ftniUS’ th°Se is overrated ” agree that what he did as a writer is can extraordinary. todav , are sti^ performed Tth some of the most recent °f Ant°niny and Cle­ °f F°lger Theatre Washi ngton D.C. and Macbeth at the local rove Theatre in Nuangola, PA. With me o his plays being four hours ong when performed word for word, producers often have to cut lines from the production. It can be wondered, how does one cut lines from one of the greatest playwrights of all time? How does one decide what lines are worth cutting, and what lines aren’t? In modern adaptations of Shakespeare plays, lines are often cut to make the play shorter, as many theaters have production time limits of two and a half hours, including inter­ mission. In an article by Paul Barnes, a Producing Director for the Great River Shakespeare Festival, he discusses what it takes to cut Shakespeare’s plays. He states that obscure Elizabethan puns and references to Elizabethan clothing are the first to go, seeing that that are infrequently understood by modern audiences. Then, some roles are com­ bined “where doubling an actor isn’t going to do the trick.” Also, since many of Shakespeare’s plays require a large cast, small theatre companies often cut characters and their lines when they do not make sense anymore. When doing this, they also pay close attention to meter, verse, and iambic pentameter, only changing a word here or there when necessary. By also taking into account the actors, they make sure lines are not removed which hinder an actor’s development of a character. Paul Barnes’ comments on Elizabethan puns are quite under­ standable, and sometimes when reading Shakespeare on your own (without footnotes) it can feel as though you need a translator. These old puns result in people often misin­ terpreting lines from the plays, such as the double entendre in the line, “Some are born great, some achieve greatness, and some have greatness thrust upon them” [Twelfth Night), the play on the word “flesh” in Merchant of Venice, or the play on the word “nothing” in Hamlet and in Much Ado About Noth­ ing. Therefore, cutting lines that would not make sense to modern audiences (in any context, meaning with stage ‘ i as well) is a difficult but direction understandable choice that producers have to make. While I am sure we all wish we could watch Shakespeare plays uncut without our butts and brains falling asleep at some point, it is not always possible in a modern day theatre. Sadly, things must sometimes be sacrificed to create something magical that an audience can enjoy. As a viewer, would you prefer to stay longer and get the full performance, or get an equally compelling performance without cer­ tain lines? I’m sure most would agree that a happy medium would be best, but enjoying both reading the play and seeing it performed can be equally as rewarding, give insight to both the cut and uncut versions, and help you to formulate your own opinions on cut and uncut scenes. The Feminist Alliances Pop Up Thrift Store by Rebecca Voorhees On November 28th, the Fem­ inist Alliance held an event in the SUB Ballroom to support the local Planned Parenthood. Throughout the month of No­ vember, the Feminist Alliance collect­ ed clothes and other kinds of dona­ tions for their very first pop-up thrift store Members of the Feminist Alli­ ance organized the donations the week before the event. Right before club hours on the 28th, members set-up rlothes racks and folded the donations onto open tables. Items like sweaters, \ tons dresses, and even coats were just waiting to be bought by students. Prices for the clothes started at pst ^ dollar, and all proceeds from the event were given to the Wilkes-Barre Planned Parenthood. The event was deemed successful by Feminist Alli­ ance President Toni Pennello for the first time out. All items that were not purchased will be recycled for the highly anticipated pop-up thrift store that will take place during the spring semester. Other items that were for sale at the event included the Feminist Alliance official t shirt, with the words “This is What a Wilkes Feminist Looks Like” stamped on the front. The shirts will continue to be sold by the Femi­ nist Alliance for $10 in the SUB during club hours on Tuesdays and Thursdays. Inkwell Quarterly Staff Members Faculty Advisor: Dr. Thomas A. Hamill Editor-in-Chief: Mackenzie Egan Assistant Editor: Rebecca Vorhees Copy Editor: Erin Michael Layout Editor: Savannah Pinnock Staff Photographer: Mmachi Dimoriaku Staff writers: Erin Bicchetti, Kelci Piavis, Megan Stanley 5 �I Womem Wilkes University’s Pippin by Mmachi Dimoriaku Wilkes University’s produ tion of Pippin was a great show to t e end of the first half of the 2017-201 season. JS: The rehearsal process was tedious and hectic for me. Learning the songs wasn’t too hard for me, but learning the dances and the style of acting required for the show took some time. Eventually, it started to feel nat­ ural for me and I enjoyed the process the entire time. MD: How was this show differ­ ent than other shows here at Wilkes? JS: Well for starters, this show was in a round so performing in front of the house and to audience mem­ bers that were next to me was such an experience for me. Another factor that is different from other shows is that Pippin is a play within a play, and it breaks the fourth wall with the audi­ ence. Honestly, there is no other show like Pippin out there. MD: What are some of your favorite roles you’ve played at Wilkes? JS: This was the hardest question to answer. I have learned and grown as an actor through all the characters I’ve played. That being said, my favorite roles to play in Wilkes are. Leading Player in Pippin, Audrey 2 in Little Shop of Horrors, Stage Manager in Our Town, and Malvolio in Twelfth Once again, the cast and crew created a stunning show. The set, co orful costumes, and lights were a sight to see. Pippin is a musical with music and lyrics by Stephen Schwartz and a book by Roger O. Hirson. Similar to the first production of the 2017-2018 season, the musical follows Pippin on his journey to find his meaning and place in the world. With the help of the players, Pippin tries different things in life to search for fulfillment and meaning. Leading Player, played by junior Joshua Shepard, and I sat down to discuss his role in the play. MD: How did you prepare for your role? JS: The role, Leading Player, has always been a dream of mine to perform. I did Pippin in high school and I was ensemble (a pig actually) in the show. But even then, I would look up clips of the original Leading Player, performed by Ben Vereen, whenever I Pictured here: Wilkes’ Theater ended it’s 2017 fall semester Night. had the chance. Now coming to Wilkes with a colorful production of Pippin University Theater’s production of Pippin, I already had a concept or idea like an(j how to make the character my of what my Leading Player would be Own. MD: While you were looking up clips of the original Pippin, did you also check out clips of other leading players, like Patina Miller? JS: When I look up Ben Vereen the original LP, Patina Miller the reviv­ al LP would pop up. My high school was more of the revival, so Miller was more of the muse. But even though Wilkes did the original, some of the things I did with LP was similar to not only Vereen but Miller as well. I want­ ed my LP to be a mixture of others and yet my own creation at the same time if that makes sense. Pictured here: Joshua Shepard as Leading Player Photo credits: Mmachi Dimoriaku & Google im 8 MD: How was the rehearsal process? by Savannah Worm is an interdisc that stresses s< relate to one’s into the subjec The study is m false notions c the role of woi feminine indh regardless of g Ihou£ study is an arg tion to society stigma that it, eradicating. 11 udices and the gry feminist.” feminist caric; red bandana, < sleeves folded female arm, ai for....men? N< belief, strengtl and a desire t< with men doe Internin; by Erin Mid Durii andthrougho ter, I had the < at GUARD In Writer. I spen GUARD lean the insurance how to be ate visor Joanne; on the GUAB employeessp their departn policies, and GUARD exp We\ based on req bydepartnje ^gnewmfo needed W �Issue 12.2: Fall 2017 Womens and Gender Studies: Is it for you? p,rocessw“ me- Learning laJd/°rme’but nd the style of e show took some lrtedtofeelnatyed process ’> this show diflferlere at Wilkes? irters, this show brming in front dience memme was such an other factor that shows is that a play, and it with the audino other show some of your tyed at Wilkes? ? hardest ive learned hrough all the liat being said, r in Wilkes are: 7, Audrey 2 in :age Manager dio in Twelfth ,ogle images by Savannah Pinnock Womens and Gender Studies is an interdisciplinary area of academia that stresses social concepts that often relate to one’s identity and often lean into the subject of human sexuality. The study is notorious for dispelling false notions of gender, sexuality, and the role of women and/or relatively feminine individuals within society regardless of gender or biological sex. Though the academic field of study is an arguably positive contribu­ tion to society, it does appear to have a stigma that it, in itself, is not capable of eradicating. This stigma is tied to prej­ udices and the general fear of the “an­ gry feminist.” We are all aware of this feminist caricature; she dawns a ruby red bandana, a blue button up with the sleeves folded exposing a toned, flexed, female arm, and her eyes display a hate for... .men? No, contrary to popular belief, strength displayed in a woman and a desire to have an equal standing with men does not demonstrate a hate for men, nor do they allude to a hyper masculinization of women. It simply demonstrates the strength of a woman who seeks to avoid a heavily gendered society in which having a muscle tone, and a determine expression indicate a hatred of men or hormonal anger. Feminism seeks to eradicate the double standards between wom­ en and men and find an egalitarian relationship between the two genders. The womens and gender studies field ------r----------------- * of study; — capitalizes on feminism and gender equality and started off as> a grassroots notion. Within the ear­ ly seventies it was established after a series of feminist movements and was first offered at Cornell University followed by San Diego State University. It has come a long~ way' since then and is o ere ere a University as a minor. The beautiful thing about it is that its highly mar­ ketable and displays your interests in humanitarianism and human rights activism. Although Womens and Gen­ der Studies is offered as a minor, here at Wilkes University, it is important to note that you will be required to do a senior capstone. After enrolling in a series of womens and gender studies approved courses, you will then be required to take Womens Studies 301 during your junior or senior year. After taking this course, you will then be required to engage in a capstone re­ search project which will access gender as a genre of critique within your 301 course. Regardless of your gender, you can declare the minor and improve your marketability after your collegiate journey has come to a close, or pos­ sibly a new chapter. If you are willing to experience a paradigm shift in your conception of gender, sexuality, and feminism as a whole, take the leap into the rabbits hole and return a cultured and awakened man or woman. Interning as an English Major by Erin Michael During the summer of 2017 and throughout the Fall 2017 semes­ ter, I had the opportunity to intern at GUARD Insurance as a Technical Writer. I spent a total of six months at GUARD learning the ins-and-outs of the insurance business and learning how to be a technical writer. My super­ visor Joanne and I worked primarily on the GUARD manual, which gives employees specific information about their departments, different types of policies, and new state guidelines as GUARD expanded their coverages. We worked in the manual h^ed on requests, or “tickets,” sent out bv department representatives regardby L information or updates that “Idedto be aPP^ to the manual. The information on the ticket was business world. Growing companies often in brief, technical statements like GUARD require technical writers that needed to be described in sim­ that have the ability to take technical jargon and rephrase it in plain, simple pler terms for the manual and edited text that can easily be comprehended to required format. Using Adobe by new employees. My supervisor at RoboHelp, I would either create a new GUARD, an English major herself, topic (webpage) for the information frequently reminded me of the ad­ or search for a topic where the new vantages an English degree has in the information was needed. In order to business world. I enjoyed my time at properly update the ticket, I needed GUARD, and while working there I to understand the technical insurance terms and rephrase the vague state­ felt I was putting my English studies ments given in the ticket into simpler to good use while gaining practical ex­ English that could be understood by all perience as a technical writer. I would highly recommend this internship to levels of employees. Through my experience at any English major who is interested in GUARD, I learned that despite technical writing as a profession. common belief, having a degree in English is a huge advantage in the �"The Inkwell Quarterly Congratu Congratulating Dr. Kuhar on his Promotion continued from pa continued from page 1 I also asked other professors in the English Department if they had any comments on Dr. Kuhar’s achieve­ ment. The responses I received from the professors were tremendous and well thought out. The English Depart­ ment truly felt Dr. Kuhar deserved his promotion. Here are their responses: “There are many reasons I have stayed at Wilkes University as an English professor these fifteen years; the main one, by far, is Dr. Larry Ku­ har. His leadership of the English fac­ ulty for over a decade as a team, rather than a top-down corporate model that so many higher education leadership positions enact, has empowered every single one of our English faculty to excel in individual scholarship, cam­ pus service, and the classroom. I don’t mean to imply here that Dr. Kuhar was some type of coach—he was a mentor to those who requested it but other­ wise referred to himself often as just another member of the team. “Dr. Kuhar also advocated for each of us as individuals, acting as a conduit for how our career strengths could fit into and help transform the Wilkes University mission, vision, and values. “In addition to these group accomplishments, Dr. Kuhar is personally responsible for my development as a poet and as an eighteenth-cen­ tury scholar; he knew I wrote poetry and strongly suggested I develop the upper-level poetry workshop, Eng 303. He knew I was sitting on critical writing from my grad school days and helped me believe in myself as a scholar. I now have solid publications in both fields. “More precious to me than this disseminated scholarship, though, is what I’ve learned about Wilkes from Larry’s example. Administrators come and go—and many of them lead our institution well—but faculty are for life. This reality hits home even more now that I’ve served as department 8 chair for almost three years. Our careers are centered on service—to our students, to our colleagues, and to our larger communities. We should be models and live honest lives we’ve carved out over years—decades—of work life. “There’s no magic in it,” as Dr. Kuhar has said to everyone he knows, I’m sure, but the totality of working with him all these years is, well, kind of magic in how it has changed me and in the real pleasure rising up from this job almost every day. “I can think of no one more deserving of the full professorship position than Dr. Larry Kuhar.” - Dr. Anthony “Dr. Kuhar has been a close friend and mentor to me since I arrived in 2002, and our nearly daily conversations about both life and work are a central part of what makes being an English faculty member at Wilkes so special to me. Indeed, he has had a profoundly positive shaping influ­ ence on not just me but on the entire English Program over the course of my 15 years here. During his time as Chair, from 2005 through 2015, all of the current full-time members of the program worked through the first and perhaps most crucial phase of their Wilkes careers, transitioning from As­ sistant Professors to Associate Profes­ sors with tenure. He has been a mentor to each one of us in manifold ways, and the important work that each of us contributes to Wilkes individually today bears some of his influence. Dr. Kuhar is also an important bridge to the history of the the English program at Wilkes—and of the University more broadly. He’s always worked actively "to---establish ’ • • the ■ current and maintain English faculty’s connection to earlier generations of English and Language faculty who, like him, helped make Wilkes great: Dr. Patricia Heaman, Dr. Robert Heaman, Dr. Benjamin Feister, Dr. Walter Karpinich—and many, many others. And of course his connections to Wilkes past go well beyond the department to the broader institutional memory of the University itself, and we have all been richer as English faculty for this fact. “The Wilkes Faculty Hand­ book lays out the standards for full professor quite clearly: “The rank of Professor is reserved for those who have demonstrated leadership in the intellectual and institutional develop­ ment of Wilkes University... Dis­ tinguished scholarship, excellence in teaching, and dedicated service are re­ quired.” I can think of no other faculty member on campus, in any program, that better fits this description than Dr. Kuhar. And I can think of no one more deserving of the rank of full Professor. “One other detail: I believe that Dr. Kuhar is the first English faculty member promoted to full profes­ sor in nearly (if not over) 20 years.” - Dr. Hamill “We are overjoyed to see Dr. Kuhar earn his much-deserved pro­ motion to full Professor at Wilkes. He has clearly established and displayed a history of excellence in teaching, scholarship, and service to the English program and to the university. He has been an absolutely wonderful Program Chairperson at Wilkes, and guided the English program during years of inno­ vation and expansion—much of which was a direct extension of his teaching and scholarship, especially as regards professional writing and the Digital Humanities. “As to Dr. Kuhar s schol­ arship—as scholarship is often the primary area examined for such promotions—his work is of the highest quality and is unusually multi-fac­ eted. His poetry is distinctive, and it is situated within the American Story Continued on page 9 Postmodernist < teaches. I am te poet, a “ Postm uralist/Regiona be unknown to also an importe communicatioi of which applie as a student, te; language and li our own Walla; The It Me I by Kelci Piavi, Unlike to know and 1c moves back an 1985, switchim from the Loser adults. A pror of King’s work trauma and its and that is seei first few chapti section of the 1 Calls” we see 1 childhood was There will be s your own risk “SixP phone calls re< Ion, who calls adults) to tell in Derry, Mail made to Stanl derly boy whc Bowers as a k Jewish. When call from Mik a bath—not u other than th than his usua does not con his wife goes find him wit! word IT writ showing that traumatic to �I Issue 12.2: Fall 2017 Congratulating Dr. Kuhar on his Promotion :pinich—and nd of course his >’ past go well it to the broader of the University 5een richer as 1 fact. acuity Hand[ards for full The rank of 'r those who iership in the ional develop!ity. -. Disexcellence in service are re° other faculty any program, iption than Dr. of no one more full Professor, il: I believe t English faco full profes) 20 years.” - Dr. Hamill d to see Dr. erved pro;t Wilkes. He d displayed teaching, j the English rsity. He has rful Program d guided the ears of innoich of which is teaching as regards ie Digital jcholten the such 7 the highest ilti-fac/e, and erican ed on page 9 continued from page 8 1 Postmodernist canon from which he teaches.J am tempted to call him, as a poet, a “ Postmodern American Naturalist/Regionalist. Although it may be unknown to many at Wilkes, he is also an important figure in corporate communications and consulting, all of which applies and extends his work as a student, teacher, and scholar of language and literature. He is, in short, our own Wallace Stevens (in reverse).” - Dr. Stanley “I have known Dr. Kuhar for nine years as a friend and mentor, an excellent teacher/scholar, and a gifted poet. In addition, Dr. Kuhar is a respected consultant with considerable experience in several fields outside of academia, including the insurance industry and internal auditing. We are extremely proud of his accomplish­ ments and congratulate him on his well-earned achievement.” - Dr. Kelly The It Movie: Traumatically Ageless by Kelci Piavis Unlike the films we have come to know and love, Stephen King’s It moves back and forth from 1957 to 1985, switching from points of view from the Loser’s Club as kids and adults. A prominent feature in many of King’s works includes childhood trauma and its effects on adulthood, and that is seen in the book within the first few chapters. Once we reach the section of the book entitles “Six Phone Calls” we see how truly traumatic childhood was for the Loser’s Club. There will be spoilers ahead, so read at your own risk. “Six Phone Calls” outlines the phone calls received from Mike Han­ lon, who calls the rest of the kids (now adults) to tell them It has resurfaced in Derry, Maine. The first phone call is made to Stanley Uris, a logical and or­ derly boy who was targeted by Henry Bowers as a kid specifically for being Jewish. When he receives the phone call from Mike, he goes upstairs to take a bath—not unusual, his wife notes, other than that it was much earlier than his usual bath time. When Stan does not continue his nightly routine, his wife goes to check on him, only to find him with his wrists slit and the word IT written on the wall in blood, showing that his experience was too traumatic to encounter again. The others have a much less gruesome reaction when they receive their phone calls, but their childhood trauma is still addressed and magni­ fied. When we meet Eddie Kaspbrak, we find out he is married to a woman almost the same as his mother, who was a large woman with Munchausen syndrome; Beverly Marsh is married to a man similar to her father, who was sexually, emotionally, and physically abusive; Ben Hansom reveals his ‘H’ scar to a bartender; Bill Denbrough’s long forgotten stutter comes back, as do scars, when he hears the news of It’s return. These are the most notable childhood resurgences, and as all six of the members receive their phone calls they drop everything in their adult life and leave for Derry—just as they had once did leaving Derry so many years before. With Eddie and Beverly, their childhood traumas seem to follow them into adulthood. For both charac­ ters, their interaction with It and ten­ ure with the Losers Club helps them stand up to their abusive parents, and the resurgence of It allows them to do the same with their abusive spouses. Eddie leaves as his wife is panic strick­ en watching him walk out the door, and Beverly engages in a physical fight with her husband where she comes out successful (albeit without shoes). Their trauma seems most significant when compared to the others, and will definitely become more prominent as the book continues. With the book being so long and the fairly constant back and forth between time periods the main plot takes a while to get to, but there is more and more important information about the characters with­ in each page. Remember, the book is over 1000 pages long, making it a slow read along with classes and required read­ ings. Keep turning the Inkwell to “It: A Serialized Spector” to get more updates on the book, or buy it and follow along with the discussion! STEPHEN KING \ Novel Photo credit: Google Images �I - The Inkwell Quarterly Sophomt Hamill’s Hunches continued from page 3 GRACE: OK.... So.... Yeah.... “Hold off on all this ‘Soothie Fairy’ talk” is now on the list. Done. What else...? I know! He can definitely ease up on all his Santa-inflected admoni­ tions about our rooms and our play areas in kitchen needing to be cleaned up. (As if we haven’t seen his office in Kirby, or Arthur’s room here at home, right, people?) Did you get that one down? JUNE: I’m just making scribbles with my pen and pretending to make a list. I can’t write, yet, remember? You’re going to have to actually write all of the items down. GRACE: Yes, sorry, of course. (You’re doing a great job, though. Is that an A? Nice work!) JUNE: Thank you! So what’s next? Getting Daddy to let me have the car keys whenever I want? Even when he’s driving? GRACE: Umm.... That’s a good idea, and I totally get it, but.. .we need to stay a bit more focused. Let’s stick with more immediate concerns between now and Christmas. I mean we haven’t even started with Christmas decorations yet. JUNE: And what about Christmas lights on the front of our house! GRACE: Oh, you’re so adorable, Junebug. The way you have such hope for Daddy. Lights on the house! I love it. It ain’t gonna happen—but let’s put it down anyway. We’ll call it a stretch goal. Maybe we’ll get a wreath on the door (or atop the front porch) out of it anyway. I’ll even attach a flyer for those new old-school “esque” mini­ bulb lights at Lowes that our neighbor was putting up yesterday. (Doesn’t he realize that we see all of our neigh­ bors’ houses, btw? I mean, he was even complementing everyone’s lights. What gives?) JUNE: Amen. But shouldn’t we get 10 back to interior decorations? I mean... we haven’t taken anything out, and it if weren’t for the Advent Calendar Aunt Stacey sent us (so clutch), youd think it were February. No wonder Soapy hasn’t arrived yet. GRACE: I know. I even showed him the Elf on the Shelf movie, An Elf’s Story, yesterday. (He loved the movie, to his credit. But, otherwise, oblivion.) I actually felt a bit sorry for him. I think the hardwood-flooring project is starting to get to him. JUNE: Starting to get to him? He’s been obsessed with it since well before it started. I counted how many times he was “just checking on something” in the work area yesterday (a Sunday, no less), and it was at least 16 before I stopped counting. What’s he doing on those little “just checking on some­ thing” missions, anyway? Yesterday he was mumbling all sorts of nonsense about rift & quartered milling—and linear grain, and something called ray fleck that sometimes appears. And have you counted how many times he’s asked Mommy about the stain—and whether she’s sure she wants that exact color? And that’s not even to mention how he’s constantly examining the feature strips and the “traditional” pattern of the floor, and rambling, to himself (and to Mommy) about how the pat­ tern, and it’s receding squares remind him, “at least somewhat,” of sections of the floors in Kirby Hall. What in the world is he doing, girlfriend? GRACE: He’s just manifesting (and working through) his issues. Mommy actually suggests he’s doing relative­ ly well for this project. Very well. (Which is a bit scary.) She said that he’s actually “happy.” (Which is a bit hard to understand.) Apparently, house projects go (especially ones he’s letting someone else complete), this one is going swimmingly. But, anyhoo, back to our present dilemma.... Yes—Soapy is key. We’ve got to get the house looking a bit more Christmas-y so Soapy will know we’re ready for him. And so Santa will know too. JUNE: I know. Its always a chal­ lenge with all the grading and what not to get Daddy on tasks domestic when we get to December. He was a graded paper for Halloween for a reason, right? But this year we can’t even use the whole front of the house—unless we’re in there with Daddy obsessing over the unfinished hardwoods. And Santa’s watching, Grade. GRACE: Hang in there. I think we can make it work. Be mellow. JUNE: “My yellow, in this case, is not so mellow; in fact, I’m tryiri to say, it’s frightened like me. And all of these emotions of mine keeps holding me from.. .giving my life... to a rainbow like you!” .... Sorry. I got carried away there for a minute. I love that song. by Erica Bicc. Brianna Schu Q: Where are A: York Cour Q: What are i ing (Literatur Digital Hum; A: Literature individualize Q: What are uation? A: Doing rest professionally Q: What is a self? A: I spent the as an actor at Faire! GRACE: No probs. I get it. Me too. Anyway, I think you’re on to something. Not with the Hendrix (although “Axis: Bold as Love” never hurts anything), but with the wood. That’s it really. It all kind of ties together, actually. JUNE: Cool. How? GRACE: The wood, the grading, the floors, Soapy’s arrival, Santa. It all makes me realize what’s perhaps the most important item on our list. JUNE: Straws & lollipops!?!? GRACE: No—not your Christmas list! Daddy’s Things-to-do-before-Christmas list. The list we’re working on. (We’ll revisit your Christmas list later, as it does need some work, cute as it is thus far. Straws and lollipops. OM good­ ness.) Anyway. Where was I? Story Continued on page 15 Answers to the H 16 �Issue 12.2: Fall 2017 >w too. a chaland what domestic He was ^een for rear we font of a there •r the nd Santas think we low. case, is tryin’ to And all keeps my life... . Sorry. I a minute. Sophomore Spotlight by Erica Bicchetti Brianna Schunk Q: Where are you from? A: York County, PA. Q: What are you currently study­ ing (Literature, Writing, Teaching, Digital Humanities)? A: Literature and Writing with an individualized study in dance. Q: What are your plans after grad­ uation? A: Doing research or performing professionally. Q: What is a fun fact about your­ self? A: I spent the summer working as an actor at the PA Renaissance Faire! Brian Vu Q: Where are you from? A: Wantagh, NY. Q: What are you currently study­ ing (Literature, Writing, Teaching, Digital Humanities)? A: Digital Humanities. Q: What are your plans after grad­ uation? A: To work with media and film. Q: What is a fun fact about your­ self? A: I love playing the guitar! Emily Banks Q: Where are you from? A: Taylor, PA. Q: What are you currently study­ ing (Literature, Writing, Teaching, Digital Humanities)? A: Writing and Digital Humanities. Q: What are your plans after grad­ uation? A: To go to law school and become a prosecutor. Q: What is a fun fact about your­ self? A: I have a twin brother. . Me e on to dendrix ave” with the 1 kind of ading, Santa. It ; perhaps n our list. !? ristmas -be­ lt were four ies need s far. ?ood- sl? on page 15 Answers to the Holiday Word Search on page 16 IHR + C + + + W F+++++ CPE+A++ERRSNOW+ ILC+N+LU+NEXIV+ CON + DUI + + + + A + + + LDA+YTEGGNOGT++ EUDHCSTNESERPHY SR + AAKOSIMOKOTE + LK + NK + + + + W L S + S WEE+E+KE+ALO+KA + I + GS + GUNYR + + AN T+N+NO+ZNF+++ET +E+TOAAPRANCERA ++MREA++++H++B+ ++CO+R+++++++++ +S++C++++++++++ 11 �The Inkwell Quarterly 27 Hoi Empty Bowls The 6th annual Empty Bowls event was held on October 29th at Wilkes University. The event is held in part­ nership with King’s College, Luzerne County Community College and Wyoming Seminary, and has been held in Wyoming Valley since 2012 during the holiday season to benefit local food banks. The Empty Bowls Project began 25 years ago as an international grass­ roots effort to raise money and spread awareness to end world hunger. Hand­ made bowls from all over the commu­ nity, created by young schoolchildren and professional artists were donated for this event. With a $15 donation, hundreds of guests were treated to brunch at the university featuring various soups, bread, and beverages. Participants also got to choose a bowl to take home. Freshman Faces Part II By: Erin Michael Kaylynn Bruch Q: What is your favorite thing about Wilkes so far? A: My favorite thing about Wilkes is the library because of the end­ less hours I can spend reading in silence. Q: Who is your favorite literary character and why? A: My favorite literary character would have to be Nemesis Imperyan from the Diabolic series because she’s a strong female character who, regardless of the odds, perseveres over every challenge. Sheylah Silva Q: What is your favorite thing about Wilkes so far? A: My favorite thing about Wilkes so far is the people I have met. Q: Who is your favorite literary character and why? A: My favorite literary character (currently) is Inej Ghafa from Leigh Bardugo’s Six ofCrows 12 Photo credit: Kaylynn Bruch Photo credit: Kyle Trout by Macke 11 this stunn: when I pic I was a litt it was my i the expo I the many; so glad I d cast of qui characters ed, the bo< reading lis U to describe queer-teer. reasons. Tl takes place is not Eart the solar s; the planet war betwe the gargoy as our six: plot line. 1 fact that tl voices thal fall somev the LGBT< the differe it is the ge sex, can af a voice to I there strut scribe ther from hom< transgende people froi non-binar light on to which proi also deals1 happens w same sex p of transger those read Ai Photo credit: Shelyah Silva book ties i: novel can 1 world of 11 in. New co and there i �Issue 12.2: FaU2017 olIege and has been held ce2 ?2du4 lsnS'OCalf"°0 Project beRan "«ional gr4an spread hunger. Hande[the commuchoolchildren Were donated 5 donation, ' Seated to ’ featuring d beverages. ;hoose a bowl 27 Hours: A Book Review by Mackenzie Egan I was beyond amazed with thinking, keep imagining, and never this stunning debut novel by Wright; stop writing. It has everything from when I picked up the arc at BEA2017 colonization to romance to insane I was a little reluctant to start it, but as fighting scenes to keep it lively enough it was my most anticipated signing of to be a page turner, while also spend­ the expo I delved into it as the first of ing time developing the characters the many arcs I’d picked up. And I am well enough to create a bond between so glad I did. It was fabulous, from its reader and character. It also proves cast of quirky, all very sexually diverse, that, in the ever expanding universe of characters to the world Wright creat­ fiction, no idea can be considered silly. ed, the book is a top pick for any YA I’m sure many times before, reading list. “An ensemble cast of The first words I would use to describe the book would be “sci-fi, queer teens living on a queer-teen, rebel yell,” for a number of colonized moon must reasons. The first being that the book takes place on a colonized planet that race against the clock to is not Earth, but a planet lingering in the solar system. The colonization of stop an attack that would the planet leads to the main plot line, a make the war between war between the human colonists and the gargoyle resembling natives; as well species a war of human as our six main characters along that extinction...” - Tristina plot line. The second part is due to the Wright’s website fact that the characters, the six main voices that the book is told through, all fall somewhere on what is considered Wright was told her idea was “silly” the LGBTQ+ spectrum. By exploring and that it would never make it; but the different ways sexuality, whether the book stands for itself and proves it is the gendered sex or the attracted just how often “silly” is really code for sex, can affect teenagers, Wright gives great. The book is an inspiration to a voice to the thousands of kids out young writers still trying to make their there struggling to find a way to de­ voices heard, and a fantastic debut scribe themselves. We see everything that proves there’s more to come from from homosexual relationships to a Wright. transgender teenager and dealing with Among the highlights, for people from before, and there’s even a me anyway, was the dialogue between non-binary character that easily sheds Rumor and Jude; from their very first light on to the confusing question of meeting to the last time we see them together in the book, the banter and which pronoun is appropriate. She the charismatic pull between them also deals with the question of what kept me turning the page for more. happens when a child is raised by two Nyx, another favorite character of same sex parents, and how do parents mine, provided an easy break between of transgender teens react (and how Rumor and Jude’s constant flirting and those reactions can affect their child). banter, and even when she gets the And as a rebel yell, the whole book ties in nicely the idea that a debut girl in the end you just want to keep novel can be outstanding and that the rooting for her. world of literary fiction is not closing Wright’s unique use of time, as in. New concepts can always be formed well as planetary exploration, provide and there is plenty of room to keep for more than just a charismatic cast of characters and the way she creates a global war between the humans and their planetary natives was compel­ ling, and entirely believable. Wright explores the side of human nature that is entirely self centered when it comes to colonization, and shows that people rarely change when property and propriety are on the line. She also did a stunning job of creating new tech­ nology, which can oftentimes be the hang up of even the best science fiction writers. Overall, I was incredibly impressed with this book, although tit seems that I am not the only one. On the GoodReads website the book has amassed over four hundred ratings and aveagres at 3.5 stars out of 5 stars, and has collected over two hundred beaming reviews. I cannot wait for the sequel, although I guess I’ve got a while before the sequal will be out! Photo credit: Google Images 13 �■ Shafa by Kelci Piavis The Annual Manuscript Halloween Reading took place on October 25th, and both professors and students were in attendance in and out of costume; Elyse Guziewicz dressed as a vampire, Dr. Kellys daughter dressed as a unicorn, Kelci Piavis dressed as Alex Droogs from A Clockwork Or­ ange, Dr. Hamill dressed as a graded paper, and Dr. Hamill’s eldest daughter Grace put on her sock monkey hat as of fun, enthusiastic readings of some of our favorite works, and refreshments for those who attend. Whether you come lv to uo listen readuit isisalways always wxxxv lVu Uor x to icau enjoyable, so stop by the Manuscript’s j „----- „ P s next reading and see what it’s all about! she stood up to the podium to read. The reading was full of pieces by from various authors, including Dr. Hamill’s rousing reading of Doctor Faustus, Dr. Kelly reading “The Conqueror Worm” and Elyse reading “The Oval Por­ trait”—after all, what is a Halloween reading without our dear friend Poe? Refreshments were also enjoyed, and there was candy for “trick-or-treating.” The Manuscript holds several readings every semester, which are always full and eigh at least a we start die scho why Sha ten worl tion to I a precec modern novel th Hair continue. JUNE: all out. Hunch starting tentiall Pictured here: Dr. Hamill with his daughters Grace and June at the Halloween reading Pictured here: Kelci Piavis reading GRAC Yes—it our am wheelb across kes-Ba tree. during the Halloween reading Shakespeare Set a Precedent by Mackenzie Egan At Wilkes’ November Open wanting to learn how to write. Many of House, I had the opportunity to meet them had a passion for poetry, prose, with several potential majors and or reading, and did not know what else minors for the program through the could have interested them as much. I information session and then the happen to be in the same boat; my love academic majors and minors fair for words is what led me to English, later in the day. These students all had and essentially to Wilkes. But this girl mixed reactions to the question “Are had a specific writer in mind when you interested in the English major?” she stopped at our table on Saturday. The majority of them were interested “Do you study Shakespeare a lot?” she in Creative Writing as a minor, or even had asked after Dr. Stanley and I spent a hobby (one kid swiped our copy of some time talking to her about the the Manuscript that was on our display program. It was a simple question, but table in his excitement). One girl, one I had to think about before I could though, told me she was interested in answer. Shakespeare and that interest had her I have always had a love-hate considering studying English. ays nad a love-hate relationship with Shakespeare; he’s English is a useful under­ not my favorite writer, but I can — enjoy graduate degree for a wealth of rea­ his work m-- •’ more than other. It’s with sons, from written communication to this in mind that I started indtUtr- • to shape critical thinking skills and everything my answer. Yes, there is a Shakespeare in between, but most of the people course offered every couple of years I know who have studied English taught by either Dr. Stanley or Dr did not make the decision based on Hamill; we also study Shakespeare in continued a sonnet by him. of Shakedeeper than .h^study^^ speare here at W f -n every study Shakespeare him e after class,butbecause nothing cedbyhim his lifetime was notin whether Shakespeare ison^Xn«dby the author was direcuy * cedent Shakespeare or not 'rising of through his maste unPrecehuman conventions an Pedent for dented ideas. He set t i-n^ed to a the imbedded idea o e , power character, to unreq^ and son, to struggles between arethe seen countless lines of p°ae 1 tdroUgh everywhere today, even style of his sonnets. Shakespeare is a» ect taught elast to every educated person^ ^ke ltwaS four hundred years, g1V sevenunheard of that peop e 1 15 teenth story Continued °nP JUNE: delivei miles i GRA( and a get to the pi row r: It’s Cl yuleti Hami I’m si but it of rm toget JUNJ you.. GR.A work JUN GIU knm �I Issue 12.2: Fall 2017 Shakespeare Set a Precedent ngs of some of efreshments aether you ft is always Manuscript’s it its all about! fu continued from page 14 and eighteenth centuries did not read at least a little Shakespeare, and today we start studying him as early as mid­ dle school. It is understandable, then, why Shakespeare is imbedded in writ­ ten works that have no clear connec­ tion to him. Shakespeare’s writing sets a precedent for the modern drama, the modern poem, and even the modern novel through his manipulation of the human condition. And, while I do not like Shakespeare, even I can admire the careful work that went into every piece of writing he produced, and the global and cultural impact of his writing. In short, I told the girl all of this. That Shakespeare can be found in every­ thing, and, while it may seem a sur­ prise to her now, give it some time and she’d start to see the patterns herself. Whether or not she ends up here at Wilkes next year, I hope she takes that with her wherever her future takes her. I know that I will keep an open mind to Shakespeare now, and not roll my eyes when I find him in the books I en­ joy and maybe even the prose I write. Hamill’s Hunches A r ' 1ci continued from page 10 JUNE: I think you were figuring it all out. (And hopefully soon, as this Hunches is getting long—and we’re starting to sound like Daddy in a po­ tentially non-cute, exasperating way.) GRACEE: Oh, yes. Right. Thanks. Yes—it’s the tree. We need to make our annual pilgrimage with the red wheelbarrow through Kingston and across the Susquehanna into Wil­ kes-Barre to Phil’s Sunoco to get our tree. s read at least oes so much dy of Shakejt because we :lf in every g written after enced by him. ling, whether ifluenced by et a precedent working of unpreceprecedent for 1 linked to a love, to power and son, to that are seen hrough the subject taught i for the last or take. It was i the seventinuedonpage15 JUNE: Doesn’t Daddy know they deliver? He doesn’t have to walk three miles in each.... GRACE: That’s a whole ’nother list— and a whole ’nother set of issues we’ll get to some other time. And, besides, the pilgrimage (and red wheelbar­ row ride) is fun. And Rockwellian. It’s Christmas Americana, and a key yuletide ritual and tradition in the Hamill house. There’s mythos to it. I’m starting to sound like Daddy, here, but it’s true. You’ll see. In fact, it’s part of my point about everything coming together for Christmas this year. JUNE: I’m not sure I’m following you.... GRACE: Bear with me here.... Who’s working on floors? JUNE: Mr. Phillips! GRACE: Exactly. And what do we know about Mr. Phillips. JUNE: He’s great. GRACE: Right. And, beyond being really, really nice, why is he great? JUNE: Umm.... Daddy’s happy? GRACE: Bingo. And why is Daddy happy? JUNE: Because the floors look great.... And because of the rift & quartered milling—and the linear grain, and the occasional brilliances of ray fleck.... And.... Oh.... I think I get it now.... And because of the patterns! The whole microcosmic “Kirby Hall” vibe! GRACE: Precisely! And, don’t forget, Mr. Phillips refinished the hardwoods in Kirby—and he installed the “new” hardwoods in the Salon. (And—you guessed it—in old-school patterns.) The symmetry is uncanny, really. I wasn’t sure Daddy was going _ to be able to stand it at first, but, of course, it’s perfect. Never mind that the floors are (still!) not done and that the whole front of the house is still in the POD in our driveway, and that Mr. Considine (Mr. Phillips’s helper, and another great) still needs to raise an outlet in the red room and that we have no idea when Mr. Verdetto (also a fantastic carpenter and craftsman) has given no real indication of when he’ll finish (or even start) the stairs.. .and that we’ll probably need to put the Christmas tree in the kitchen this year... and that Soapy will have limited places to land each morning...and that.... JUNE: Focus, Sissy. Focus. You were saying this is all good news...right? Something about it all being perfect? Some sense of symmetry? GRACE: Right. Yes. Sorry. It is per­ fect symmetry. Complicated, obvious ly. But perfect. JUNE: Okay.... And...? GRACE: Don’t you see it? JUNE: Umm.... I thought did, but your little unhinged ramble threw me a bit. GRACE: No. You were right. It’s the whole “microcosmic ‘Kirby Hall’ vibe,” as you so impressively put it. That’s the key. We’re drawing toward Kirby Hall, at least allegorically—but also literally too. And at exactly the right time. It’s a bit of a paradox, no doubt but it all fits. Daddy’s nowhere to be found right? We’ve got another Hunch Hamill-less (or at least Thomas A. Hamill-less, as we’re obviously Hamills, but you get my point). Daddy’s clearly absconded to Kirby Hall, as he always does this time of year, what with his grading, and paper-deadline extensions, and failed apportionment of assignment and assessment loads. He’s negotiating again the (somewhat self-created) proliferation of work from all story Continued on page 16 15 �The Inkwell Quarterly Hamill’s Hunches JUNE: At home? Or in Kirby Hai1? continued from page 15 corners and directions. Only this year it’s a bit different. He’s inverted that... JUNE:.. .that proverbial spraiwl 1 “out of the woodwork.” tree...? GRACE: It doesn’t matter Hall! Kirby Hall! Kirby JUNE: Kirby Hall! aCF. You said it, Bubba Doodle. JUNE: Oh! That’s right.... GRACE: In fact, I think I see.. GRACE: Boom! JUNE: Daddy! It’s Daddy! There he JUNE: And he’s projected himself into the woodwork.... GRACE: Boom, Boom, little Sister! At home, and at work—and, as it were, back home again—in the grain, the sawdust, the stain, the ray fleck, the patterns. All of it. And it’s, crucially, all calendric, cyclical. JUNE: Like a pilgrimage! To get our tree!! To get our tree!!! GRACE: jExactamente! And guess what’s always our first official stop on our yearly ritual progress to get our will be. GRACE: Just in time. JUNE: So we will get the tree—and Soapy will come—and Santa too. As much because of the floors and the Kirby Hall-ness and the chaos at home as in spite of them. Thats amazing! GRACE: It’s extravaganzalorious! JUNE: But are we still in Hamill’s Hunches. GRACE: Yep. Photo credit: Mmachi Dimoriaku, Dr. Hamill is the Inkwell's faculty advisor as well as the tnind behind Hamill’s Hunches! Holiday Word Search! I C I c L E S F W G T O K Q X H P L O D U R L E I I E N S S R E C N A D U K E V N F M C M S V F T D H A C N G O T R O G c A N D C A N E S N O E P C F H D U T S K K B V o A A R G D L L I E T O J K G S A S Q T Word Bank: ANGELS BREAK ^ukk1hYholly FRUITCAKE PRESENTS RUDOLPH °H SANTA ._D SANTA WREATHE YULE 1 16 L E U X G N S L E U Z P A Q E w R D R G E I K U N N R J S S E'ONiet Ic 1clCLEs ICLes Rooges^ow F R N M N S M G A F A U Q Y S E W O E O W L R I N H S B N X A G R K L O E A C I K u B W O I O T P O S Y W P E O Q I Da^CER EGGNOG Wanz^a OMISOKA Vi*en winter K W V E E H T V K A E R B Q E T Z 0 X D Y E S A N T A V K Y FROsTL PRA^ Answers on Pa|_e 11 � 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 2017 (Volume 12, 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 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/dfc70c0957f636a8eee45c9569eb3321.pdf 028feae7c7f1a25f41ac208bda52351b PDF Text Text Issue 12.3: Spring 2018 1Y Wilkes University’s Production of The Crucible byMmachi Dimoriaku Wilkes University’s produc­ tion of The Crucible started off the second half of the 2017-2018 sea­ son. The Crucible, inspired by the McCarthy hearings of the 1950s, focuses on the inconsistencies of the Salem Witch Trials and how ex­ treme and dangerous behaviors can lead to mass hysteria and the de­ struction of an entire town. While Arthur Miller based the play on the historical account of the Salem Witch Trials, his main inspiration When asked about her ex­ perience in the show, Maddie Black, who plays Ann Putnam, said this: How did you prepare for your role? MB: I prepared for the role by do­ ing a lot of research on Ann Put­ nam and the real life of the Putnam family and their motives for accus­ ing people of witchcraft. What did you find? Arthur Miller's MB: I learned that the Putnams were one of the main groups of people who influenced the rumors of witchcraft. This makes sense because once someone was con­ victed of being a witch, their land went up for auction. The Putnams purchased much of this land and their status increased, sotosay. This information makes me very suspi­ cious of their reasons for accusing others in their community, but also gives me fuel as an actress to find more motivations behind my char­ acter’s actions. How relevant do you find this show to be in todays society? MB: I find this very relevant in today’s society because I feel we all have been in some type of “personal witch hunt.” What I mean is, we all have encountered some type of ma­ nipulator who has tried to blacken our character to their advantage. Whatever that manipulating force may be, we can relate to John Proctor’s struggle to show he is an honest person. The Grucib c 1 Do you like the show? MB: I do like the show because it is a universal tale and is real. I remember reading this play in high school and rooting for John Proctor all the way. Even after watching the rehearsals over and over again, I still get heart-broken when Eliz­ abeth lies to protect John’s good name, even though in doing so she condemns him accidentally. Story Continued on page 8 In this Issue: Allen Hamilton Dickson Lecture Series, The third article in the IT Serial, An Actresses take on The Crucible, Sigma Tau Delta update, Alternative Spring Break in Costa Rica, Etruscan Press internship, and many more! �The Inkwell Quarterly MANUSCRIPT UPDATE The Wilkes University Manuscript Society will be accepting submissions for the 2017-2018 issue until April. 3rd, 2018 Keep an eye out for reading posters as well as for this year’s issue, as it will be a special anniversery edition with pieces from past Manuscript publications! 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 2018 schedule is: Monday: 9:00 a.m.-5:00 p.m. Tuesday: 9:00 a.m.- 5:00 p.m. Wednesday: 9:00 a.m.-5:00 p.m. Thursday: 9:00 a.m.-6:00 p.m. Friday: 9:00 a.m.- 4:00 p.m. The Online Writing Center is available at: http://wilkes.edu/ pages766.asp For more information, contact: Dr. Chad Stanley 2 Allen Hamilton Dickson Visiting Writer Series: Alex Burns by Erin Michael Alex Burns of Quintessence Theatre Group in Philadelphia, PA, was the first of three Allen Hamilton Dickson visiting writers this semester. Burns, the Theatre’s artistic Director, met with students in a playwriting workshop during Professor Bill Black’s playwriting class. The students in the workshop had the opportunity to ask Burns about his work in the theatre and the importance of adapting plays in by Salon, where Wilkes University students, faculty, and community members were welcomed to attend. A directing class from Clarks Sum­ mit College took a field trip to at­ tend the event. During the lecture, Burns engaged attendees with his experiences with Shakespeare and his passion of adapting Shakespeare and other classical plays to enhance their meanings. He discussed Quintessence’s all-male productions of Shakespeare comedies and how the the twenty-first century. Many of male actors enhance Shakespeare’s the students in the workshop were Theatre majors, so they asked Burns comedic intentions in many of the about the significance of acting in a scenes. Burns showed a slideshow of pictures from the theatres more play that has been adapted from its recent performances to show at­ original form. tendees the immersive nature of the After the workshop, the theatre and the variety of adapta­ English Department held a din­ tions Quintessence has done. ner for English faculty and invited students in Kirby 108. Burns sat To close his presentation, with students during the dinner he described Quintessences first and discussed immersive theatre, musical adaptation, My Fair Lady, Shakespeare, and elaborated on his and how they took on the challenge work at Quintessence. Faculty that of taking an abusive mentor-menhad been to shows at Quintessence tee relationship and setting it in the took the opportunity to ask Burns modern world, all while keeping about specific staging choices for the original music and lyrics by adaptations of classic plays and Lerner and Loewe. Burns ended the how this affected the significance night by answering questions from or meaning of the scene. Following the audience. the dinner, Burns spoke in the Kir- Welcome to Our New Staff! Faculty Advisor - Dr. Hamill Editor-in-Chief- Mackenzie Egan Assistant Editor - Rebecca Voorhees Copy Editor - Erin Michael Layout Editor - Erica Bicchetti Staff Photographer - Mmachi Dimoriaku Staff Writers - Megan Stanley, Kelci Piavis If you would like to submit articles for future Inkwell issues, email Dr. Ham'll thomas.hamill@wilkes.edu or Mack at mackenzie.egan@wilkes.edu ‘C enZ*e by Erir of Sigm Alpha, as a chc society, membe travel t< Conver the end Elyse C Erin M kes Un: An by Kel editing to nece for an i an intei camput profit p Cox Hi MFAp versity. to sper As! Is th* wart Ia was j Greg( and R rel �Issue 12.3: Spring 2018 iter Sigma Tau Delta Update by Enn Michael versity lunity »attend, cs Sumto atecture, .th his re and kespeare enhance ;d Quinons of how the speare’s /■of the .eshow s more w atire of the laptae. ation, s first r Lady, hallenge r-menit in the eping :sby nded the ns from hi Wilkes University’s chapter of Sigma Tau Delta, Alpha Gamma Alpha, is celebrating its 25th year as a chapter ofthe English honor society. To mark this achievement, members of Sigma Tau Delta will travel to the annual International Convention in Cincinnati, Ohio, at the end of March. Mackenzie Egan, Elyse Guziewicz, Kelci Piavis, and Erin Michael are representing Wil­ kes University at the convention. Sigma Tau Delta has rep­ resented the university at multiple university events throughout the semester. Dian Mckinney and Erin Michael represented the depart­ ment at the Honors Breakfast held for those students who have been accepted to the university, but have not yet committed to a school. Kelci Piavis was a student resource for perspective English majors at the January Open House, attending in- An Internship with Etruscan Press by Kelci Piavis English majors interested in editing and publishing don’t have to necessarily go to a different state for an internship. In fact, we have an internship for just that right on campus. Etruscan Press is a non­ profit publisher located in Harold Cox Hall and is a partner of the MFA program here at Wilkes Uni­ versity. I have been blessed enough to spend my final semester at Wilkes interning with these amaz­ ing people. Contrary to popular belief, it’s not all just getting coffee and mail—I proofread manuscripts and other publications that may be going out; I contact possible blurbers and places for book readings and reviews; I read books and write study guides to be used for them; I do inventory; I get the mail; I sit in on production meetings. I believe that one fear everyone has when applying for an internship is, “Will I only be doing menial tasks? Will I even get a feel for what this career is like?” I can assure you that with Etruscan Press you will never feel that way. Keep an eye out for them in the future at the Internship and Career Fairs that Wilkes holds— they hold a lot of opportunity right here on campus. Ask the Editorial Staff: Is there any book being released in the next year that you are looking for­ ward to? I can say that one book that was just released I long awaited: Gregory Orr’s A Primerfor Poets and Readers of Poetry. It was just released a month or so ago. -Dr. Anthony I don’t have one at the moment There isn’t one currently - Mmachi Dimoriaku The Female Persuasion by Meg Wolitzer -Rebecca Voorhees Florida by Lauren Groff -Erin Michael -Erica Bicchetti ey, Kelci es for lamill at Mackenzie formation sessions to answer ques­ tions about the major at Wilkes. Taylor Balasavage designed t-shirts that will be available to Sigma Tau Delta members and to the entire department. The shirts them­ selves are from a U.S. Union and non-sweatshop-certified company and will be available to purchase during the latter half of the spring semester. The Pisces by Melissa Broder - Mackenzie Egan 3 �The Inkwell Quarterly Netfl A Continued IT Serial by Erica I by Kelci Piavis ting faces and their squishing steps, I will be completely honest are over in the corner of your room writing this article: I have not had smiling menacingly at you.. .prob­ much of a chance to read It. ably. You read about Henry Bowers I am roughly halfway chasing Ben Hanscom and you through, but my final semester along with my internship has made can feel the blood running down your own stomach from where it nearly impossible for me to read Henry Bowers cut you; you are Ben leisurely. I know, it’s a bummer. I Hanscom, you are Stanley Uris, you do have a thing or two to say about the book, though. If you have never are the Losers Club. That is some­ thing you don’t get from film. read a horror novel before, I high­ Over winter break I did ly recommend it. Horror movies re-watch the 2017 film with my and TV shows are one thing—they mother and found some interesting are generally full of jump scares differences that I hadn’t noticed or short bursts of fear. Watching before. For example, a lot of the several seconds on the screen is, kids’ original encounter with It are of course, quicker than reading different from those in the book: several pages of a book. When Ben is scared of The Mummy, not reading a horror novel, though, the horror sticks with you; you read for the burnt decapitated child; Stan is pages about monsters and ghouls afraid of the kids that drowned in and murderers and deaths, and it the standpipe, not the painting in sticks. You read for pages about the synagogue; Mike faced a giant the anxiety Stanley Uris is feeling bird and his parents are still alive; when confronted with It, and when Richie is afraid of the Wolf Man; you shut off the lights the kids who and Bill experienced his brother’s drowned in the standpipe, their rot- own photo spewing blood from the album and speaking. Only Eddies and Beverly’s stories stayed the same—lepers and blood. As someone reading the book now, the changes from book to movie make me wonder why they made the choices they did. For now, I offer the same advice I’ve offered before: see the movie. Read the book. It is fun and horrifying. Don’t worry, no one will judge you if you have to keep the light on at night. named Sai spectrum, friends an “Whoeve feet was perfect be The best practice An A Photo credit: IMDb.com by Kelci Fall 2018 Upper-Level Class Listings Course ENG 202: Technical Writing ENG 222: Intro, to Digital Humanities ENG 225: Comparative Grammar/DH ENG 233: Survey of English Literature I ENG 282: American Literature II ENG 352: Studies in the Amer Novel/WGS ENG 392: Senior Projects ENG 393: Teach English Middle/Sec Schl. ENG 397: Seminar: Tech of the Book/DH ENG 398: T: Hawthorne & Melville ENG 497: Seminar: Tech of the Book/DH ENG 498: T: Hawthorne & Melville 4 w Days/Time Instructor Room CRN MWF MWF TR MWF TR MW TBA M MWF TR MWF TR Dr. Kemmerer STAFF Dr. Stanley Dr. Hamill Dr. Kuhar Dr. Anthony Dr. Anthoy Dr. Lartz Dr. Hamill Dr. Kelly Dr. Hamill Dr. Kelly BREIS 208 KIRBY 108 KIRBY 107 KIRBY 305 KIRBY 103 KIRBY 108 TBA KIRBY 103 KIRBY 103 KIRBY 108 KIRBY 103 KIRBY 108 30733 30734 30735 30736 30737 30738 30739 30740 30741 30744 30742 30745 11:00-11:50 2:00-2:50 1:00-2:15 1:00-1:50 9:30-10:45 3:00-4:15 6:30-9:15 2:00-2:50 3:00-4:15 2:00-2:50 3:00-4:15 Ne again. Just couldn’t cr show, they show Atyp Rashid an< son on Au describes t and “quirk to account truly is. great pro« Spring Br another c ty service culture. T going to t and to Cc personal!' the Costa W from trip communi perience, to Costa I �Issue 12.3: Spring 2018 Netflix Origin a Vs Atypical Review by Erica Bicchetti iy stayed As tow, the : make he offer before: <. It is >rry, no e to Netflix has surprised us yet again. Just when you thought they couldn t create another remarkable show, they did. The Netflix Original show Atypical was created by Robia Rashid " ’ ’ ’ and’ released' its first sea­ son on August 11th, 2017. Netflix describes the show as “heartfelt” and “quirky,” which isn’t enough to account for how entertaining it truly is. Atypical is about a teen boy named Sam who is on the autism spectrum, or “the spectrum” as his friends and family call it. As a teen“Whoever said practice makes per­ fect was an idiot. Humans can’t be perfect because we’re not machines. The best thing you can say about practice is that it makes...better” Sam - Atypical ager, Sam is just learning who he is and is gaining a sense of indepen­ ------ When ----------------> he dence. Sam meets a <-girl likes in high school named Paige, he decides he wants to start dating. Sam is exploring what it means to be “normal.” His parents felt un­ prepared for this moment in his life, but they prove to be supportive in Sam’s decision. Along the way, Sam’s family continues to make new discoveries about themselves and one another creating ups and downs in their relationships. Atypical is not your typical show. It follows the life of an autistic teen­ ager figuring out his life. It portrays the reality of living with someone who is on the spectrum. The show captivates the individual family members’ struggle to understand Sam. Atypical is infused with hu­ mor and compels you to continue watching. It allows someone who hasn’t been around a person with autism the ability to watch how someone with autism may function. Many critics had mixed reviews of Atypical, some claiming the show failed to convey the reality of autism. NETFLIX__ J Atypical Photo credit: thecentraltrend.com Story Continued on page 8 An Alternative Spring Break Trip to Costa Rica by Kelci Piavis RN 1733 1734 1735 1736 1737 )738 )739 1740 1741 1744 1742 1745 Wilkes University runs a great program called Alternative Spring Break, where students go to another country and do community service as well as learn about that culture. This year there are trips going to the Dominican Republic and to Costa Rica, and this will personally be my second time on the Costa Rica trip. While the itinerary changes from trip to trip, it always involves community service, cultural ex­ perience, and a bit of fun. The trip to Costa Rica this year will start at Manuel Antonio National Park on the West coast, where there are beautiful beaches and forests to hike in. Then we will make our way into San Marcos de Tarrazu, which is located more toward the mid­ dle of the country amid beautiful mountains. We will explore several coffee plantations and discuss the coffee making process as well as Fair Trade, which is important for both human rights and for the envi­ ronment. Then for our final days we will be building helping the Sports committee of San Marcos paint a playground and install a sandbox. Since San Marcos is a bit more re­ mote than other areas, it results in a lack of services and extra curricular activities for kids. Helping make this playground perfect for them will be an amazing opportunity. The Alternative Spring Break trips with Wilkes University are definitely a once-in-a-lifetime opportunity, and I highly recom­ mend them! (Look out for an after-the-trip up date in our next issue!) 5 �The Inkwell Quarterly Book Review: 7-heyeOtfi^tt/7e£nC/byAdamSilvera by Mackenzie Egan I do not think that I have ever been so torn up over how to review a book, and will try to remain as unbiased as possible moving forward with this review, as I think it’s fair to the author as well as other readers on this site to be as open minded as possible. I have not read any of Adam Silvera’s other books, and based on my experience with They Both Die at the End, I am not sure I will ever pick up another one. Silvera, while he seems to be a fully capable writer, left me wanting in ways that I did not find enjoyable in any way as I read through the book, an arc I picked up at BookExpo America2017 after waiting in a line with dozens of other people, namely within my age bracket, who had been anticipating the drop most of all for the better half of the year at that point. A friend whom I had attended BEA2017 with waited for nearly two hours for the book, first in the line for the author signing where she was cut off two people ahead and then at the book drop itself where I joined her. This was the case for many of the people we met in that line. When the book was finally dropped, forty five minutes later, the rush to get out of the way of the people behind us was how I ended up with my own copy in hand, and while it was added weight in my second tote of the day I brought it home nonetheless. It took me two weeks to get through. In that time I learned how to knit, read an entire man­ uscript, listened to two and a half audiobooks in full, start a new job, 6 , , some volunteer work. Had and other book, I would it been any off backtothe haV\XeenX\overs (which, by the way, the cover art is really nice); instead, I was dreading picking it back up. Why? Because, quite simply, I found the book incredibly boring. New York ADAM SILVERA ClRM VUd iSUwiji Photo credit: amazon.com Silvera’s idea of Death-Cast, the literally life changing phone sys­ tem that tells people they’re about to die, is a great one, don’t get me wrong. I thought that Death-Cast was the only really rewarding feature of the book and wished he would have done more with the °ff0CUSin8 O'1 ‘he two ncredibly boring, stereotypical Ev“DenTrs:Ma‘eoandRufus- , " Delllah. one of the many subreadthahinbthfebOOk,WaSabet ter book, was a better ".''“““of ll'e book, and n fWbereto start with Mateo “d Ruths? Mateo, the typically introverted do-gooder type that a lot of teenagers today can associate with, was incredibly annoying in his do-gooding and introverting. The kid hardly left the apartment he shared with his widower fa­ ther before getting the Death-Cast alert, but somehow his best friend is an incredibly gifted chick with a kid. Then, magically, on the day he’s supposed to die, he decides he eventually wants to come out of his shell. But it takes hours of precious time wasted for him to find a Last Friend, through an app no less, and actually live what little life he has left. And that living includes burying a dead bird, making sure said best friend and kid are finan­ cially stable, visiting his dead mom’s grave, and finding out he’s into dudes. I understand, to an extent, that each milestone Mateo achieves during his last day is supposed to make him more relatable, more connectable, more capable of pull­ ing on the heart strings of readers, but he’s incredibly boring as he does it. Even when he visits his father, who is in a coma by the way, he’s ashamed as he’s crying over his goodbye. Rufus, on the other hand, is a contextual pain in the ass. Silvera doesn’t make it clear the book takes place in New York City, which led to my confused annoyance, and then irritation, at Rufus’ character. At first he comes off as a wanna be bad-ass who’s in a gang, and when we meet him he’s beating the tar out of somebody and talks weird. Bronx. He’s a hundred percent Bronx, but not knowing this from Story Continued on page 1 out of so: Bronx. H Bronx, bi the start does see to just ge ter. Whei er, with a who is m lishing ai I couldn’ he was sc Then, wh an ultra-; shell, twc one crapj heart big Serin by Rebe A to lose tn versity in of acader ment yoi onto can What is i hilaratin ization ii into solit to classe; you reali really gh ty to me! in). Som assignmt motivate not too f are infec they hav to ignore enough, eventual^ to try an �isue a tat a ociate ? in ing. tent -Cast 'iend nth ■ day les he of his Jcious Last ss, fe he des sure nan. mom’s to lent, zhieves zd to are fpulladers, he his he way, wer his land, is Silvera >k takes ch led and racter. ana be when = tar /eird. nt ; from npage 7 out of somebody and talks weird. Bronx. Pies a hundred percent Bronx, but not knowing this from the start makes a lot of what Rufus does seem like a ploy from Silvera to just get attention for the charac­ ter. When I finally pieced it togeth­ er, with a little help from someone who is much more versed in pub­ lishing and Bronx-ness than I am, I couldn t help but be annoyed that he was so stereo-typically Bronx. Then, when Rufus turns out to be an ultra-sweet orphan with a hard shell, two really great friends and one crappy ex-girlfriend, and a heart big enough for a Mateo-sized chunk to be missing from it, I groaned at the even greater cliches. Now, whether the two fall in love ‘cause they’re meant to be together or because they’re dying isn’t for me to speculate, but that little bit of romance almost made up for the rest of the book. Almost. But even romance can’t make up for a book full of cliches. Which I found took up more of the book than the fresh ideas, absolutely wonderful when present. But things like Death-Cast, and all the perks and businesses aimed at Deckers (the people who get that phone call), were great and I really wish •5: Spring 2018 I Silvera would have done more with them. I thoroughly enjoyed the glimpses into the Death-Cast worker’s lives, and the way Silvera started to alter the backdrop of New York City to fit his idea. If more thought would have been given to Death-Cast, more information and maybe a few more subplots to break up the tediousness of Mateo and Rufus, the book might be a little less monotonous overall. And while the splash of romance was nice, I’’m i not entirely sure it can make up for the rest of the book’s shortcomings. Senioritis by Rebecca Voorhees As a senior, it is pretty easy when you are finally off campus, to lose track of why you chose uni­ you will not even enjoy the time versity in the first place. Four years away because the only thing you of academics later, and the excite­ can think about is the condition ment you felt when you first walked of your capstone and a comforting cup of coffee. This, my friends and onto campus kind of wears off. colleagues, is what upperclassmen What is meant to be the most ex­ like to call Senioritis, and I probhilarating form of self-conceptual ­ ization in your life sometimes turns ably have the most serious case to date. into solitude. You start showing up Don’t get me wrong, I am to classes a little bit later because very committed to my work. Being you realize that you have never really given yourself the opportuni­ a first-generation college student forces a lot of pressure on myself ty to mess up (or should I say sleep to do well, sometimes even better in). Somehow deadlines for an than I ever thought I could ever assignment slowly become better achieve—but when you have been motivators than the long term, but taking more than eighteen credits not too far away, commencement. a semester since the fall of your Jokes of self-deprecation sophomore year, everything starts are infectiously hilarious because to feel more taxing than rewarding. they have become far too familiar to ignore the truth. If you are lucky It is probably more difficult to be a enough, you will find the chance to student in these last few weeks than eventually go out with your friends to try and step back from it all. But it ever will be in my career, and I am not going to let anyone else tell me otherwise. Unfortunately, modern medicine has not developed a vaccine or a cure for Senioritis. So I guess this is just a reminder to focus on the little things when you feel like the world is work­ ing against you. Like the time my resident asked me to sniff her half gallon of milk because she was too nervous to check it for herself. Or the time that I told the band that I washed my hair in the sink because I didn’t have time for an actual shower, and all I saw were smiles of understanding out on the field. It is more than perfectly okay to have days that you don’t feel like the chipper freshman you were those short four years ago. I honestly think that best home remedy for Senioritis is remembering that Wilkes has been my home away from home... and always will be. 7 �Ibe Inkwell Quarterly The Crucible Continued How was the rehearsal process? MB: LONG but for a good rea­ son because Jon, our director and teacher, was working to make this show the best it could be. He really did an amazing job. Tell me about Jon. MB: Jon is our acting teacher and also teaches classes such as Voice and Diction. Because he teaches classes like this, he not only works to better our skills as actors but also helps to ensure our dialect is accurate to this time period. This is insightful to all of the actors throughout the rehearsal process. How was this show different from other shows here at Wilkes? MB: This show was different be­ cause it is based on real events. Yes, Pippin was also based on real events, but that show at least had fun, upbeat musical numbers within it. The Crucible leaves the au­ diences with a sense o Salem’s reality of this hysteria in 1692. What are some ofyour favorite roles you’ve played at Wilkes? MB: Well, I loved playing Berthe, Pip­ pin’s grandmother in our production of Pippin. Now, though, I am super excited to be playing Vai in our upcoming production of A Chorus Line! The show is in April and you won’t want to miss it! Photo credit: The Times Leader Netflix Original’s Atypical Review Continued by Erica Bicchetti According to Leslie Felperin’s article “What Netflix Comedy Atypical gets Right and Wrong About Autism” she claims a con of the show is “some might still won­ der why nearly all characters with autism in film have to be, like Sam, lovable, good-looking, funny ha-ha as well as funny peculiar and, above all, high functioning” adding that “the series avoids <certain cliches yet still falls victim to' a certain inauthenticity.” On the flip side, more posi­ tive reviews were left on Netflix like one member who noted “loved it! who is on the spectrum has some of the same traits.” Whether or not you enjoyed Atypical, Netflix has claimed they will be releasing a second season. The final "IT” installment, a^ost^Ric^M^^Xt issuefor’- Costa Rica t ' e next issue for: Delta convention, our newest department fac It ? U^te’ Pictures from this years Sigma Tau ■entfaculty 1r^mber’ c°nrse descriptions for next semester, movie review: “Avengers: Infinity War,” and much � 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 2018 (Volume 13, 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 2018 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/24e2253efcce6b69ef4e837fe8292b62.pdf a2c587b349a223e88690e59c0e1c4f1a PDF Text Text Issue 12.4: Spring 2018 a *1. ] ■ JL-u- THEINKW ■I UARTERLY __ __ l il Sigma Tau Delta Convention by Erin Michael At the end of March, Wilkes University’s Alpha Gamma Alpha chapter of Sigma Tau Delta attend­ ed the International Convention in Cincinnati, Ohio. Mackenzie Egan, Kelci Piavis, Elyse Guziewicz, and I represented the university after being invited to celebrate the chapter’s 25th anniversary. After a car ride that took us through the entire state of Pennsylvania and Ohio, we arrived in Cincinnati. The road trip was an adventure on its own that involved party-planning, literary discussions, sing-alongs, and an ill-fated trip to Denny’s. Ohio’s billboards gave us a chance to flex our literary analysis skills on the go, and informed us “Hell is Real” every thirty miles or so. Once we arrived in Cin­ cinnati, we got a good night’s sleep to prepare for our first full day at the convention. In the morning, we took in a small section of the city on our short walk to the Hil­ ton Netherland Plaza, where the convention was being held. We checked in and walked through the chapter presentations, which included t-shirts that featured statements including “I like big books and I cannot lie,” “Tequila Mockingbird,” and “Reading is Lit.” One chapter held a March Madness tournament with famous authors, 1 with Shakespeare, Emily Dickinson, J.R.R Tolkien, and Louisa May Alcott making up the final four (for those interested, Emily Dickinson won). We attended our first session as a group about the effects of co­ lonialism in literature. The student presentations were wonderful, and three of the four panelists won awards for their work at the Red & Black Gala the following night. After separating for a bit to attend different panels, we reunited to watch the day’s keynote speaker, Mary Norris, who read from her memoir, She read about her time as a copy editor at The NewYorker and how her experiences led her to the job. Afterword, she answered questions about her book and offered advice to students seeking a career in the publishing industry. Following her presentation, we ate dinner at the Korean restaurant across the street from our hotel. Thanks to Dr. Davis for introducing us to Korean food on the Bronte Seminar’s trip to New York last spring! We headed back to the convention center to attend the convention’s escape rooms, which were literary themed. As a group, we worked together to complete the Series of Unfortunate Events themed room in record time. The next morning, we walked back to the convention for a full day of attending panels. Most of us met up later in the morning to attend a student-run discussion panel about the lost history of Vikings in American Literature. At the end of the day, we went to the Red & Black Gala to enjoy a meal with our fellow Sigma Tau Delta members and watch the awards be presented to the student panelists. We sat with a professor and student from the University of Delaware, who told us about their chapter. The dinner also gave us a chance to hear about how the society is run, and how students and alumni alike contribute to the society. Overall, we had an amazing time at the con­ vention, and I would like to thank Dr. Anthony, Debra Archavage, and everyone involved with helping us to plan the trip. For pictures turn to page 3! In this Issue: Sigma Tau Delta’s national conventon English Departments new professor Our last IT serial installment English Department t-shirts All the Crooked Saints review �The Inkwell Quarterly MANUSCRIPT UPDATE The Wilkes University Manuscript Society will be unveiling their 70th anniversay issue this year. The unveiling will take place on May 3rd at noon in the Kirby 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, is open and offering support to student writers across the Wilkes curriculum. Our Spring 2018 schedule is: Monday: 9:00 a.m.-5:00 p.m. Tuesday: 9:00 a.m.- 5:00 p.m. Wednesday: 9:00 a.m.-5:00 p.m. Thursday: 9:00 a.m.-6:00 p.m. Friday: 9:00 a.m.- 4:00 p.m. The Online Writing Center is available at: http://wilkes.edu/ pages766.asp For more information, contact: Dr. Chad Stanley 2 My Experience in A Chorus Line Manust by Mmachi Dimoriaku by Mackenzit For the final show of the 2017-2018 season at Wilkes Univer­ sity, I was on wardrobe, flies, and an ASM (Assistant Stage Manager) for A Chorus Line. Rehearsals started at 6:30pm and ran until 10pm. My role as an ASM was pretty simple, sweep and mop the stage, write down line notes, and keep every­ one in line. No talking on stage, be respectful to everyone, etc. For my first time being an ASM, it was fun. I got to see the beginning works of the show and how everyone pre­ pared for their character. Silly mess ups that happened the night before would be brought up during class as jokes and people enjoyed it. At some point during the rehearsal process, I even began learning the choreography, which the whole department, minus me, started learning in August before they were cast! But it also had its downfalls. Because I was at the theater every night at 6:30pm, I didn’t have a lot of time to work on assignments for other classes. I would have to juggle writing line notes and finishing a short story that was due for class the next day. As it got closer to the tech and opening, the responsibilities got heavier. My jobs as the Fly Person and Wardrobe were added and I was running around like a chicken with its head cut off. Get the costumes ready, make sure the stage is mopped before the run, be on headset, call the fly cues, etc. Sunday before opening, I fell backstage and hurt myself trying to run to my next cue. I was in the hospital until 4am the next and had to be ready for call at 6:30pm. But at the end it was worth it. The cast and crew did an amazing job bringing this show to life. Seats were almost filled every night. Each night, we had to hold for 5-10 mins because of the huge line of people wanting to see this show. After the show, parents and friends would come up to the cast and tell each of them how amazing they were. Huge shout out to the entire Wilkes Theatre Department, Joe Dawson, Teresa Fallon, Doug Macur, Tom Rupp, and the cast of A Chorus Line for making the end of my sophomore year one for the history books! New Pr< by Mackenzie With Dr. year, there has be English departm kes. Earlier this a professors of the with several cand position before e: invitation to our: Dr. Anthony has us a little bit of in the professor ahe; here at Wilkes. Jap-Nanai Sigma T. Meet Our Staff! Faculty Advisor - Dr. Hamill Editor-in-Chief - Mackenzie Egan Assistant Editor - Rebecca Voorhees Copy Editor - Erin Michael Layout Editor - Erica Bicchetti What m special? Is it the put into the cek number of year: This year, the M has a pretty am< The Mar literary arts joui its 70th anniverj Staff Photographer - Mmachi Dimoriaku ^ff Writers - Megan Stanley, Kelci If you would like to submit artir) r future Inkwell issues, email Dr i f°r thomas.hamill@wilkes ed ^arniU at atmaCkenzie.egan@wilkesUe°duMaCkenZie �Issue 12.4: Spring 2018 Manuscript Release Date by Mackenzie Egan je were added round like a d cut off. Get make sure the bre the run, be fly cues, etc. ling, I fell backdf trying to run as in the hospital and had to be 0pm. But at the , The cast and ig job bringing :ats were almost lach night, we 0 mins because people wanting fter the show, s would come tell each of them were, t out to the itre Department, ;a Fallon, Doug , and the cast of making the end year one for the What makes an anniversary special? Is it the amount of effort put into the celebration, or the number of years being celebrated? This year, the Manuscript society has a pretty amazing answer. The Manuscript, Wilkes’s literary arts journal, is celebrating its 70th anniversary this year. To celebrate the occasion, this year’s issue will feature pieces of original work from past issues as well as submissions presented by students this year. Staff, as well as the faculty advisors Dr. Kelly and Dr. Stanley have put a lot of effort into making sure only the best of the best have been published in this very special issue. The unveiling event will be held on May 3rd this year, at noon. All are welcome to come and help one of Wilkes’s longest institutions celebrate this very special anniver­ sary. New Professor for the Department by Mackenzie Egan With Dr. Farrell leaving last year, there has been a hole in the English department here at Wil­ kes. Earlier this academic year, the professors of the department met with several candidates to fill the position before extending a formal invitation to our newest addition. Dr. Anthony has been able to give us a little bit of information about the professor ahead of her arrival here at Wilkes. Jap-Nanak Makkar is a resi- dent of Queens, originally from the Punjab region of India, although her family immigrated to Canada when she was a child. She is about to receive her Ph.D. from the Uni­ versity of Virginia, this summer, in fact. Her specializations include Postcolonial Literature and Digi­ tal Humanities. She received her Bachelors and MA degrees from the University of Toronto. All of the students in the English department here at Wilkes are excited to meet Makkar, so keep an eye out for our first issue next semester when The Inkwell will be able to sit down and get to know her one on one! Sigma Tau Delta Convention Pictures :r - Mmachi gan Stanley, Kelci ubmit articles for email Dr. Hamill at ces.edu or Mackenzie wilkes.edu �The Inkwell Quarterly Dan< A Continued IT Serial by Kelci Piavis I hate the fact that it is time for me to write this article. I hate the fact that I haven’t finished the book, not even close. I wish I could say more about It other than it is amaz­ ing and I can’t wait to actually have time to read it. I wanted to tell you all about It, how a lot of it was probably just a written out drug trip consider>r>rr vino’s historv with alcohol and ing King’s history with alcohol and tell you about the drugs. Instead, I can 1 first half of the book because that’s as far as I’ve gotten. I had watched an interview with Stephen King where he said he based It on a lot of classic childhood horrors, like clowns, werewolves, lepers, and big scary birds. Let’s face it, though, no man in their right mind would write a child orgy scene as representation of growing up. In fact, I often find myself wondering why King chose such young children for the story. I know what the answer is, of course: older children would have not created the same horrify­ ing effect. Ten and eleven year old kids have a higher shock value than twelve, thirteen, or fourteen year old by Mma reading because I want to make sure these kids will be okay, when in the deepest part of my heart I know they kids. When reading It I can’t help but cringe at sweet little Beverly Marsh being abused by her father and inno­ cent Stan Uris going to the Standpipe and getting attacked when all he was trying to do was watch birds; yet, trying to uu wuI understand that reaction is co pletely the purpose. The purpose is make you grab the sides o y°ur ea and yell expletives into the voi , an boy did it work. I’ve only ever read one other Stephen King book (not including his book On Writing) called The Long Walk, and it was very similar to It and garnered the same response. I’ve determined that that is just how King writes—make the characters young, unsuspecting, make them go through something you would never imagine a person that age would go through. Considering the topics of his other books as well, that might just be his method. And while some may consider Kings method of putting small children is dastardly situations it can’t be denied that it works. It gets a response out of the readers that something else would not. It keeps me won’t be. There were a lot of days where I wanted to just sit and read the book the entire day. There were times when I did and had to sleep with the lights on, because I’m a wuss. If you’re going to read It, dedicate time to this novel. Do not read it your senior year of college. Read it over the summer, or winter break if you have the time. Read it with the lights on, and maybe with a friend next to you. Give this book the attention it deserves, that I was unable to give it. And don’t try to read a 1300 page book your senior year of college. Fall 2018 Upper-Level Class Listings Course ENG 202: Technical Writing ENG 222: Intro, to Digital Humanities ENG 225: Comparative Grammar/DH ENG 233: Survey of English Literature I ENG 282: American Literature II ENG 352: Studies in the Amer Novel/WGS ENG 392: Senior Projects ENG 393: Teach English Middle/Sec Schl. ENG 397: Seminar: Tech of the Book/DH ENG 398: T: Hawthorne & Melville ENG 497; Seminar: Tech of the Book/DH ENG 498: T: Hawthorne & Melville 2 4 Doys/Time MWF 11:00-11:50 MWF 2:00-2:50 TR 1:00-2:15 MWF 1:00-1:50 TR 9:30-10:45 MW 3:00-4:15 TBA M 6:30-9:15 MWF 2:00-2:50 TR 3:00-4:15 MWF 2:00-2:50 TR 3:00-4:15 Instructor Room Dr. Kemmerer Dr. Makkar Dr. Stanley Dr. Hamill Dr. Kuhar Dr. Anthony Dr. Anthoy Dr. Lartz Dr. Hamill Dr. Kelly Dr. Hamill Dr. Kelly BREIS 208 KIRBY 108 KIRBY 107 KIRBY 305 KIRBY 103 KIRBY 108 TBA KIRBY 103 KIRBY 103 KIRBY 108 KIRBY 103 KIRBY 108 CRN 30733 30734 30735 30736 30737 30738 30739 30740 30741 30744 30742 30745 Fc mester, I ( myself in Composit 300 level < permissio tor, Kris C a dance cl go straigh was horde that is trm is to teach choreogra to you. As dance fori was tradit: to be able piece was range. Ths much of tl choreogra would be stage. Not Before the multiple S' a dance fo even on tf ed my pie< culture. I s my parent the home my parent Engli by Mack Th Sigma Tau motion thi tion of t-sl Departme president, contact wi have the d< �Issue 12.4: Spring 2018 Dance 320: Composition e sure n the w they s tvhere ebook :s when lights e going novel. ' of er, or ne. maybe this that I . 1300 college. :rn 0733 0734 0735 0736 0737 0738 0739 0740 0741 0744 0742 0745 by Mmachi Dimoriaku For the Spring 2018 se­ mester, I decided to challenge myself in dance by taking Dance Composition. Dance Comp is a 300 level class that is only taken by permission of the dance instruc­ tor, Kris Cross. I have never taken a dance class here at Wilkes, so to go straight to a 300 level course was borderline crazy. Well half of that is true. The idea of this course is to teach you how to properly choreograph anything that is given to you. As a kid, I learned a lot of dance forms but my main training was traditional Nigerian dance, so to be able to choreograph a ballet piece was completely out of my range. Thankfully, we didn’t do much of that, but we did have to choreograph our own piece that would be performed on the main stage. Not a problem right? Wrong! Before the class even started, I had multiple songs I wanted to create a dance for. My final song wasn’t even on the top five! I really want­ ed my piece to be a homage to my culture. I grew up in Bronx, NY but my parents always reminded me of the home I have in Nigeria, where my parents were born and raised. From listening to the sweet sounds of the drums and cowbells in the music to learning how to cook the savory foods, I began to love my home away from home. African culture isn’t highly represented in today’s society, I wanted to show what being African means to me in this piece so I asked people who I knew could bring that idea across. I would hold rehearsal after my club’s practice and during the time I had Dance Comp (with Kris Cross’s permission of course) to run the dance, get picky with the move­ ments, etc. No one in the class is allowed to be in their dance piece but for the first few showings in class, I had to step in for one of my girls because they had conflicts of certain days. The first showing, I had majority of the piece done with only 40 seconds to finish choreo­ graphing. The last seconds weren’t fully finished until the final show­ ing. During the process, my fellow classmates were excited and happy about the piece and I was just as ecstatic about theirs. Everyone’s piece was so good and planned out per­ fectly so when it was time to find out whose piece was going to be in the Spring Dance Concert on April 21st, everyone was kind of on edge. I knew I worked really hard on mine, but a part of me also thought about how this isn’t like everyone else’s. Final showing went great! The faculty loved all the pieces. Out of the 7 choreographed pieces, 3 were chosen for the 8pm and my piece was one of them! Not only was my piece chosen, the Dance faculty asked me to dance in the 8pm show. I was immediately taken back. Stu­ dents aren’t allowed to perform in their piece, but the faculty thought this piece was so different and pow­ erful. On the day of, I was fearless. The crowd was excited, there wasn’t a quiet voice in the audience. When we did our bows, the crowd went wild and I couldn’t hold back my smile. This piece meant everything to me and I was so blessed to have been able to perform in it. Thank you to my dancers, Zawadi, Mary Baddoo, and Emerald Sims for be­ ing in this beautiful display of pure African culture. Thank you to Kris Cross and the entire Dance faculty for allowing me to be in the Spring Dance Concert. English Department T-Shirts by Mackenzie Egan This spring, the members of Sigma Tau Delta have put into motion the design for, and produc­ tion of t-shirts for the English Department. Wilkes’ chapter president, Erin Michael, has been in contact with a design company to have the design, created by senior English major Taylor Balasavage, printed on t-shirts made from a non-sweatshop company. The shirts will be available to English majors and minors, as well as professors of the department. Fifty shirts will be ordered this semester, but orders for more will be accepted if supplies run out. 5 �Does Live Theatre Belong in Mo vie Theatres and on TV? by Megan Stanley Live television musicals have Theatre and movie theatres are increased in popularity with NBC s arguably two different worlds. production of Jesus Christ SuperMovie theatres are certainly . star drawing in a total of 9.4 mill the most accessible of the two options. viewers on Easter Sunday according There are currently 40,246 cin­ Playbill. Arguably the celebrity cas mg ema locations across the United States, of John Legend, Sara Bareilles, and according to the National Association Alice Cooper increased the attraction of Theatre Owners. There are certainly of the performance. Nevertheless, it more television sets. gave those unable to see Broadway-hke In 2017 the average price for performances an opportunity to expe­ a movie ticket was $8.97, whereas for live theatre it was $52.90. With a 489% rience it. A key argument for why live increase in ticket pricing it is undeni­ theatrical performances should stay able that live theatre is just financially in the theatre is that airing them on not accessible to some individuals. television or in the movie theatre Of course, this price can be removes the experience of a theatre. justified in terms of the fact actors There’s something so unique about spend at least two hours under stage sitting down in a room with a hundred lights, hopefully giving a wonderful or so people and watching a story be performance, there are many people told right in front of your eyes by real behind the stage working hard to en­ people. I’m convinced that if you went sure the show runs smoothly, and de­ to see a play twice, each time it would pending on the production there may be a different experience because that’s also be a live orchestra. There are a lot of people that work hard for a play to the nature of live theatre. be produced and performed. The high Does going to a movie theatre ticket price is usually worth it. re;;ally take away from this experience? However, for some people that I’d argue not, you’re still sat in a room just isn’t possible. If we consider the with other people that are experienc­ average ticket price mentioned above ing the same performance. You are and use a family of four as an example, all reacting to the same story as if you then that family will have to pay over ---- ’ in the ”live theatre. were $200 for their four seats. Depending In 2014, Arthur Miller’s The on your income that could be an ex­ Crucible was being performed in Lon­ ceptional amount that’s just too much. don. The cast was full of famous faces The solution? Showing live and the reviews were exceptional. theatre performances in the movie the­ At the time we were studying atres. Instead of $200, a family could TheCructble in my English class, but spend $32 dollars which is more rea­ hving four hours from London it just sonable and makes it more available. wasnt financially feasible to take a Live cinema showings of the­ group of 17 to 18 year olds to the capiatre productions also make the perfor­ mance geographically more available. It’s unjustifiable to expect someone who lives in Texas to travel to New went t0 see it. Watching the perfor.aSS York City to see that one broadway sta”dingofOthZp"aXul°“ undermusical they’ve always wanted to see. -reyest0howthe'textc “°Pened peri•formed. More than half the class had never been to London before, myself included, so this was the first West End performance we had watched. Did the fact we were watching it in the same location where the marvel films are shown change our experience? Notin the slightest. If anything we were able to utilise the experience to further benefit our understanding of the text we had the best seats in the house, we could see everything in close up detail it was great. That same year, Billy Elliot The Musical was aired in the cinemas to celebrate the tenth anniversary. I went with my parents and it was incredible. We hadn’t the money nor were we in the right location to have ever seen a West End performance before. The movie theatre was full and we had to queue outside due to the demand - it was pretty much like we were going to see an actual live performance. The excitement from the audience was incredible, you could feel it in the air. People clapped and gave a standing ovation at the end despite the fact the cast weren’t in attendance to see it. No one in that room cared that we werent actually in the theatre itself. I think it’s safe to argue that watch­ ing a live theatre production on the television at home is not the same experience as going to a movie theatre or a live theatre. I watched Jesus Christ Superstar laying on my sofa whilst I read a book for class. I wasn’t really invested in the performance, sure the vocals were pretty impressive and so, were the set and costumes but I didn t feel anything too powerful. I can only imagine what the atmosphere was like in the actual location, it must have been electric. The electricity didn t transfer into my living room, howe'e 1 Story Continued on poQ Movie thea advantage < of experien might be sc willing to s live theatre Senio by Rebec Rebecca Voc 1. What are' English here English witl ondary Ed,; and Gender 2. What are tions? To be a teac 3. What was class you’ve Probably Jaj 4. What was Ulysses. 5. What is y< your favorit “In a Statioi Pound. 6. What das chance to ta I always wa ing, but it n schedule. 7. Tell us ab an English [ I’m not sun but Dr. Har Monster im 8. What is y I really enjc Things by L of Being Ea What text taught in a < Why the C< 10. What w: class here af 1 m going t( �r> had rself st End id the me ire ot in able :r text e> we detail °t The i to went iible. e in en The d to I-it ng . The LS ’ air. ng t the it. No eren’t hhe e leatre Christ st I Uy ; the i so lidn’t only s like re l’t veven Movie theatres ultimately have the advantage over television. The loss of experience through television might be something people are willing to sacrifice but what makes live theatre so great is definitely the atmosphere. Airing a live theatre performance in movie theatres ultimately makes the performance more accessible to everyone. Movie theatres are more financially and geographically available to someone who wouldn’t otherwise be able to see a live the­ atre performance. possible and say marching band. 11. If you were a salsa- what flavor would you be? Peach-Mango. 12. What music do you like to listen to on repeat? The Wonder Years. 13. What movie would you have liked to be a part of? Anchorman. 14. Any advice for students who have yet to graduate? Keep keeping on! 15. What is your favorite memory from Wilkes? There are far too many— although, I think one of the moments that made me smile the hardest was when I reg­ istered for my last semester of classes, and Dr. Anthony made me a cup of chai tea. your favorite poet? ALLEN GINSBERG! I have a tattoo from his poem “Howl”. 6. What class do you wish you had the chance to take? Comparative Grammar. 7. Tell us about your favorite quote by an English professor. I don’t think you can cuss in Inkwell so I’m going to pass this one. 8. What is your favorite overall text? “Howl”, forever and always. 9. What text do you wish would be taught in a classroom setting? Anna Karenina, I need it in my life (more than it already is) 10. What was your favorite non-English class here at Wilkes? Painting, or Model UN. 11. If you were a salsa- what flavor would you be? Either Verde or Mango. Verde because I deviate from the norm but am still a little spicy. Mango because I’m sweet but I also have a kick to me. 12. What music do you like to listen to on repeat? 80s pop. Or Harry Styles. 13. What movie would you have liked to be a part of? A Clockwork Orange. It’s dark and screwed up and I like it. 14. Any advice for students who have yet to graduate? It’s okay to change your major if you need to. Find your home. 15. What is your favorite memory from Wilkes? Meeting my best friend, Taylor! Senior Spotlights by Rebecca Voorhees Rebecca Voorhees 1. What are your concentrations in English here at Wilkes? English with a concentration in Sec­ ondary Ed, and a minor in Women’s and Gender Studies. 2. What are your future career aspira­ tions? To be a teacher! 3. What was your favorite novel from a class you’ve taken? Probably Jane Eyre. 4. What was your least favorite novel? Ulysses. 5. What is your favorite poem or who is your favorite poet? “In a Station of the Metro” by Ezra Pound. 6. What class do you wish you had the chance to take? I always wanted to be in Creative Writ­ ing, but it never worked out with my schedule. 7. Tell us about your favorite quote by an English professor. I’m not sure if I have a direct quote, but Dr. Hamill does a mean Cookie Monster impression. 8. What is your favorite overall text? I really enjoyed the The Shape of Things by LaBute and The Importance of Being Earnest by Wilde. 9. What text do you wish would be taught in a classroom setting? Why the Caged Bird Sings. 10. What was your favorite non-English class here at Wilkes? I’m going to go for the nerdiest answer Kelci Piavis 1. What are your concentrations in English here at Wilkes? English Writing Concentration, mi­ nors in WGS and PoliSci. 2. What are your future career aspira­ tions? Writer or Editor. 3. What was your favorite novel from a class you’ve taken? Their Eyes Were Watching God by Zora Neale Hurston or Jane Eyre by Charlotte Bronte. 4. What was your least favorite novel? Miss Lonelyhearts by Nathaniel West. 5. What is your favorite poem or who is Story Continued on page 8 ■)oge 7 7 �Senior Spotlight Continued... Taylor Balasavage 1. What are your concentrations in English here at Wilkes? English major, Creative Writing & Women And Gender Studies Minors 2. What are your future career aspira­ tions? I would love to work in editing! 3. What was your favorite novel from a class you’ve taken? Charlotte Bronte’s Shirley. 4. What was your least favorite novel? Do Androids Dream of Electric Sheep? by Philip K. Dick. Such interesting themes and so insightful to our reality, but I’m definitely not into androids and robots. 5. What is your favorite poem or who is your favorite poet? Just one!? I really love Blake, Keats, and Christina Rossetti. Some of the more modern poets include Sylvia Plath and Mary Oliver. 6. What class do you wish you had the chance to take? I would’ve loved to take a Harry Potter course in literature. There was one offered once at Wilkes but I had a schedule conflict! 7. Tell us about your favorite quote by Taylor Balasavage 8 an English professor. I can’t tell you who said it because don’t remember, but something t at stuck with me for the past four years at Wilkes was the idea of “You have a voice. You are capable of ideas worth writing down.” This is something that has come directly from taking english courses at Wilkes. It can be intimidat­ ing to have criticism or your own ideas about famous and <— well analyzed works, but just because you are undergraduate does not mean you should not explore that criticism. 8. What is your favorite overall text? I’m a romantic. One of my top favorite novels will always be Pride and Preju­ dice by Jane Austen. 9. What text do you wish would be taught in a classroom setting? I can’t think of a specific text, really. I would like to see more writers of color being studied, especially when we read novels. More women writers, too! 10. What was your favorite non-English class here at Wilkes? The Art of Film. 11. If you were a salsa- what flavor would you be? Mild! 12. What music do you like to listen to Rebecca Voorhees Seno< on repeat? Indie-vibe music, like Indie-Pop. I am crazy over Lady Gaga, Florence & The Machine, Lorde, Halsey, and Lana Del Rey. 13. What movie would you have liked to be a part of? Any movie ever? Harry Potter. No question. 14. Advice for students who have yet to graduate. Hang in there! It doesn’t get easier, you just get better. Be afraid, be nervous, but do it anyway. 15. What is your favorite memory from Wilkes? During orientation four years ago, I stood in the gym while someone insisted over a microphone that I could be standing in the same room as one of my future bridesmaids, insisting about the connections we can make in col­ lege. I thought to myself “Yeah, right. I’ll never make a close enough friend here. Nope, sorry!” Fast forward to graduation, one of my best friends who I met at Wilkes is going to be a brides­ maid at my wedding this fall! (She wasn’t actually in the gym that day, though. That would’ve been cooler.) Kelci Piavis Story Continued on p°Qe at Wilkes is at my wedd actually in 1 That would Elyse Guzie 1. What are English her My concert Writing, an have a min< tive Media. 2. What are tions? I want to eA English Lit< 3. What was class you’ve Probably F; Science Fic 4. What waf Gravity’s R: 5. What is y your favoril My favorite rum Est” b1 6. What clai chance to tc I wish I’d ta �Senior Spotlight Continued... ’°P-1 am :e & The -ana Del e liked to at Wilkes is going to be a bridesmaid at my wedding this fall! (She wasn’t actually in the gym that day, though. That would’ve been cooler.) • No Elyse Guziewicz ve yet to isier, you rvous, >ry from ago, :one at I could as one of ag about in coli, right. friend rd to :nds who i bridesShe day, jler.) lei Piavis 1. What are your concentrations in English here at Wilkes? My concentrations are Literature, Writing, and Digital Humanities. I have a minor in WGS and in Integra­ tive Media. 2. What are your future career aspira­ tions? I want to eventually get my PhD in English Literature 3. What was your favorite novel from a class you’ve taken? Probably Fail-Safe from Horror and Science Fiction. 4. What was your least favorite novel? Gravity’s Rainbow. 5. What is your favorite poem or who is your favorite poet? My favorite poem is “Dulce Et Deco­ rum Est” by Wilfred Owen. 6. What class do you wish you had the chance to take? I wish I’d taken the Bronte seminar! It Erin Michael seemed really interesting. 7. Tell us about your favorite quote by an English professor. 8. What is your favorite overall text? 9. What text do you wish would be taught in a classroom setting? I’d love to see a critical literature class on fantasy texts like Lord of the Rings. 10. What was your favorite non-English class here at Wilkes? Probably either Mandarin II, Chorus, or Cross-Media Typography 11. If you were a salsa- what flavor would you be? Not gonna lie, I’m pretty sure salsa is a flavor. But medium-spicy. 12. What music do you like to listen to on repeat? Musicals, opera, and EDM. 13. What movie would you have liked to be a part of? Loving Vincent, because that would mean I was a kickass oil painter. 14. Advice for students who have yet to graduate? Do the readings, it will make your life easier. Do at least 70% of the reading. 15. What is your favorite memory from Wilkes? The 2017 Manuscript unveiling. It was the first magazine I ever created and my first solo project and it turned out really well, so I was overjoyed. Erin Michael 1. What are your concentrations in English here at Wilkes? Writing, with a minor in Workplace Writing 2. What are your future career aspira­ tions? Something involving editing, publish­ ing, or technical writing 3. What was your favorite novel from a class you’ve taken? Beloved by Toni Morrison 4. What was your least favorite novel? I don’t think I have a least favorite. 5. What is your favorite poem or who is your favorite poet? “The Stolen Child” by William Butler Yeats 6. What class do you wish you had the chance to take? Technologies of the Book 7. Tell us about your favorite quote by an English professor. 8. What is your favorite overall text? A Tree Grows in Brooklyn by Betty Smith 9. What text do you wish would be taught in a classroom setting? Margaret Atwood’s The Handmaid’s Tale 10. What was your favorite non-English class here at Wilkes? Astronomy 11. If you were a salsa- what flavor would you be? I don’t like salsa. 12. What music do you like to listen to on repeat? Carole King’s album “Tapestry” 13. What movie would you have liked to be a part of? Any Harry Potter movie 14. Advice for students who have yet to graduate? Take advantage of everything the school offers while you’re still on cam­ pus- it’s never too late to join a club or start attending campus events. 15. What is your favorite memory from Wilkes? Becoming an e-Mentor. The whole experience, from working with other mentors to helping first-year students, was definitely my favorite memory at Wilkes. Story Continued on page 10 i page 9 9 �The Inkwell Quarterly Bic Senior Spotlight Continued... Michael Wozniak 1. What are your concentrations in English here at Wilkes? English (Literature) 2. What are your future career aspira­ tions? I’ll be attending law school in the fall of2019. 3. What was your favorite novel from a class you’ve taken? Gravity’s Rainbow by Thomas Pynchon. 4. What was your least favorite novel? Gravity’s Rainbow by Thomas Pynchon. 5. What is your favorite poem or who is your favorite poet? None. After 4 years, I still don’t like poetry. 6. What class do you wish you had the chance to take? ENG 308 or Horror and Science Fic­ tion Literature. 7. Tell us about your favorite quote by an English professor. “Read the damn books.” -Larry Kuhar 8. What is your favorite overall text? Gravity’s Rainbow. However, I’ll have to read it about 10 more times before I make sense of it. 9. What text do you wish would be taught in a classroom setting? I have no idea. 10. What was your favorite non-English class here at Wilkes? Criminal Law with Justice Correale Stevens or any of Dr. Frantz-Fry s Edu­ cation classes. 11. If you were a salsa- what flavor would you be? I’d be Moe’s Queso. Like poetry, I’m not a big fan of salsa either. 12. What music do you like to listen to on repeat? Depends on my mood. It could be anything from rock to rap to country to pop. 13. What movie would you have liked to be a part of? by Er Home Alone. What Kevin McAllister does is nothing short of remarkable. 14. Advice for students who have yet to graduate? Seek out mentors in any field you might be interested in working in. Let your professors know what you are interested in and take advantage of any advice or connections they may be able to offer. 15. What is your favorite memory from Wilkes? Last spring, I heard Attorney Ed Ciarimboli, also a Wilkes alum, speak sev­ eral times on campus. He exemplified everything I aspire to be as a lawyer. As it worked out, he is now my boss. 3C byE Allan Hamilton Dickson Visiting Writer: Jean McGarry by Erin Michael The last guest writer in the and in a section of creative writ­ Allan Hamilton Dickson Writer ing. For the creative writing class, Series, Jean McGarry visited cam­ she read over students’ works and pus April 17, 2018. McGarry is a offered advice on their projects. noted author from Rhode Island. McGarry spoke in the Kirby Salon Her works have been discussed in at 6pm, reading from her collec­ The Yale Review, Southwest Review, tion, No Harm Done. The story The New Yorker, and The Harvard she read, “Tower of Ivory, House Review. McGarry has taught writing of Gold,” follows the lives of the at George Washington University, Flynn family, and their daughter A 1 X ) ° the University of Missouri-ColumAnn Mary’s call to the church Th ie bia, and John Hopkins University. reading exposed the faults of the While on campus, McGarry worked Passionists, a sect of nuns who with students in a survey course allowed girls as young as fifteen to 10 but oi ing th it has every ther\ past t cordi “Box Titan ‘Blacl made it sail tiegr inclu third earni enter the church. After the reading, McGarry answered questions about her experiences with the Catholic Church and signed books. Later in the evening, students and faculty from the English department at­ tended dinner at Manhattan Bistro with McGarry. Two high school students, prospective Wilkes En­ glish Majors, attended the reading and the dinner. McGarry sat with students and discussed campus life, English studies, and French cuisine. ENG (Sen Han This depl (or i mat bine mai con Grc met foci and The unc bee shi] by ( the neg tex �Issue 12.4: Spring 2018 Black Panther Claws its Way to the Top by Erica Bicchetti CcAllister Larkable. lave yet to dyou ng in. Let zou are tage of any nay be able nory from r Ed Ciaspeak sev-mplified lawyer. As boss. Black Panther made its de­ but on February 16th, 2018, reach­ ing the interest of many. Since then, it has topped the charts and had everyone raving about it. Black Pan­ ther was so successful it climbed past the classic film Titanic. Ac­ cording to Scott Mendelsons article “Box Office: Black Panther Sinks Titanic, Tops $1.3 Billion, Wins Black Jeopardy,”’ “Black Panther made headlines this weekend when it sailed past the unadjusted domes­ tic gross of Titanic ($659 million, including reissues) to become the third-biggest grosser in unadjusted earnings” which shows just how popular Black Panther has become in such short time. This milestone for the film can be seen as a step in the right direction towards diver­ sity and cultural awareness. Many critics on rottentomatoes.com offered their thoughts on the film, including Sarah Ward who says “An entertaining, engaging and impas­ sioned movie that is both proud of and confident in its differences, and is also committed to shining the spotlight on the people that block­ buster cinema so often ignore.” Ward makes an interesting point in her review when she mentions “shining the spotlight on the people that blockbuster cinema so often ignore” because this is certainly not the type of movie we are used to seeing (meant in the best way possible). Hollywood tends to cast mostly white characters in their films; however, Black Panther has an almost entirely black cast. The critics have spoken and want to see more films containing this much cultural diversity. Well done, Black Panther. Haven’t seen it yet? Black Panther is still in theatres, but only for a limited time. Be sure to watch this action-packed movie. 300 Level English Course Offering: Fall 2018 by Erica Bicchetti ENG 397: Technologies of the Book (Seminar & DH-Designated) Dr. Hamill MWF 2:00-2:50 PM reading, >ns about atholic Later in acuity :nt atn Bistro zhool ;s Enzeading it with ipus life, i cuisine. This course offers an intensive, indepth study of the history of the book (or material text), from its earliest for­ mation on clay tablets and scrolls, to its binding in the codex, to its the digital manifestation as pixels behind a glass computer (or phone or watch) screen. Grounding our work in bibliographical methods and textual criticism, we will focus extensively on the mechanics and technologies of book production. These foundations will help us to understand not only how books have been made but also how our relation­ ships to books are often mediated by other layers of “making,” such as the work of scholars and editors who negotiate our access to the “original texts. Our semesters work will also focus on the fundamental ways in which books themselves have always been (and will continue to be) trans­ formative technological tools. Draw­ ing upon post-structuralist theory and the latest advances in Digital Human­ ities scholarship, we will consider the implications of books as technologies of language and communication; as systems of (and structures for) expres­ sion, reading, and knowing; and as established and evolving technologi­ cal modes in their own right that are consistently re-oriented by (and that constantly shape and transform) exter­ nal technological innovations. As our primary literary texts, which will serve as our core examples for analysis and practice, we will focus on landmark works and “books” by Chaucer and Shakespeare, rare materials from the early American archive, and a variety of contemporary digital texts/media. Students will complete weekly reading responses, an editing project, a short essay (5-7 pages), a research essay (15-20 pages), an annotated bibliogra­ phy, a midterm and/or final exam, and a digital project (such as a webpage, digital archive, or an active wiki) with a presentation component. Depend­ ing on scheduling, the class will visit a regional rare book and manuscript archive (in NYC or Philadelphia), and students will have the chance to partic­ ipate in the Undergraduate Conference in Medieval and Early Modern Studies at Moravian College (or another un­ dergraduate conference if applicable). 11 �The Inkwell Quarterly Miracles and Crooked Saints by Mackenzie Egan If you have ever wanted to believe in miracles, then All the Crooked Saints is the book for you. Maggie Stiefvater s newest publi­ cation is a sweet story of finding out what it means to love, and how there are more than just one or two types of love. The story of Danielle, Beatriz, Joaquin, and Pete also plays with the idea of what a miracle even is and how people can overcome the parts of their lives that make a miracle necessary. Stiefvater uses miracles as a medium to look into the soul, and has a quirky and fun way of using science to explain, or at least create a better image, of the miracles she creates. Stiefvater also proves that miracles can happen in the most unsuspecting places, and to the most unsuspecting people. Exploring the Colorado desert does not seem like the best chance of finding a miracle, but that happens to be the very thing that the residents of Bicho Raro, Sorias and Pilgrims alike, come across. It is in the backstory of the small community of Bicho Raro that the magic comes alive for the mirac­ ulous Soria family, a family given the task of performing miracles on those who have the bravery to seek them. From the first chapter, when we meet the cousins Dan­ ielle, Beatriz, and Joaquin, the Soria magic draws the reader in. It is the magic between the three cousins that makes the otherwise slow first handful of chapters worth wafting through, and provides the book with a wonderful, fully conclusive, ending. The three cousins are thick as thieves, and it is the bond they share that propels the story along; especially after the last of the pilgrims the story presents arrive in Bicho Raro. Tony, a radio DJ who inspires the sixteen year old Joaquin up until the very end, and Pete, the energetic fourth teenager in the group, provide contention in the community of Bich Raro as well as a beacon of hope moving forward. It is the dynamic of the four teens that concludes the book, and provides the miracles (yes even the minor subplot miracles) with a whole life of their own. Dynamics of the characters aside, it is the concept of Stief­ vaters miracles that are the basis of the book. Her miracles are a mix of the power of faith, something that everybody can agree is need­ ed, and the divine will of people that provide an epic tale. Miracles, explained by science as the quirky magical aspects of Stiefvaters other books (especially the Raven Boys series) are provide a new take on a classic concept. In 311 and eleven pages Stiefvater gives miracles as a concept a much needed makeover and provides a journey through the complexity of love, an emotion that runs hand in hand with the thought of a miracle in any work. Love, whether it be romantic love, the love between family members and the love that binds friends mingles together, plays a large role in the lives of Bicho Raros residents as well as the communities newest members. And it is love that Stiefvater plays with almost as power­ fully as she does the concept of a miracle. Stiefvaters use of language adds to the dynamics of the characters, from her elevated use of dialogue to convey emotion and clarity in moments of murk and tribulation, to the function of her adjectives as a way to paint a vivid image of a world, situated in our own but unlike anything else. Bicho Raro is nothing special, a small desert com­ munity, but teems with promise and excitement under the careful hand of Stiefvater. The book is not too long, either, making it an easily digestible young adult read, and is not too complicated as some of the other arcs I picked up at BEA are. Stiefvater s command of the lan­ guage makes the book all the more exciting, and more profound. All in all, All the Crooked Saints was a fantastic read. The book plays with concepts more powerful than a simple bond, or a simple word. Miracles and love, two of the most poignant topics of lit­ erature around the world, combine into a tale wonderfully composed. The prose, the characters, the concepts themselves are all fantas­ tic and add to Stiefvaters already impressive mark on modern young adult literature. An interview with Drjap-Nanak Makka^m 'SSU,efor: the Freshman Fraees, Manuscript, ^smany 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, Spring 2018 (Volume 12, 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 2018 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/0239ba4a47edffda646346196f36db22.pdf 6e20f8d167799f86b1f1c9b63ce17859 PDF Text Text Issue 13.1 Fall 2018 TERLY, Getting to Know Dr. Jap-Nanak Makkar by Emily Banks Q: Can you share some elements of your personal background? A: I was born in Punjab, India, and my family emigrated to Canada when I was very young. I grew up in Toronto, Ontario, which is just a six-hour drive from Wilkes-Barre. Since leaving Toronto, I’ve been living in Charlottesville, Virginia, and New York City. I visited Wil­ kes-Barre for the first time as part of my job interview in February, and I took a liking to it straight away. When I was invited to work here, I accepted without a second thought. Q: What college did you graduate from and with what degree? A: I have a Bachelors of Arts (Hons.) and a Master of Arts from the University of Toronto, and my doctorate is from the University of Virginia. All these degrees gave me a specialization in English Literature. Through coursework and independent study during my Bachelor’s and Master’s, I acquired a detailed understanding of the general outline of literary history and theory, while also developing writing, communicational and pro­ fessional skills. My Ph.D. was spent honing my expertise in contempo­ rary postcolonial literature, digital studies, and critical theory. Q: Why did you choose Wilkes? A: My department colleagues are very special, and so are my stu­ dents. English faculty, instructors and Deb Archavage, our office assistant, are as genuine as they seem: they care for the well-being of everyone at Kirby Hall. Collec­ tively, each of us contributes to the department’s life and health; that makes it a great place to work. And, as you know through your own experience, Wilkes has a very unique student body. Students are diverse—they represent edu­ cational, sexual, social and ethnic diversity, and it makes for a vibrant classroom. I was surprised to find, for instance, that my students in Introduction to Digital Humanities were touched by our discussion of labor and debt issues. Each of these students had felt the effects of debt and labor casualization, so they had no problems relating to these otherwise difficult concepts! Q: What classes will you be teach­ ing next semester? What would you say to students about the class­ es you will be taking next semester? A: I’m teaching ENG 120: Intro­ duction to Literature and Culture, “Cultural Crossroads,” ENG 234: Survey of English Literature, Ro­ manticism to Present, and ENG 101: Composition. This is an excit­ ing roster of courses because I’ll get to explore issues such as race, co­ lonialism, and capitalism through literary history. For 120 and 234, In this Issue: Manuscript Update Writing Center Hours Spring Course Offerings Welcoming Dr. Makkar Freshman Faces Faculty Updates Dr. Hamill’s Sabbatical Pinning Ceremony Atypical Follow Up Kindness for Weakness Review Getting to Know English Majors 1 �The Inkwell Quarterly Getting to Know Dr. Mskkar MANUSCRIPT UPDATE The Wilkes University Manuscript Society will be accepting submissions for the 2018-2019 issue starting in the spring. Keep an eye out for reading posters as well as for this years issue, as it will be a special anniversery edition with pieces from past Manuscript publications! Any additional questions can be sent to the Manuscript Executive Editor, Mackenzie Egan at: mackenzie.egan@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. The Online Writing Center is available at: http://wilkes.edu/ pages766.asp For more information, contact: Dr. Chad Stanley 2 contin continued from page 1 political1 and social thinking—liber­ al as well as conservative thought-and through my classroom, stu­ dents learn literature’s answer to it. Q: What would you say your teach­ ing style is? T I ] Photo credit: Martin Aagaard Jensen I’m thinking of including selections from Bleak House, Passage to India, Untouchable, Lonely Londoners, Woman at Point Zero, Wizard of the Crow, The Famished Road, Nervous Conditions and Americanah. I’d like my students to know that, in my classroom, they experience a distillation of the humanistic work and skills that I consider most im­ portant. They’ll learn that literary studies are an endeavor to under­ stand “the Other”—whether that is the racial, gendered, sexual or political other. The question of “the Other” is at the heart of Western A: Political. Critical. Historicist. And interdisciplinary. As you know yourself, my course materials often intersect with lived political conflicts. I try to present scholarly debates that help students make sense of the news, daily phenomenon or problems they live with. Student debt, the 2008 eco­ nomic crisis, and racial and gen­ dered inequality—all of these topics have come up in my composition and digital humanities classrooms this semester. When approaching these topics, I try to emphasize the value of his­ torical understanding and interdis­ ciplinary perspectives. I also think of the classroom as a public space, in which students practice the skills of their citizenship, skills like Story Continued on page 3 Our Fall 2017schedule 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. Get Welcome to Our New Staff! Faculty Advisor - Dr. Hamill Editor-in-Chief - Mackenzie Egan Copy Editor - Julia Guziewicz and Brian Vu Layout Editor - Erica Bicchetti Staff Photographer - Mmachi Dimoriaku Staff Writers - Emily Banks, Roshanda Montgomery, and Veronica Romanelli If you would like to submit articles for future Inkwell issues, email Dr. Hamill at thomas. hamill@wilkes.edu or Mackenzie at mackenzie.egan@wilkes.edu informe debate. Q: Whai this serr A: I’m t< ENG 1C Soc by Juli andWi Delta h of othei media t an Inst: Sep tern sat dov junior: accoun about f zations social r Ask �Issue 13.1 Fall 2018 Getting to Know Dr. Makkar continued from page 2 <ing—libers thought)om, stuaswer to it. informed judgment and reasoned debate. Q. What classes are you teaching this semester? Q: Where have you taught before? A. I m teaching two sections of ENG 101: Composition and 1 sec­ A: I taught at the University of Virginia while completing my doc­ toral degree. I served as a teaching your teach- toricist. iy course with lived o present dp stunews, daily ns they live '.008 ecomd genthese topics iposition lassrooms e topics, I re ofhisid interdisalso think )lic space, ce the , skills like tion of ENG 222: Introduction to Digital Humanities. assistant for a modern and con­ temporary literature survey and an advanced composition course. And I went on to design my own courses at UVA, including several different first-year composition courses, and a second-year English class on global literature and theory. Social Media Accounts by Julia Guziewicz The Manuscript Society and Wilkes’ chapter of Sigma Tau Delta have now joined the ranks of other Wilkes University social media accounts. Both unveiled an Instagram and Twitter in early September of this school year. I sat down with Brianna Schunk, a junior and the operator of these accounts, to find out a little more about her job with the two organi­ zations - and the decision to turn to social media. While Schunk is not a communications major or neces­ sarily looking to run social media after graduating, she said that “[she] is just really excited about social media”. Schunk’s official job titles are social media coordinator for the Manuscript Society, and PR officer for Sigma Tau Delta. She said that there are a few differences between the two roles as “Sigma Tau is a lot more about presenting our chapter and the Manuscript is more about delivering communi­ cation...its a little more relaxed.” Schunk also reveals that the Man­ uscript did have both a Twitter and Instagram already, although she said “they hadn’t been touched since 2014.” Schunk describes the idea to rejuvenate the Manuscript Society social media as “a creative endeavor and [Mackenzie Egan, Manuscript Executive Editor and Sigma Tau Delta President] want­ ed to bring more awareness to our publication.” However, Sigma Tau Story Continued on page 4 Ask the Editorial Staff: What is Your Favorite Bio-Pic? d on page 3 The Blind Side - Erica Bicchetti >mit ell issues, mas. Mackenzie kes.edu The Wolf of Wall Street - Brian Vu 8 Mile - Mackenzie Egan Bird - Dr. Thomas Hamill 3 �The Inkwell Quarterly Fres Social Media Accounts continued from page 3 Delta is “a lot more professional, it’s more about communicating with other schools.” Schunk is very excit­ ed about both of these endeavors, by Ericc and to keep up to date with both organizations, you can follow the Manuscript Society on Instagram @ @wilkesmag. Sigma Tau Delta can be found @sigmatau_wilkes on both Twitter and Instagram. wilkes_manuscript and on Twitter Atypical Follow up by Erica Bicchetti In Inkwell Quarterly’s pre­ vious issue, I wrote about Atypical’s season one Netflix release and what the show is about. On September 7th, Atypical released its second season with some improvements inspired by the critics opinions on its first season. According to Rebecca Patton’s article on bustle, com called “Sam’s Peer Group in Atypical’ Season 2 is Comprised of 8 Budding Actors with Autism,” she claims “The show received some backlash in Season 1 from the autism community, since Gilchrist does not have ASD (Autism Spec­ trum Disorder).” Keir Gilchrist plays the main character Sam, who has Autism in the show, but does not have Autism in real life. Crit­ ics feel that he can’t truly embody Sam’s character because he hasn’t experienced its symptoms. They believe it is not fair to people with ASD who live with it every day. Why not cast characters who are on the spectrum? Well, Atypical’s producers must have taken these comments into consideration. The Netflix show now stars eight actors in the second season who have Autism in the show and in real life. These characters are seen in Sam’s peer group. Bustle reports one of the actresses in the peer group named Amber in the show commented “The most rewarding thing about working on Atypical is just basically breaking the stigma around autism.” Atypical not only made viewers happy with their decision to cast actors with ASD, but they also made people with ASD happy to see people like them being portrayed on TV. Be sure to check out Netflix’s two season original show Atypical in your free time. You can learn so much about Autism just by watching the show. I promise it is worth the watch. ATYPICAL .1 1 https://www.pinterest.com/pin/273734483584-37646/ Spring 2019 Upper-Level Class Listings Course ENG 202: Technical Writing/WI ENG 203: Creative Writing/WGS ENG 234: Survey of English Lit. II/WGS ENG 281: American Lit. I/WGS ENG 298: T: Visual Literacy/DH ENG 303: Adv. Workshop in Fiction Writing ENG 324: History of English Language/DH ENG 335: Stud. Romantic Lit/WGS/DH ENG 392: Senior Projects ENG 397: Seminar: Amer Romantics/WGS 4 Days/Time Instructor Room MWF 11:00-11:50 MWF 10:00-10:50 TR 1:00-2:15 MW 3:00-4:15 TR 1:00-2:15 R 3:00-5:45 MWF 1:00-1:50 TR 9:30-10:45 TBA MW 2:30-3:45 Dr. Kemmerer Prof. Kovacs Dr. Maidcar Dr. Anthony Dr. Stanley Prof. Black Dr. Hamill Dr. Davis Dr. Anthony Dr. Kelly BREIS 208 KIRBY 108 KIRBY 103 KIRBY 108 KIRBY 108 KIRBY 103 KIRBY 305 KIRBY 108 TBA TBA CRN 10769 10770 10785 10778 10780 10781 10782 10783 10792 10790 Emily R Q: Whe A: I’m f Q: Why A: I chc English cousin Q: Whi minor i A: I’m J I have £ Q: Wh; tion? A: My writing Q: Wh A: The for wri Rashoi Q: Wh A: Phi Q: Wh A: I’m Q: WI minor A: I er ing of �Issue 13.1 Fall 2018 Freshman Faces ^elta can kes on am. by Erica Bicchetti Q: What is your area of concentra­ tion? A: I’m an English major with a writing concentration. Q: What is your favorite book? A: Smiles To Go by Jerry Spinelli. Kayla Bevacqua Be sure 3 season i your free meh about the show. I 7atch. 34483584237646/ CRN 10769 10770 10785 10778 10780 10781 10782 10783 10792 10790 Emily Royce Q: Where are you from? A: I’m from Scranton, Pa. Q: Why did you choose Wilkes? A: I chose Wilkes because of its English program, and because my cousin went here and loved it. Q: What made you decide to major/ minor in English? A: I’m majoring in English because I have a love for writing. Q: What is your area of concentra­ tion? A: My area of concentration is writing. Q: What is your favorite book? A: The book that sparked my love for writing is the Divergent Trilogy. Rashonda Montgomery Q: Where are you from? A: Philadelphia, Pa. Q: Why did you choose Wilkes? A: I’m not sure... Wilkes chose me. Q: What made you decide to major/ Q: Where are you from? A: I’m from Tinton Falls, New Jersey. Q: Why did you choose Wilkes? A: I had little to no knowledge of Wilkes until I was accepted as a Musical Theatre major. I figured I’d visit just in case, but I wasn’t incredibly interested. Once I was on the campus, I knew I wanted to spend the next four years here. Q: What made you decide to major/ minor in English? A: I’m a double major English and Musical Theatre. Q: What is your area of concentra­ tion? A: I always knew I wanted to study theatre, however towards the end of my senior year I discovered just how much I love to write. So that is why I am studying English with a writing concentration. Since I was younger, I have loved reading books, and I want to write my own. Q: What is your favorite book? A: My favorite book is Little Women by Louisa May Alcott. I first read it when I was 10, and I’ve returned to it hundreds of times since then. Amanda Andersen Q: Where are you from? A: I am from Old Bridge, New Jersey. Q: Why did you choose Wilkes? A: I chose Wilkes because the cam­ pus is small and intimate. Q: What made you decide to major/ minor in English? A: I decided to major in English because I want to be a teacher. Q: What is your area of concentra­ tion? A: My area of concentration is teaching. Q: What is your favorite book? A: My favorite book is Have a Little Faith by Mitch Albom. minor in English? A: I enjoy English. An understand­ ing of English makes life better. 5 �The Inkwell Quarterly Chat Chat with Dr. Hamill continuer by Brian Vu semester in question, and it has also es on swimming manuals from the late sixteenth and early seventeenth been transformative for the long term in the sense that it has enabled centuries. Focusing in particular on one manual and its complex af­ me to re-engage with and sustain terlives, I examine tensions between my scholarship in ways that likely early modern anxieties about situ­ would not have been possible had ating the swimming body in water I not had the chance to pull away (rendering water as a known/knowfrom the semester-to-semester able space and context in and over rhythm of my work at Wilkes. The which the swimmer has control) blocks of time the semester away and early modern technologies of from campus afforded me allowed the book (namely woodcut illustra­ me to prioritize my research as my tions that position and model the primary and singular focus for the first time in a long while, while ideal swimming body in action and ' ' and.... the instructional and narrative dis­ my focus has re-oriented back to course linked to those images) that students and teaching and service attempt but ultimately struggle to with my return to campus this overcome those concerns. I suggest semester, the momentum and perthat the images and instructions spective-shift initiated by my time made possible by print/mechanical away has allowed me to stay con­ reproduction ultimately reproduce nected to my research in renewed failing swimming bodies, as the ways—which is really cool, and Dr. Hamill has been a profes- which is, I think, one of the ideas of replicability of print potentially sor at Wilkes University for almost aasabbatical destabilizes and undermines the sabbaticaltotobegin beginwith. with. For Forall all 17 years; however, this was the first of ofthese thesereasons, reasons,I Iam amso sograteful gratefultoto replicability of knowledge transmistime he applied for sabbatical. I Dr. Kuhar for urging and encourag- sion and bodily and environmental asked Dr. Hamill what prompted ing me to apply for one. I’m really control. him to take sabbatical. He said that grateful for Dr. Anthony’s support The second project focused a fellow colleague, Dr. Kuhar, urged of my application as well. on my work in the classroom with him to apply for it. Wilkes English majors over the past Q: What did you work on during 16 years—specifically my efforts During his time off, Dr. your sabbatical? to train and immerse students in Hamill was able to do extensive the practices and methodologies research on some of his older, un­ A: I focused my work on two of bibliography and textual edit­ finished work while also developing ing & criticism in my upper-level projects: one project has roots in new research. medieval and my early modern my dissertation research; the other literature classes. Students in all of emerged over the course of the Q: What was most important or my 300-level literature classes have past 16 years in the classroom with valuable to you about your time on English majors. worked on Editing Projects which sabbatical? The first project, which was challenge them to work, in facsim­ initially part of my doctoral disser­ ile, with the earliest witnesses of A: My sabbatical semester was a tation, was revising an essay cur­ the texts we’re reading (such as late wonderful experience. It was both rently titled “Swimming as Print in 14th- and early 15th-century manrestful and productive during the Early Modern England” that focus- Dr. Thomas A. Hamill is one of our well-known professors here at Wilkes University who went on sabbatical last semester. At first, I didn’t know what sabbatical meant. But after sitting down and having a chat with him, I’ve learned a few things about it. A sabbatical is when a university professor is granted paid leave that ranges from a semester to a year. Usually, a professor is able to * * - -for a sabbatical every . seven apply years worked. During this time, they are encouraged to develop and / or continue any work that they haven’t had as much time as needed to do, like some aspects of research. To apply for sabbaticals, professors have to provide the university with what they plan to work on during their time off. 6 Story Continued on page 7 -uscripts of or the Quar The Mercha produce the of these woi to the ones class, but ed have produc tors. The as; objectives, I 1) to expose plex editori; sions that g< editions of 1 and 2) to al engineer th that might < closed so th wrestle witl and decisio critically in terms of nr have two ai helped nw publish oni on this tea< its unique; in our cun I also have developing active digi and Shake to work cc within cla: plinary an Q: How w ward with done duri A: Well, I ical work which is f �Issue 13.1 Fall 2018 Chat with Dr. Hamill continued from page 6 from the venteenth rticular uplex afis between •out situ’ in water wn/knowand over ontrol) logies of ut illustraodel the action and rative dis.ages) that ■uggle to I suggest uctions rechanical reproduce , as the ntially ines the e transmisronmental ct focused oom with rer the past r efforts dents in iologies lal editper-level lodern ts in all of asses have cts which in facsimesses of uch as late itury mand on page 7 i i -uscripts of The Canterbury Tales I am working through final or the Quarto and Folio editions of revisions on the swimming essay The Merchant of Venice') in order to and will be sending it out to the produce their own modern editions journal Exemplaria: Medieval, Early of these works—editions similar Modern, Theory for consideration to the ones they buy and read for for publication. class, but editions they themselves While I was on sabbatical, have produced as scholarly edi­ I had the chance to present part of tors. The assignment has a range of my work on engaging students in objectives, but two central aims are the practices of textual editing and 1) to expose students to the com­ criticism at the NEMLA Confer­ plex editorial processes and deci­ ence in Pittsburgh last April, as part sions that go into constructing the of a panel titled “Hacking English: editions of the texts they’re reading, Lit, Productive Disorientation, and and 2) to allow students to reverse Digital Praxis.” I submitted a larger essay engineer these editorial processes that might otherwise seem fore­ closed so that they themselves can wrestle with the textual problems and decisions and make their own critically informed choices. In terms of my scholarship here, I have two aims that the sabbatical helped move forward: I want to publish one or more critical essays on this teaching methodology and its unique and critical importance in our current digital moment, and proposal covering my work with I also have a longer-term goal of developing student-directed, inter­ students on the Editing Project in a Shakespeare class and two other active digital editions of Chaucer and Shakespeare that allow students related digital projects from that course (an assignment requiring to work collaboratively not only within classes but also across disci­ students to design a Shakespeare webpage as a resource for peer plinary and university boundaries. undergraduates, and an assign­ ment requiring students to stage Q: How will you be moving for­ and film a scene from one of the ward with the research that you’ve plays we read). I sent the proposal done during your sabbatical? to Research in Drama Education: A: Well, I need to move the sabbat­ The Journal ofApplied Theatre and Performance for a special issue ical work forward to the next step, focused on digital approaches to which is publication. Shakespeare. The journal did not commission the entire essay, unfor­ tunately; however, they asked me to submit a shorter paper focused on one of the assignments for the Teaching Pages” section of the is­ sue. So I recently sent in a submis­ sion on my group staging/filming project assignment. This develop­ ment was unexpected. It’s a posi­ tive from the negative of a rejection notice, and it has also given me a chance to focus on teaching work I was not originally thinking of developing as part of my sabbatical time. Equally exciting, of course, if not more exciting, is the fact that I’ll hopefully get a chance to show­ case the work of English majors here at Wilkes. (My thanks to Dr. Kelly for sending me a heads up about the Shakespeare special issue of RiDE while I was on sabbatical.) Of course, I’m going to keep working on the larger essay RiDE chose not to commission, as I think my work with students on textual editing and criticism (and other digital projects) and their work in these assignments has an audience and an important place. So that’s still a core goal I’m working on, as is the longer-term goal of develop­ ing online, interactive editions. One other new develop­ ment that came unexpectedly from the sabbatical is a return to work on early modern golf—work that never made it into my dissertation but that my sabbatical time re-connected me to. So I’ve got work to do still. And, of course, all of these research ai Story Continued on page 8 7 �The Inkwell Quarterly The A Chat with Dr. Hamill by Emil) continued from page 7 initiatives will continue to find their way into my classes—now in newly invigorated and vitalized terms. Q: Most of us already know you from classes, the Inkwell Quarter­ ly, along with Hamill’s Hunches. Can you share a few details about yourself for incoming students that don’t know you? Also, what advice do you have for them as they prog­ ress through their first year? A: Hmmm. I sort of like the idea that people only know me through classes and through Hamill’s Hunches. So enroll in a class of mine—and read the latest Hunches, Just kidding. Well, let’s see: I’m from Long Island, like you. (In fact, there are several Long Islanders in the program now, which has to be a good sign, right?) I am really into golf but don’t play nearly enough. I fiddle with the guitar. I also like working on my house, but I take forever to get to and complete projects. I live in Kingston with my wife, Lisa, and our two daughters: Grace (8) and June (3). Our son Arthur, who would have turned 11 this November, passed away shortly after he was born. I’m coaching a bunch of soccer of late—which is lots of fun, as it’s time with Grace and June and their friends. I love teaching at Wilkes and in our En­ glish program. I’m a lucky guy. I got progressive lenses while on sab­ batical (which are almost as much of a disaster as needing them). I’m aMetsfan. And a Rangers Fan. I obviously don’t answer “Can you 8 share a few details about yourself?” his English Literature survey, and he really brings it to the table. During our class discussions, Dr. Hamill is very passionate about the texts that we read. He even brought in a wool pillow to represent the sheep from "‘The Second Shepherd’s Play” as he acted a few lines from the play. questions very often.... I also make it a point to be actively involved in my community. In terms of advice to first-year students in the English program: get involved as much as possible in your classes; be active participants during discussion, follow up on the ideas of your peers Next semester I am taking Dr. Hamill’s Digital Humanities desig­ and your professors, fully immerse nated History of English language yourself in the work of the classes class. I look forward to working you’re taking. By the same token first-hand with his methodologies get as involved as possible in the of textual criticism and editing to co- and extra-curricular work of create scholarly editions. Thanks to the English major. Get to know your peer English majors, of course, his sabbatical, Dr. Hamill has fresh but also be sure to join one of more knowledge of his research which he can implement into his teachings of the core and vital communities/ institutions of the Department: join here at Wilkes. Dr. Hamill’s semester off was Inkwell, or join Manuscript—or both. Work at the Writing Center. very replenishingfor him indeed. It Work in the English Department. is good to have him back, and as we Come to the poetry readings. At­ come closer to the end offall semes­ tend department events. Embrace ter, were all ready to go on a little the community that is the English break ourselves. When we come major here, and, of course, reach back, Dr. Hamill will be here, ready out to and engage the broader Wilto rock and roll with the rhythm that kes and area communities around he’s returned to here at Wilkes. you. Ask about and pursue intern­ ships. Look into studying abroad. You’ll have more fun and be better for all of that work—and Wilkes (and Kirby) will be more fun and better for it too. (And don’t forget to register to vote (if you’ve not already done so)—and to vote!) The English department is extremely lucky to have Dr. Hamill. He also happens to be my advisor and never hesitates to help me and my peers with any confusion or ques­ tions that we have. I am currently in St departme the Teach on Octobi Caraballo tion majo English ai special ed three stud on Tuesde students t being indi Education “teaching All of the the progra because it’ than anytl “A secondary up to my c on student of2020 an positive inj all of us ca we walked In a way, i Bicchetti. Jai major in I education and a sign cational c; the Teachi This expei Education constantly decided tl My senior great adm Literature loved the1 classroom enthusiasi �Issue 13.1 Fall 2018 The Pinning Ceremony by Emily Banks and Erica Bicchetti mrvejy and he ible. During ^r. Hamill is the texts that lght in a wool sheepfrom s’ Play” as he the play. ■ingDr. nities desigh language » working hodologies I editing to s. Thanks to till has fresh ch which he teachings nester off was m indeed. It :k, and as we iffall semes) on a little we come e here, ready e rhythm that Wilkes. > Students from the English department were inducted into the Teacher Education Program on October 16th, 2018. Olivia Caraballo, a middle-level educa­ tion major with a concentration in English and a dual certification in special education was one of the three students who were pinned on Tuesday. When we asked these students to share their thoughts on being inducted into the Teacher Education Program, Olivia shared, “teaching is the best part of my life. All of the work I have to put in for the program is more than worth it because it’s work that I enjoy more than anything.” “As an English major and secondary education minor, I look up to my college classmates. I plan on student teaching in the spring of2020 and I can relate to Olivia’s positive input on teaching. I believe all of us can remember the first time we walked into our field placement. In a way, it is life-changing.” -Erica Bicchetti. James Lapidus, a double major in English and secondary education says, “It is a great honor and a significant step for my edu­ cational career to be inducted into the Teacher Education Program. This experience as a Secondary Education/English major has me constantly reflecting on the year I decided that teaching was for me. My senior year of high school, I had great admiration for my Classical Literature teacher, Mr. Griffith. I loved the way he approached the classroom and content with such enthusiasm and intelligence. I wanted to be like him. Thankfully, with this induction into the teacher education program, I am one step closer to being the teacher I strive to be.” Margaret Hoskins, a mid­ dle-level education major with a concentration in English remem­ bered her reaction when she was informed that she was being in­ ducted into the teacher education program. Maggie notes, “when I received that letter in the mail, I could not help but feel a major sense of pride. I was so excited to ■■I ra K j j let my family and friends know how I had been accepted into the Teacher Education Program and that I am one step closer to becom­ ing a teacher.” She continued with her thoughts during the ceremony, adding “at the ceremony, I was nervous, not knowing what the itinerary held. I also felt so much love and support from my family and Erica and Emily who were there for me, to see me receive my pin. Some days, I get anxious with the workload I have to finish for my classes. After a while, it gets a bit exhausting. Thankfully, the words from Mrs. Thomas made me think to myself: ‘This is it. This is why you decided to go back to school. You will do great things. You will change the lives of young students. You want to be a teacher. It will all be worth it in the end.’ While my cousin gave his speech, I was over­ whelmed with emotions. I had to hold back the tears.” “As an English major and political science minor who was recently inducted into Sigma Tau Delta (the English Honor Society), I can relate to my classmates pride. Being inducted into a program like such is incredibly difficult and an amazing achievement. Although I am not goingfor teaching, I think it is important to provide recognition to the immense amount of effort and hard work that my classmates put in to advance one step further in their teaching career. I attended the induction to provide support for my classmates. Erica and I decided to place a focus on the ceremony in this issue because their achievements deserve it.” -Emily Banks To be inducted into the teacher education program, stu­ dents must obtain at least a 3.0 GPA, pass the test of basic skills or have qualifying SAT scores, and earn a certain number of cred­ its. This is an achievement worth recognizing and we congratulate our classmates and commend their hard work and efforts to be in­ ducted into the Teacher Education Program. 9 �The Inkwell Quarterly Kindr English Majors: Figuring it Out by Macke by Rashonda Montgomery The 2018 Freshmen English Majors are an amazing group of students with huge personalities. Being thrown into an E-mentor group with the fantastic Kaylynn Bruch was one of the most amazing things that could happen to a firstyear student like myself. Suddenly, I had a group of compassionate friends (of which I am almost pos­ itive at least half could make it as comedians). For Halloween, we all got together to watch horror movies and eat pizza and cupcakes. The night featured Stephen King as movies like Children of the Corn and The Shining. While enjoying the movies, we did not hold back on our critiques. I am positive we would have gotten thrown out of a movie theater since we didn’t hold back on our critiques while the movies were playing. It was an amazing, stress-free night with a group of unexplainable personali­ ties. With the constant laugh­ ter and the occasional gossip, there isn’t a dull moment with this group. When I try to explain how I feel about this group of students, the right words never do find my tongue. We act like a family and a support system for one another. One of our main pastimes is just complaining and venting to one another. Sounds unhealthy, but to share your troubles and stresses with a group who cares seriously is a form of therapy. For help presenting this group to the rest of you, I went directly to them. First, I asked how they would describe themselves, but I gave them a six-word limit. Briauna is a “spunky introvert that’s a literature junky” and Veronica is terribly awkward and always extremely nervous”. Then, I asked why they chose to major in English. Veronica wants to be a Secondary teacher. Will enjoys the perspec­ tives of life you can get by studying Humanities. Catie, honest as she always is, said she’s studying En­ glish “so [she] can teach and not be homeless.” Lastly, I asked if there was anything they had to say that helps capture the full essence of the entire group. This was my favor­ ite question of them all. Briauna answered, “Our love for books and grammar, definitely,” and Catie an­ swered, “We don’t really know what we are doing but, boy are we trying to figure it out.” I think that, right there, says it all. As freshmen En­ glish majors surrounded by a sea of STEM majors, we surely don’t know what we are doing half the time, but as a group, we will certainly try to figure it out - after all the complain­ ing and venting is over. Faculty Updates by Veronica Romanelli Dr. Lawrence Kuhar is The Crying ofLot 49 “present the September in the journal Angelaki: presenting his paper “Sights and complexities and value of place as Journal of the Theoretical HumanSites: Vision and Place in American a source of self-knowledge and his- tties. Volume 23, issue 5, 2018 (pp. Literature” at the American Liter­ torical confirmation. DeLillo and 112-128). ature Association’s (ALA) national Pynchon present a vision of Amer­ Dr. Jap-Nanak Makkar will conference in Santa Fe, New Mexi­ ica as a nation that often relies on be presenting at the 2018 confer­ co in November. simulations of places as it attempts ence meeting of the Society for The title of his presentation to understand its historical and per­ Literature, Science and the Arts is “Historical and Personal Place sonal present.” (SLSA) in Toronto on Sunday, in Don DeLillo’s Falling Man and Dr. Sean Kelly ’ s article, November 18. Her paper is entitled Thomas Pynchon’s The Crying of “‘There is a place where terror is “Ishiguro’s Characters: From Rea' Lot 49.” In this presentation, he good ’ : Aeschylus ’ s Oresteian Myth son to Rationality in Never Let Me will focus on how Don DeLillo’s —■.—a, nuw uun ueLillo's of Law and Lacan’s Theory of the Falling Man and Thomas Pynchon’s Four Discourses,” was published in Go” 10 Sha Kindness fo depth look detention s the best am nist, fifteen Go< chologist w venile cent when it coi life within we follow J his way thi mothers fl chant for a and his olc and find 01 to James’ c of the worl throughou the role of and by the the most u people in t especially on to his c which onb of trouble; terms with his life an his own rc Th come with price that his place a Jr. Resider of the boo him afloat ful of colo of whom 5 his adolesi who, for o rather sho �Issue 13.1 Fall 2018 Kindness for Weakness by Mackenzie Egan in English, condary erspecr studying t as she ing Enmd not be if there say that nice of the Y favorIriauna looks and Catie anknow what : we trying lat, right men Enby a sea of don’t know le time, but nly try to : complain- I Angelaki: ' Human2018 (pp- ikkar will ? conferety for he Arts mday, r is entitled rom Reaser Let Me 1 Shawn Goodman’s book, Kindness for Weakness, takes an indepth look at the American juvenile detention system that brings out the best and worst in his protago­ nist, fifteen-year-old James. Goodman himself is a psy­ chologist who once worked in a ju­ venile center and holds no punches when it comes to his account of life within its walls. From the start, we follow James as he navigates his way through a world where his mothers flakiness, and her pen­ chant for abusive men, puts him and his older brother Louis at odds, and find ourselves being sucked in to James’ open, often naive, view of the world, and of family. Louis, throughout the entire book, plays the role of flaky pseudo-guardian, and by the end becomes one of the most uncomfortably situated people in the entire book. James, especially in the beginning, latches on to his older brother mercilessly, which only lands him in a world of trouble; by the end, he comes to terms with his brother’s position in his life and begins to understand his own role in the world. These revelations do not come without a price, though; a price that ultimately earns James his place at the Thomas C. Morton Jr. Residential Center, where most of the book takes place. Keeping him afloat at the center is his hand­ ful of colorful acquaintances, many of whom we are to perceive from his adolescent brain as friends, but who, for one reason or another, are rather short-lived in his narrative, and Mr. Eboue and Mr. Samson, both of whom work in the facility. Cast of characters aside, the book focuses on the growth and close redemption of James as he nav­ igates his way through the juvie system. Goodman walks us through highs and lows of being a part of the system, showcased through the narrow-viewed mind of the fifteen­ year-old protagonist. Situationally, Goodman sets James up to rise to the occasion at certain times and KINDNESS for WEAKNESS SHAWN GOODMAN https://irnages-na.ssl-irnages-arnazon.com/im- ages/I/41SzknL9faL.jpg emotions of the reader. Goodman uses this emo­ tional knowledge and the ability to tug on the reader’s emotions to bring a full circle, if taxing, account of the way teenagers is treated in the juvenile detention system. Kindness for Weakness provides an account of an otherwise quiet subject and humanizes adolescents who end up in sticky situations, and under the care of less-than-considerate people, and brings about the idea that we all end up in situations where our own kindness are taken as weakness, and while unexplain­ able, these situations end up being unavoidable - and sometimes even non-negotiable. Overall, I enjoyed the book. I feel like Goodman’s experience in juvenile centers helped him create a realistic, if not terrifying, account of what happens to adolescents within their walls. There was just enough emotional immaturity, mixed with situational stresses and the occasionally humorous mo­ ment, to keep me drawn in for the 261 pages. Kindness for Weakness, while a quick read, is educational and deserves a place among other YA pop-culture icons like The Fault in Our Stars and Every Day. to let down the readers in others. Still, he stays true to the title of the book; Kindness for Weakness. Even at the end, with a situation that is as vague as it is alarming, James shows kindness in the way he wraps up his time at Morton, his familial prob­ lems, and the situation that closes the book. This kindness, not to be mistaken for weakness, plays on the 11 �The Inkwell Quarterly Halloween Reading by Mackenzie Egan . t So hosted their annual Halloween In celebration of this past Halloween, Wilkes’ Manuscnpe the event had a great turn out and Poetry Reading. While this year there was less poetry an m both students and faculty had a great time. . nieces.: including Dr. Davis reading from Those who read mixed original work with excerpts of largerj^ Frankenstein and Dr. Hamill entertaining the room wi The event had a large turn out - the largest in years according to English faculty members! The Manuscript staff in attendence all dressed up for the occasion, as pictured above. Pictured from left to right: Mmachi Dimoriaku, staff copy editor, Mackenzie Egan, man­ aging editor, Brianna Schunk, social mediua coordinator, and Julia Guziwicz, assitant editor. Faculty members who read included Dr. Anthony (pictured left in costume) and Dr. Hamill (pictured right). In the Next Issue: Bohe^mRapSody^^. - ^t^H^d8 Frakenstein 200th Annivery Event -Christmas Hunches College Writer ti Movies " Sophomore Spotlight - 2018 - Theatre Updates - Must See 2019 Movies - Hamill’s � 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 2018 (Volume 13, 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 2018 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/0f27230917616ca7814a83f5fc8ed51e.pdf ec6dd630c413d178bed0318b01d835e1 PDF Text Text Issue 13.2 Fall 2018 Student Teaching Experiences by Erica Bicchetti As an English major with Q: What grades are you teaching? a minor in Secondary Education, I am constantly thinking about how fast my student-teaching semester is A: I had two teaching placements: I taught 7th and 8th grade English at approaching. I was able to hear from G.A.R for 7 weeks, and I am cur­ two students currently student teach­ rently teaching 9th, 10th, 11th and ing to help me learn about their ex­ 12th grade English in a Learning periences. My personal experience at Support classroom at Wyoming field placements has already offered Area Secondary Center. to hear perspectives from student teachers and comparing them to my experience as a student observer just to get a feelfor what is to come. Ifelt the need to ask these specific questions in order to receive a better understanding of their outcomes. Haley Welker photo credit: Haley Welker A: G.A.R and Wyoming Area Sec­ ondary Center. I like both place­ ments equally! Q: What has been your favorite part of student teaching thus far? A: My goal as a teacher is to grant all students, regardless of their backgrounds, the opportunity to have a solid educational founda­ tion. In both of my experiences, I have worked hard to accomplish this goal and have seen the positive impact that I have had among a majority of my students. I recog­ nized that I have the potential to use the English language as a means to provide students with a quality education that helps them discover their own personal definitions of success— this realization has been my favorite part of my student teaching experience thus far. Q: What has been the most challenging part? A: The most difficult part of student teaching is knowing that some stu­ dents go home to very challenging lives. There is no way in which I can change their home lives and that has been the most difficult obstacle to overcome. I have learned that the time spent in my classroom should be positive and engaging, thus giv­ ing students at least 42 minutes of time in which students are genuinely enjoying their day. Story Continued on Page 7 In this Issue: English for Pre-Law Studies Archie Comics V. Riverdale Scum Game Review Bohemian Rapsody Reviews And much more! 1 �The Inkwell Quarterly Edit Editorial continu by Mackenzie Egan MANUSCRIPT UPDATE The Wilkes University Manuscript Society is not currently accepting submissions for the 2018-2019 but submissions will reopen in the Spring 2019 semester. Keep an eye out for reading posters as well as for this years issue, as it will be a special anniversery edition with pieces from past Manuscript publications! Any additional questions can be sent to the Manuscript Executive Editor, Mackenzie Egan, at: mackenzie.egan@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. As I write this, I am sit­ ting on the floor in one of my best friend’s bedrooms, my iPad and its keyboard resting against my leg, listening to Pop Punk Christmas music and drinking hot chocolate, and it’s the most at peace I’ve felt in the past month. With finals right around the corner, and my impending History capstone staring me in the face, I’d be remiss to claim that I am not, in fact, stressed, when truly it’s the polar opposite. I am stressed, as everyone reading this right now is stressed, because my GPA is in the balance, as well as my degree, but not as stressed as I have been for the past twenty seven days, In truth, this November has been the most stressful month of my college career - and not because of my work load. This November, I decided to partake in National Novel Writing Month, better known under the acronym NaNoWriMo. NaNoW­ riMo is an internet based challenge for creative writers that spans from November 1st to the 30th, annually, with a target goal of each partici­ pant completing a 50,000 plus word novel in thirty days. As of today, my novel is a whopping 38,317 words (keep in mind, I’m writing this on November 28th). Now, I’m not sure what insane inner part of me decided that undertaking the goal of writing an entire novel as a senior in college was a good idea, but at two days from the end of the month, I’ve come to the conclu­ sion that it’s probably unattainable (there’s no way I’ll be able to find the time to write 11,683 words by Friday at midnight). This disappointment in myself at not being able to reach the 50,000 word goal was thwarted, though, when it dawned on my that 50,000 words is a weird target to attain. The idea first came to me when I was sitting in the intro to DH course taught by Dr. Makkar today, staring at the computer screen while the class discussed quantitative and qualitative re­ search in literary studies. On the screen, she had a quote that was concerns a novel b) give or tai little resee each artic novel len^ become. 7 las Sparks writers an the NaNo is just a ta way to die only a noA words. Nil Notebook, 45,000 wo recognizal Romance; Even thcugt I didn't read 50.D0D. I'm closer to a book than I was before 1 should {ocut > Our Fall 2018 schedule is: Monday: 9:00 a.m.-6:00 p.m. Tuesday: 9:00 a.m.- 5:00 p.m. Wednesday: 9:00 a.m.-5:00 p.m. Thursday: 9:00 a.m.-6:00p.m. Friday: 9:00 a.m.-6:00 p.m. The Online Writing Center is available at: http://wilkes.edu/ pages766.asp For more information, contact: Dr. Chad Stanley _________ Story Continued on page 3 Welcome to Our New Staff! Faculty Advisor - Dr. Hamill Editor-in-Chief- Mackenzie Egan Copy Editor-Julia Guziewicz and Brian Vu StTff Pt,Edit°r ' Bi«hetti Dim Ph0‘°8rapher - Mmachi Uimonaku S'tW‘JitCrS' Emi>y B“ks. Rashonda Montgomery, and 2 I'm a bell* tli.in I II Veronica Romanelli If you would like to submit articles for future Inkwell issues, email Dr. Hamill at thomas. hamill@wilkes.edu or Mackenzie Egan at mackenzie.egan@wilkes. Platting ahead keeps my novet moving. Ar edu and The Wi 40,000 - a \ the goal set �Issue 13.2 Fall 2018 continuationfronipage2 ich partici000 plus word is of today, ig 38,317 I’m writing h). Now, I’m inner part of staking the ire novel as a a good idea, the end of the he concluunattainable able to find 83 words by This disapat not being 00 word goal i, when it 0,000 words is n. came to me the intro to Dr. Makkar :omputer ; discussed itative re­ lies. On the >te that was nued on page 3 I i submit 'ikwell issues, thomas. or Mackenzie egan@wilkes. concerned with the classification of a novel by it bei in§ 50,000 words 1 decided to do a riMo website. The idea of writing a novel at 50,000 words is just a goal marker set arbitrarily, it does not take in to account genre, style, or period, and often does not reflect the final piece. It does not help, though, that I took on the project while working on a variety of other proj­ ects, including the Inkwell itself, an internship, and my senior capstone project in History. Having to switch back and forth between the creative medium that was my NaNoWriMo project, the multitude of papers, powerpoints, and reading assign­ ments, certainly did not help me attaina my writing goal this year. ^"sethSOa’ddTideHdtod;; each article rveloolXabouT* novel length, the less stressed I be“mVCC°rdin8toNicholas Sparks as well as many other wfders and the people who run the NaNoWriMo website, 50,000 is just a target; there is no actual way to dictate that every novel is only a novel if it is 50,000 of more words. Nicholas Sparks’ novel The Notebook, for example, is only 45,000 words and is one of the most recognizable modern works in the Romance genre today in America; HDVTMEtR W53CK5FFHL1 rr-ijt.1 HAHJFH1UI1 'AKHFIS riruiin;. _ ihV/wf f Even though I didn t reach 80,000, I'm closer to a book than I was before. T)wring ZW/W I'ltri/^o Anything is figurcournble it you cammix to sitting ilown wirii your novel. I rvleumed that I lam writing. Go ivJhrf»?-Tw PAH rm =- rrs okay ■ STOP TO MAKE MISTAKES.- Xal knowing (§1 ' ... tosj I'll! 1 moving- about a rhai artrr is oka*]. I*" ['in a licucrwriicr than I Ihiiughk Plotting ahea d keeps my novel ANYTHING IS.RIST GETTING STARTED. Yuur stury wants tn loll itsplf. U-V; !.vxy a nwrjr day feels way he tier than tfSMWHSJiiiig it>r- ifrtta I should probably on rr.y hcwwsrk. bur - iik<? wrHln$ way beHer. THE HARDEST Ger. I lc?x»your-dsty is-j . hcmtoei& HMfn ttnin n»i um '111 k / cm | [ an w v if i ’ ► wy wird to if. I Hot evttry writing wiMon hat to b« your best Just make sure to xvming m slows my novel cfoivrr hat d as heck, bui t levs :t anyway. Finish Your ants ■ Wrc.*x ihe/rsi 1 ’ wtnMncv k the 1 id uniting the L ami third. □ 1 erd Uya-Z. EXHIT Plotting a Head If I miss today, there’s always tomorrow. cater' H:i V I n 11 x it r 1 ■ i n. (j n n ii .i •! i r. y keeps in e timer eA'tcr- Photo Credit: NaNoWriMo.org sent out to all NaNoriMo 2018 participants, including this An encouraging post was playfully upliftng photo collage! and The Wizard of Oz was only 40 000-a whole 10,000 less than the goal set forth by the NaNoW- Plus, if I had done some better planning (seriously, an outline going into the project would have helped a lot), I probably would have gotten a lot farther. But now I know for next year. While taking on the proj­ ect of writing a novel in my senior year of college might have been an insane endeavor from the start, trying to write 50,000 words exactly and conclude a story seems almost as obscene. Still, at the end of the month, my total word count came in at about 42,487 words - a novel effort to say the least. According to the NaNoWriMo website, on average it takes a person about four years to complete the 50,000 word count in the time allotted - now, whether these are quality stories or not is not mentioned, but as I sift through my own flat characters and half completed plot line, I’m left to wonder. All speculation aside, though, I’d be remiss to say the challenge wasn’t a great exercise for my literary voice and that I am not looking forward to next year at a fresh idea, and a fresh 50,000 word count. But next year, I will take the word count with a grain of salt and, as many of the other writers I have met in this endeavor have agreed, will focus more on the quality of the words and less of the quantity because there is, in fact, no strict policy that a novel has to be a set amount of words. And to any, and every, college student trying to write their novel (really anything, be creative!) -1 say “write on.” Write all you can, whenever you can, and don’t let the confines of 50,000 words stop you in any way. �The Inkwell Quarterly Could E Why English? by Veronica R< by Emily Banks 4 Whenever I am asked what I am going to college for, my re­ sponse is “I am an English major and I am minoring in Political Science” to which people usually respond, “What do you want to do with that degree?” Most people automatically assume that the optimal major for Law School is Political Science. While I think Political Science is helpful, it is definitely not optimal...in my opinion. Initially when I attended the Wilkes Open House, I chose Political Science as my major of interest, because like most, I assumed Political Science was the obvious major to go with as a student pursuing a career in the legal system. However, upon count­ less hours of research, I have found that you can major in anything for Law School. Of course, this information was not helpful to me in any way, so I did a more advanced search of what majors score higher on the LSAT. Not to my surprise, I found English to be ranked higher than Political Science. After taking time to reflect on why English majors score higher on the LSAT, it all made sense. English teaches us close reading and how to analyze and truly break apart every detail of a text. It teaches us how to form our own interpretations as well as understanding why someone else may have a different interpretation. Though not as commonly obvious, English teaches argumentative skills. In every essay we write, we must form an argument and back our argument up with evidence, much like I will be doing in the court room. As former student Courtney McMonagle suggests, “English teaches you how to read very carefully, which is very im­ portant when it comes to law school. English and the Pre-Law Program at Wilkes taught me the value behind words, and the different weights they carry. Word choice is important especially in English and even more especially in law.” She also says, “Having a background in English was also helpful when writing my personal statement. Your personal statement for your law school application isn’t supposed to be very rigid; it’s kinda supposed to tell the law school who you are and why they should accept you for reasons other than your GPA or your LSAT score. Minoring in English and having dabbled in creative writing heled me craft a personal statement that made me look interesting enough to be accepted into school, with qualities I could bring to the table that other applicants couldn’t.” Tara Giarratano, another recent gradu­ ate and current law school student, claims “I LOVED being an English major at Wilkes and I feel there was no better pre-law education avail­ able for me. My English professors pushed me to think critically and consider the narratives we read from all available perspectives. The ability to see all sides of a situation (even when one side is uncomfort­ able) is critical to the study of law (and of life!)” After speaking with both Tara and Courtney, I know I chose the most beneficial major for Law School preparation. I urge anyone considering Law School to major/ minor in English. I have taken many LSAT prep tests and I fly through the reading section seam­ lessly each time. I credit this to my experience as an English major thus far. English forces us to view a text from all angles. It exposes us to dif­ ferent perspectives and urges us to form our own arguments, all skills which will certainly come in handy for Law School. AMERICAN BAR ASSOCIATION ---------- ------------- - ' Photo Credit: ameri«n hat.°r^ As soon < was going to be a which Freddie M by Rami Malek, ] it. Before hearing Rhapsody, I hadi his role as Elliot series Mr. Robot by his work in th not wait to see h acter that was co of his role ofElli anxious hacker. 1 acter of Mercur) contrast with his but Mercury did peppy and upbe; eryone knows fr In Boheri Mercury is seen drug and alcoho with his sexualit always been a fa sic, I have never the history of th unaware of a lot Mercury was sti interesting and 1 him more as a h extravagant stag I said, though, I looked into the personal life, so factually accura ally is. Whateve regarding the ac presented in the to enjoy and ap] ter of Freddie as more human, rr more relatable t ly believed. One thii sure is accurate recreations of C �Issue 13.2 Fall 2018 Could Bohternian Rapsody Have Been Longer? by Veronica Romanelli an availrofessors dly and ■ read ives. The situation comfortf of law i both r I chose ■or Law anyone major/ ken I fly n seam­ lajor thus :w a text us to difges us to all skills in handy iericanbar.org As soon as I heard there WwhS‘chrcFreddie n8^beaQueen ™vie in Mercury was played by Ram, Malek, I knew I had to see it Before hearing about Bohemian Rhapsody, I had known Malek from his lole as Elliot on the television series Mr. Robot. I was impressed by his work in the series and could not wait to see him portray a charactei that was completely opposite of his role of Elliot, a reserved and anxious hacker. I thought his char­ acter of Mercury would be in total contrast with his character of Elliot, but Mercury did not embody the peppy and upbeat persona that ev­ eryone knows from the stage. In Bohemian Rhapsody, Mercury is seen struggling with a drug and alcohol addiction, and with his sexuality. While I have always been a fan of Queens mu­ sic, I have never really looked into the history of the band, so I was unaware of a lot of the problems Mercury was struggling with. It was interesting and heartbreaking to see him more as a human than just an extravagant stage character. Like I said, though, I have never really looked inteTthe history of Mercurys personal life, so I do not know how factually accurate the movie actu­ ally is. Whatever the case may be regarding the accuracy of the events presented in the movie, I was able to enjoy and appreciate the charac­ ter of Freddie as someone who was more human, more complex, and more relatable than I had previous­ ly believed. One thing that I know for sure is accurate in the movies is the recreations of Queens performanc- es. I have seen numerous videos of Mercury side by side with Malek in the movies concert scenes, and the exactness of the remakes is stunning. Everything from Maleks outfits, to his facial expressions, to Y k> V« M rowrve* BOHEMIAN l-'H Al’St J. MO* t H B l» J Photo Credit: IMDb.com Bohemian Rhapsody, featuring Rami Malek as Freddy Mercury, casted the film beautifully - even if the casting was the only part of the story the film did justice to. his movements on stage matched Mercurys as close to perfectly as they could be. I was amazed by the thought of all the work that must have been done by the cast and crew to make the resemblances so striking. As a fan of Queen’s mu­ sic, I was also just very generally pleased with listening to their hits in the theater and getting some sense of what was going on backstage between the bandmates before performances began. Although I thoroughly enjoyed the movie, I am still not sure how I feel about the ending. The movie ends shortly after Fred­ die tells his bandmates he has AIDs and ends with Queens performance at Live Aid. I almost wish the movie would have shown Freddies death and the reactions to it. I think that might have made the movie more authentic and real. Bohemian Rhapsody had a relatively uplifting ending as far as the ending scene went, but it was followed by pic­ tures of Mercury captioned with facts about his death and other de­ tails that were missed in the movie. I think it might have been better for some of the details to be portrayed by the actors instead of just quickly flashed on the screen. Overall, I thought Bohe­ mian Rhapsody was a phenomenal film, and I would see it again. In fact, I actually went to the movies to see it with my cousins a second time, but it was already sold out by the time we got there, which just reinforces the hype surrounding the movie and the amount of people dying to see it QUEEN Photo Credit: https://www.behance.net/ gallery/22507741 /Bohemian-Rhapsody �The Inkwell Quarterly Studei Celebrating Frankenstein continuatio by Veronica Romanelli Frankenstein TUESDAY. OCT. 30. 2010 *UIM UnlMraty. Hcrc-y National Theatre ... Fnm i".".• » tna cubic. Orrtw BjSrecm - r - ■ ■ • <v On Tuesday, October 30, Wilkes University’s English De­ partment celebrated the 200 year anniversary of Mary Shelley’s novel Frankenstein with a screening of the dramatic adaptation by Nick Dear. Upon entrance to the free event sponsored by the Allan Hamilton Dickson Fund, which took place in the Henry Student Center Ball­ room, guests were greeted with free posters and information about Wilkes’s English Department. Copies of Shelley’s Frankenstein were available for sale, and refresh­ ments were provided. Dr. Mischelle Anthony gave an introduction to the screening and encouraged those in attendance to think about the cultural implications Frankenstein has in today’s society. Following Dr. Anthony’s introduction, Dr. Helen H. Davis provided an overview of Mary Shelley’s background and explained the significance of a woman writing science fiction in Shelley’s lifetime. Dr. Chad Stanley then spoke about his brilliant sculpture of Frankenstein’s bride, which was 6 on display at the event. When Nick Dear’s produc­ tion starring Jonny Lee Miller as Victor Frankenstein and Benedict Cumberbatch as Frankensteins Creature began, I did not know what to expect. I know this is sinful for me to admit as an English major, but I have never read Fran­ kenstein, and I did not really know the story going into the event. In the beginning of the production, Frankensteins Creature is shown dragging himself on the ground and crawling before he learns to walk for what I thought was an uncomfortably long period of time. I immediately started judging the production in my mind and thought that I was not going to enjoy it. Despite my initial protest, I quickly became invested in each of the characters and their stories. It was interesting to watch the progression of Frankensteins Creature as he transformed from a zombie-like science experiment to something that closely resembled a human being. Something I found really interesting was that the way Frankenstein and his creature are portrayed in Dear’s production left me feeling unsure who I should feel sorry for, or if it was okay to sympathize with both characters. Even when Frankenstein’s Creature exhibits cruel behavior and com­ mits horrendous acts, it is hard to not think about the horrible life he has lived, which is probably" what' causes him to act the way he does. Similarly for Frankenstein, even when he abuses and disowns his creature, it is difficult to not think about the type of fear he is experi­ encing and how that might deter­ mine his reactions to his creature. Out of everything in the entire production, figuring out how I felt about each character was the most thought provoking part for me. Following the production was a Q&A conducted by Dr. Davis and Dr. Stanley. Guests were invited to ask questions and share their thoughts. Audience members shared their thoughts about ele­ ments of staging in the play, such as the lighting and music, thoughts of representation of women in the play, and more thoughts on Mary Shelley and her novel. It has been a month since I attended the screening, and I still find myself thinking about the production and how complex the storyline is. It was a captivating event, which left me with a new appreciation for the story of Frankenstein and wanting to learn more. Q: If you coul dents who wil in the future, A: My greates relate to your possible. Find their idiosync personalities i make sure the social values t students are a riculum. Alth planning time my students t are shaped an ests. For insta students wou about subject I pulled lyrics songs and ere game that hai their knowlec music. Gianna Salv; �Issue 13.2 Fall 2018 I reature. ntire ow I felt he most r me. Was a LVis and vited their ers it elesuch Noughts i in :s on 1- It has led the tyself ion and is. It ich left i for the ranting Caching Experiences K continuation from page 1 Q: If you could offer advice to stu­ dents who will be student teaching in the future, what would w< you say? A: My greatest piece of advice is to relate to your students as much as possible. Find ways to implement their idiosyncratic language and personalities into daily lessons and make sure that current cultural and social values that are important to students are added into the cur­ riculum. Although it takes extra planning time, I have found that my students thrive on activities that are shaped around student inter­ ests. For instance, I never knew students would be excited to learn about subjects and predicates until I pulled lyrics from popular rap songs and created a Shazam’.-like game that had students combine their knowledge of grammar and music. Q: What grades and subjects are you teaching? A: My first 7 weeks I taught 5th grade reading. I am currently teaching 4th grade ELA. Q: What school are you teaching at? Do you like it there? A: Tamaqua Elementary - yes, I am having a great time. The staff is so welcoming and supportive. Q: What has been your favorite part of student teaching thus far? A: If I am being honest, everything! This is what we worked so hard for. I am just having a fantastic time learning from veteran teachers and interacting with the kids. I love being there everyday and getting to know the students personally. It is a great feeling to be the one they look up to and go to for answers. in the future, what would you say? A: The first few days may be tough and overwhelming, but you have all the tools you need. Just breathe and be yourself. You got this. I want to thank Haley and Gianna for taking the time to answer my questions on their student teach­ ing experiences. I wasn’t expecting such positive answers, knowing the hard work and stress that comes with majoring/minoring in education. I can now say that I am more excit­ ed than nervous for my upcoming student teaching semester. Through their responses, it became clear how much they enjoyed teaching at their placements, and how well prepared they felt when accomplishing this milestone. I will definitely take their advice in utilizing the tools I have acquired, and will try to relate to my future students in order to create the best possible experience. Q: What has been the most chal­ lenging part? Photo Credit: Gianna Salvadore Gianna Salvadore A: I think the most challenging part of student teaching for me is putting everything together. In our classes, we learned everything we needed to be successful. We learned to write awesome les­ son plans, we learned classroom management, we learned how to differentiate. Student teaching is the time where we put ALL of the knowledge we learned to use and pUt ft aft together. It’s a lot. Q: If you could offer advice to stu­ dents who will be student teaching This pin pictured above is from the Teacher Education Pro­ grams Pinning Ceremony. Every student accepted into the program receives this pin. This is a reminder to Haley and Gianna of their accom­ plishments thus far. Congratulations! �The Inkwell Quarterly Sop Sophomore Spotlights continue by Erica Bicchetti tion as well as a Wrestling coach Veronica Romanelli always makes class fun! Q: What is your major/minor and area of concentration? Q: If you could be any fictional character, who would you be? Q: What has been your favorite English class thus far, or any? A: My major is English with a con­ centration in literature and a minor in Secondary Education. A: If I could be any fictional char­ acter, I would be Powerline from A Goofy Movie. He is such a super- A: English 225 Comparative Gram­ mar Q: If you could be any fictional character, who would you be? Q: Where are you from? Q: Ifyouc character, A: If I coul acter, curre from the c< Kaylynn Bi A:Spongebob <5 SCOVH A: I have lived in Wilkes-Barre my whole life! 1 Sheylah Silva Q: Where do you see yourself in 5 years? Q: What is your major/minor and area of concentration? A: In five years, I will hopefully be teaching English at a high school. I’m not really sure where I want to teach yet, but I think I would like to leave Wilkes-Barre. A: I am an English major with a concentration in writing. - Q: Where are you from? Photo Credit: Kyle Trout star, and I am just a huge fan of his work. A: I’m from the area; Kingston. Q: Where do you see yourself in 5 years? Kyle Trout Q: What i area of co A: I am ai minor wi1 Literature Q: What is your major/minor and area of concentration? Q: Where A: English/Secondary Education with Special Education Photo Credit: Veronica Romanelli Q: What has been your favorite English class thus far, or any? A: My favorite English class so far is 233 with Dr. Hamill. I’ve enjoyed everything we’ve read so far, and he 8 A: I am fr Q: Where are you from? Q: Where years? A: Mount Laurel, NJ Photo Credit: Sheylah Silva Q: Where do you see yourself in 5 years? A: Teaching English/Special Educa- A: Hopefully, in 5 years, I’m going to be established, happy, and writ­ ing constantly. Story Continued on page 9 A: I see r school ir intellect Q: Wha English �Sophom ore Spotlights tling coach ir favorite , or any? arative Gram- f fictional I you be? continuation from page 8 Q- If you could be any fictional aracter, who would you be? A: If I could be any fictional char­ acter, currently, I would be Alana from the comic Saga. Kaylynn Bruch •r/minor and Photo Credit: Kaylynn Bruch Q: What is your major/minor and area of concentration? A: I am an English major and Art minor with a concentration in Literature Q: Where are you from? A: Hopefully getting my masters and living in a peaceful place! Q: What has been your favorite English class thus far, or any? A: I see myself studying at a law school in order to become an intellectual property lawyer Q: What has been your favorite English class thus far, or any? Q: If you could be any fictional character, who would you be? Q: Where do you see yourself in 5 years? <ued on paged A: Long Island, New York! Q: Where do you see yourself in 5 years? A: Probably English 120: Reading Great Works! I had a wonderful instructor and read so many books that allowed me to come to terms with exactly what I wanted to do with my life. It helped me discover how much I loved analyzing and discussing literature. A: I am from Dallas, Pennsylvania rs, I’m going py, and writ- A: If I were to become a fiction­ al character, I would want to be Nemesis from the Diabolic series, because she is a strong female char­ acter that becomes more than what she was expected to ever be. A: I’m a double major in English Literature and Musical Theatre! Q: Where are you from? m? idit: Sheylah Silva A: Hermione Granger! My strong, independent smarty pants! Q: If you could be any fictional character, who would you be? Q: What is your major/minor and area of concentration? ajor with a :ing. yourself in 5 A: My favorite class was Painting 120 Sarah Weynand ? Kingston. Issue 13.2 Fall 2018 Photo Credit: Sarah Weynand Thank you to the Soph­ omore English majors and minors for taking the time to answer my questions, and al­ lowing me to feature you in this issues Sophomore Spotlights. Its always nice to hear from students who share a similar passion. Be sure to look outfor the Junior English majors and minors in the next issue. We will hear from Juniors who were participated in last years Sophomore Spotlights and what they are currently up to here at Wilkes University. 9 �The Inkwell Quarterly Boht Spring 2019 Upper-Level Class Listings Course Number/Name Days/Time ENG 202: Technical Writing ENG 203: Creative Writing/WGS ENG 234: Survey of English Lit. II/WGS/Honors ENG 281: American Lit. I/WGS ENG 298: Visual Literarcy/DH ENG 303: Adv. Workshop in Fiction Writing ENG 324: Hisory of the English Language/DH ENG 335: Studies in Romantic Literature ENG 397: S: American Romantics ENG 497: S: American Romantics MWF 11:00-11:50 MWF 10:00-10:50 1:00-2:15 TR MW 3:00-4:15 1:00-2:15 TR 3:00-5:45 R MWF 1:00-1:15 9:30-10:45 TR MW 2:30-3:45 MW 2:30-3:45 Instructor Room Dr. Kemmerer Dr. Kovacs Dr. Makkar Dr. Anthony Dr. Stanley Prof. Black Dr. Hamill Dr. Davis Dr. Kelly Dr. Kelly BREIS 208 KIRBY 108 KIRBY 103 KIRBY 103 KIBRY 108 KIRBY 103 KIRBY 305 KIRBY 108 KIRBY 103 KIRBY 103 CRN continue 10769 10770 10785 10778 10781 10782 10789 10790 10791 to a tabloi little less 1 sive televi introduci ship in M one and t “bad” on< about ga} being hai pie of ga} bringing accurate, more on Mercury was a poj of giving of the filr B Bisexual the one n bad and t other goc in someo biggest ci Bohemian Rhapsody Blues by Julia Guziewicz Bohemian Rhapsody, the movie about Freddie Mercurys rise to fame, is overall a powerful piece. It focuses on aspects of the man that most viewers probably didn’t know about, like the fact that he had four extra incisors. But despite the interesting facts about the man, the film shed light on the overall camaraderie of his band, Queen. It showed in-fighting, drug and alco­ hol abuse, record label issues, but it focused more on how the band was able to work through those issues and be the legend they are today. While there were multiple inaccu­ racies in the movie, those weren’t the worst part. Most people know Freddie 10 Mercury was gay. Most people don’t know how he was engaged to, and in love with, Mary Austin. This was a major part of the film, as Mercu­ rys first on-screen relationship was with Mary Austin. But this leads to issues, namely the scene in the film where Mercury attempts to come out to Austin as bisexual. When Mercury tells her that he believes he is bisexual, she immediately shuts that down by telling him that he is, in fact, gay. While it doesn’t seem like a big deal, bisexual era­ sure is a major issue. While Mer­ cury never stated publicly if he was gay or bisexual, the outright denial of the term in the movie is hurtful to young bisexual individuals in the audience, as it comes off as just an­ other source of media telling them they don’t really exist. Unfortunately, the bisexual erasure isn’t the only time there are issues with LGBT representation in the film. I could spend hours talking about how the other ma­ jor relationship in the movie was between Freddie Mercury and Paul Prenter, and from the beginning this is posed as abusive. Prenter is seen as someone who only really wants Mercury’s fame and money. Not only that, Prenter outs Mer­ cury on TV when Mercury even­ tually pushes him out of his life. This is another inaccuracy, because Prenter actually sold information Story Continued on page 11 Scut by: Bria I Th early acce< buy for $2 �Issue 13.2 Fall 2013 Bohemian Rhapsody Blues continuation from page 10 to a tabloid, something that seems a little less believable than an exclu­ sive television interview. But by introducing the straight relation­ ship in Mercury’s life as the “good” one and the gay relationship as the “bad” one, it reinforces stereotypes about gay relationships ultimately being harmful. It’s another exam­ ple of gay relationships in media bringing only pain. While it may be accurate, the film could’ve focused more on the relationship between Mercury and Jim Hutton, which was a positive relationship, instead of giving it a small blurb at the end of the film. But it doesn’t end there. Bisexual erasure is bad. Presenting the one main LGBT relationship as bad and abusive while there were other good LGBT relationships in someone’s life is worse. But the biggest crime in this movie is how they treat Mercury’s AIDS diagno- AIDS to be tagged like diseased cattle. It deserves more on-screen sis. The AIDS crisis is mentioned time than the three second close­ only a handful of times, and the movie only says Mercury has AIDS up of a bloody tissue. It deserves to be referenced more than a couple once. They show a small montage of events that make Mercury get of times. Erasing the way Mercury tested for AIDS, which includes a died wasn’t the way to go here, es­ pecially because it was such a major TV broadcast about the outbreak, Mercury coughing blood into a issue. Overall the movie was good. tissue, a doctor’s appointment that doesn’t even mention the diagi It connected the legend of Freddie gno­ Mercury to the people of today. But sis, and ends with Mercury telling it would be wrong to not acknowl­ his band and getting embraced. edge the major issues the film That’s it. For a major medical crisis has, especially those that involve that lead to approximately 16,300 the LGBT community, an already deaths before 1987, it deserves marginalized group. Mercury is a more than five minutes. Freddie Mercury having AIDS is a big deal. legend, and on top of that he is an For them to completely gloss of that LGBT icon. To gloss over things, is harmful. The AIDS crisis was or only present the bad aspects of serious, and it still is today. The way Mercury’s gay relationships does gay individuals were treated during a disservice to his memory, and to the LGBT community overall. this time was terrible. Religious organizations wanted people with Scum Game Review by: Brian Vu The game SCUM is an early access game that you can buy for $20 on Steam. For all the PC gamers, I am here to tell you about a new survival game that is so immersive that you can get lost in it. The game is similar to H1Z1, and playing with friends makes the game even more awesome. There is so much to the game, and it isn’t even released yet. The game was first released for early access on August 29th of 2018 and the com­ pany that created it, Croatian, plans to release sometime in 2019. After playing it for about an hour, I got the hang of most of the game and its controls. The graphics in this game, even on the lowest settings, are absolutely stunning. The game uses Unreal Engine 4, which possesses extremely beauti­ ful graphics. After taking a break from the game, I have recently started playing again and this time around there have been quite a few updates to the game, which made it even more addicting, honestly. THE BACKSTORY The game’s backstory is sim­ ilar to The Hunger Games, where Story Continued on page 12 11 �The Inkwell Quarterly Scum Game Review The li continuation from page 11 by Rashor a rich portion of a society creates a television show to entertain the rest of the world. They drop pris­ oners onto an island (a massive island) and give them a chance to survive for fame. These “rulers of the earth” lock up anyone who rises against them. They make up 1% of the entire world population, con­ trolling police and military forces and basically everyone else. Their global broadcasting company TEC1 has created this reality TV show to make everyone else forget about their world problems, keeping the elites in control. On the island that the glad­ iators are left on, they must survive by hunting, fighting zombies, and evading kill-on-sight gun ma­ chines. The zombies are previous gladiators who’ve died on the island but are revived by their BCU-2, a unit implanted on their necks that can control their bodies after they die. This BCU-2 can broadcast the show through the eyes of prison­ ers, and its able to record their last moments before their death, mak­ ing the show extremely popular. The zombies, AKA puppets, are programmed to kill living survi­ vors on the island and can even be controlled by people who pay to control them. THE GAME Players first start off by join­ ing servers that can hold a total of 64. The character customization in this game is very detailed. Players can change their characters’ age, strength, dexterity, intuition, body physique, survival skills, endurance, and much more. Once prisoners 12 are dropped on the island, they can do anything they want to survive. When I say anything, I mean pretty much anything. The longer they survive and the more entertain­ ment they give to this reality TV show, the more fame points they get. They can use these fame points to aid them in their next life. There is a flying robot that flies around the entire island, recording random players in their struggle to survive. Players can also shoot these robots down to earn fame points. The crafting in this game is extraordinary; you can craft weap­ ons and shelters to use in order to survive. Although moving through the map in this game takes a bit of time, Croatian plans to add vehicles to the game for mobility (because running to a specific location in this game is brutal and takes a hot minute). Soon enough, players will be able to drop into the map with parachutes so they don’t have to worry about spending the first hour of survival meeting up with friends. Players can go to towns to find loot (food, weapons, and materials to craft). They can also hunt bears, deer, rams, rabbits, and boars. The most dangerous areas on the island are the bunkers which are guarded by the killing machines that auto-lock onto players as soon as they are aware of them. But with this danger comes a high reward. i players can sneak past these machines or dodge their bullets, they can enter the bunkers which military-grade gear. Flayers who get in also have to worry about getting out alive. The game is not only based on killing to survive. Players must keep their bodies in good shape by eating healthy to keep their metab­ olism levels up, along with treating illnesses like physical injuries and vitamin deficiencies. This means keeping extra bandages and pills i:in your backpack. Players also have to worry about going to the bathroom when their bladders or colons are full. If they eat odd foods such as wild mushrooms or even overeat, it can cause them to vomit. Overall, this game has amazed me in so many ways. At times I felt myself losing track of time because the game is timeless. I could be running from a bunker to return to my shelter and half an hour has already passed by. It’s cra­ zy that this game has so much to it and is still in early access. When the game is fully finished and released, I don’t doubt that it will amaze me a second time. I definitely recommend this game to any PC gamer, For console players, I have a good feeling that this game will be re­ leased for you in the future as well. Not Pennsylvani rections ann would no lo physical boc switching to logically ad's may seem li. some of you that this tecl comes with For: inmates will they want tc they be getti tablets? The pay for it. Y( decades inn ing free boo number of r These organ the importa impact that can have on tion. With tl paying the fi there will co costs for ind can range fn download. Ther people have prison system and debate a days upon d think there 5 the hopes fo incarcerate c of the first re mind would to separate tl population. ] rehabilitatioi Reading is 01 �issue 13.2 Fall 2018 The Importance of Physical Books - Even in Prison by Rashonda Montgomery only based tyers must d shape by leir metabith treating juries and is means and pills in ilso have to e bathroom rolons are 's such as r overeat, it le has vays. At track of > timeless, a bunker nd half an by. It’s cramuch to it s. When the d released, amaze me ly recom?C gamer, ive a good ill be reure as well. I J Not too long ago, The Pennsylvania Department of Cor­ rections announced that inmates would no longer be able to receive physical books. Instead, prisons are switching to eBooks. In a techno­ logically advancing society, this may seem like an upgrade. What some of you may not realize is that this technological innovation comes with a dark side. For starters, this means inmates will be required to pay if they want to read. How else would they be getting their hands on these tablets? The state sure isn’t going to pay for it. You see, the thing is, for decades inmates have been receiv­ ing free books from a countless number of non profit organizations, These organizations understand the importance of literacy and the impact that an access to books can have on an inmate’s rehabilita­ tion. With these tablets, even after paying the first price of about $ 150, there will continue to be further costs for individual books which can range from about $3 to $25 per download. There is no doubt that many people have different views on the prison system. You could sit around and debate a number of topics for days upon days. One thing I didn’t think there was any debate on was the hopes for prisoners. Why do we incarcerate convicts? Sure, some of the first reasons that come to mind would be for punishment or to separate them from the general population. Is this all? What about rehabilitation. Doesn’t that matter? Reading is one of the most con- structive things an inmate can do. It has even been linked to a decrease in recidivism. What happens if an inmate simply cannot afford a tab­ let? This is a serious issue that more people need to be talking about. Of course, if an inmate expresses interest in a tablet, he or she, in theory could probably either scrape some cash together or receive donations from outside organizations to help fund their purchase, but consider a person who does not express this interest - the ones who don’t yet care for reading. The thing about having physical books is that they will always be there if someone one day decides to pick one up. That singular action can open up a new world. This discovery is will no longer be a possibility. You either have access or you don’t. You either want it or you don’t. There is no in between. People who enter these facilities before ever having the opportunity to gain an appreciation for literature will not spend money on a tablet and, therefore, will not have the chance to grow, I have yet to mention the limitations these tablets will have, For one, these tablets will not give inmates access to every book known to man. Granted, neither a library nor an organization giving out free books could have ever provided inmates with this. With that, my point still stands. Now, I know the state of Pennsylvania isn’t asking me for my opinion, but I would be way more on board with this whole plan if I felt that it was actually offering something to the inmates. Instead, it just feels like these people will be stripped of something great. There are a few other rea­ sons this whole tablet plan goes down in my book of complete and utter foolishness, but if I want to be fair, I guess I should explain why this ban on books has been enact­ ed. For one, there was one incident in which tainted book pages were linked to be the cause of a sickness amongst guards. But, perhaps the most obvious reason had already come to your mind - smugglers. There’s reason to suspect that hav­ ing physical books gives inmates a chance to smuggle things in and out of the prison. How common this actually is remains unknown, but because the action exists hypo­ thetically, we must go to far lengths to prevent it. Regardless, having access to physical books is too important to be ignored. Tangible books have a history of having a powerful effect on the rehabilitation of inmates. As cheesy as it sounds, opening up books opens up minds and hearts. Inmates have benefited intellectu­ ally, creatively, as well as religiously and spiritually just from reading multiple books while serving their sentence. If the inmate doesn’t have access to books, this important character growth can be stunted. I don’t think that’s what we, as a society, want for our incarcerated members, �The Inkwell Quarterly Archie Comics vs Riverdale by Emily Banks Riverdale is a popular Netflix TV series which is based off of the classic 1940’s Archie Comics. Since the show is currently in its third season, airing on the CW channel every Wednesday, it seemed perfect timing to compare it to the classic comics. Our main character, Archie, in Archie comics is described to be “a bright-eyes, optimistic teen who’s a bit of a clumsy goofball, but always has his heart in the right place... except for maybe when it came to chasing the women in his life” (gizmodo.com). Comic book Archie is actually not far off from Riverdale Archie. For example, comic book Archie also had a ‘thing’ with both Betty and Veronica. He is still an athlete and most importantly, in both forms of media Archie Andrews is a red­ head. One of the main differences noted between Archie Comics and Riverdale is Archies scandalous relationship with Mrs. Grundy in Riverdale, crudely described as “one of the world’s most famous love triangles is now a square” (gizmodo.com). Comic book Betty is described as an uber-nice, trusted member of the Riverdale commu- Archk rould help out doing odd nity who w< ■ything to babysitting ends from ever ---ing for the elderly, and activeto ’ cari involved in social and environ- „ ly mental issues throughout the town” (gizmodo.com). It is also confirmed that Betty dated Archie in the comics as well as Jughead Jones. Riverdale Betty is said to have less relationship history with Archie as opposed to the comics (gizmodo. com). In the comics Betty is dede­ scribed as a wholly good, innocent girl, but in the show viewers see that Betty puts up a front to hide the demons she is battling inside. Veronica Lodge as described in the comics seems similar to her River­ dale character. In the comics, she is said to be snobbish and rude be­ cause her family has money. How­ ever, she “found her kind-hearted side growing the more she hung out with Archie and her new friends” (gizmodo.com). This seems similar to her character on 1Netflix. ’ ~Jughead ' Jones in comics is still Archie’s best friend, and of course he has the notorious hat we see him wearing ---- o iverdale. He is still described to be sarcastic and “ weird (gizmodo. com). However, one thing Riverdale Q 7T J « . _ J 1 ▼ T __ does not seem to include as heavily is his apparent “love of eating” in the comics (gizmodo.com). An­ other key difference that is noted is the fact that Jughead is “less of a slacker and more of a broody writer type” in the Netflix series (gizmodo.com). Cheryl Blossom in the comics still importantly has her twin brother Jason, although the show adds the tragedy of his death. She is described to be “closest to her comic book counterpart, except that Riverdale Cheryl doesn’t move to Riverdale. She’s already there as the reigning Queen Bee when Veronica shows up to challenge her place on the throne. She also doesn’t seem interested in Archie as the prize of her Betty/Veronica manipulation...” (gizmodo.com). Jason Blossom is farthest from his comic book character. Overall, in my opinion, Riverdale does a good job at representing the classic Archie Comics. Each character, aside from Jason, has recognizable qualities from the comics and like any tv show or movie, they have to add some sort of drama to make it interesting. Pictures Continued on page 11 continual ENG by Dr. S T1 examine America! 1860. In on what ] can Rena the 1830: sought tc vent a na for them to Europ plex, ofte their sha authors i iel Hawf �Issue 13.2 Fall 2018 doUfde« heavily of eating” in y Archie Comics vs Riverdale continuation from page 10 °-c°m). An_ that is noted ;ad is “Jess of ’f a broody letflix series *yl Blossom in ’rtantlyhasher ^though the of his death. e “closest to fterpart, except 1 doesn’t move eady there n Bee when > challenge tie. She also -d in Archie tty/Veronica tnodo.com). lest from his Overall, ale does a ng the clas:h character, recognizable lies and like they have to la to make it ; Jl ?d on page 11 ENG 397 A: Seminar by Dr. Sean Kelly This course will closely examine several major works of the American Romantic period, 18191860. In particular, we will focus on what has been called the Ameri­ can Renaissance, the period during the 1830s-1850s when Americans sought to define themselves—to in­ vent a national and cultural identity for themselves—both in opposition to European models and in com­ plex, often conflicted, relation to their shared colonial past. Primary authors will likely include: Nathan­ iel Hawthorne -The House of the Seven Gables, Herman Melville - Pierre, Edgar Allan Poe, Emily Dickinson, Ralph Waldo Emerson “Self-Reliance” and Nature, Harriet Beecher Stowe - Uncle Tom’s Cabin, Henry David Thoreau - Walden, Walt Whitman, and Margaret Full­ er, and Harriet Jacobs - Incidents in the Life of Slave Girl. We will also examine some of the best criticism in this field. The seminar will focus on two broad, interrelated areas of 19th century American literature and culture: transcendentalism and sentimentalism. In particular, we will examine the productive ten­ sions between transcendentalisms privileging of “sacred solitude” and sentimentalisms ethical and political focus on the other. Seminar requirements will include: Midterm essay exam Final research essay (20 pages) Formal presentation Short response papers 15 �The Inkwell Quarterly Faculty Updates 2019 Upc by Rashonda Montgomery Dr. Helen Davis has been up to quite a bit. Dr. Helen Davis was nominated for the executive council for the International Society for the Study of NARRATIVE Narrative. She, along with Psychology Profes­ sor Dr. Ellen Newell, will also be presenting and innovation session at AAC&U’s Diversity, Equity, and Student Success Conference in March. The session is titled “Creat- ing and Expanding Effective Struc­ tures for LGBTQ+ Student Inclu­ sion on Campus.” Lastly, Dr. Davis will be presenting a public lecture on LGBT Art and Activism at the Sordoni Art Gallery on Thursday, December 13th with Photo Credit: http://narrative.georgetown. edu/journal/ Narrative is the official journal of the International Society for the Study of Narrative continuation fro comprehend nor cc spiraling out of con the ones she loves r gins to unravel the holds the X-Men tc with this family fal must find a way to to save Jean’s soul, very planet from a. to weaponize this ! galaxy” (foxmovie.1 Joker: Plot kept un will center on hov. comic book villair Joker came to be ( Ask the Inkwell Staff Answers! Adventure: Xjiuih - 6 | zoiMarznf) XbJ - g | a ubuq - z | ijpuBuio^ B3iuoj9A - 9 | ,JCI- S | iftatpDig bdikj - f | XiauioSjuopv BpuoqsByf - g | ub§3 aizua^pBjAj - £ | rqBi-ioiuiQ iljobuijaj -1 2019 Upcoming Movies Captain Marvel: ? ro movie featuring Danvers, who be Universe’s most p when Earth is cat of a galactic war I races” (imbd.com by Emily Banks As 2018 comes to an end and the cold weather sets in, the overwhelming urge to bundle up and watch movies succumbs me. That being said, it is only appropri­ ate to focus on the new movies that are coming out in 2019. Action: Untitled Avengers film: For those of you superhero fans, the second half of Avengers Infinity War will be releasing this 2019. Since the first 16 half left viewers with a cliffhanger, this should provide the answers everyone so desperately needs this upcoming year. It is scheduled to be released on May 3, 2019 in IMAX and 3D. Shazam!: “We all have a super­ hero inside us, it just takes a bit of magic to bring it out. In Billy Batson’s case, by shouting out one word - SHAZAM! - this streetwise 14-year-old foster kid can turn into the adult superhero Shazam” (imdb. Aladdin: “A live-a the 1992 Disney! name” (imdb.con com). Dark Phoenix: “In DARK PHOE­ NIX, the X-MEN face their most formidable and powerful foe: one of their own, Jean Grey. During a res­ cue mission in space, Jean is nearly killed when she is hit by a mysteri­ ous cosmic force. Once she returns home, this force not only makes her infinitely more powerful, but far more unstable. Wrestling with this entity inside her, Jean unleashes her powers in ways she can neither Story Continued on page 17 Star Wars: Episoc sion of the new T (imdb.com). Godzilla: King oj crypto-zoologicz arch faces off age god-sized monst mighty Godzilla Mothra, Rodan, nemesis, the thr< �Issue 13.2 Fall 2018 ’g®ff!ctiveStrUc. Mudent IncIu. "" be Presenting ’LGBT Art and8 'rdoni Art Gallery ;n>Ler 13th with IIJUIBH -JQ - £ FG TipEUIJY - I 2019 Upcoming Movies continuation from page 16 comprehend nor contain. With Jean spiraling out of control, and hurting the ones she loves most, she be­ gins to unravel the very fabric that holds the X-Men together. Now, with this family falling apart, they must find a way to unite — not only to save Jean’s soul, but to save our very planet from aliens who wish to weaponize this force and rule the galaxy” (foxmovies.com). Animation: The Lion King: For any Disney fans, this movie will consist of “CGI re-imagining of the 1994 Disney classic” (imbd.com). Joker: Plot kept under wraps. Film will center on how the popular comic book villain known as The Joker came to be (imdb.com). Dumbo: “A young elephant, whose oversized ears enable him to fly, helps save a struggling circus, but when the circus plans a new ven­ ture, Dumbo and his friends dis­ cover dark secrets beneath its shiny veneer” (imdb.com). Adventure: Comedy: Captain Marvel: Another superhe­ ro movie featuring a female, Carol Danvers, who “becomes one of the Universes most powerful heroes when Earth is caught in the middle of a galactic war between two alien races” (imbd.com). Toy Story 4: “When a new toy called “Forky” joins Woody and the gang, a road trip alongside old and new friends reveals how big the world can be for a toy” (imdb.com). Aladdin: “A live-action retelling of the 1992 Disney film of the same name” (imdb.com). 'ARK PHOE:e their most erful foe: one of r. During a res•, Jean is nearly t by a mysteriice she returns only makes her rful, but far tling with this i unleashes he can neither Ghidorah” (imdb.com). Star Wars: Episode IX: “The conclu­ sion of the new ‘Star Wars’ trilogy (imdb.com). Godzilla: King of the Monsters: The crypto-zoological agency Mon­ arch faces off against a battery of god-sized monsters, including the mighty Godzilla, who collides with Mothra, Rodan, and his ultimate nemesis, the three-headed King Pokemon Detective Pikachu: “In a world where people collect Pokemon to do battle, a boy comes across an intelligent talking Pik­ achu who seeks to be a detective” (imdb.com). Science fiction: Spider-Man Far from Home: “After the events of the untitled Avengers film Peter Parker and his friends go on summer vacation to Europe and there Peter finds himself trying to save his friends against a villain known as Mysterio” (imdb.com). Horror: IT: Chapter Two: "’ll years later, the Losers Club have grown up and moved away, until a devastat­ ing phone call brings them back” (imdb.com). Pet Semetary: “Louis Creed, his wife Rachel and their two children Gage and Ellie move to a rural home where they are welcomed and enlightened about the eerie ‘Pet Sematary’ located near their home. After the tragedy of their cat being killed by a truck, Louis resorts to burying it in the mysterious pet cemetery, which is definitely not as it seems, as it proves to the Creeds that sometimes, dead is better” (imdb.com). The Curse of La Llorna: “Ignoring the eerie warning of a troubled mother suspected of child endan­ germent, a social worker and her own small kids are soon drawn into a frightening supernatural realm” (imdb.com). Happy Death Day 2U: “Sequel to the 2017 film Happy Death Day” (imdb.com). Along with: The Rhythm Section; Where’d You Go, Bernadette; Fighting with My Family; Isn’t it Romantic; The Beach Bum; Ford v. Ferrari; Wonder Park; Little Women; The Angry Birds Movie 2; The Kid Who Would Be King; The Aftermath; Sonic the Hedgehog; Spies in Disguise; Captive Sate; Glass; Gemini Man, Artemis Fowl; Hobbs and Shaw; Zombieland 2; Ad Astra; Rocketman; Story Continued on page 18 wed on page 17 17 �Hamill’! continuation 1 Hidden World. Hamill’s Hunches by Dr. Thomas A. Hamill Well into the fourth quarter of Grace’s U9 Girls Soccer game on a crisp October Thursday, as my Assistant Coach and I tried to coax our right defender (for the fourth time that quarter) to stay on her side of the field, my phone intoned its simulated “Old Phone” ring-a sound my players only know as simply a real “ring,” and not as authentic digital modeling there­ of. (To be fair, even I’ve (mostly) forgotten the distinction.) When I silenced the phone and glanced “Amy” on the caller ID I thought it was my cousin calling, a fact that, along with the recalcitrance of our right defender’s tendencies to leave her position at will despite repeated PntrPaH£»C entreaties tholthat oka she Jrx do otherwise, affected me with mild concern. (~ (To be fair, I probably owe my cousin Amy a call, and I certainly would have been downright obtuse to the logics of soccer positioning, much less in-game adjustments therof, at the age of eight.) As the game progressed, rainless soccer sun­ shine beaming at a low and surpris­ ingly warming angle over the tree horizon behind the opposite touch line, the call from Amy and its potential significances receded into 18 oblivion as our team made a few impressive defensive stops and, in the waning (and mysteriously un­ knowable) seconds of the contest, scored a brilliant equalizer to close the game in a 2-2 tie. (To be fair, we’re not supposed to be keeping score, as I would be sure to tell my U9 players and also every coach, parent, and guardian in the U8 and down divisions for which I serve as Commissioner; that said, it was a great game, and there’s something magical, perfect really, about a 2-2 tie game among eight-year-olds in a league where we’re not keeping score for perhaps the same reasons that affirm the ennobling functions ofa2-2tie. Right? Exactly.) ' After the handshake-line and fist-bump rituals had been per­ formed and our team’s post-game (and post-practice) ice-pop tradi­ tions completed, I loaded the team cooler and my oversized soccer bag into the trunk and checked my Phone before heading back to the house. When I did so I saw a text message that made clear that the ouXa e/tllwasnotfrom™y call) butX™1 Estill nelghborAmy. follows: “Hi Tom sorry to bother you. Random question but there is a man that approached me asking about your mushrooms in the yard and wanted to harvest them? He was waiting outside and just want­ ed to try to get in touch.” Well.,.. Where do I begin? As you’ve no doubt guessed, this was the sort of message to which a text reply would simply not suffice, and as I imme­ diately “dialed” Amy’s number, one of the many thoughts that coursed through my now racing mind was, perhaps oddly, an appreciation for the burdens of communication her message bore, as well as an equal measure of gratitude for the fact that she tried to call me first, aware no doubt, of the inevitable failure of language to come. The immediacy of speech, of course, even if digi­ tally mediated, also served another important function here, for be­ yond the linguistic burdens of the message were the phenomenologi­ cal burdens of Amy’s (and now my) situated experience of “a man... asking about [our] mushrooms in the yard [who] wanted to harvest them?”; a “man” who “was waiting outside” and who “just wanted to get in touch.” It was all a lot to take Story Continued on page 19 in, and it had all altered my imag tories for the eve heretofore been Tommy’s Pizza, June to bed, anc ing on the Ham had promised fi Inkwell Quartei Perhaps you are wondei I had mushroo front yard, I w; over why this s harvest them, however, I wa; with my infert for Amy to pi< thoughts wen subterranean, toward what ] called, with n orienting frai dark unb otto immediately figure lurkin a guy who w my night aw and Toad ar Hunches an Kingston Pc yer, and an < pedia know Substances the playfuli Village that every Octo the years si sive silver < (with expo the Kingsti sion I mig] safely ensc able range �Issue 13.2 Fall 2018 Hamill’s Hunches Wlc^3: p bel~ The rY to bother on but there is -d me asking ns in the yard tthem? He nd just wantch.” Well.... 5 you’ve no as the sort of st reply would I as I imme- number, one that coursed g mind was, ’eciation for nication her s an equal •r the fact ; first, aware ble failure of immediacy m if digired another i, for beens of the •menologiid now my) man... irooms in j harvest as waiting anted to lot to take on page 19 continuation from page 18 in, and it had all fundamentally altered my imagined closing trajec­ tories for the evening, which had heretofore been picking up some Tommy’s Pizza, putting Grace and June to bed, and, perhaps, work­ ing on the Hamill’s Hunches that I had promised for issue 13.1 of The Inkwell Quarterly. Perhaps in the same way you are wondering why on Earth I had mushrooms growing in my front yard, I was certainly worrying over why this stranger wanted to harvest them. Perhaps unlike you, however, I was not so generous with my inferences, and as I waited for Amy to pick up her phone my thoughts went precipitously, well... subterranean, I guess we’ll say— toward what Milton (brilliantly) called, with not altogether different orienting frames of reference, “The dark unbottomed infinite abyss.” I immediately thought of a sketchy figure lurking in front of our house, a guy who was going to redirect my night away from Tommy’s, Frog and Toad are Friends, and Hamill’s Hunches and toward a call to the Kingston Police, a search for a law­ yer, and an eventual Google-»Wikipedia knowing of the Psychotropic Substances Act of 1978. Suddenly the playfulness about the Smurf Village that had been popping up every October in our front yard in the years since we felled the mas­ sive silver oak along our tree lawn (with express written consent from the Kingston Tree-Shade Commis­ sion I might add) was no longer safely ensconced within the work­ able ranges of 80s-cartoon-show representations and the occasional embarrassments over the aesthet­ ic (and olfactory) effects of our laissez-faire approach to lawn care. Some Gargamel (no doubt much worse than his original creators and eventual appropriators could have imagined him) was seem­ ingly looming now in our story, nefariously working plans in his evil-wizard mind to turn our futile, unwitting attempts at (apparently Smurf-friendly) organic landscap­ ing into (destructive and illegal) drug-trafficking alchemical gold. Luckily, it turns out I was just being a tad bit paranoid and was letting my overactive imagina­ tion get the better of me, a con­ sequence, I suppose, of too much reading (or not enough). As soon as Amy picked up the phone and started to explain I got the sense that that drug-dealing menace I had been worrying about was no such boogey man at all. And, indeed, when I pulled into the driveway and walked around to the front of the house (still cautious enough, obviously, to insist that Lisa, Grace, and June not follow me), I was greeted by a man in his 70s wielding a plastic bag, a paring knife, and warm, welcoming smile. He spoke in gregarious intona­ tions that had enough of a trace of hippy-ness in them for me to still wonder if “our” mushrooms were of interest because they were “mag­ ic.” And while I was not longer concerned about drug trafficking per se (as he clearly Just wanted to harvest for his own consumption) the fact that he greeted me formally (“Hi, Mr. Hamill!”) without availing me the same recourse (“I’m Matt”) and while holding a knife made me slightly weary. But as soon as his wife (“Hi. I’m Carol”) emerged from their car (also wielding a plas­ tic bag, a paring knife and a warm, welcoming smile, btw) I got the sense, somehow, that all would be well. At least I hoped so.... TOBE CONTINUED.... This image shows mushrooms growing in The Hamills’ front yard. Will Dr. Hamill survive this en­ counter unscathed? Will mushroom mycilia, to his belated unsurprise, in fact save the planet (if not his lawn)? Will his lawn, indeed, bear food? And will there be redemption for the subtle, pervaisive algorithms of in­ terpersonal connections and “Smart Reply” that tempted this tales start? Answers to these pressing questions and much, much more await in the next issue of The Inkwell Quarterly. Be sure to check it out next year.... 19 �The Inkwell Quarterly Ask the Inkwell Staff: woMgiS^ r to their answer? Answers are on page 16. 1) The Moth Presents All These Wonders: True Stories About Facing the Unknown by Catharine Dr. Hamill Burns Erica Bicchetti 3) Smiles to Go by Jerry Spinelli is a book I would give to my childhood self.:):) Rashonda Montgomery 4) Mine is Alongfor the Ride by Sarah Dessen 5) I would probably have to say The Day the Crayons Quit by Drew Daywalt and Oliver Jeffers. It’s hysterical, and I think it would make my childhood self as happy as it makes me now. Its sequel might even be funnier and more happiness -inducing, but I would have to just sneak that one to myself somehow—or tell myself to ask Santa to bring it as a legit gift because there’s only one allowed and sneaking in an extra one wouldn’t be cool. Right? 6) Mine is The Pinballs by Betsy Byars:’) 7) Mine is The Pursuit of Happiness by Chris Gardner 8) I think, for me, it would be The Lightning Thiefby Rick Riordan 9) I guess I would say..Before I Fall by Lauren Oliver...if I have to pick it would be that. This 1 20 Emily Banks 2) Firefly Lane by Kristin Hannah -it’s an adult read, but the book is absolutely beautiful and I wish it had come into my life sooner. was a hard question! Jay Guziewicz Mackenzie Egan Veronica Romanelli Brian Vu Mmachi Dimoriaku � 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 2018 (Volume 13, 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 2018 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/d038f3027b1cac0db367254418933c77.pdf 267b4ead51c26c86fdcdf3db50a1f2bc PDF Text Text An Uplifting Work of Staggering Humanity by Isaiah McGee On Thursday, February 25th, on my way to take my mid­ term in English 234: Survey of British Literature, I observed a somewhat apocryphal sight—a salt and pepper haired man in a black chamois shirt, brown chi­ nos, and what appeared to be a pair of brown, leather Timberland Earthkeeper boots, standing on the greenway talking on a flip-phone. Completely ignorant of his iden­ tity and voraciously enveloped in thoughts about my exam, I scoffed at the sight and went on my way. Notwithstanding, on Thurs­ day, February 25th, author, Dave Eggers visited Wilkes University— to the delight of faculty members, students, and residents of Wil­ kes-Barre. After completion of my midterm, I regrouped for about an hour, went to the library and printed excerpts of a couple of short stories, in preparation for the creative writing workshop with Eggers, in Kirby Hall. I arrived a bit early for the workshop and, to my surprise, there was the salt and pepper haired man. He greeted me ’’ ’ TT ‘ name?° with a firm handshake. His Dave Eggers. His personality was infectious, and he immediately put the room at ease, cultivating a casual, comfortable atmosphere. Before the workshop began, Eggers worked the room like a politician, greeting everyone present—ex­ changing sincere niceties along the way. Following a brief introduction, the workshop convened and Eggers opened the floor to students to share their work. Considering our one-sided interaction earlier, it seemed like fate that Eggers chose me first to share my writing sample. I was amazed at just how engaged Mr. Eggers was and the amount of time he spent listening, and then pro­ viding constructive criticism on how to improve my work. Eggers went around the room, spending a generous amount of time with each student doing likewise, and provid­ ing encouragement for our future endeavours. “If you’re not published in a magazine, just make your own. You’ll be amazed at the amount of attention that it gets—it’ll just become a magnet,” said Eggers, when talking to us about potential failure in personal writing endeavours. Eggers went on to elaborate that this advice led to the founding of McSweeney’s in 1998. McSweeney’s was named the country’s seventh most innovative media company for 2012, “for proving the value of print publishing.” The workshop concluded with Eggers providing relationship and romantic advice for students (very much needed) and with several students participating in a play written by integrative media student, Sean Connelly. Students and faculty members were invited to attend story Continued on page 2 In this Issue: A Visit with Poet J.C. Todd A Controversy of Romantic Proportions What’s New, Manuscript? Lets Talk Vagina Monologues Look into Career Services Ladies, Gentlemen - Wilkes’ Theatre Department Let Them Read! The Ban on Books in Prison is Gone Poetry for the Ears, Poetry for the Eyes - The Visible Poetry Project Hamill’s Hunches Department Updates i �jThe Inkwell Quarterly An Uplifting Work of Staggering Humanity continued from page 1 when Eggers began discussing various aspects of his personal life, where he discussed at length his use of, you guessed it, a flip phone. At his guest lecture, the Eggers’ flip phone holds fifteen atmosphere was practically identi­ pictures at a time. He does not text. cal to that of the writing workshop. There was something very drawing Eggers and Dr. Mischelle Anthony about Eggers, which is difficult to sat across from one another and put into words. He himself is just engaged in formal, open com­ a common man (albeit an accom­ munication. Eggers stressed the plished writer, educator, speaker, importance of supporting public and journalist)— openly admitting school educators and a desire for that he was not a voracious reader education reform, eliciting cheers in his formative, adolescent, and from Wilkes’ education majors and teenage years— something that I student teachers. think a large portion of individuals Eggers, whose mother was a can relate with. Eggers’ memoir, A teacher, found himself drawn to ed- Heartbreaking Work of Staggering ucation by his mother, and founded Genius, and novels What is the What, and Zeituon remind me of a the literacy project 826 Valencia, in Frank Capra film, as they all serve San Francisco, in 2002. His work as a celebration of the common for today’s youth seemed to reso­ nate with the crowd, even inspiring man. children in the audience, who asked Eggers further displayed Mr. Eggers questions regarding his his selflessness and humanity by work and future projects. closing his lecture, by having En­ Hie day came full circle glish major, Brianna Schunk sing a Eggers’ lecture later that evening at the Dorothy Dickson Darte Center. delightful rendition of “Somewhere Over the Rainbow”. Prior to her performance, Schunk also appeared touched by Eggers’ humanity. “I just wanted to say thank you to Mr. Eggers and I am just blown away by his genuine­ ness as a person,” said Schunk. Following the conclusion of his lecture, Eggers participated in a lengthy book signing, in which he took time to speak to each attend­ ee. When it came my turn, Eggers and I talked briefly, but his message left in my copy of A Heartbreaking Work of Staggering Genius spoke volumes... “To: Isaiah. You are essential my friend!” Mr. Eggerss visit to Wilkes was truly an uplifting work of stag­ gering humanity. A Note from The Editor The Inkwell Quarterly would Eggers taking rough drafts of short like to extend a special thank you stories from several students and to visit author’s J.C. Todd and Dave providing feedback to many more, Eggers for making the beginning of these authors made an effort to our spring semester something to treat Wilkes’ students with not only remember. respect but with the openness and Both visits were absolutely generosity that every artist should amazing and made us as Wilkes feel welcome to. students feel validated in not only The artistic community is our education but our personalities, vast, ever changing, always grow­ our dreams, and our world views. ing, and never stagnant and, with From Todd signing books despite the help of the Allan Hamilton her reading being canceled to Dickson Spring Writers Series stu- 2 Som dents at Wilkes are able to experi­ ence that first hand. Thank you, Ms. Todd, Mr. Eggers, Wilkes University’s English Department, and the generosity of the Allan Hamilton Dickson Spring Writers Series, from every one of the staff members at the Inkwell Quarterly. - Mackenzie T. Egan, Editor in Chief. Education majoi Baur introducec Brianna SchunI the time to sit d< English students and literary endi for students at V Above we see Br the Education d< who gathered in impact Eggers h; we see Brianna a that Eggers enco theater performt �Issue 13.3: Spring 2019 Some Photos of the Dave Eggers Visit here Dave Eggers worked with English, Theater, and Communications students in a round table workshop on the afternoon of his visit. He listened to short writing pieces, one dramatic reading of a student’s independent film script, and a novel pitch and provided feedback. The workshop was one of three big events that Eggers participated in with Wilkes faculty and students during his February visit. ce, by id to id I uine- on of I in a i he ndgers ssage king ke ;ential ilkes stag­ Education majors Brooke Giarratno and Abigail Baur introduced Eggers, along with English majors Brianna Schunk and Mackenzie Egan - Eggers took the time to sit down with groups of Education and English students to talk about his various educational and literary endeavors making it a full day of events for students at Wilkes. Above we see Brooke and Abigal, with Dr. Gallela of the Education department, talking to the audience who gathered in the Darte theater to talk about the impact Eggers had on them as future teachers. Below we see Brianna and Mackenzie discussing the ways that Eggers encouraged them as student writers and theater performers. >eriMr. iglish ity of spring 2 of ell ; Chief Eggers talking to Grace Hamill about his book The Lifters at the public book signing after his discussion with Dr. Anthony in the Darte. Eggers wrapped up his visit at Wilkes with a discussion about politics, publication, and his tutoring project, 826 Valencia. The conver­ sation covered pirates, Trump rallies, The Circle, and a run down of the visit through Egger’s eyes. To the left we see Eggers talking with Dr. Mischelle Anthony, of the English department. The riveting conversation was the perfect end to a filled day 3 �The Inkwell Quarterly The Impact of The Vagina Monologues by Veronica Romanelli The first time I saw The Vagina Monologues, I was 14 years old. As I sat with my siblings and my, ----------------------- ------------------------- , o At the young age of 14,1 related to the poem more than I cared to admit. The poem discussed why X what a woman wears does not define who she is or what she wants. It reminded me of several experienc­ es in my own life and experiences that others had shared with me. While listening to the poem, I first thought about the previous year when I was in seventh grade, and I was sent home from school for my skirt that fell three inches above my knee instead of the acceptable two inches. From that thought came another thought about how my sister, also in seventh grade, was In an opening monologue, not only sent home but also asked a group of women spoke together. to spin around in front of our male In unison, they all declared, “We were worried about vaginas.” I was principal so he could see just how too, and I could not believe I agreed inappropriate her outfit was. Objec­ to come to the event. I could feel tification of women based on their my face getting red, and I felt like clothing was something I had seen crying. I had never heard anybody so many times before, but it was not speak so openly about vaginas, and something that I ever talked about. I did not know what to do with Now I knew I could talk about it, myself. I awkwardly fidgeted in my and even though I was still uncom­ seat and prayed for the play to be fortable, I somehow also felt safer over already. Then, a woman began and more understood. reciting a monologue called “My Short Skirt,” and that is when I re­ This year at the event was alized the subjects that were being my fourth year in attendance, discussed should not be private. and every year I go, I try to bring They needed to be talked about. another person with me. This time, I brought one of my friends from father at our annual Valentines Day dinner, my sister Gabriella asked if I wanted to go see a “VDay” show with her. I was very into theater, and I was excited to continue my Valentines Day celebration by seeing a play. When I got there, however, it was not at all what I was expecting. My sister took me to a room full of people who would not stop talking about vaginas, and I was mortified. high school, and she absolutely loved it. She found herself relat­ ing to the poems and said she felt stronger and freer when we left the room. Wilkes University’s produc­ tion of The Vagina Monologues is what gave me the confidence to speak about womens issues without feeling awkward. I think it is very important for men, women, girls, and boys to experience this type of conversation. Some monologues in the play are lighthearted and others are serious. The funnier poems are the ones that allowed me to initiate conversations with my friends. I started sharing poems that I heard at the event with them, and they laughed at first, but eventually, they opened up and shared their own experiences. Vaginas went from being something that I never would have openly talked about to a normal topic of conversation. Now, if I have an experience that I think others can relate to, I share it with them. I am not ashamed, and I am not embarrassed. Each year I have new experiences, and each year, there is a poem somewhere in the play for me to relate to. Jui by Eri EB: Wi lights a in my / bestfri ment. 1 lights, j challen ducted blown friends respom each qi In addi ble ans myself lights. 1 can rec past In ing me Freshm telling i spond t ally get year ca became Quarte the Sop Since I Ifelt it 1 my owr myself. am taki This tin include tough qi Say Hello to Our Staff! Faculty Advisor: Dr. Hamill Copy Editors: Brian Vu & Jay Guziewicz Editor-in-Chief: Mackenzie T. Egan Photographer: Mmachi Dimoriaku Layout Editor: Erica Bicchetti 4 Staff Writers: Veronica Romanelli, Rashonda Montgomery, Emily Banks, Darren Martinez, Isaiah McGahee I (pho �Issue 13.3: Spring 2019 Junior Spotlights by Erica Bicchetti fly '.at- felt eft the □duc­ es is to without very >irls, <pe of ues in others as are litiate s. I aeard ley y, they wn ing . have aal I have ters ena. lot e new ere is y for EB: Writing this issue’s Junior Spot­ lights article holds a special place in my heart. I have met some of my best friends in the English depart­ ment. For this year’s Junior Spot­ lights, I decided to ask questions that challenged my classmates, yet con­ ducted meaningful answers. I was blown away by their responses. My friends took the time and effort to respond carefully and thoughtfully to each question. I thank them for that, In addition to receiving such incredible answers, I also decided to include myselfin this issue’s Junior Spot­ lights. My freshman year of college I can recall receiving an email from a past Inkwell Quarterly member asking me to answer questions for the Freshman Faces article. I remember telling myself over and over to re­ spond to that email, but never actu­ ally getting around to it. Sophomore year came around and I ironically became a member of the Inkwell Quarterly. I was assigned to write the Sophomore Spotlights article. Since I was a sophomore at the time, I felt it would be weird to respond to my own questions, so I didn t include myself. Now, it is Junior year, and I am taking on the Junior Spotlights. This time I have decided that I will include myself and answer my own tough questions! a ahee Erica Bicchetti same time I am also very excited. 1. Which English class has been your favorite so far? English 225 Com­ parative Grammar 2. Which college professor has influenced you the most? Dr. Kuhar. He is my English advisor, and he has influenced me to be confident which is something I have always struggled with. Whenever I feel like I can’t accomplish something, Dr. Kuhar reminds me that I have the ability to do anything I put my mind to. He pushes me to work hard and supports all of my decisions. Emily Banks 1. Which English class has been your favorite so far? English 225 (com­ parative grammar) 3. If you could go back in time, what would you change about your college experience so far? Just trying to be more outgoing and building more confidence in myself rather than worrying about what others will think of me. Thankfully, I have found amazing friends who have helped me reach this point. 2. Which college professor has in­ fluenced you the most? Dr. Stanley. His positive vibe and goal oriented persona has been a major influence in my academic career thus far. Dr. Stanley takes an interest and expresses immense support and encouragement toward all of his students. For example, I was con­ sidering switching from pre-law 4. If you could give freshman English pre-vet and Dr. Stanley showed majors one piece of advice, what nothing but support for me, making would it be? Be yourself and work sure to connect me with the pre-vet hard to reach your goals because in advisor and even offering to get me the end, hard work really does pay in contact with his veterinarian. He off as cliche as it may sound. showed the same support when I decided I would not be switching 5. Do you feel prepared to take on from pre-law to pre-vet. My point your future career? Yes and no. being that pre-law and pre-vet are Wilkes has done an amazing job very different fields and Dr. Stanley guiding me to my future career as a didn’t even question it when I told high school English teacher. How­ him I was considering changing ever, part of me is nervous about over, and even encouraged that I what the future entails, but at the can do both if I decide later on in Story Continued on page 7 ^photo) by Erica Bicchetti, 5 �The Inkwell Quarterly Vagina Monologues from a Male Perspective by Darren Martinez I wouldn’t consider the word vagina among my everyday lexicon. It doesn’t really roll off the tongue, as it just doesn’t sound right. The Vagina Monologues ad­ dresses this, with the introduction noting that “No matter how many times you say it, it doesn’t sound like something you want to say.” It’s an uncomfortable word, but why? That’s what I was asked to consider watching The Vagina Monologues. It’s a cry for the validity of sexual enjoyment, the validity of being a woman of any race or sexual orien­ tation, the validity of womanhood. And despite the discomfort I felt, which I’d argue is the intent, I be­ lieve I’m on my way to understand­ ing what it means to be a woman a little bit better. In watching these women take the stage, it was probably one of the few times I’ve been in a ma­ jority female-dominated space. At least, all that comes to recent memory. It was almost like a classroom lesson. I had no expertise on the subject, I was instead the quiet re­ ceptor for information. Some of the situations described, I’ve heard of. The themes would be reflected in passing whispers of a conversation or a viral tweet that would catch my eye, but never did I feel like I had a whole story. While listening to the Vagina Monologues, I felt like I did. And it made me understand that these stories are just a handful of tales compared to a sea of expe­ riences. Every woman has a story to tell. We owe it to the women in our lives to listen. Begin listening if you aren’t already and keep doing it if you do. There’s always room to improve. all her pain, the marriage coun­ selor simply embarrassed her and blamed her for bringing discord to the marriage. The female counselor ordained the woman to allow her husband to shave her. She was cut by her husband as he was lost in the joy of shaving her. And we wonder why shame and guilt are indoctri­ nated into women. The experience is intimate and exposing, attempt­ ing to wipe away the feelings of alienation. What stuck with me most was the simplicity of the child’s answers as recounted by the speak­ er. Responses to questions like “What would your vagina wear?” and “What would your vagina say?” contained an innocence that was not seen elsewhere. It was shocking because many of the experiences of older women seemed burdened with guilt and shame. The shame that men would bring, ranging from romantic partners to simple dates, seemed to bring no end. There was a husband who insist­ ed on his wife shaving her vagina, He insisted it was for better sex. The woman suffered, experiencing intense discomfort, rashes, and red bumps on the exposed skin. For It’s systemic, it should make you uncomfortable to think about. It should make you uncomfortable to hear how women have suffered. Trans women, women of color, lesbian women, the list goes on of women that are beaten up, shamed, and made to feel like less. Some­ times, diminishing women is built into the fabric of our lives whether we believe it or not. The Vagina Monologues are a celebration of owning oneself as a woman, despite the injustices. There is an eventual light to their stories. I believe I’m better for having experienced the monologues, as any audience mem­ ber would be. Wilkes University’s New and Improved Career Servi vices and Internships Offices by Rashonda Montgomery Once upon a time Wilkes University’s Career Services and Internships offices were separate. Having this set up started to make less and less sense as things began to get a little chaotic. Oftentimes, people had to go back and forth 6 from one office to the next for dif­ ferent reasons. Recently, Dr. Leahy decided everything needed to be together. With this idea in mind, the little building located behind the SUB was repurposed for this exact reason. Initially a part of the Temple Israel, this building is now home to Wilkes University’s Career and Internship office. This area is a lot better because it’s very inviting. Students can walk in and hang out a bit. There are multiple things a student Story Continued on page 12 �Issue 13.3: Spring 2019 Junior Spotlights continued from page 5 life to return to the pre-vet track. 1. Which English class has been your favorite so far? So far, I think 3. If you could go back in time, what English 281 with Dr. Anthony has would you change about your college been my favorite because I find experience so far? I would be more the literature from that period to talkative and outgoing in hopes be really interesting. Dr. Anthony that I could meet my friends soon­ included a variety of authors and er. Having them by my side since stories in this course, and we had sophomore year has shown me some fun creative assignments in how much I actually missed out on addition to the traditional written freshman year. work typical of a college English class. For example, one day we all 4. If you could give freshman English shared food from our home towns majors one piece of advice, what and read poetry that we wrote would it be? Don’t procrastinate, about that specific food as an ac­ read every assigned reading and tivity associated with Joel Barlow’s write something each day. Even a “Hasty-Pudding” poem. It was such simple journal entry will improve a fun activity that I felt helped me your writing skills. gain a deeper understanding of the poem by associating it with my own similar experiences. I also really 5. Do you feel prepared to take on liked taking this class because Dr. your future career? YES, Wilkes Anthony is always so passionate University English department has done an incredible job at preparing and excited about everything that me for my career. Skills such as crit­ you read and do in class, and I feel ical thinking, close reading, creative that her attitude made the class a lot writing/thinking and public speak­ more enjoyable and interesting. ing are just a few that have helped 2. Which college professor has prepare me for my future career. influenced you the most? Being a junior in college, I have had so many teachers over the years, so it is hard to choose just one that influenced me. If I had to identi­ fy one teacher that really made a difference in my life, I would have to go with Mrs.Thomas. The Wilkes Education program taught me that student confidence equals student success, and Mrs.Thomas helped me to understand this firsthand. Ever since I changed my major, she (photo by Amanda Beck) has been so extremely helpful in Amanda Beck her role as my advisor and always goes above and beyond to help me in any way that she can. As my professor, Mrs.Thomas helped me learn to be confident in myself and challenge myself to set higher goals and expectations; I cannot express what a difference that this has made in my school performance and my overall mindset. 3. If you could go back in time, what would you change about your college experience so far? As I previously mentioned, when I first came to Wilkes I was not an English major. Like many high school graduates, I really was not sure about what I wanted to do or who I wanted to be yet, and I started college and quick­ ly realized that I was in the wrong field. Luckily, I made the switch before it was too late and have been very happy with my choice so far. Therefore, I would probably just want to have changed my major sooner than I actually did. 4. If you could give freshman English majors one piece of advice, what would it be? My advice to freshmen English majors would be to make friends with your classmates. The English department is not that big, so odds are you will be in classes with many of these people for the next few years. I’ve made some great friends here, and I love know­ ing that each semester I’ll likely see friendly faces in my English classes. It makes class more fun, and helps when you have friends to hold study sessions with. Story Continued on page 8 7 �The Inkwell Quarterly J.C. Junior Spotlights by Bria continued from page 7 5. Do you feel prepared to take on your future career? I feel not only prepared, but excited to take on my future career. I think that Wil­ kes has done a really great job of preparing the Teacher Education Program students through handson work in field experiences and classes where we learn how to be effective teachers, as well as im­ merse ourselves in literature and knowledge that we can reflect upon when out in the field. (photo by Erica Bicchetti) Brian Vu 1. Which English class has been your favorite so far? So far I ve really enjoyed being in History of English Language, it’s taught me a lot about language and how expressive it can be for cultures. 2. Which college professor has in­ fluenced you the most? My advisor, Dr. Hamill, has really influenced me to get involved in the English department, I never feel hesitant to come to him with anything I need help with. 3. If you could go back in time, what would you change about your college experience so far? I wish I could have been an English major from the start. I was a Mechanical Engi­ neer until the second semester of my sophomore year, so I feel like I missed out on some experiences as an English major. Having classes in Kirby Hall alone makes me feel like I’m at Hogwarts, lowkey. 4. If you could give freshman English majors one piece of advice, what would it be? Get involved in the En­ glish department. Join the Inkwell Quarterly and/or attend some of the events. Also, get to know your professors because they’re a pretty awesome group of people. 5. Do you feel prepared to take on your future career? I am ready as ever to get myself out into the world and start my career. Al­ though I’m not a senior yet, staying focused on my classes and being involved in the English department has definitely prepared me for the future, especially being in Inkwell Quarterly. Join IQl by Rashonda Montgomery 8 Othello). Dr. Mischelle Anthony has accomplished four poetry publica­ tions. Her poem, “Do As I Say,” has been published in Crosswinds Po- of her poems, Barn and March” are in Ocean State Review, and a fourth poem ° h„ers’ G[eetil>gs From Oklaho­ ma, is forthcoming in Cream City Review. y T my eye v Scythe, R My class revulsior attractioi were not were still I because i dwell up< the word terrifying Faculty Updates Dr. Chad Stanley is currently finishing a new show of fifteen paintings for an August 2nd, 2019 First Friday solo show at Bar Pazzo in Scranton. The show is entitled “Shakespeare Goes Commando,” and consists of paintings of Brit­ ish World War Two Commando comic book frames, with additional versions substituting the original dialogue with quotes from Shake­ speare’s military plays (mainly I you can Kathe K< Peasant' ENG298 on a clas about vi: working 2016 thr witz in B ily lived In this cl the dark Kollwitz. looming represen Peasant1 Dr. Anthony is now on the editorial board of our International English Honor Society Sigma Tau Delta’s Eastern Region magazine, Mind Murals; and was a submission judge for the Sigma Tau Delta 2019 annu­ al conference �Issue 13.3: Spring 2019 J.C. Todd by Brian Vu I like iglish t e Envell of our etty on le lying ig ment the veil In the Sordoni Art Gallery, you can see dark pieces of art by Kathe Kollwitz that represent the Peasant War from Germany. In my ENG298 class, we visited the gallery on a class day to talk with J.C. Todd about visual literacy. She started working on a series of poems in 2016 through her research of Koll­ witz in Berlin, where she temporar­ ily lived at Humboldt University. In this class session, we analyzed the darkness of these works by Kollwitz. Each piece had a dark, looming feel to it because each one represented the tragedy from the Peasant War. The four pieces that caught my eye were Vault, Sharpening the Scythe, Raped, and Night Vision. My class talked about the power of revulsion, how its as strong as an attraction to a piece. These pieces were not colorful or lively. Yet they were still beautiful. I was drawn to Raped because it is a hard subject to dwell upon. There is brutality in the word raped, it’s wonderful and terrifying. In the pencil drawing, torial rlish :a’s id judge mnu- the body of a woman lays in a field of squash, and based on the title of the piece, she probably experienced rape. Around her are withering flowers of innocence that look tainted. This image is extremely powerful, denoting helplessness and pain. recognition and grief is a truly dark moment for a person. The figure is hunched over and wearing a cloak. During the war, searching through fields of deceased people and com­ ing upon someone you know is an excruciating emotion. There is fear, resentment, and grief all at once. Walking around the art gallery and examining all of these pieces by Kollwitz made me think about the darkness in humanity. The poorest people in a country are treated like animals. There is no escaping that kind of reality for a peasant, especially during a war. People today can relate to problems seen in these works by Kollwitz, people who have seen war first hand and survived it, people who have seen the worst of the worst in poverty. But at the same time, peo­ ple in this world have not experi­ enced life like the ones in Kollwitz’s art. Is it for the better or for the worse that they haven’t? Through darkness emerges strength and uni­ ty, and that is something that can’t The last piece is a hard hit­ ter. It is an image of a figure with a be taken away from people who’ve lantern, looking down at the face of experienced these kinds of harda deceased human. This moment of ships. Two similar pieces were Sharpening the Scythe and Vault, al­ though each one had its own story to it. From Sharpening the Scythe, the person is using a whetstone to sharpen their scythe. The person has a dark expression, and it is hard to tell what the scythe is for. It can be used as a harvesting tool but it can also be used as a weapon like the grim reaper’s scythe. Similarly, in Vault, peasants storm into a vault to grab weapons that can also be considered tools. Your weapons are your tools too, they are created with the same techniques. You can imagine the sound of a yelling wave in this image. r (photos taken by Brian Vu) 9 �[The Inkwell Quarterly Theatr Prison Books Ban Lifted continued fr by Rashonda Montgomery In last quarter’s issue of the Inkwell, I wrote an article titled “The Importance of Physical Books - Even In Prison.” The Pennsyl­ vania Department of Corrections announced in September it would put a stop to book donation pro­ grams and mail-order books into PA prisons. Most prisons benefit from non-profit organizations that send free books to prisoners to read while they serve their sen­ tence. Sometimes inmates can even request specific books from such organizations. This decision was made in an effort to put an end to smuggling and similar illegal acts. In this article, I explained my out­ rage with the PA DOC’s decision to ban books in prisons and imple­ ment ebooks instead. I discussed issues like wealth, that directly correlates to which inmates would have the opportunity to benefit from literature, and rehabilitation, which an access to books can di- rectly impact. There is good news to be discussed. Since I published the article, Pennsylvania’s Department of Corrections was met with so much backlash from the public that they decided to reverse this ban on books in prisons. The DOC has revised its policy, allowing book orders to resume through a new centralized processing center. Hear­ ing that the ban was lifted, I felt like I could take a deep breath of relief. I was met with a few people who didn’t exactly understand the gravity of what I was discussing in my last article and that’s okay. The fact that the ban ultimately did get lifted after the public’s urging tells me that I am not the only one who cares about the importance of inmates having access to literature. that, although this topic calls for a bigger and separate discussion, people do not go to prison to receive punishment. They go there as punishment. Serving an entire sentence with the possibility that you will not have access to enrich­ ing texts is a punishment these people do not deserve. With this, its important that I note that we need to keep this discussion open and we need to keep up the pres­ sure to make sure that the new book policies are implemented in just ways and also that the rest of the excessively harsh mail and visitation policies are taken care of. I think it is extremely important for us to remember that our inmates are humans too. They deserve the right to correct their wrongs. What better way to do that than to learn? And what better way is there to learn than to read? In light of this book ban situation, we need to keep in mind Theatre Updates by Mmachi Dimoriaku The first show of the Wilkes University Theatre department was the 1998 version of the award win­ ning musical, Cabaret, with music by John Kander, lyrics by Fred Ebb, and book by Joe Masteroff, based on John Van Druten’s 1951 play I Am a Camera, which was adapt­ ed from the short novel Goodbye to Berlin (1939) by Christopher Isherwood. Set in 1931 Berlin, the show focuses on the nightlife of the Kit Kat Klub, and the lives of 10 American writer Cliff Bradshaw and boys had important roles in and English cabaret performer Sally portraying the message of the story. Bowles. When Cliff comes to Berlin Emcee was always around for the to work on his novel, he is met by entire show, he ran the show! With the colorful. The set, lighting, and initiating some transitions and even costume designs for the show were watching the other cast members, astounding and the performances you felt that there was a much by the cast were exceptional. They bigger role he was playing than just had spent countless hours working a Klub host. The characters Cliff on their accents, dance numbers _______ _______ ____ Bradshawx_____ (Kris Tjornhom) and and much more. The Emcee (Justin Sally Bowles (Michaela Catapano) Gaskill) was the host of the Kit Kat relationship served as the main Klub, and he and the Kit Kat girls plot of the show with the characters Story Continued on page 11 Fraulein Schnc seen in the see bigotry and igi WUT show wi You Co by Emily Ba The fai You has spark< troversy the p; Netflix descril brief synopsis with an aspirii bookstore ma: measures to ir life” (Netflix). Joe, is obsesse piring writer, ANYTHING murder those ful in Becks li problematic. J character in tl know what he and wrong an reason we are thize with hir. ence watchinj constantly syi and being bib cized idea of < love or doing the one you 1< ing a cheek tc commits. To 1 that I want a: kill anyone th me, but the ic would fight fi is generally a] �Issue 13.3: Spring 2019 Theatre Updates continued from page 10 Ils for ssion, to go there entire ty that enrichhese th this, iat we n open 2 presnew uted he rest il and i care of. irtant for mates rve the js. What :o learn? re to lies in the story, for the >w! With and even mbers, ich than just ; Cliff ) and lapano) nain haracters npage 11 Fraulein Schneider and Herr Schultz relationship serving as the subplot. The Kit Kat girls and boys were always seen in the scenes inside and outside of the Kit Kat Klub, reminding the audience of the undermining themes of bigotry and ignorance, self-involvement and hedonism. In all, the entire show was a complete success. The final WUT show will be A. R. Gurney’s The Dining Room, running from April 4th-April 7th. You Controversy by Emily Banks ?• The fairly new Netflix series You has sparked quite a bit of con­ troversy the past couple of months. Netflix describes the series with a brief synopsis listed as, “obsessed with an aspiring writer, a charming bookstore manager goes to extreme measures to insert himself into her life” (Netflix). The main character, Joe, is obsessed with Beck, the as­ piring writer, and he is willing to do ANYTHING to protect her, even murder those he deems as harm­ ful in Beck’s life. This, of course, is problematic. Joe is a complicated character in the sense that we all know what he is doing is crazy and wrong and toxic, but for some reason we are positioned to sympa­ thize with him. In my own experi­ ence watching You, I found myself constantly sympathizing with Joe and being blinded by the romanti­ cized idea of doing something for love or doing something to protect the one you love and sort of turn­ ing a cheek to the horrific acts he commits. To be honest, it is not that I want a man to stalk me and kill anyone that he thinks is bad for me, but the idea being that a man would fight for the woman he loves, is generally appealing. Joe also has numerous appealing qualities, he is charming, good looking, smart and most importantly, caring. I don’t mean caring in the sense that he clearly cares about Beck, a little too much, but that the show incorporates a character named Paco who is Joe’s neighbor. Paco is a young kid living in a home with an unsta­ ble mother who cannot get out of her abusive relationship. Joe helps Paco find YOU V n 1/ (Image from: https://www.flickeringmyth. com/2018/12/tv-review-netflixs-you/) an outlet and introduces him to reading books. Joe is always there for Paco and usually after he does something horrible, we then see him go home and take care of Paco, which redeems him in a way. The controversy arises when numerous viewers take to twitter expressing their love for Joe. For example, one person tweeted at the actor who plays Joe “@PennBadgley kidnap me pls” (Bourque). Millie Bobby Brown also took to Insta­ gram in defense of Joe, suggesting he did it out of love for Beck. Thus, provoking the general response that society is attracted to toxic rela­ tionships. The idea that our soci­ ety “romanticizes toxic behavior” is what many critics argue when trying to explain viewer’s sympathy for Joe (Bourque). I, personally, do not think society is to blame. This complex character is not uncom­ mon and we see this in many TV shows and movies. For example, the movie A Perfect World is positioned the same way. The main character, Butch, is a criminal who breaks out of jail, murders someone and kidnaps a child. Butch, however, is very kind to the child, Phillip, and treats him like his own son. Butch is made to be a likeable and sym­ pathetic character. Despite all the bad things he has done, he redeems himself by being kind to Phillip. Overall, I argue that viewers know and acknowledge that what Joe is doing is toxic and unhealthy and I don’t think many people are wishing for a guy to come into their Story Continued on page 13 11 �[The Inkwell Quarterly V Zac Efron as Ted Bundy by Erica Bicchetti (photo from Reddit) People are furious over the upcoming film release Extremely Wicked, Shockingly Evil, and Vile starring celebrity Zac Efron, who will play the 1970s American serial killer, Ted Bundy. When the trail­ er for the film released, critics felt the film was being romanticized and wasn’t capturing Ted Bundy’s true character. People are angry that someone so handsome and charming could play such an evil character. They are particularly angry because they don’t want its audience to fall in love with Zac Efron as Ted Bundy. However, I disagree with these critics. I think they’re forgetting who Ted Bundy really was as a person. Many people who knew Ted Bundy said he was an intelligent and charming individual. This is so important because that’s exactly how Ted Bundy lured almost all of his victims. He manipulated them into thinking he was charismatic and funny; his looks were just a bonus. If Ted Bundy didn’t possess these characteristics, then it would be questionable for an audience to romanticize the Ted Bundy in the film. I also believe Zac Efron fits the role well because he by has a similar physique to Ted Bun­ dy (side by side picture inserted.) So, while I agree that Ted Bundy was an extremely evil person and nothing excuses him for what he did to at least 30 women, it is still crucial that the upcoming movie portrays Ted Bundy truthfully, which involves making him seem like a good person on the outside. I can’t speak for the film itself, but I believe its goal isnt to glamorize character, it’s to show how Ted 1his ------Bundy was believable and able to attract the women. Extremely Wicked, Shock­ ingly Evil, and Vile does not have a release date yet, but Netflix contains four episodes of Conversations with a Killer: The Ted Bundy Tapes. Wilkes University’s New and Improved Career Services and Internships Offices continued from page 6 enough.” can benefit from after just one visit at the office. Students can use the computer that’s inside to get Wilkes Career Services held an event one day earlier this one-on-one help with creating or semester as kind of a debut. It was a revising their resumes and cover letters. They can also walk in for lovely setup, but it was on a day that advice and mentoring. It’s never too a snow storm had begun. Given early to start thinking about your this, not too many students showed. career. Students don’t even have to This resource building plans to host worry about formalities, as it’s easy many more events once warmer to just drop by and pick up multiple weather is upon us. That’s somecover letter and resume samples thing everyone should look out for. right off a shelf displayed not far There is a one credit course titled from the door. Everyone needs a CAR Career 398 students can take good resume. The work fields are here at Wilkes that everyone should too competitive to be working with look into. It has been described as a resume that is “okay” or “good “career boot camp.” It is a shame 12 that such course is not required of every student (or at least marketed to every student) because there is not a single person who would not benefit from this class as we are all hoping to better our chances at a good career in the future. Wilkes University Career Services can be found on both Facebook and Twit­ ter (@WilkesUCareers) for further information. Ma Sor to I ect. spc she Ma edi tan sot Scl dir SOI co liv sh: no an Ci 2 b’ in a y£ vc cc tii tc P' tc w g< �Issue 13.3: Spring 2019 Visual Poetry Project I — - by Jay Guziewicz to Ted Bun: inserted.) ed Bundy jerson and jr what he ;n, it is still ting movie uthfully, g him seem the outside, m itself, but j glamorize >w how Ted md able to :ed, Shocks not have a itflix contains rsations with > Tapes. Offices : required of ast marketed use there is 10 would not as we are all hances at a are. Wilkes rices can be iok and Twits) for further On February 27th, the Manuscript Society along with the Sordoni Art Gallery teamed up to present the Visual Poetry Proj­ ect. This project brought together spoken word by students as well as short films about poetry. The three readers from Manuscript were the executive editor, Mackenzie Egan, the assis­ tant editor, Jay Guziewicz, and the social media coordinator, Brianna Schunk. Heather Sincavage, the director of the art gallery, also read some poetry. In between each readings were a few videos, completing the visual poetry aspect of the evening. Each video had a director who filmed the video, and an author who read their work as the narra­ tion of the video. While none of the directors or poets were able to be present, their work was appreciated by the viewers there. The event was originally planned to be the week prior, but due to the weather, it was resched­ uled. Despite this, the turn out was positive, even though the staff was hesitant about having people show up at first, especially since the date was changed. In fact, there has al­ ready been people in the communi­ ty expressing a desire for the night to be hosted again. Overall, the evening was successful and lead to a good turn out from students and community members alike. It also served to introduce the Manuscript to those who had not been aware of the society in the past, and served to keep the gallery in the forefront of peoples minds. You Controversy continued from page 11 lives and stalk them and kill their friends. The issue is not that our society is craving that kind of toxic relation­ ship. There is no issue with Joe being likeable. Joe is likeable simply because he is made to be relatable. He lives a normal life, despite some of the horrific things he does. He is constantly humanized when we see him with Paco and with Beck, thus making us sympathetic towards him. He is the typical bad guy that everyone is rooting for. Critics are simply overlooking the complexity that the character Joe offers. 2018-2019 Manuscript Society Presents... by Mackenzie Egan The year 1919 was very important in American history for a number of reasons. It was the year that the 19th Amendment was voted on in Congress, the prede­ cessor year to the ‘Roaring Twen­ ties’ and began the end of World War I. Huge social changes started to make waves in the year 1919, people found themselves fitting in to the world around them in unique ways, and the way we looked at gender relationships and people would be changed forever. In honor of the year 1919, the Wilkes University Manuscript ' r are putting together a spe­ Society cial issue this year. The 2019 Manu­ script will be a homage to the print news tradition of the 1919. This newspaper styled literary arts mag­ azine will help Wilkes usher in the 2020 s in style and will showcase the best work of students, faculty, and staff. If you are interested in sub­ mitting to the Manuscript this year email poetry, art, and prose sub­ missions to magazine@wilkes.edu or contact mackenzie.egan@wilkes. edu or chad.stanley@wilkes.edu for more information. And keep an eye out for posters and other propaganda advertising the journal’s drop party - sometime in late April. �The Inkwell Quarterly Internships, Education, and Wilkes Int by Mackenzie Egan conti My time at Wilkes has been separated into various journeys, spread across different jobs and positions, and designated to learn­ ing how to be the best writer, best editor, best version of myself possi­ ble. Whether it be in the classroom, the DH lab, the Writing Center, or just sitting around campus, I have spent the last four years of my life being dedicated to learning and growing here. As a result of my time at Wilkes I will be graduating in two short months with my career on track and three really amazing internships in my back pocket. DiscoverNEPA In October of last year I started working with the team at DiscoverNEPA.com through the help of Dr. Hamill and a Wilkes grad Jonathan Davies. DiscoverNE­ PA is the region’s first quality of life website that covers ten counties, from Pike to Monroe. We work with local businesses to put togeth­ er articles weekly on what to do in the area, working as an offshoot of of Mericle Construction with the sole purpose of showing the best of the best in the region. Our mission is to make the world aware of all of the amazing area that Northeastern Pennsylvania is. In the five months I have been working with the website I have done some interesting things, gotten some really awesome by­ lines, and made relationships that will transcend the length of my internship. Fine tuning my research skills, content writing abilities, 14 and target audience techniques, We have also gone on adventures, planted trees, played in the snow, explored local restaurants - all for research purposes. the two websites is the fact that Blysee is an online magazine and DiscoverNEPA is a quality of life website. Okay, so that makes sense two different audiences, one much In April I will say goodbye to Mary, Jonathan, Rebecca, and the more widespread than the other, it would make sense that they would other interns I have come to work with and I can’t help but feel a sense be two totally different experiences, But that’s not the only difference, of melancholy. Working with them has been one of the greatest adven­ nor is it the biggest one. I’ve found it challenging to have to switch tures of my life. I have learned so much and have gotten to rediscover writing modes depending on which internship I’m working for that day. our corner of the world - some­ thing than I never thought would have been possible. In all honesty, it’s so differ­ ent between the two of them that it’s almost like I’m not really a writ­ er depending on which mode I’m working through. What I mean by this is that for DiscoverNEPA I do a lot more research and write in small bursts; most of the articles I’ve writ­ ten for them have been around 500 words and have been very pointed. For Blysee, on the other hand, I’m given up to 1,500 words to work with and a lot more freedom. This is mostly due to the wide array of topics we can cover in a week. I’ve written about relationships, health and wellness, and popular culture. I’ve slated my opinions on movies, television shows, even the health Balancing my school work and my internships implications of certain diets and has been difficult but at the end of the day it’s well worth it. Plus the minor caffeine addiction isn’t other routines. lethaL.right..? Blysee The nature of my work with Blysee is way different than the work I’ve done for DiscoverNEPA One of the biggest divides between The magazine is based out of Denver, Colorado and I do all of my work online. This means that I dont spend as much time face to face, or even in direct corre­ spondence with my editor or the Story Continued on page 15 other week; licens of free feel st to the with J has b< abiliti both j have < tween way d other I am c mysel also k the ex indusl with e desigr them thing picket maga; of my Kine 1 cially media coord zine b be in; ment, am lot with t maga; health ty for �Internships, Education, and Wilkes continued from page 14 other writers. I write two articles a week and am given a lot of creative license. It’s nice to have that kind of freedom but it can sometimes feel stifling. It’s not as conducive to the editing process as working with DiscoverNEPA has been but it has been amazing for my creative abilities. id e ise - uch :r, it >uld nces. ze, und While I love writing for both DiscoverNEPA and Blysee, I have a hard time delineating be­ tween them. My tone for one is way different than my tone for the other and it becomes problematic. I am definitely learning a lot about myself as a writer and my voice. I’m also learning valuable lessons about the expansion of the online writing industry and working in real time with editors, other writers, and a design team. ffiich t day. ferlat writ?m i by do a small writ1500 ited. I’m rk Ihis My work with the two of them is not the only really fun thing I’ve been doing though. I just picked up a third internship with a magazine doing something outside of my normal wheelhouse. T Of I’ve :alth ure. Hes, th id out ill of lat e ne 15 I* Kine Hearts Magazine As of this week I will offi­ cially start working as the social media and communications intern/ coordinator for Kine Hearts Maga­ zine based out of Pittsburgh. I will be in a totally different environ­ ment, working online mostly, but am looking toward a possible job with them after graduation. The magazine, which explores holistic healthcare treatments, the abili­ ty for people to take care of their minds and bodies, and proceeds script have taught me how to work from the magazine help patients with others, lead others, and main­ receive treatment. I’m looking tain professional relationships. And forward to getting to work with this working in the Writing Center has amazing group of people as they helped me define myself as a copy work to change healthcare - and as editor, an instructor, and someone they expand their brand as a miwho can foster creative conversanority owned and operated publica- tions about almost anything, tion. Without Wilkes, the doors to these opportunities that I have My job will still involve been given would have been imposwriting, as I continue to work with the strong women who have found- sible to open, ed the magazine, but of a different vein. I will be working as a market­ ing agent, working with other com­ panies to broaden education and the conversation around hollistic health. I will also be working with artists submitting to the magazine and help in coordinating events. As of right now my future with Kine Hearts is pretty open - Dominique and Carol have been wonderful to work with so far. If all goes well, by the time graduation rolls around, I will be working full time with the magazine. My time at Wilkes is com­ ing to a close but I have been able to do amazing things due to my education and the time I’ve spent here. I’ve learned how to write, how to be more confident in my voice, and have created a network that has made it possible for me to move forward professionally. My educa­ tion as an English major has made it possible for me to move forward as a writer and an editor, my work as a History major has improved my research skills ten fold. My time working for the Inkwell and Manu- Here we see the disgruntled college intern rocking her intership swag and about to start her fourth cup of coffee that day - to be fair, NEPA has a lot of great coffee shops and I also had an artivce for Blysee due that night. �Issue 13.3: Spring 2019 r Hamill’s Hunches, continued from IQ 13.2 by Dr. Thomas A. Hamill flfternoon as to learn howto identify edible Had I ever been so inclined, prior to that golden socc^ even Qn my alleged front “lawn,” I would mushrooms in the wild, or in historic suburbs like Kingston, ’ banapty of the seemingly curious question have had surprisingly obvious options at my disposal, an es e-search corpora. Motivated, somehow, would have availed itself quite readily in the auto-fill teleolog.es o onto my little screen by the hungerfor more so the smell or eyesore-embarrassment of, Id ha some scribble of entitled hope-say, “Identity edible rnusl^-—. Bu( nQ matter how accurate Or artful the also to my dismay), the algorithms would have done the res . which t coJnot have been prepared for the elegant simplici- ty and brazen self-assuredness of Matt and Carol’s lessons. ... . , .. , As soon as I realized I would survive, and that these amateur mycologists paling knives and plastic bags were merely tools, their work’s equipment, I started to see them as figures of knowledge, however strange, an not as forces of menace. And I started to listen to their instructions as though I might actua y use t em one day, even though I knew I never would, and even as I sensed I would only retain dubious and apocryphal frag­ ments—vague and insufficient snippets of (mis)undertanding and impatient listening that instructional videos (and instructive mycologists, amateur and professional alike) are designed to prevent: Sure you can eat them! “You just have to boil them.” “See how I cut the stems? When you cut them, they turn red if poisonous. But before any guilt could set in over how I was about to let the practical applications of these insights go to waste (as I was obviously never going to need to each wild, suburban, or front-lawn mushrooms), Matt and Carols shift from the consultative style into more of a personal narrative modality shepherded new burdens to this pastoralizing scene. “I’ve been admiring your mushrooms for a few years now,” was the first comment that began to recast my lawn according to the mythos of Matt and Carol’s identity. Allegorized, I thought, already as a marker of my truant DIY disposition on the block, the patch of untreated grass in front of our home, which stuck out as such amidst the landscaped lawns around it even before the toadstools sprouted up, was now... a sort of... cen­ ter, a source. “These are exquisite!” Carol exclaimed. “We’d normally have to venture deep into the woods for these kinds of mushrooms.” Later, Matt: “I think you have the mother load here, Tom.” For years, apparently, he’d been watching and waiting. And wishful. “I hope this guy doesn’t treat his lawn!” Matt chortled remembering an earlier conversation with himself, and delighting in the knowledge (as it unfolded) that I don’t. And I guess I never will, right? I mean, I’d already granted Matt full access to the harvest—permis­ sion he felt he needed to confirm no fewer than three times before finally taking “my” mushrooms for himself. And even if he were’t so reserved about securing permissions for next year’s yield, I was more than happy to be thanked in advance as I granted him dominion over future sprouts-and all rights and privileges thereto apper­ taining—in perpetuity. At least for now. And, anyway, it’s about mote than Matt and Carol and my sense of obligation to reciprocate their good faith (initial paranoias notwithstanding). The razor edge dividing the dangers and wonders of mushrooms has long pervaded our stones from The Tempest to Alice in Wonderdland to A Series of Unfortunate Events to The Smurfs to p enty more And these kinds of stories continue, and they’re more real and applicable than I initially reahzed half-hstenmg to Matt and Carols dtrecttves for differentiating the safe food fromThe sinister. Mycologists have long suggested that mushroom mycelta networks are essentially a support structure upon which life builds and diversifies, and it also works, s unnmgly, to filter toxins. Indeed, as Paul Stamets puts it, describing the work of mycro-restoration they hea environments...because these are truly healing membranes.” >5 .. ' of my -“ -“ Iro.yS ” 16 � 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 2019 (Volume 13, 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 2019 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/b7b85087793acaf23f29ea02df05c002.pdf 63f57b3ed5c98e6a4c45599677b23886 PDF Text Text Issue 13.4: Spring 2019 RTER ___ i Moving Forward in the English Department by Veronica Romanelli, Rashonda Montgomery, Darren Martinez, and Briauna Robinson Tliis semester, we asked the first year students on the Inkwells staff to tell us what class they were looking for­ ward to the most next year. The fol­ lowing are the responses they shared as they continue their journey as English majors here at Wilkes. take it than I was before! Rashonda I’m scheduled to take English 225 next semester, which is Comparative Grammar. Initially that didn’t mean anything to me as I tend to get all of the English Veronica courses and their titles mixed up The class I am most excited in my head. So, I was pretty much to take during the Fall 2019 semes­ content with thinking it’s just ter is ENG 397. This class will be another English course. To me, it my first author class, and it focuses didn’t really matter what it was, on Chaucer. I read some Chaucer all that mattered was that it is a last semester in ENG 233, and I requirement for my certification really enjoyed it. My sister Gabriella in secondary education. As this semester is coming to an end, my was also an English major at Wil­ curiosity grew. I decided to look up kes. She graduated in 2016, but I remember when she was in college, the comparative grammar course she always used to talk to me about on the Wilkes online undergradu­ ate course descriptions. There, the her Chaucer class and why Chau­ description for comparative gram­ cer was her favorite. When I asked mar is “A comparative and critical her what I have to look forward to, study of prescriptive, descriptive she said, “Everything!” Her favor­ and transformational-generative ite part of the class was looking at grammar.” If that wouldn’t have digital facsimiles and figuring out confused and scared you if you what they said. When I asked her were in my shoes, then nothing tru­ why she thinks it is a good idea to take the class, she added, “You read ly will. What does any of that even mean7. in Middle English, Dr. Hamill is Needless to say, after that the best professor, and Chaucer is I’ve been dreading next semester. great. We love Chaucer. I have so However, Dr. Hamill was more many tattoo ideas that came from than happy to try to relieve some that class.” After learning about the class, I am even more excited to of my worries by uncovering the unknown for me. He briefly ex­ plained the course to me. He threw words at me like morphology and phonology, and I have to admit, I did not catch them. Are they even real? With the realization that I was still confused, Dr. Hamill got so excited he jumped out of his chair and began writing examples on the board. He spoke about the Interna­ tional Phonetic Alphabet so quickly that, at first, I had no idea he was still speaking english. Story Continued on page 2 In this Issue: A Visit with Carmen Machado and NoViolet Bulawayo Farewell to Inkwell’s Editor-in-Chief Inkwell’s Upcoming Class Sigma Tau Update and Induction Ceremony Jim Whitaker’s Visit Much Ado About Something Hamill’s Top Ten List Department Award Winners Department Updates The Act Review Sekiro Game Review Senior Spotlights 1 �The Inkwell Quarterly ____ _____ ____ _----- --- Me Sigma Tau Delta Update by Mackenzie Egan This year, the Wilkes Uni­ versity Alpha Gama Alpha chapter of Sigma Tau Delta has been very busy. In October chapter pres­ ident, Mackenzie T. Egan, and social media coordinator, Brianna Schunk, submitted paper projects for review for the annual 2019 convention held in St. Louis, Mis­ souri. Both projects were accepted and the pair traveled to St. Louis in March, along with Dr. Anthony, who was this year’s chapter advisor, to present. At the convention the pair sat in on panels that included a candid conversation about publish­ ing work, the question over trigger warnings in academic syllabis, and the keynote speakers, Nnedi Okorafor 8c Tess Taylor. Brianna’s creative nonfic­ tion’ piece, “Look at the Freaks” was showcased along with a panel of young writers coming to terms with their physical and mental disabil­ ities in the academic setting. Her piece turned research into creativ­ ity and was a fantastic segway into the remaining panelists. During the question and answer session afterwards, Brianna showed her vast knowledge of Disability theo­ ry and the questions around how are disabled people showcased in the media, both in creative media and news media, and how do we approach questioning/examining disability across the board. Mackenzie’s original cre­ ative work, “Sentiment, paired with four other panelists as they explored emotional and physical struggles dealing with loss. The short stories in the panel ranged from stories about the loss of ones self to a terminal disease to the battle between who’s who in abusive situations. “Sentiment” also won third place in the original fiction category of the convention and will be out for publication this year. Along with the convention, the Alpha Gamma Alpha chapter of Sigma Tau Delta has organized a book drive with Wilkes University’s SHINE program. The book drive conti will benefit students from pre-k through eighth grade in gaining access to books this summer. Dona­ tions will be accepted up until grad­ uation, May 18th, in the DH lab of Kirby Hall or in the administrative office. New or gently used books are being accepted. Lastly, this year’s Sigma Tau Delta induction took place on Sun­ day, April 28th. Nine new mem­ bers were inducted into the Alpha Gamma Alpha chapter this year, including Inkwell copy editor Jay Guziwiecz and layout editor Erica Bicchetti. The induction ceremo­ ny welcomed these new members and challenged them to uphold the Sigma Tau Delta oath “sincerity, truth, design” and featured Keynote speaker Dr. Makkar. At the end of the ceremony some big departmentai news was revealed: Dr. Makkar will be advising Sigma Tau Delta next year! For pictures of what the Alpha Gamma Alpha has been up to turn to page 14. taking 2019, surve) Survey anothi take, r class v becau: pieces lines s the mi them i what I wish t first o since' the tn es anc what ] expan thony I’ll be an adi writin enjoyt nie Kc Moving Forward in the English Department continued from page 1 But, he did get the basics of the ideas through to me. Ultimately, what I learned from his mini lesson is that there are some really compli­ cated words to describe things I’ve already kinda picked up on about the English language. It doesn’t follow the “rules” we learn in ele­ mentary school, and the sounds we learned in kindergarten don’t tell the whole story. 2 Briauna With the end of my first year of college approaching me rather quickly, I cannot help but think of the future I hold at Wil­ kes University. I cannot foretell how my college career will play out entirely, but I can certainly be excited for my next semester as it is very well planned out already. I Ink will be enthusiastically starting the climb of being a future high school English educator by taking ED 180 and ED 190 courses. I have always wanted to be a teacher since I was a small child, so to be able to repre­ sent this position in the slightest bit has me electrified. I am also continuing along the line of my favorite type of courses... English of course! Upon Facu] Dr. I Editc Macl Story Continued on page 3 I �Issue 13.4: Spring 2019 _______ Moving Forward in the English Department continued from page 2 taking my first survey in Spring 2019,1 decided to take another survey for Fall 2019, ENG 233: Survey of English Literature. This is another course I am exhilarated to take, not just because it is another class with Dr. Hamill himself, but because I enjoy analyzing writing pieces and diving deeper into the lines shown to the reader. Finding the minute details and expanding them into a much grander idea is what I live for and exactly why I wish to become a teacher. This next semester is the first one I am looking forward to since I have finally climbed out of the trenches of my general cours­ es and am finally setting foot into what I came here for, education and expansive English. adf e re u e te Darren I sat down with Dr. An­ thony to get some insight on what I’ll be in for in taking English 298, an advanced workshop in creative writing and poetry. Having most enjoyed creative writing with Ber­ nie Kovacs this semester, I’ve really e i a >it r n ?3 how one wouldn’t want to read that, Through engaging with works like this, Dr. Anthony hopes for us to develop our own consistent voice throughout a portfolio. I find it inherent to poetry, and especially focused now, that our poems will essentially be letters to our read­ ers. These letters are intended to be read like “here, this is me. Now, how about you?” The relatability and workman’s quality a poem can have has always engaged me, and thinking more about my audience is definitely going to be a boon. On the business side of things, Dr. Anthony wants to look at the pub­ lishing side of poetry. It’s really not something I expect to get a lot of money for. It’s a little bit sad that it is more or less “for exposure,” but I think I should still at least look into getting published to some extent. At the very least, honing my art for myself is worthwhile. Inkwell Quarterly’s Staff e >1 ) been looking forward to continuing to engage writing creatively. The aspects of the course Dr. Anthony brought to my attention only served to increase my excitement. I inquired a little bit about the books we’d be reading through­ out the course. Dr. Anthony point­ ed out our anthology was edited by Okla Eliott, a late professor from Misericordia. Through him, we have the ability to work through native voices. Dr. Anthony related a tale about Eliotts poetic reach, in his capacity to bring together a large amount of writers for a local reading. I got a sense of the story that Eliott left for us, the sort of aura he encapsulated. If even a tiny bit shines through in reading the anthology, 1 think it will be a course worth my while. The idea of loosely linked narratives was the prevailing idea of the course, and having that anecdote for Eliott was just a part of that. Another work we will use, Red Mother by Laurel Radzieski, crafts a narrative of a love story of a parasite to its host. I don’t know Faculty Advisor: Layout Editor: Staff Writers: Dr. Thomas A. Hamill Erica Bicchetti Editor-in-Chief: Copy Editors: Mackenzie T. Egan Brian Vu and Jay Guziewicz Veronica Romanelli, Isaiah McGahee, Rashonda Mont­ gomery, Darren Martinez, Briauna Robinson, and Emily Banks 0 3 �The Inkwell Quarterly __ __ _ Hitting Wilkes University: NoViolet Bulwayo’s Visit by Rashonda Montgomery explore it. An understanding of the language of the people you are surrounded by is a crucial part of surviving as an “outsider”. Without a visa to the language the ability to un­ derstand, speak, and write the language - navi­ gating becomes Need New Names, which was NoViolet’s reading captivated her audience in the Kirby Salon very difficult. a finalist for the Man Booker characters having distinct speech This is a struggle any non-english Prize. Her novel was recognized patterns. speaking immigrant will have when with the LA Times Book Prize Art Later, in her reading and entering America. Seidenbaum Award for First Fic­ Q&A, NoViolet Bulawayo began tion, the Pen/Hemingway Award, by expressing the importance of and the Etisalat Prize for Literature. editing and drafting. She said “most I had the privilege of ex­ of writing is rewriting” just before periencing a workshop Bulawayo she dove into reading not from lead during my Intro to Creative the published book that most of Writing class. There, it was obvious us had in our hands, but from her to me that her presence could fill first draft of the first chapter. After an empty room. Her voice flows in reading that for us, she read from a way that made me want to hang the first chapter in the final version on to every word and beg her to of her book. There was a huge dif­ say more. In the classroom, it was ference between the two. Bulawayo obvious that talking about writing admitted she wrote five different is something that she is not new to. drafts of We Need New Names She gave us a prompt, let us work before she wrote the one that was on a short story using only dia­ published. logue, and made us read to her our Her novel, half set in a stories. Even though she is the one fictitious version of her home in with the expertise, she urged other Zimbabwe and half in America, students to give their opinions does a great job of presenting the before she gave her own. In this immigrant experience. A particular workshop, she expressed the im­ experience her novel touches on portance of dialogue in a story and that she shared with us is the lan­ explained to us how to make dia­ guage barrier. A metaphor she used No Violets book, We Need New Nan'ic/ logue in writing more natural. For that sticks with me is “language is has seen many revisions - a fact she example, along with other points, a country.” Just like as an outsider expanded upon during the Q.&.A. after she explained the importance of her reading. to a country, you need a visa to The English De­ partment and the Allan Hamilton Dickson Spring Writers Series made it pos­ sible for author NoViolet Bulawayo (a Zimbabwean author, and Stegner Fellow at Stanford University) to come to Wilkes for a reading and Q&A in the Kirby Hall Salon. NoViolet Bulawayo, is an acclaimed novelist, and short story writer. She is also the author of the novel We 4 �—- y Issue 13.4: Spring 2019 it Farewell to Inkwell’s Editor-in-Chief by Erica Bicchetti a ig of of JU led d ving er”. sa igei uneak, e avines ish vhen ■ I have had the pleasure of working alongside Mackenzie on the Inkwell Quarterly for about two years now. I still remember when I first met Mackenzie... even though she doesn t. It was my senior year of high school, actually, when 1 came to Wilkes University for an interview. Long story short, I was accepted here at Wilkes! Directly after being accepted, I was told to wait for my tour guide who would take me around campus to show me all of the beautiful campus build­ ings. My tour guide arrived in her Wilkes attire and introduced herself as Mackenzie. I remember she asked me what my soon to be major was and I replied, English. Mackenzie told me her major was English as well, which ended up making the tour more successful because she was able to inform me which build­ ings I would be spending sleepless nights in. I thank her for that. Little did I know I would be seeing her again in English classes and clubs. I remember when I became a member of the Inkwell Quarterly my sophomore year, Mackenzie was so welcoming and laid back which made me feel comfortable. Towards the end of that year, she person­ ally reached out to me and asked if I was interested in fulfilling the layout editor position. I was thankfui Mackenzie and Dr. Hamill chose me for this position. I remember feeling nervous that I just took on a huge responsibility as layout editor, which was something I knew noth- ter ing about at the time. Mackenzie and I met up in the Writing Center to work through the issues layout together. She guided me through the ins and outs of InDesign and Photoshop and allowed me to practice as she observed. Today, I can say that I am still the Inkwell Quar­ terly's layout editor, which is one achievement that I have made here at Wilkes, thanks to Mackenzie. I have asked some of our Inkwell staff members to comment on Mackenzies departure. They were kind enough to leave their thoughtful remarks such as the following: “Thank you for all ofyour hard work and patience. Your dedication in everything you do is in­ spiring. Good luck in all your future endeavors!” - Emily Banks “Being rather new to Ink­ well, I don’t know Mackenzie as well as others. But in my short time, I was accommodated and led well. Seeing her passion for writing and her wanting us to be able to sell our own writing ability is pretty heart­ warming. It’s her kind of drive that I hope to have, and I’m not sure how we’ll fill her wake.” - Darren Marti­ nez “Mackenzie, I’m sad to see you leave, but extremely happy for you as well! Good luck in the future, it’s been fun working with you. We’ll miss you!” - Brian Vu “Mackenzie’s work as Editor-in-Chief of Inkwell Quarterly over the past two years has been exemplary. From coordinating themes of and contributing to the layoutfor every issue, to making key organizational and communica­ tion adjustments for staff roles and positions, to supporting the staff and contributing writers as they develop their voices and take ownership of the newsletter, Mackenzie has had a profound impact on the shape of our Departmental Newsletter. She has been a true steward of IQ, and she will leave it better than she found it—and she will have put in place a model for her successors to do the same.’’ - Dr. Hamill Mackenzie is more than the Editor-in-Chief for the Inkwell Quarterly. At Wilkes, she stud­ ies English Writing and History. Mackenzie is also the President of Sigma Tau Delta, the Editor of the Manuscript, and is a member of Phi Alpha Theta. She has earned internships at DiscoverNEPA.com as a writer, Blysee.com as a lifestyle writer, and Kine Hearts Magazine as a communications intern. Recently, Mackenzie attended the 2019 Sigma Tau Delta Convention where she won an award for an original fiction piece titled “Sentiment.” Speaking on behalf of the English Depart­ ment if I may, we are all proud of you, Mackenzie. Congratulations, and good luck with the rest of your future! Mackenzie Egan at the 2019 Sigma Tau Delta Convention �i The Inkwell Quarterly ( Much Ado About Something b by Isaiah McGahee Shakespeare said, “All the world’s a stage,” but what Shake­ speare did not say is that learning his lines was well, simply put, a living hell... for example: “If he hath a fancy to this foolery, which it appears he hath, then he is no fool for fancy, as you would have it ap­ pear he is.” Say that three times fast, or better yet once for that matter. From April 11th-14th, I had the opportunity to play Don Pe­ dro, at King’s College’s production of Shakespeare’s Much Ado About Nothing. When presented with the opportunity to audition, I chose to audition for Don Pedro, mainly be­ cause the role had been reprised by my favorite actor, Denzel Washing­ ton, in the 1993 film adaptation. In addition, Pedro and I are quite sim­ ilar: we both live life on the lighter side and are excellent wingmen, yet struggle in our own personal romantic endeavours (insert laugh­ ter if you so choose). In a cast full of squares and self-limiting char­ acters, Pedro is without question a circle, and the ultimate catalyst in bringing the other main characters together, “into a mountain of affec- tion, the one with the other.” Much Ado was only my second theatrical performance, the first being the musical, Ragtime, as Coalhouse Walker Jr. (also at Kings). I can say in earnest, that learning my lines was a challenge so daunting, that for a moment I Aft 5® ---------: ——7 1^ I Image by Erica Bicchetti regretted my decision to accept the role. The most difficult aspect of memorizing Shakespearean lines is not memorizing them per say, but memorizing them in a manner in which you, as an actor, understand what is being said. Rehearsals didn’t theoretically end, because finding your character requires a great deal of independent research and personal analysis. However, it was comforting, because every mem­ ber of the cast experienced similar problems, and our unity in disunity ultimately became one of our great­ est strengths; and as a cast, we came together to overcome this problem through a variety of exercises and Shakespearean workshops, which focused explicitly on line explica­ tion and understanding. In the end, playing Don Pedro and experienc­ ing Shakespeare from a completely personalized point of view, is an experience that I will never forget, and has truly become one of the most rewarding endeavours that I’ve ever undertaken. From a per­ son who previously thought Shake­ speare irrepressibly overrated, I can honestly say that Shakespeare has changed my life, and as Don Pedro said best, Shakespeare “has taught me to sing, and restored me to the owner.” HER IV gl n< et b< H lo in b< n< in fr w w fc in ffi w h< P< th th ar id he W; M ra in o\ ar SI UI BODY It AND W C OTHER er nt PARTIES IIIUll Carmen Maria Machado pictured above (Image from https://carmenmariamachado. com/biography) 6 ’ id ' CARMEN MARIA MACHADO Image from https://www.bookdepository com/Her-Body-Other-Parties-Carmen-Maria-Machado/9781681686882 oi si st �Issue 13.4: Spring 2019 Carmen Machado by Mackenzie Egan When I first met Carmen Machado it was not the most graceful moment of my life. I did not shake her hand - in fact, I don’t even think I said hi to her. She had been sitting in the salon at Kirby Hall, working on a Macbook and looking every bit the awesome individual she turned out to be. Me, being...well myself, hadn’t actually noticed her when I came tearing into the room. I was in a cafeineless frenzy (particularly at fault that day was my own poor planning) and was just in a rush to get my fix be­ fore the workshop started. So I ran in, dumped all of my things on the floor, and gave her the same vacant wave that most of the department has seen at least once, and disap­ peared. My blase attitude toward the woman in the comfy chair in the corner had less to do with her and more to do with me -1 had no idea who she was; I just really liked her hair. Coffee in hand, Sarah and I walked back in to Kirby to see Ms. Machado starting to set up. Embar­ rassed, I helped her arrange chairs in a circle and apologized for the over dramatic way I had flounced around about ten minutes prior. She’d just laughed - and ended up laughing at me harder when I spilled coffee on my legal pad. When the writing workshop began, Carmen walked us through an ex­ ercise with writing a positive, and a negative, paragraph inspired by an idyllic country road image she had on her laptop. She told us that when she taught creative writing classes she would run similar exercises. Brianna, Sarah, and I all came up with something different from the exercise - something that was more visceral than anything I have ever written before - and Carmen will­ ingly read each paragraph we had written and offered small critiques. Her attitude toward our writing was welcoming, and very encouraging. Actually, her attitude in general was very welcoming and encouraging, something that I think all of us that night really enjoyed, After we were done work­ shopping Carmen took the time to answer some questions for us. Most of her answers came in the form of entertaining anecdotes about her life, her writing process, and her thoughts on cats. She gave us some amazing advice about graduate school, acting more like our equal in the process of trying to figure out whether writing was a feasible academic and career goal for the future. Carmen’s encouraging words made it easier for the three of us to conceptualize ourselves as profes­ sional writers and I wish more of the students in the department had made it to the workshop. Dinner was just as pleas­ ant, with Carmen spending most of the meal talking to us students and Dr. Davis or just observing the way we interacted with each other. She seemed to find it entertaining how all of us at the meal could pick up conversations from other ends of the table and remain actively involved. With a small department, she noted, it was easier for all of us to remain in tune with each other. It was another nod in the direc- tion of the amazing professors and classroom atmosphere that Wilkes’ English department provides us. Carmen read an excerpt from her short story collection, Her Body and Other Parties, which as­ tounded us all. Between her beau­ tiful, poetic prose, and her sassy demeanor, the reading was entrancing. While I’m not a huge fan of first person fiction, I found myself enjoying the narrators tone as much as the content of the story she read for us. It was relatable, it was guttural, and it was written with the intention of exploring past events in a way that was both cathartic and entertaining. Carmen was as ener­ getic in her reading as she had been in our workshop - laughing when she missed a word, making faces as she read particularly interest­ ing scenes, and looking out at the crowd to gage our reactions when certain scenes required a laugh, Even during the book signing after­ wards Carmen kept up her smiles, her jokes, and her attitude. The whole experience was stellar - Carmen was down to Earth without being too humble, which made it easy to talk to her about her writing process, her path to her degrees, and her thoughts on existence. We each got something out of the visit, be it the three of us in the workshop, the handful that went to dinner, or the packed Salon that listened to her read. Carmens visit, and her writing, will stay with the students, faculty, and staff here at Wilkes for a long time. 7 �■■I—__ The inkwell Quarterly s The Act Review by Brian Vu The Acl is a show on Hulu based on the case of Dee Dec and Gypsy Rose Blanchard, where Dec Dee, the mother, was found dead in her home from stab wounds. In June of 2015, Gypsy, Dee Dec’s daughter, and her boyfriend, Nich­ olas Godejohn, planned to murder Dee Dee after Gypsy figured out that her mother has been taking control of her life for her own benefit. Gypsy has what is known as Munchausen syndrome, which is a mental illness where the vic­ tim believes they are sick when in actuality, they are not. Dee used Gypsy’s disability to live in a home that they didn’t deserve and also to get money for herself. The show itself has been “dramatized or fictionalized” for entertainment, so it is hard to really understand the true facts of this case. In the show, the mother and daughter would shoplift without being seen, but the first time they attempted it, their neighbor Mel saw them from afar. Throughout Gypsy’s life, she has been in a wheelchair and her mother told her that she was death­ ly allergic to sugar. But, that didn’t seem to be the case; Gypsy started eating sugar and surfing the web at night while her mom was passed out from Xanax. Seeing Gypsy grow older, its no surprise that she would see through her mothers lies sooner or later. While watching the show, I thought the character of Dee Dee was such an odd and weird person, like she had some serious secrets to hide. The hospitals that Dee I )ee took Gypsy to did tests on Gypsy 8 andc<>ndu<lc<llhiilll>HCW;i6nolh ing wrong with her, Dec Dec had an excuse for everything, though, and she had a binder of lake modi cal files that she would use Io cover up Gypsy’s illness. For a mother, that is such a terrible thing to do. She would also give Gypsy medi­ cation that she didn’t need which would just ruin her health in the long-run. In one of the episodes, an investigator came to interview Gypsy, but she couldn’t even really respond clearly because Dee Dee had drugged her up right before the interview. Gypsy had a false childhood and was raised by a hor­ rible human being. So how could she not be infuriated by her mother when she figured out that her life was a lie? I never got to the end of the show but in the third episode, Dee Dee was found dead in her bed, her body covered in stab wounds, The show flashes forward to the event and then back to the main backstory. Gypsy met her boy­ friend Nicholas on the internet, and he later persuaded Gypsy to kill her mother after her secrets were found. It’s ironic that Dee Dec hid secrets from Gypsy and Gypsy did the same. 'Ihey both put on an act, to everyone else, and they seemed like very nice and loving people. But underneath all that? both of them were kind of the same. Psy­ chologically, Gypsy vvoukl no( luvc tenable to handle the secrets well especially with the kind of child hood she had. Bas a Into! mealy details, I he ten Hon h strong within every charac­ ter; and there are quite a lot of WTF moments, ft can be mind-blowing and the character development is interesting. How do you think you’d feel if you were raised with a mental illness, raised by your mother who hid the fact that there was really nothing wrong with you? Dee Dee brainwashes her daughter to use her for her own benefit, put­ ting on an act so that other people aren’t suspicious. Its inevitable that this will fail because the one person who sees it all is her own daughter. When she was younger she had no curiosit}’ about her illness and why her mother does the specific things. Its a dependent factor for a child to not be curious about the way that their parents raise them. But when they reach a certain age, their brain is developed enough to figure out and connect some dots about their life and how thev were raised. So it was ultimately inevitable that Gyp­ sy would find out what her mother has been hiding this whole time. Ms I THE ACl Util »• »l*« (ivm https nvw lnihi.com vttvs the ,t<t SvvSHtHc b?s\- n\,5 9966- Q: in| A: Hi an tra Q: asj A: sol no ing pul sor of < am bei de£ flex on acq pre Q:^ con can A:f Wil Ink] of n foui whe in C groA ed p prid pub! has 1 of nQ: V fron A:L man �Issue 13.4: Spring 2019 Senior Spotlights by Erica Bicchetti LC- Mackenzie Egan /tf ng Te ou? ter ut’le hat son er. no hy igs. I to Lt en ain it sir 3 it rPler [ Q: What are you majoring/minoring in? A: I am majoring in English and History with a minor in Women’s and Gender Studies and a concen­ tration in Anthropology. Q: What are your future career aspirations? A: I plan on, someday, working solely as a published author. For now I’m looking forward to work­ ing on press statements and other publicity for several companies, some freelance writing, and a ton of copy editing. One of the most amazing things I’ve learned about being an English major is that the degree really allows for a ton of flexibility - with these seven letters on my diploma and the skills I’ve acquired here at Wilkes I can do pretty much anything. Q: What has been your greatest ac­ complishment during your Wilkes career? A: My greatest achievement at Wilkes has been this right here. The Inkwell Quarterly has been a part of my life since I started at Wilkes four years ago, and even before when I first stepped foot on campus in October of 2014. Watching it grow, working with some truly gifted people, and getting to say, with pride, that I have been editor of this publication since January of 2016 has been some of the best moments of my career. Q: What was your favorite novel from a class you’ve taken? A: I loved, loved, loved Art Spiegel- mans Maus. Q: What was your least favorite novel? A: I did not love Ulysses by James Joyce - well, I did not love spending a semester working on it. The novel itself is a work of genius but having to write over a dozen papers on it in the course of 15 or so weeks was actually awful. Q: What advice do you have for underclassman? A: Take that sixth class, get involved in on campus activities, and enjoy every moment you spend here. It all goes by so fast and before you know it you’ll be looking back on your time at Wilkes and wondering where it all went. And make sure that you update your resume every couple of months - it’s super annoying doing it all at once! Haley Welker Q: What are you majoring/minoring in? A: My major is Middle Level Edu­ cation with a focus in English and a certification in Special Education. I also have a minor in English. Q: What are your future career aspirations? A: I plan on getting either an En­ glish middle school or high school teaching job in the Lehigh Valley, Once Once II am am hired, hired, II plan plan on on pursu pursu­­ ing my master’s degree, Q: What has been your greatest ac­ complishment during your Wilkes career? A: My greatest accomplishment is graduating with a strong GPA while also being a successful student athlete. I have received positive accolades in both aspects of my life and I am proud that I could balance both while genuinely enjoying my time at Wilkes. Q: What was your favorite novel from a class you’ve taken? A: I loved reading Jane Eyre in Dr. Davis’s British Literature survey class. The book inspired me to read more Victorian literature novels, like Pride and Prejudice, which I have grown to admire. Q: What was your least favorite novel? A: Ulysses. No explanation needed Q: What advice do you have for underclassman? A: My advice is to take advantage of the small class sizes at Wilkes and build relationships with your professors. They will be the most meaningful, important relation­ ships that will ultimately contribute to your overall success as a student and shape you to be a better indi­ vidual. Matthew Judge Q: What are you majoring/minoring in? A: I am majoring in English and Secondary Education and I am minoring in History. Q: What are your future career aspi­ rations? A: My future career aspirations are to become a Secondary English teacher and wrestling coach Q: What has been your greatest ac­ complishment during your Wilkes career? A: My greatest accomplishment Story Continued on page 10 9 �;'lhe Inkwell Quarterly Jirr Senior Spotlights by Vei continued from page 9 during my Wilkes career was winning the Frank JJ Davies award from the English Department. Q: What was your favorite novel from a class you’ve taken? A: My favorite novel from a class I’ve taken is Inherent Vice by Thom­ as Pynchon. Q: What was your least favorite novel? A: My least favorite novel was Wieland by Charles Brockden Brown. Q: What advice do you have for underclassman? A: My advice for underclassmen is to take full advantage of the English department faculty and their will­ ingness to help students. The pro­ fessors in the English department have helped me become twice the student I was when I got to Wilkes because of their willingness to work with me outside of class hours. Sekiro Game Review by Darren Martinez Sekiro: Shadows Die Twice does a lot of things right. It is beautifully atmospheric, as is par for the course for From Software games. Tie combat is also highly tuned, creating an experience just as focused on grinding you into the dirt as it is pulling you up and giving you sights worth the journey. Sekiro is another success hot on the heels of Bloodborne and the Dark Souls franchise, marking another IP for From’s acclaimed library. Of these previous FromSoft titles, which does Sekiro play like? The PS4 exclusive gothic-Lovecraftian Bloodborne seemed to be the closest in terms of gameplay for most players while the turtling, defensive Dark Souls veter­ ans found themselves up against a pretty hefty barrier, I was in the Dark Souls camp, finding the game’s emphasis on parrying and whittling down both a posture and health bar rather difficult. It’s a very gutsy system, entirely dependent on the player's aggressiveness while also meriting the watchful eye of enemy < ncs. 'Ihe stringent emphasis on start-up aniniations and delibera- 10 tion of enemy weapon movements is not only beautiful to watch, but entirely necessitated by the second by second nature of fights. The deadliness of the swordplay is almost fetishized, and you get a very good sense of how dangerous you and your enemies are. Deathblows are accompanied with gratuitous bloodspray, making the relishing of the death of a difficult foe that much more satisfying, The love that went into animating different fighting styles is astonish­ ing, incorporating enemies rang­ ing from monks, warrior women wielding spear-guns, sumo-wrestlers-turned-brigands, monkeys with swords, to horrors of Japanese folklore. They are delivered entirely seriously, and the game shines in 1 vs. 1 combat that emphasizes the care poured into every encounter. While being grounded in samurai combat, you play as a shinobi. You’re a ninja, and it’s foolish not to use the tricks at your disposal. Stealth is a huge part of the game, especially if you struggle with confrontations with multiple foes. You also end up with a pros- thetic arm, equipped with a grap­ pling hook and accommodations for your shinobi tricks. A few of them are situational, like a small axe or spear, while your shurikens and firecrackers tend to carry a lot of weight. While only offered a singular katana as your main tool (which arguably promotes mastery of its systems and uses), spicing up fights with your tools is both advantageous and fun. My favorite would have to be the loaded um­ brella, a large steel shield that fans out and eats a couple hits. It is really only useful against ranged foes, but further upgrades promote fire resistance and spirit-type enemy repellant. Its super handy. Sekiro’s combat, in its backand-forths, becomes a rhythm game. Surprisingly, the game based around ninja stealth and samurai swordplay features rhythms. Many of the bosses derive their difficulty from the mix-ups in their attack patterns compared to the usual foes. Bosses can tout flurries of tiny attacks that bear down upon your own posture if not precise enough, a mix attack that requires a different Story Continued on pay in film ing ecc Univei Whita] his pas where when 1 that sa be filn Excite^ a set, cousin what f movie the fir on, pr the ca the se sure h for the most i pro du Time, ella Ad 8 Mile Presic Imagi now I tainn' to sp( stude Patrie that t collej dowr abow Whit child child helpe he ha resoc �Issue 13.4: Spring 2019 Jim Whitaker’s Visit by Veronica Romanelli he English teir willEhe proartment wice the o Wilkes ss to work ours. a grapiations few of small urikens rry a ffered a tin tool mastery icing both favorite d umlat fans ft is really foes, ote fire nemy ts backhm ie based murai 3. Many ifficulty ttack sual s of tiny n your mough, different i page 12 Jim Whitaker got his start into trouble. Much like his broth­ in filmmaking while he was study­ erhood, there was always someone ing economics at Georgetown to compete with throughout his University. After a certain point career. Whitaker credits his father Whitaker knew economics was not as one of his biggest inspirations to his passion, but he did not know pursue his dream. His father always where to turn or what to do. That is told him, “Do what you love,” and when he saw an article in the paper it is this advice that gave Whitaker that said his cousin was going to the courage to follow his heart and be filming a movie in Baltimore. break out of his comfort zone. Excited by the idea of working on Whitaker talked about his a set, Whitaker sent a letter to his earliest film he ever made, titled cousin asking if he could come see 100 Moments in My Apartment. He what filmmaking was all about. The began this project after working movie was Hairspray, and it was on the set of Hairspray and getting the first film Whitaker ever worked his own camera. His film was very on, providing food and water for short, considering the limited film the cast. After his experience on he had to record it with, but he was the set of Hairspray, Whitaker was eager to see what he was capable of, sure he wanted to be a filmmaker so he worked with what he had to create his first film. Whitakers first for the rest of his life. Some of the official film job was creating short most notable films Whitaker has films that were played at a museum. produced include A Wrinkle in A project Whitaker seemed ex­ Time, American Gangster, Cinder­ tremely passionate about during his ella Man, Friday Night Lights, and conversation with Dr. Leahy was 8 Mile. Whitaker was previously a Public Service Announcement President of Motion Pictures at he recorded after the death of his Imagine Entertainment, and he is friend in a drunk driving accident. now President of Whitaker Enter­ After reaching out to several orga­ tainment. nizations for funding for his PSA, When Jim Whitaker came Whitaker realized he would have to speak to Wilkes University to fund the PSA on his own. His students, he was introduced by Dr. friends helped him save money Patrick Leahy, and it was revealed by walking through their neighthat the two were good friends in ...................... is. college. Dr. Leahy and Whitaker sat borhood and selling~raffle’ ticket: Eventually, he has enough money to down together for a conversation produce the film. When he pitched about Whitaker’s life and career. his intense idea to several news Whitaker first spoke about his stations, only one took his offer. childhood. He was the youngest Once one station started playing it, child of five boys, which he says however, several others followed. helped him with his career in which Throughout Whitaker’s talk he had to learn to vie for the same with Wilkes students, he shared resources as others without getting many heartfelt and emotional stories. It is difficult to relay the content that was shared during Whitaker’s visit through writing because he has asked for much of it to be kept private. Before he left, he shared with the audience, “I’m in every movie.” Whitaker explained that while his viewers might not visually see him in the movies he works on, he is there. He has never worked to tell a story that he did not have some connection to or that he did not think should be told. He credits 8 Mile as being a movie that changed his career be­ cause people did not think it would be a success, but Whitaker was able to pull it off because he believed in it. Whitaker calls Friday Night Lights his favorite project, and he refers to it as “a story that needed to be told.” At the end of their conver­ sation, Dr. Leahy asked Whitaker what he would like the students in attendance to take away from his visit. Whitaker left students with the message to be true to them­ selves, respond honestly to their emotions, and to let their souls lead the way. REBIRTH: CHRONICLING I H£ REBUILDING AFTER 9/>l 3 P.M. | MONDAY, APRIL 29 KARAMBELAS MEDIA CF NTER TV STUDIO Image from Wilkes University 11 �(The Inkwell Quarterly Sekiro Game Review continued from page 10 dodge “beat” to be played, avoidat-all-cost grapples, the list goes on. A dedicated, yet unskilled player (like myself) is granted the tools to memorize these patterns through the revival system. Tied up in a neat little bow with the story elements, player character Wolf is granted the ability to revive once a boss phase or encounter, giving another shot at winning before death merits ac­ tual consequence. A second death saps half your experience and half your sen, making it hard to get new skills and rendering you too broke to purchase anything from sparse shopkeepers. You might need to grind, which, although I haven’t made the effort to yet, makes it a little tedious to unlock every skill. While considering the story and its characters, Sekiro is the first time character customization was not present in recent FromSoft history. No longer a blank recepta­ cle for storytelling, the One-Armed Wolf, as Sekiro means in English, is a fully fleshed character in his own right. His naivety lags the story a bit in the early game, as he has the tendency to respond to NPCs by tossing up a question about the current maguffin within the story so a character can dispense story. As the Wolf grows stronger, so too do his conversational skills. He can give NPCs alcohol and indulge their backstories, and scripted story sequences see Wolf taking more of an active role in decision-making when faced with moral choices. You care about the people around you and your young lord, because they care about you in return. And as 12 while not like it used to, can still odd as it may seem, the Buddhist _____ __________ send enemies careening off cliffs, presence and basis in Sengoku-period Japan within the game grounds I will not lie, I actually had to kill a late game boss using an exploit everything in an air of realism. that got him off the edge because I Sekiro is an excellent game. found it be a poorly designed en­ But it’s backbreakingly difficult, counter for the game’s style. In that <Outcry on social media questioned how accessible the game was. As ev- way, I believe there exists the game’s “easy mode.” The capacity for a idenced by YouTube lore channels, player to cheese encounters pro­ there seemed to be an audience for motes variability in play, and can what the game offered in terms of ease the tension of crushing diffi­ story and world building that was turned off by the game’s intense dif­ culty. For instance, a miniboss that ficulty. Although the exact accuracy begins as a conversable NPC can be jumped on. This will trigger her of this is debatable, there were also claims of the mentally or physically to be recognized as an enemy but not yet aggro’d to you, giving a free challenged being unable to enjoy deathblow and requiring only one the game in its state. 1 am not one more to vanquish it. You push up to withhold an experience from one looking for it, but I believe against the walls of the game, and FromSoft sets out to tell a singular sometimes they give. And honestly, narrative with Sekiro. Diluting the that’s how it should be! That’s where experience by adding supplemental the joy comes, modes takes away from what I see It’s a beautiful game. I’m as the singular vision presented by about 60 hours in and still not the narrative. When it comes to done, with relatively little left to do. modders and community support, While not boasting the replayability I am sure there are already ways of the Souls games or Bloodborne, to turn the world of Sekiro into a Sekiro should absolutely be an sandbox. It is not by some nefarious experience on an action fan’s qi[ueue. design that FromSoft sets out to It’s tough going from the start, but exclude players from their worlds. the game blossoms with its varied The niche game that launched the locales and a rewarding combat sys­ “tough but fair” formula, Demon tem. The utter fascination with the Souls, was exactly that: niche. Not machinations of combat and the to say it is entitlement that an easy prospect of trading blows gives the mode be placed in a game, but I fights a level of polish that makes find it to be the developer’s stylistic it a labor of love. I’d say Sekiro is choice to not recognize the game worth consideration for game of the being beaten in a world with less year, even at this point. 9/10. enemies or reduced damage taken. On the matters of difficulty, there is still some of the infamous FromSoft jank in Sekiro. Enemy Al, ■ ] ] ] ] �- ------------------------Issue 13.4: Spring 2019 Faculty Updates by Briauna Robinson Dr. Helen Davis has been chosen for the very honorable and the highest award for teaching, the Carpenter Award! She has officially received this May 2nd. Not only has she received this amazing award, but on March 29th, Dr. Davis presented an in­ novation session on “Creating and Expanding Effective Structures for LGBTQ+ Student Inclusion on Campus” at the American Associ­ ation of Colleges and Universities (AAC&U) Conference on Diver­ sity, Equity, and Student Success in Pittsburgh, PA. Dr. Davis leads LGBTQ+ Awareness and Ally sessions at Wilkes University, King’s College, and even Misericordia University. Dr. Jap-Nanak Makkar also has some exciting things going on wiht her work. She will be present­ ing a paper called “Little Doubt: Conrad, Wiener, Cliff” at the Insti- tute of Culture and Society (ICS). ICS is an institute convoked by the Marxist Literary Group, and it takes place at the University of Illinois> Chicago from June 22 to 26. The highlight is that this paper she is presenting is only an excerpt from a longer essay, which has been under revision since August 2018, and will be submitted to a journal over the summer. Since March 2019, Dr. Makkar has also had the honor of overseeing copyedits for her essay titled “A Trademark on Irony: Coet­ zee’s Formalism, Digital Copyright, Literary Proprietorship” that will be published in the Summer 2019 issue of Contemporary Literature. Dr. Thomas A. Hamill also has some updates as he will be presenting a paper titled “The Golf­ ing Body Mnemonic: The Poetics of Swing Mechanics and Muscle Memory c. 1688” at the Tenth Annual Internationa] Conference on Sport and Society in Toronto in June. The paper, based in archival work he conducted at the National Library of Scotland years ago, fo­ cuses on Thomas Kincaid, a medical student whose diary contains the first known written instructions on the golf swing. Kincaid enumerates in his diary what Dr. Hamill suggests is a working mechanics and poetics of the golf swing; es­ pecially insofar as his careful and recurring articulations of club arc, arm and torso rotation, leg control, and shaft angle eventually cohere in verses that frame the repeatable golf swing (and the laws of motion that govern it) in metered rhyme. Dr. Hamill’s paper examines Kincaid’s detailed criteria for effective golf and considers, in particular, the ways in which the diarist establish­ es a paradigm for effecting muscle memory through linguistic repeti­ tion and poetic form. Fall 2019 Upper-Level Class Listings ENG 225 Comparative Grammar TR 3:00pm-4:15pm Dr. Stanley ENG 233 Survey English Literature I MWF 2:00pm-2:50pm Dr. Hamill ENG 282 Survey American Literature II TR 9:30am-10:45am Dr. Kuhar ENG 298 Workshop in Creative Writing - Poetry MWF 10:00am-10:50am Dr. Anthony ENG 353 Studies in Postcolonial Literature MWF 11:00am-11:50am Dr. Makkar ENG 393 Teaching of English M 6:00pm-8:45pm Prof. Lartz ENG 397 Studies in Chaucer MWF 1:00pm-1:50pm Dr. Hamill 13 �The Inkwell Quarterly Sigma Tau Delta Induction by Erica Bicchetti On March 11th, 2019,1 received an email for an invitation to join the English Honor Society. I did not realize how special that moment was. I thought it was spam mail! I wondered, How on earth could I be invited to join the English Honor Society? This seemed like something so far out of reach. I continued reading the email any­ way, because wouldn’t it be cool to actually get inducted? And then, I noticed something. I skimmed down to the signature. “Sincerely, Dr. Mischelle B. Anthony.” That’s when I knew it had to be legitimate. I reread the entire email this time, figuring out how I could’ve possibly accomplished this. Dr. Anthony writes, “To be eligible for member­ ship in Sigma Tau Delta, students must be minoring or majoring in English and have completed three semesters of college course work with at least two English courses beyond the University core requirements in English. Eligible students must have a minimum 3.0 average in their English courses and a min­ imum 3.0 average in their courses overall.” Wow, I thought. I did it'. I remember one of the first things I did was forward the email to my mom. Her response was something along the lines of “OMG I’m crying. We will pay the membership fee.” I never asked her to pay for it, but I am grateful she offered. It was her way of saying “Nothing is getting in the way of your induction.’ I think she was more excited than I was, and I was stoked. Of course, moments later, my mom’s whole facebook friend list knew I was being inducted into The International English Hon­ or Society. Dr. Anthony had also informed inductees that the cere­ mony would be held on April 28th, 2019. That would give me plenty of time to find a dress for the occa­ sion. When April 28th came around, I was thrilled to become a part of Alpha Gamma Alpha’s Chapter of Sigma Tau Delta. Fam­ ilies gathered in the Kirby Salon, and inductees sat in the front rows. The ceremony was brought to order by Dr. Anthony who introduced the keynote speaker Dr. Makkar. Dr. -----------Makkar’s address focused on what it means to be an English major, and her remarks were encouraging. Some other uplifting and inspiring speeches were given by the So­ cial Media Coordinator, Brianna Schunk, and Historian, Maddison Black. Then, the President of Sigma Tau Delta^Mackenzie Egan initiated the nine new members. We received a rose, a book mark, a certificate, and a pin, along with an English Department t-shirt. Mack­ enzie had us repeat after her when saying the Sigma Tau Delta Pledge: “I shall endeavor to advance the study of chief literacy masterpieces, to encourage worthwhile reading, to promote the mastery of written expression, and to foster a spirit of fellowship among those who specialize in the study of the En­ glish language and of its literature, ever keeping in mind the motto of our society... Sincerity, Truth, Design.” These words are certainly something to live by as an English major and future educator. I aspire to fulfill my duties as a member, and execute them onto my students someday. Congratulations to the following students for being inducted into Sigma Tau Delta’s Alpha Gam ma Alpha Chapter this semester: Erica Bicchetti Hannah Bolacker Kaylynn Bruch Julia Guziewicz James Lapidus Rachel Nardozzi Katherine Osmanski Veronica Romanelli Sarah Weynand TRU'V'* Image of Sigma Taus newest menwers �Issue 13.4: Spring 2019 Department Award Winners abers. mark, a >r with an t. Mack-f when 1 Pledge: -e the erpieces, sading, written spirit who te Enerature, lotto Truth, ertainly English I aspire uber, students the folnducted la Gamiester: Congratulations to the English Department Award Winners! Matthew Judge Frank JJ. Davies Award for outstanding achievement in English Mackenzie Egan Annette Evans Humanities Award for outstanding scholarship in the human­ ities and contribution to cultural affairs Brianna Schunk Patricia Boyle & Robert J. Heaman Scholarship for excellence in English stud­ ies, potential for advanced study, scholarship, and financial need Maddison Black—Taft Achilles Rosenbery Naparsteck Scholarship for promising writing in prose fiction, journalism, or poetry Inkwell Quarterly Staff Question For our last staff question of the semester, the Inkwell staff was asked: “What book has made the top of your sum­ mer ‘must read’ list and why?” “The Stranger Beside Me by Ann Rule because true crime has fascinated me lately. Also, the new movie on Ted Bundy inspired me to want to read a book written by someone who knew him well.” - Erica The Sublime Object of Ideology, suggested by Dr. Kelly. - Isaiah ki li I have a few big names on my list for summer that I very much need to get to; however, right now Daniel Torday's Boomer1 has edged them all out for tops. I learned of his work somewhat randomly through close friends who know him from their neighborhood and through their kids’ friend circles. His first book, the novella The Sensual­ ist, is wonderful, and I'm really looking forward to reading what he's done since. - Dr. Hamill My book would be The Four Agreements: A Practical Guide to Personal Freedom by Don Miguel Ruiz and Janet Mills. The book talks about freedom, true happi­ ness, and love. This summer I want to be as stress-free as possible so I can go into next semester with a more focused mind. - Brian Apidae by Lisa Borne Graves. The book is a dystopi­ an future novel about the extinction of bees and the choice between selfishness and the fate of our entire race. I’m trying to support Indie authors, like myself and a bunch of my friends, and this book by Lisa has been on my GoodReads “want to read list since it came out in November. Maybe with school out of the way I’ll have a chance to work on the list! - Mackenzie 15 �-------------------------------------- — ~ Issue 13.4: Spring 2019 The Top Ten Reasons that Hamill’s Hunches devolve into “Top Ten Reasons ” Lists 10. Prevailing theories have long suggested these lists are founded in the basic facts of absence. “He has not written his Hunches,” they say, or, “He’s got nothing” simply announces itself, silent, as matte white on the unfilled (and unful­ filled promise of) white space. But these theories are just, well, theo­ ries, and they seem to court only a straining, marginal grasp of ex nihilo logics. Lear’s famous (and tragic) insistence that “Nothing will come of nothing,” which telegraphs its own failure in his equally dev­ astating follow up, “Speak again,” has a purchase here, of course. And why not? He’s Lear (and it’s Lear) after all. And why wouldn’t we (they?) be so demanding in our/ their (our-we’re) implicit insistence that we won’t get fooled again? For even if we haven’t read far enough back into the archive to know, we still suspect the nothingness of origins at work, right? But as the recent image of the black hole at the center of the M87 galaxy has tellingly demonstrated, reconstructing data to reveal “No light, but rather darkness visible” (as one NY Times journalist implied wonderfully with Miltonic awareness) there’s beau­ ty, hope, and even light, and even predictably so, amidst the vast maw of nothingness and awesome force. Not unlike that killer harmonic at the end of George’s solo on “No­ where Man”. Or that screaming, trembling tone announcing Jimi’s (arguably greatest) solo on “Ma­ chine Gun” (Band of Gypsys ver­ sion, of course). ■I i I ■ I p I 16 iL 9. Contract negotiations at IQ have clearly broken down--or, at least, have gotten a bit tense. These tensions are cyclical and inevitable, of course, and they carry with them the accreted burdens of past time and “eras.” Previous contractual agreements stipulated somewhat clearly the relatively vague expec­ tations of Hamill’s Hunches pro­ duction rates. The renegotiated conditions of the latest contract, “complicated by Hamill’s new role as Faculty Advisor,” they say, now relatively vaguely enumerate the somewhat clear expectations of Hamill’s Hunches production rates, accounting anew, obviously, for “proportionality of produc­ tion” considerations (in four-page cast-off projection sequences). So it’s not so much complicated as it is, simply, as many famous someones-or-others have put it, “a process.” 8. The real “real” deadline is, as we know, always already never really real. Until, that is, it is. 7. Hamill is preoccupied with cor­ pus analysis of Digital Studio and DH Lab—resisting, but also hold­ ing firmly to, his long-established contention that the originary (and jly accurate> Phrasing is Digital Studio. Of course, as lan^ guage teaches us the “inaccurate” ^^“^Ki^202do“ not preclude its accurate (and per­ haps superior) function as a term or phrase. The lexicographers of ENG 324 are sorting it out as you read.... 6. The real question that needs to be asked (if we can assume the implied interrogative syntactics at work in Top Ten Lists) is, Where on Earth is the Inkwell game? Has anyone else noticed its disappearance? 5. Dr. Hamill has recently learned that, as one “consultant” has deli­ cately put it, “Nothing says over 40 like two spaces after a period.” In some senses, he’s still recovering from this revelation. He gets it, of course, and he’s on board. And he’s sort of known this for a while. And he’s also interested in and fascinat­ ed by the contexts and dynamics and applications of this principle (as you’ll see in his future courses, where it will figure notably). That said, he’s still recovering. And (mostly) still using two spaces after a period. 4. He’s grading papers and engag­ ing in the critical conversation at the heart of everything that matters in academic work; assignments and essays and such mean little without this ongoing dialogue, he knows. He expects that you know it too. 3. Can we re-think the word de­ volve in the title? Is that really the best verb? I mean, Top Ten Lists are fun and entertaining, no? And not necessarily in the fatalist Neil Postman sense, right? I mean we’re not too far off from “to delight and instruct” are we? 2. Are we really not going to ingame any further? Really? 1. He did write them after all-in careful and vigilant and critical negotiations with “the structurally of the structure.” Whew! � 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 2019 (Volume 13, 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 2019 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/6b3f70b1551c3e3e72e5f6a817906f2a.pdf e58f82108dbfcf2c1c68dcdfb88003d1 PDF Text Text A Visit To Remember by Savannah Pinnock herself in theatrical projects as well as creative and technical writing projects. The results of these proj­ gr ects are the embodiment of her drive and the joy she derives from S ft writing and the arts. on ^3 Earlier this semester English B* o Department Chair, Dr. Mischelle On September 16th of “ Anthony, hosted the poet and writ­ 2019, Wilkes University welcomed er in Wilkes University’s Advanced a talented writer and author by Creative Writing Poetry Workshop the name of Laurel Radzieski. In class. This event took place in Kirby the “writing” community, she is Hall which is home to our English well-known for her book of poetry Department and one of the University’s most unique and aesthetically entitled Red Mother which can be described as an intimate exposee of pleasing buildings due to it’s gothic interior and literature based antiq­ the relationship between a parasite uities. As a student in the poetry and its host. In terms of its poten­ tial meanings, it is truly multifacet­ workshop, I was excited to under­ stand and see the inner workings, ed and has been interpreted as ro­ mantic, beautifully detailed, and off and perspective of the author who wrote Red Mother which was one the beaten track. It is truly a work of many poetical works covered this of art that seems to capture human semester. Taking a panoramic view emotions and expresses it in an alternative fashion. However, it was of the room, it was clear to see that everyone exhibited similar feelings. not intended to capture relational During our discussion, Radzieski dynamics but the poet’s interest in the parasite. Alongside Red Mother, presented the class and visiting students with advice in the realm of Radzieski is known for her other poetry as well as prose. She also in­ works consisting of roughly thir­ teen poems and counting. Her pas­ formed us of her experience during sion for writing is clear to see in her her undergraduate and graduate years. In response to a comment by obtainment of an MFA in Creative a student about her writing tech­ Writing which she received from niques she started by informing the Goddard College. She also invests c 3. cn class of her technique in which she always has “to have a notebook with me, I have two notebooks with me right now and I write in wide ruled notebooks.” However, what is truly impressive is that due to Radzieski’s theatrical background, she has the ability to recite her poems from memory. In fact, the poet states that “I’m a big advocate of memorizing poetry, memorizing your own because I can tell you that I’ve walked into cafes, I’ve walked into coffee shops, or arts festivals and they say ‘Hey we’re having a poetry read­ ing, you want to sign up?’ Well, I usually have 10 to 15 poems that I can just pull out of my head.” Upon hearing this, I knew that it inspired many in the room as well as myself. Story Continued on page 3 1 �A\ First-Yea r Faces by Erica Bicchetti Q: Where are you from? A: I’m from Effort, Pennsylvania. conti Q: Why did you choose Wilkes? A: I chose Wilkes because of the Pre-law track and because of the beautiful campus and opportuni­ ties. Q: What made you decide to major/ minor in English? A: I decided to major in English along with my major in Political Science because of my goal of becoming a lawyer. I also have a passion for writing. Q: What is your area of concentra­ tion? A: I believe my concentration is in writing/composition. Q: What is your favorite book? A: My favorite book is A Farewell to Arms by Ernest Hemingway. Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? A: I am genuinely excited to get involved with the Inkwell and Man­ uscript'. I really would like to learn more skills on writing, especially professional writing. Banned Books Reading by Veronica Romanelli During Banned Books Week, on September 26, 2019, Wilkes University’s Chapter of Sigma Tau Delta hosted a Banned Books Reading in the Student Union Building. The event con­ sisted of Wilkes students reading aloud books that have been banned by school districts or other organi­ zations for various reasons. I was most surprised to see Harriet the Spy among the featured banned books. Both the movie adaptation and the book were two of my favor- ites when I was younger, so to see that they were banned for encour­ aging students to lie, spy, and swear, I was shocked. The purpose of the event was to highlight the idea that our words have power, that they matter, and that they should not be silenced. Image of banned books. Photo taken by Manuscript members. Inkwell Quarterly’s Staff Faculty Advisor: Dr. Thomas A. Hamill Editor-in-Chief: Erica Bicchetti Layout Editor: Brian Vu Staff Writers: Veronica Romanelli, Isaiah McGahee, Rashonda Montgomery, Darren Martinez, Briauna Robin son, Emily Banks, Brittany Stanton, Savannah Pinnock, and Nicole McNelis 2 The al from is essi but ir comn if you aspiri Radz. ful in or pn tion, line t enjar the n that; with foun and i the 1: jamt kind midi it.” F ingt distr fron me, tiou: high tion or a crov flexi Wh: sion cate a sii org thaf and asp cal son �A Visit To Remember s in rell to )OUt t of nd t Hanarn lly :en bin­ continued from page 1 The ability to recite your poems good to have different side jobs and from memory is something that skill sets. is essential to theatrical endeavors ............. With this being said, you but in English circles, it is not quite may be wondering, what side job common. So as English majors, did Radzieski pursue in particular? if you re a student of poetry or an Radzieski stated that “I’m a grant aspiring poet feel free to utilize writer. That’s my dayjob primarily Radzieski’s advice as it is truly use­ because I was working in an arts ful in your academic discipline and/ non-profit and they said to me ‘Do or profession. you want to be a poet?’ and I said Enthused by the conversa­ ‘Yes, this is what I want to do.’ And tion, Dr. Anthony asked, “So, your they said ‘We’re going to teach you line breaks are not so much about how to do grant writing so that you enjambment but more just about always have a job to fall back on.’” the natural break?”. Radzieski stated As students of English, we’re all that years prior she “did a lot more aware of the realities of pursuing with enjambment.” When she first creative and/or poetic writing as a found it she was really “excited” career. It is an endeavor that could potentially be quite profitable but it and it was like “oh, you can break can be a process to reap the ben­ the line here”. She compared en­ efits. As a result of this, obtaining jambment to being like “a truck kind of screech [ing] to a halt in the different writing jobs can allow you to survive monetarily while pursu­ middle of a line and I really liked ing your dreams. it.” However, “with what I’m work­ As an example of this, ing on now I think I find it a bit Radzieski states that she wanted distracting. So usually I turn away to go to Philadelphia for a poetic from it.” She also added that, “For endeavor but she “needed a couple me, punctuation is a very conten­ hundred dollars to do it so I did tious point” and she referenced highly contested forms of punctua­ some extra grant writing on the side.” Alongside obtaining different tion like that of the use of a period or a comma. She also informed the jobs while pursuing your dreams, she recommends knowing your crowd of her experimentation and limits. She stated that in her final flexibility in the realm of writing. semester of her senior year of unWhile poetry is her primary passion and her implicit love she advo- dergrad, “I was in capstone. I was writing a poetry chapbook. I was cates for ensuring that one also has also in a Shakespeare play. I was a side or several different side jobs in A Midsummer Night’s Dream as or gigs. This is something I believe one of the leads, and I was working that many of us as English majors three jobs so that I could afford and minors can benefit from. If you to eat. ” At the same time, she was aspire to be an author, poet, techni­ caf writer, professor, teacher or even approached and asked to be the something non-writing based, it is stage manager for a show at a local theatre. Knowing her limits she said no because “I’d rather tell someone I’m sorry I can’t do something then say I can and then have to back out.” This is an important lesson for many of us as undergraduate students. It’s okay to say no to certain opportunities when you’re stretched a bit too thin. However, what happened next to Radzieski is inspiring. Radzieski states that “the result of that was that I made a connection with a local theatre, and the direc­ tor and I got along so she came to see me in A Midsummer Night’s Dream and a week later she told me that I’d like to offer you an acting job and I can pay you $75 a show. And I said okay and so when I graduated from college I was acting in children’s theatre. The group got a grant and we toured and we did 14 shows a year.” So as students, it’s important to understand that things are not always linear. As the proverbial adage goes, “When one door closes, another one opens,” so don’t be afraid to know your limits. Having Laurel Radzieski as a visiting author to our classroom and Wilkes University in general was truly a pleasure. She provid­ ed the classroom with advice and insights that I’m sure will stick with us for a lifetime. I also hope that the advice given by Radzieski presented in this article resonates and helps other writers in The English De­ partment and that it will stick with you. So feel free to utilize the advice given and to explore the work of Laurel Radzieski. You won’t regret it. 3 �Arizona Student Teaching Opportunity by Brittany Stanton It’s that time of year all the student-teacher candidates have been waiting for: the meeting on student teaching. They are finally on their way to becoming teachers after this experience. In addition to traditional placements in local districts, Wilkes University offers student-teacher candidates an opportunity to apply to student teach in Casa Grande, Arizona. Students send in an application for the possibility of getting chosen for this experience, and only four to five students will be accepted. This past semester I applied for this ex­ perience, and I was one of the four students chosen to go. During the fall semester, all the student-teacher candidates who are to student teach in the spring attend a meeting to talk about what to expect in the spring,where we may want to student teach, and what the student teaching process requires.. After this meeting, stu­ dents had the opportunity to stay and talk about the Arizona student teaching experience and to talk about the application process to go and how much would be added to tuition. To go students must fill out an application and write an essay. I filled out an application, wrote my essay, and handed it in for the chance to get picked. A few weeks later I received an email at work saying, “Congratulations! You have been chosen to go to Arizona for student-teaching.” I was super overjoyed to be picked for this opportunity. I immediately called my boyfriend to tell him the news while I was crying from happiness, and he was super excited for me and said it was going to be a great experience for me to go and teach in Arizona. I then called my parents who congratulated me and said that it was welt deserved because of all the hard work I have done. I’m excited to learn more in the next couple of weeks about how every­ thing is going to go. To be able to go on this experience is amazing for me, and I still can’t believe I got chosen to go. There are a lot of preparations to be made to go to Arizona, like having a meeting on who our host families are, how much is going to be added to our tuition bill, and what time our flights are going to be. This experience is going to be amazing, and it is going to be enlightening to learn how different states teach their curriculums differently than we do and what standards they use. The student population will also be different than it is here in North Eastern Pennsylvania. I hope to make a difference to the students I will be teaching down there and maybe even get a job offer. If you have the opportunity to apply to go to Arizona when you are student teaching I say take it. You never know how this experience could change you and be the best expe­ rience of your life. I’m excited to go to Arizona in March to student teach, after my first student teach­ ing assignment at ??? . It will be here before I know it. It audience within ti­ the scrip ing. Johr presente Theatre J hits all o unique y prised rr theatre, and intr play beg and thei Father F hom. Hi speakin; were in lighting There w shining light be lighting made it been in watchir was rat! makes j again. Transferring To Wilkes by Nicole McNelis As someone who has never been a fan of change, let me start off to transfer 'by saying • that .1 • deciding ' • " schools after my first year of college was not easy. I spent hours upon hours at my old school Googling things like “Should I transfer schools?” “Is it bad to live at home in college?” “Signs you should transfer schools.” None of these were very helpful because obvious­ ly, I was the only one who knew the 4 answers to these questions about Department and the opportunities I myself. I was homesick, bored, and will have as a Secondary Ed. minor in the middle of nowhere. Soon, are also great reasons to go to Wil­ the answer became clear to me that kes. I had so many English teachers transferring would be a smart move throughout high school that went for my mental health and well-be­ to Wilkes and are some of the best ing. I chose Wilkes because . liw ten minutes away and I’m comfort­ sensible to me. able here. I could have my own The first few weeks of the space and not have to be around new semester at my new school people all the time. The English the pro It was s lievabb Story Continued on poQe Ij �A Take On Doubt by Briauna Robinson All images courtesy of Professor Jon Liebetrau and The Wilkes University Theatre Department. It is not every play that audiences get to be fully immersed within the set, being brought into the script, feeling alive with the act­ ing. John Patrick Stanley’s Doubt, presented by the Wilkes University Theatre Department in September, hits all of those points in such a unique way that it genuinely sur­ prised me upon arriving to the theatre. The concept was refreshing and intriguing to say the least. The play began with the light dimming and then popping on a preacher, Father Flynn, played by Kris Tjorn­ hom. He started with a sermon, speaking at the audience like we were in a church with him. The lighting was ominous and beautiful. There were outlines of stained glass shining on the stage floor, a back light behind Father Flynn, and low lighting scattered with colors that made it all too real. I have never been in such a set before while watching a play, and must I say it was rather mystical in a way that makes me want to attend the show again. The set aside, the acting in the production was tremendous. It was surreal but also rather be­ lievable. With the play being set in 1964, the principal of the religious school, Sister Aloysius, was stern. The actress who portrayed this character was Maddison Black, and she did such a wonderful job playing a ruthless and intimidating role. Throughout the play, Sister Aloysius would yell and practically attack the other characters, verbal­ ly not physically, and manipulate Sister James, played by Sarah Waynand. I do not want to forget how moving the more emotional and intense parts were, simply by these two actresses performing those A v 3. can easily say the same for Father Flynn. The play sends viewers for a tailspin, enlightening the audience with issues in churches during that time period and bringing one to question one’s own judgment, just as Sister James does. The audience gets to see the desire for progres­ siveness and the holding back of traditional ways. There is repeated use of the word “doubt” and in­ tensely emotional scenes that keep the audiences attention throughout the whole 90 minutes. There is also a nice touch of humor scattered throughout to keep it not so serious and dark. This show is innovative, to say the least, and one of the best I have seen Wilkes University pro­ duce in a while. » Left: Sister Aloysius, Sister James and Father Flynn. Right, alternate casting: Sister Aloysius (Melissa Berardelli), Sister James (Michaela Catapano) and Father Flynn (Alex Booth). scenes it so well. In addition, the acting of Briana Rowland as Mrs. Muller made the audience realize just how real this play could have been. Kris Tjornhom was splendid in making viewers question, or doubt, which perspective to believe in the play. The audience either believed Sister Aloysius, or they be­ lieved Father Flynn was innocent. As I mentioned, Sister Aloysius was continually manipulative, but one Below: Sister Aloysius and Mrs. Muller. Mrs. Muller was also played by Mmachi Dimoriaku. r 5 �Exposing Flaws in American Society Through Film Serious A by Emily Banks by Veronica Rc The recently released film titled, The Joker, has sparked quite the controversy due to its graphic violence. The Joker follows main character, Arthur Fleck, who ap­ pears to have grown up in a trou­ bled household which is to blame for all of his present problems. Ring a bell? A movie that portrays a character with a background similar to Arthur Fleck or the Joker is, for many critics, problematic in that it mirrors many American norms. For example, the movie depicts a society that turns its back on a troubled man. In response to this, Arthur reacts with violence. Critics have argued that the mind­ set Arthur has is similar to that of many mass shooters. This, again, becomes problematic because of the mass shooting at the midnight showing of The Dark Knight Rises in 2012. Viewers have argued that the depiction of violence in The Joker was in poor taste in reference to the 2012 shooting, because of the fact that Arthur seems to feel empowered while committing his Image ly-all-the-way-to-a-box-office-record/ 6 senseless crimes. The idea that he is only reacting with violence because society turned its back on him has also been criticized because it presents society’s treatment of Fleck as a scape-goat or validation for his crimes. After watching the movie myself, I can see why The Joker ini­ tially sparked a controversy. How­ ever, I think the movie brings up important issues that we are faced with in everyday American society. I do not think the movie is trying to argue that society is completely to blame. I think the message of the movie is deeper than that. It shows how society’s ignorance toward anybody who is not rich and white is a problem. No, I am not say­ ing being ignored is an excuse or valid reason for mass killings. I am simply arguing that while depicting a troubled man, the film exposes for its betrayal and lack of care to those who need it most. Prior to his violent acts, Fleck had continuous­ ly shown symptoms of suffering/ illness and he was disregarded as a weirdo. I think the point of the film is that we need to pay attention to and be supportive of those around us and maybe work to prevent violence. While I was watching the movie, I felt extremely uncomfort­ able. As scholars, we know that when people start to feel uncom­ fortable, the natural response is rejection. More importantly, along with rejection comes attention. This sounds paradoxical, but audiences are drawn to controversy. With that being said, I think the goal of the movie is to draw attention to what would be classified as our societal norms. Attention can bring change, and because of that I think this movie is extremely important for bettering society’s response to mental illness and broadly speaking anyone who is not privileged or who is ignored or marginalized by society. Image from llttps://www.cIenofgee^^B^mvies^^^^^' jo er-6-actors-who-have-played-the-clown-prince-of-crime ) The first ti anything by Geofl I was in a Dr. Har British Literature semester at Wilke such a big fan of ( read some of his i I decided to take Chaucer seminar During a class dit the semester, Dr. it to the attention Chaucer once ha “raptus,” a term f abduction, broug then dropped. A: this news, I imm viewing Chaucer ly. As part of the is growing up an movement and f quent allegation; artists, I was not about Chaucers it was still upset! inclined to “mut artists with alleg because I feel it ■ of me to suppor even possibly is rible crimes. I st should “mute” C For som with the idea of ting Chaucer or do not fully knc since I have cut that I enjoyed q playlists after h< were either acci of committing; a sexual nature it was because < he is not receiv �Serious Allegations Complicate How We View Artist’s Work by Veronica Romanelli 1 e y iis lg k ! The first time I ever read anything by Geoffrey Chaucer, I was in a Dr. Hamill’s Survey of British Literature during my first semester at Wilkes. Because I was such a big fan of Chaucer when we read some of his work in the survey, I decided to take a English 397, a Chaucer seminar, this semester. During a class discussion early in the semester, Dr. Hamill brought it to the attention of the class that Chaucer once had allegations of “raptus,” a term for either rape or abduction, brought against him and then dropped. As soon as I learned this news, I immediately stated viewing Chaucer’s work different­ ly. As part of the generation that is growing up amidst the #MeToo movement and hearing such fre­ quent allegations against different artists, I was not surprised to hear about Chaucer’s allegations, but it was still upsetting. I have been inclined to “mute” contemporary artists with allegations against them because I feel it would not be right of me to support someone who even possibly is guilty of such horrible crimes. I started to wonder if I should “mute” Chaucer, too. For some reason, I struggled with the idea of completely cut­ ting Chaucer out of my life. I still do not fully know the reason why, since I have cut several musicians that I enjoyed quite a bit out of my playlists after hearing that they were ceither accused or found „guilty of committing a crime, usually of a sexual nature. I thought maybe it was because Chaucer is dead, so he is not receiving any money from my consumption of his work. While this is a kind of morbid idea, 1 really could not think of much else that would make me view Chaucer any differently than any other immoral artist I have let go of. Struggling with my own thoughts, I asked some friends to share theirs. Here is what they had to say: “I think it depends on what the artist is writing or singing about. If their crime was of a sexual nature, and all of their songs are sexual, it’s going to be more difficult to separate the artist from their work. It definitely changes how you view that artist.” -Rashonda Mont­ gomery “I listen to people’s music because of their music, and not because of who they are. I don’t support them, or even think they’re good people, but that doesn’t mean I enjoy their music any less. I listen to the music for its value, not be­ cause of the person singing it. I’ll continue to listen to people’s music, even after I find out they’re really bad people. The same goes for mov­ ies. Do I think alleged abusers, like Johnny Depp should continue to be cast? Probably not, but that doesn’t mean I am going to stop watching movies just because one person in it is a bad person. That doesn’t change the value of the words or the mes­ sage.” -Catie Lally “In my opinion, artists or other creators who have rape or sexual assault allegations diminish the value of their work. Especial­ ly because famous people usually exploit the unbalanced power dy­ namics they have to commit their crimes.” -Ryan Mercer These differing points of view offered a wide variety of perspectives, After hearing them, I found myself agreeing with pieces of each, but ul­ timately feel like there is no “right” answer on how a situation like this should be handled. More recently in the Chau­ cer seminar, we read, The Miller’s Tale and The Reeves Tale. Both of these tales include instances of sexual violence and rape, and these instances are meant to be viewed as comedic. Like Rashonda mentioned, it is significantly more difficult to separate the artist from his work if the work is of a sexual nature. Rape “jokes” were never funny to me in the first place, but the possibility that Chaucer was a rapist, and he is the one making rape “jokes,” makes the idea of consuming Chaucer’s work even more repulsive. As we continute to read more of Chaucer’s works in class, I will write more on the topic, noting any shifts or complications in perspective I may experience. I Hie Canterbury Talc* ft Image of The Canterbury Tales textbool Lrom Dr. Hamill’s class. 7 �We’re Alla Little Bit Goose by Darren Martinez There are some video games that get to the heart of the human psyche. They help us come to terms with who we are, in part because video games are the interactive media of the modern generation. In this context, a game hits the market on September 20, 2019 known as Untitled Goose Game. It released the same day as the remake of the cult classic Gameboy game Link’s Awakening. Despite matching dates with one of the industry’s biggest icons, indie studio House House blazed forth with the unique twist on a protagonist: being a loud, horrible goose. There is an undefined, cruel joy in piloting the goose’s shenan­ igans. Goose Game is a character study: it permits you to reflect on yourself and embrace anarchy. The game’s quests, casually written in cursive on notebook paper, guide your machinations. But beyond a certain point, the chaos the player embraces is mostly of their own volition. For example, some dedi­ cated players elect to deposit every single interactable item in the starting area’s lake. The goose con­ trols as one would expect a goose to, allowing you to honk, spread your wings, grab with your beak, and run. The gentle pitter-patter of the goose’s webbed feet slapping concrete as you run from humans you’ve harassed adds to the feeling of chaos. It’s like your goose’s little heartbeat, swelling as you run and gentle as you stalk your prey. There is an element of stealth in which you don’t want to be caught with anything in your beak, but most of 8 you to broadcast your goosey maw to your unfortunate victims. All of this plays out while classical music rages on, urging you farther. Very little bogs the game down. Some of the hitboxes on items are kind of wonky and you or miscellaneous items might clip through the ground. I believe the minor glitches add to the idea that this is a ‘game’. The humans might spin around in circles or get stuck in behavior loops but for the most part, they behave as they should in relation to the goose. I clocked roughly three hours in Untitled Goose Game, and I was not the most capable player. If length is a possible complaint, I could under­ stand why it would be raised. In my personal experience, my three hours were filled with exceptional laughs. The game’s final area is a miniature of all the areas you’ve traversed previously. You can harass many of the same things you could Screenshot of game by Darren Martinez when your hunting grounds were life-size, but it is much cuter to left off if you get the item back. It’s place yourself in their world like a a tug of war, giving and taking away kaiju. You get the idea that, as much control over the games soundtrack, as you harass these people, you are The game does not shy away from one of the few interesting things in letting the music drive you, some­ their lives. Between what the game’s times having objectives with mul­ Al permits the humans to perform tiple steps that permit the music to and what we can only imagine their run for as long as you are."" Trapping lives to be, the goose is a horrible, a young child in a phonebooth is calamitous presence that, without one objective, which will distract which the village would be incom­ the nearby shop owner from her plete. 8/10. post to rescue the boy. If you skirt around the shopkeep, you gain access to her camera and multitude of televisions on display allowing • adversaries don’t even mind your your presence and will ignore you even if in eyesight. You get the feel­ ing your targets know you re there. They know you’re plotting. Its that tension in the tiny little footstep,>s and the build-up of the soundtrack that culminates in the anarchy the goose brings upon wreaking havoc, The soundtrack features samples of Debussy’s Preludes, now in the public domain. Along with the gooses frantic footsteps, the music swells to the highest notes when you are being pursued. It’ll drop when the item you’ve stolen is reclaimed, but pick up where it A wi Pl st g£ w tii u. tc C( Cl ti y v\ g n F a c I i ( 1 < 1 �An Undergraduate Guide to Grad School by Isaiah McGahee Part I: Preparing for the GRE I didn’t come into college with even the remotest intent of pursuing any type of graduate study. To be fair, however, I be­ gan my undergraduate education without any finite career aspira­ tions at all. Initially, I went into undergrad thinking that I wanted to be a television news reporter and consequently, declared a major in communications. However, rela­ tively early on in my sophomore year, I began to realize I was in the wrong course of study, as I was grossly uninterested in my commu­ nications courses, and the career prospectus within the field did not appeal to me. Perhaps by the hand of fate itself, I enrolled in Dr. Sean Kelly’s English 101 course, because it was the only English class that fit into my schedule; I loved it. During our in-class discussion of Plato’s “Allegory of the Cave”, the seed was planted, and I strongly con­ sidered the possibility of switching to English; something about the field deeply appealed to me. The next fall, after another intellectually unstimulating semester in commu­ nications, I’d had enough. I deter­ mined finally and irrevocably, and in the last possible moment that I was going to become an English major, and Dr. Kelly became my academic advisor. I haven’t looked back since. I’ve enjoyed my course of study in English so much, that I have decided that I want to pursue graduate study in Comparative Literature, the same field as Dr. Kelly, upon graduation this spring. At the moment, I am studying for the GRE, and find myself fully im­ mersed in the graduate school ap­ plication process. I figured it would be helpful to tell the ins and outs of my journey to any English students (or any students in general) inter­ ested in going to graduate school. Surprisingly, the whole ordeal feels quite similar to high school--- preparing for the SAT’s and looking at prospective colleges. So if any grad school hopefuls think their days of standardized testing are over, I’ve got some very unfortunate news. Preparing for the GRE’s feels so much like preparing for the SAT, it’s uncanny. I vividly remem­ ber the hell of vainly going through Kaplan math prep books, just to get a decent score on the Quantitative section of the SAT, but thankfully, this time around, the majority of the programs which I will be apply­ ing to seem to say: “This is compar­ ative literature! We don’t care about math!” Therefore, to any prospec­ tive students, I would advise you to look at prospective graduate schools’ websites and examine the typical class profile, and either to your delight or chagrin, you will see what to expect in terms of GRE score(s) and therefore, the amount of preparation you will need. Much to my delight, the majority of the schools I am applying to, do not list the Quantitative scores for enter­ ing comparative literature students (as you may have guessed, I’m not spending much time studying “Quantitative Reasoning”). How­ ever, the verbal section of the GRE appears, and rightfully so, to be MUCH more difficult than that found on the SAT. Every practice test that I’ve taken, largely focuses on one’s ability to use a complex and comprehensive vocabulary. It would behoove any and all to study root words, that way you can understand the crux of words that you may otherwise be unfamiliar with. After finding myself relatively unfamiliar with a great deal of the vocabulary on the first practice test I took and scoring lower than I would have liked, I proceeded to both familiarize myself with GRE vocabulary, courtesy of the Kaplan Verbal GRE Workbook, and learn Latin root words. These methods proved extremely effective, and on practices tests two and three, 1 scored in the 90th percentile--slightly above the average score for my top choice: Binghamton University. Finally, preparing for the writing section is as straight­ forward as one might think. It is very easy to find practice prompts online, and one can easily practice writing under timed conditions. However, I should note, it would be in your best interest to familiarize yourself with current events if you do not, as the GRE seems to rely on current events in the creation of their writing prompts. Plus, a perceptive knowledge to the world around us never hurts. That’s all for now. I’ll talk to you all once the GRE’s are complete (hopefully it will be a one-time affair). I look forward to updating you on the rest of the application process! 9 �Rocket League Game Review by Brian Vu The Game Although Rocket League is a little over four years old, the game is still extremely fun to play and a great game overall. Released on July 7th, 2015, Rocket League was rated 9/10 by Gamespot, 9.3/10 by IGN, and 9/10 by Steam. The main game mode engulfs players in mul­ tiplayer matches where they battle with jumping and rocketing cars to put a giant soccer ball in the op­ posing goal. Throughout the field, there are boosts that you can pick up so you can speed up and also fly in the air. When I used to play the game in high school I wasn’t that good so I quit the game. After playing it again about a month ago, I was enticed by how fun the game is, even if you’re losing. After buying the game, I realized that it’s fun to lose as long as you tried your best. Playing the game more is just practicing to get better at the game. The game takes patience, but once players start to develop their own skills, taking it to the next level is always an opportunity. Starting Out New players starting off the game will find hitting the ball a little difficult. It might seem im­ possible to ever be as good as the flying players who make insane plays on the field with their aerial moves. But with practice and time, players will see a gradual improve­ ment. Training mode is a great way for players to work on their skills. This includes striker, goalie, and aerial training. These work on the individual skills needed to improve your game. You can also do custom 10 training or free training where you have an unlimited boost, giving you the opportunity to get a feel for the ball and the field itself. To get better, players have to be confident. Instead of being too scared to miss the ball, I just try to jump in the air and fly toward the ball anyway. After a while, I got used to being in the air, which helped me hit the ball more often. Training to get better is the best way to make good plays and win close games. Modes Ranked games take Rock­ et League to the next level, where players will play against other players with their own skill levels. This is a great way to improve your game. Ranked matches consist of 3v3, 2v2, Ivl, and 3v3 solos (which means you can’t party up with friends to play). There are also extra modes that are also ranked. These modes are called Rumble, Dropshot, Hoops, and Snow Day. Rumble is 3v3 with superpowers for your vehicles. Dropshot is kind of like volleyball where you have to shoot the ball down through the floor to score a point. Hoops is just a basketball version of the normal game which really works your aeri­ al moves. Snow Day is 3v3 except you play with a sliding hockey puck instead of a soccer ball. Customization Rocket League has a great customization platform. You can open crates with decryptors that you receive after reaching spvecific levels or with the Rocket Pass (Pre­ mium Pass). Customizing your ve­ hicles lets you look awesome in the goal cams as you fly through the air. It’s kind of like your shining armor. Players> can customize their vehicle bodies, along with their own colors for each side. Customization also includes different wheels, boosters, toppers, antennas, sounds for your vehicle, moving decals, and even different animations for when the ball explodes in the goal. You can present different customizations as well so you can switch to a different customized car in between games, which means you don’t have to go through the hassle of leaving the game and fully changing up your vehicle every time. Customization in Rocket League makes the game even more awesome. Halloween Update Right now there’s a Hallow­ een update that lasts until October 31st, and the theme for this year is the Netflix series Stranger Things. Players can unlock fun custom­ izations that are Stranger Things or Halloween related. There’s a currency of candy corn, and once you have enough candy corn for an item you can unlock it. You can also unlock 10 free crates to open along with experience to level up. Conclusion Rocket League’s aesthetics are so beautiful. The skins for the cars and the explosion of the ball are mesmerizing, not to mention all the different maps in the game. The game is definitely well thought out and deserves the ratings that it got. For the gamers who’ve never played Rocket League, definitely give it a try. You won’t regret it. �Diversity and Inclusion r. s it i by Rashonda Montgomery On Saturday, October 19, Wilkes University’s Associate Di­ rector of Diversity Initiatives, Erica Acosta, hosted the university’s third Annual Diversity and Inclusion Student Conference. The theme for this year’s conference was “Under­ standing and Addressing Social Inequalities.” The first workshop I attended was a discussion about White privilege presented by Dr. Jim Calderone from Misericordia University. He did a fantastic job of explaining the phenomenon of White Privilege in a way that did not put shame on any particular group of people. One of the most interesting ideas he discussed at length is intersectionality, which is the idea that no one belongs solely to one societal group. Because of intersectionality, it is people for a person to be privileged in one as­ pect of their lives, and not in others. One particular way Calderone put in perspective that stuck with me is by announcing that every person in the room has one common privilege over 90% of the world, and that is by having access to higher education. Following that, I en­ gaged in an extremely interesting presentation on microaggressions by the Assistant Director of the Cross Cultural Center at the Uni­ versity of Scranton, Jose Sanchez. He opened up a safe discussion, in which everyone was welcomed to share experiences of micro-aggres­ sions they have endured in their lives. The presentation ended with an activity that allowed us all to see the ways we assume things about people without being given certain information about them. In this way, Sanchez ended his presenta­ tion by telling us it is very easy to be the person spewing micro-ag­ gressions if you are not careful and mindful of your own biases towards others. The Diversity and Inclusion Conference was an amazing op­ portunity to discuss important, but possibly uncomfortable, topics like white privilege and microaggres­ sions with people of several differ­ ent backgrounds. Each workshop left attendees with something to think about, and it was an impact­ ful learning experience. Something to understand is that there are many forms of social inequalities that we, as a society face. A major part of getting past these inequali­ ties is to share our experiences with one another and learn about how privileges and inequalities shape our lives as individuals and as com­ munities. I would like to see much more university participation from Wilkes faculty, staff, and students alike in the future. Transferring To Wilkes n continuation from page 4 ill were an adjustment to say the least. I did not expect to be alone as much as I am as a commuter. I was also not prepared for how difficult it is to make friends when you don’t live on campus. It often feels like everyone already knows each other and at times it can be very alien­ ating. It also took me quite some time to adjust to the workload of an English major, which is far more than I had expected. The good outweighs the bad by a long-shot, however, and I le t :d know that Wilkes is exactly where I need to be. I am more challenged academically than I have ever been, which I truly believe is one of the important parts of college. For me, making friends is difficult, and it is even more difficult without an extensive freshman orientation process to help me meet people. How­ ever, I am proud of myself for the work that I have done so far to be an active member of campus life by joining student clubs and organiza­ tions such as Inkwell and Education club. I plan on joining even more as my semesters here progress. And, every day, I get to go home to my family and my dog (the best part of it all) and be by myself for a few hours, allowing me to recharge and be 100% prepared for the next day. At the end of the day, I am so glad and thankful that I made the decision to transfer when I did and that I will be able to complete my bachelor’s degree at Wilkes. 11 �MANUSCRIPT UPDATE Comments from the Executive Editor: “We just wrapped up our Halloween Reading at the end of last month, which was well-attended. We gave away two prizes this year for Best Costume and Best Reading, as well as a door prize of over 10 donated “spooky” Halloween books. We had so many good costumes and readings to choose from! We also just held our first round of submission reviews for our spring print edition, and I’m really happy - both with the pieces we received and the discussion we had about the pieces. I hope all of our writers are happy with the feedback they will receive in the coming weeks. We also held our first writing workshop in early October, and at our next meeting we will be planning our next workshop. We hope some of our “revise and resubmit” pieces will show up to work on their pieces as well as anyone else who wants to get into creative writing!” Top: Manuscript staff members: William Billignsley, Brianna Schunk, Sheyla Silva, and Jay Guziewicz Bottom: June and Grace Hamill enjoy the annual Halloween reading. Images courtesy of Thomas A. Hamill Any additional questions can be sent to the Manuscript Executive Editor, Brianna Schunk, at: brianna.schunk@wilkes.edu Writing Center The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Our Fall 2019 schedule is: Monday: 9:00 am-6:00 pm Tuesday: 9:00 am-2:00 pm; 3:00pm6:00pm Wednesday: 10:00 am-1:00 pm; 2:00pm-6:00pm Thursday: 9:00 am-6:00pm Friday: 9:00 am-12:00 pm; 2:00pm6:00pm The Online Writing Center is available at: http://wilkes.edu/pages766.asp For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Spring 2020 Upper-Level Class Listings Room Course Number/Name Days/Time Instructor ENG 202: Technical Writing ENG 203: Creative Writing/ WGS ENG 234: Survey of English Lit. II/WGS/Honors ENG 281: American Lit. 1/ WGS ENG 324: Hisory of the English Language/DH ENG 351: Studies in Postmodernismm ENG 365: Studies in British Drama ENG 392: Senior Projects ENG 397: S: American Romantics ENG 497: S: American Romantics M 9:00-9:50 MWF 11:00-11:50 Dr. Lobb Dr. Kovacs KIRBY 103 KIRBY 108 TR Dr. Davis KIRBY 108 Dr. Kelly KIRBY 108 2:30-3:45 MWF 10:00-10:50 TR 9:30-10:45 Dr. Hamill KIBRY 108 TR 1:00-2:15 Dr. Kuhar KIRBY 103 MW 1:00-2:15 Dr. Stanley KIRBY 103 TBA TBA MWF 12:00-12:50 TBA Dr. Anthony TBA KIRBY 108 MWF 12:00-12:50 Dr. Anthony KIRBY 108 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Fall 2019 (Volume 14, Issue 1) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Fall 2019 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/76dbd2a9601cd42def7c5c64a1138b4d.pdf 9a2967d31a58b706726671493cdb0c3c PDF Text Text UART Career Choices for an English Major by Emily Banks What cart you do with an English major? Poster by W.W. Norton & Co. Image taken from https://twitter.com/NortonCriticals/sta- tus/1191433768357285891 When I chose to be an English major, the most frequent question I was asked was “what are you going to do with an English degree?” I had chosen English for multiple reasons, the first reason being, I was good at it. In high school, I had excelled in my English classes, so it seemed best. I also planned to go to law school at the time when I chose my major. Most people assume that a goal to go to law school is tied together with an undergraduate degree in political science. This is not true. I conduct­ ed research and found that one can practically major in anything in the humanities or science fields as preparation for law school, so why English? English helps build the foundations for almost all com­ munication and critical thinking skills. Think about it. In a typical English class, you learn, of course, how to form basic sentences and how to verbally communicate. You also dive into literature and uncov­ er, through various close reading techniques and different lenses, the meaning and complications this text has to offer society to­ day as well as society when it was published. You analyze authorial intent by way of deconstructing sentences in the text. Details can even be as minute as a punctuation choice. For example, why an author chooses to insert dashes into her text becomes important in uncovering the message of the text. These skills speak for themselves when considering why English seemed an appropriate major in preparation for law school. My goal, howev­ er, in this article is to argue that a degree in English actually has a lot to offer when looking into employ­ ment opportunities. The skills that one learns in English are of value when considering almost any field. First, having a degree in English is beneficial for a student interested in graduate school. I am arguing this from my own experience. I recently made a career shift from an inter­ est in law school to an interest in teaching grades K-4. Having taken no education classes, I thought I would be looking at a major change and basically adding another 4 years of school. I contacted local schools with a graduate program in obtaining a teaching certificate as well as a MAT degree, and because I majored in English, I can apply for the program and graduate in two years. This will of course differ for every program, but the point is having an English degree has given me an advantage even in my late career change. Aside from graduate school, having a bachelors degree in En­ glish is beneficial for most employ­ ment opportunities. An English Story Continued on page 4 1 �Ink]/ Sophomore Spotlights by Erica Bicchetti character, who would you be? A: Chris Traeger from Parks and Recreation. Briauna Robinson Q: What is your major/minor and area of concentration? A: I double major in English and Secondary Education. Q: Where are you from? A: I am pretty local to campus. I’m Image courtesy of Nicole McNelis. from Exeter, PA. Q: Where do you see yourself in 5 years? A: Hopefully teaching in my own Nicole McNelis classroom by then! I hope to have an upper high school classroom. Q: What is your major/minor and Q: What has been your favorite area of concentration? A: English major, Secondary Educa- English class thus far? A: I think my favorite English class tion minor. so far has been ENG 120 from my Q: Where are you from? second semester here. I had it with A: Forty-Fort, PA. Dr.Hamill and I really enjoyed the Q: Where do you see yourself in 5 environment of the classroom. I years? learned a lot of works that I did not A: Teaching! know about, leading in me having Q: What has been your favorite a better appreciation, and under­ English class thus far? standing, for poetry than before. A: Eng 201- challenging but rewarding! Q: If you could be any fictional Q: If you could be any fictional character, who would you be? A: Leona from League of Legends. Thomas Papas Q: What is your major/minor and area of concentration? A: English and Secondary Educa­ tion. Q: Where are you from? A: East Hampton, NY. Q: Where do you see yourself in 5 years? A: Hopefully teaching, and engaged. Q: What has been your favorite English class thus far? A: Mythology (took this at commu­ nity college, actually considered a philosophy class but it was struc­ tured very much like an English class.) Q: If you could be any fictional character, who would you be? A: Zoro Roronoa from One Piece. Inkwell Quarterly’s Staff Faculty Advisor: Dr. Thomas A. Hamill Editor-in-Chief & Layout Editor: Erica Bicchetti Guest Contributor: Grace Hamill Staff Writers. Brian Vu, Veronica Romanelli, Isaiah McGahee, Rashonda Montgomery, Darren Martinez, Briauna Robinson, Emily Banks, Brittany Stanton, Savannah Pinnock, and Nicole McNelis 2 Inkwell ( question that is Ei related, j sue we h Notice tl had the * and (fun see each vance. V staff mei of your( question The Infa is as foil 1 mas stor children, and why Darren consume only thii year is b mas Vac ie and tr early. Its and it cc feel aboi Erica Bi to say th story is i by Chris reading child (at days.)" Dr. Har mas boo Charles �Inkwell Quarterly Staff Question ?d. Almost every semester, the Inkwell Quarterly likes to ask a staff question. Typically, we choose one that is English related or holiday i elated. As you can see, for this is­ sue we have decided to mix the two. Notice that many Inkwell members had the same response or similar, and (fun fact) they did not get to see each other’s answer’s in ad­ vance. While reading some of our staff members answers, try to think of your own! We know. It is a tough question to answer. 1U- The Inkwell Quarterly staff question is as follows: reading it for the first time for English class in middle school during the Christmas season. It heightened the Christmas spirit for me then, and it still does so (even more so) now. It’s become a family tradition. Every year, my mom takes Grace (and will soon start taking June) to the an­ nual Theatre Three production of A Christmas Carol near where I grew up on LI. And Grace and I read the book together each year (starting just after Thanksgiving). This year June has been listening in on occasion as part of the sessions. So it holds a special place for me and for all of the Hamills.” press by Chris Van Allsburg. I love this story because it shows a child’s wonder and awe of the holiday sea­ son. I love to watch the movie and read the book it is such a classic tale of the holiday spirit.” Emily Banks - “My favorite book is How the Grinch Stole Christ­ mas because it was one of the first Christmas stories I can remember reading on my own as a child, and I’m a huge Dr. Seuss fan. I think his creativity is brilliant.” i What is yourfavorite Christ­ mas story (could be a novel, play, childrens book, short story, or poem), and why? Darren Martinez - “I don’t really consume Christmas literature, the only thing I can really stomach every year is National Lampoon’s Christ­ mas Vacation. It’s a very “dad” mov­ ie and maybe I’m turning into one early. It’s stupid, low brow humor and it correlates exactly with how I feel about the holidays.” Erica Bicchetti - “I would have to say that my favorite Christmas story is a classic: The Polar Express by Chris Van Allsburg. I remember reading it over and over again as a child (and not just during the holi­ days.)” tuna Dr. Hamill - “My favorite Christ­ mas book is A Christmas Carol by Charles Dickens. I still remember Brian Vu - “My favorite Christmas movie is the Polar Express because it’s an awesome classic. Every time I watch it, I get the chills. I watched this movie since I was a kid and never got tired of it.” Nicole McNelis - “My favorite Christmas story is the childrens book ‘Twas the Night Before Christmas because my grandfather used to read it to my cousins and me on Christ­ mas Eve so I just have really great, warm memories associated with it.” How the Grinch Stole Christmas by Dr. Seuss. A favorite of mem­ ber Emily Banks. Savannah Pinnock - “My favorite Christmas story is The Polar Ex­ press. I love it because it captures the aesthetics of the holiday season as well as a child’s anticipation for the wonder of the holidays. However, it is marginally followed by How the Grinch Stole Christmas.” Brittany Stanton- “My favorite Christmas Story is The Polar Ex­ The Polar Express by Chris Van Allsburg, a favorite of members Erica, Savannah, and Brittany. �Career Choices for an English Major An Ei continuation of page 1 by Briaui degree opens doorways for the typical careers in writing, editing and publishing. Also, according to an article titled “Best Jobs for English Degree Majors” on thebalancecareers.com , having a degree in English also opens doorways for careers such as “social media managemer, public relations specialist, lawyer, grant writer, librarian, human resource specialist, and teacher of English as a second language”(thebalancecareers.com). Essentially, being an English major has potential to open doorways for any jobs involving proficient communication skills, whether written or verbal, as well as any jobs that are detail oriented and require critical thinking. If you are considering majoring in English or minoring, but you are unsure of what the degree has to offer, I urge you to go on any job listing website and read the responsibilities or job description. Most of them will express the need to be able to communicate comfortably and proficiently. I work in retail and I cannot tell you how many times my knowledge obtained from English classes has helped me to either sound more educated to a raging customer or simply get my message across clearly and effectively to whomever I am addressing. Brief Thoughts on Nine and Writer’s Block by Rashonda Montgomery I thoroughly enjoyed Wilkes University’s production of the musical Nine. The musical had the much needed comedic relief to help soften the blow of the more serious topics at hand like Guidos awful sad childhood experience with older women, an his current depression and suicidal thoughts stemming from his feelings of in­ adequacy. All of the actors and actresses did an amazing job playing their roles. The tiniest actor of them all, the little boy who played as nine-year-old Guido, stole my heart. I think the play presented a struggle that most peo­ ple have come across at one point or another - the inability to create. For writers, like myself, this is called writers block, and it is awful. I could not imagine suffering from writer’s block so severe that my entire career begins to plummet. U1 warm emb the euphoi without wc needs to b< hot chocol of family fi blissful silt all at once ing me tha comfort of ache for. N the stress t me. Everyl rather quit ing me, pa and study! I do not w Ila other majc ing in Eng stigma tha the smootl lege. Thou another m love to see str « 19*1 4 Images c �An English Major’s Fall Semester Wrap-Up by Briauna Robinson n, go r od le irs > I grasp longingly for the warm embrace of the winter break: the euphoric feeling of being without worry of what school work needs to be done, while sipping hot chocolate. The joyful laughter of family filling my ears and the blissful silence of being off campus all at once overwhelms me, reminding me that it is more so just the comfort of home that I await and ache for. My head is pounding from the stress this semester has offered me. Everything is coming to an end rather quickly; due dates are haunt­ ing me, papers need to be written, and studying for finals is something I do not want to even think about. I laugh in the faces of the other majors who think major­ ing in English is easy. There is a stigma that majoring in English is the smoother route through col­ lege. Though I do not think being another major is any easier, I would love to see them write a 8-10 page nr SHMESPfAfj QUMTOLY research paper using a literarytheory to shape the perspective on a work of literature. That sentence alone is intimidating to read and take in. The stress of having three papers due close to each other in three different classes is something that one cannot prepare for, unless they have requested those prompts and assignment papers early, which is rare to happen. At the end of the semester as an English major, there is no denying that there was an expan­ sion of appreciation for those “great works,” even maybe a gained newfound love for poetry, or a discov­ ery of a new writing style. However, there is nothing compared to the feeling of elation when that last final paper is sent in, so one can be sent on their way to that sublime idea of “break.” Does the concept not sound sweet just thinking about it? A break. A long awaited break that was certainly earned after all the Chauceran analysis, the Shake­ spearean digging, and the Mil­ tonic reading about lost paradise . Through which ever writer or work that was explored, the experience and expansion of knowledge is what makes all the stress worth it in the end. I bring with me the pride of knowing I expanded my writ­ ing abilities and discovered timely writers I had no idea existed, like Edmund Spenser who wrote The Faerie Queene. Though it was diffi­ cult to push through a course like English 201, one that challenged my ability to write through a new lense, I take with me all the new literary theories that will help me along the way of my English Major track. The new perspectives taught to me allows my mind to be more open to the different meanings of a work of literature, making the world of writing even more ex­ pansive than I have ever known or thought it to be. wn»> Images of the Halls of Kirby courtesy of'Thomas A. Hamill. 5 ____________ �Nine continu by Veronica Romanelli As we continue to read Chaucer in ENG 397,1 realize more and more just how prevalent some of the issues presented in his works are still in the 21st century. The Wife of Bath’s Tale is one that got me thinking more about the alle­ gations Chaucer has faced. In this tale, a maiden is raped by a knight, and he is given the opportunity to keep his life if he can find out what it is that women desire most. In the end, he does find the answer, and he gets to keep his life. When it is decided that the knight will live, it is evident that the maiden will not receive any form of justice. When I considered the fact that the knight did not have to face any charges, it made me think about the reasons the charges against Chaucer may have been dropped. Of course it is possible that the charges were dropped because Chaucer really was innocent, but it could have also been because he was a successful man and was given the benefit of the doubt, or the benefit of influ­ ential connections and significant financial resources. The hypothetical scenarios I was conjuring in my mind about how the charges against Chaucer ended up getting dropped got me thinking of the very real reasons people drop rape charges, or are hesitant to come out with them at all. Today, stories frequently come out about rapists who do not receive severe punishments for what they have done. One case I thought of was the case in which a Stanford student raped a woman behind a dumpster and was de­ fended as an excellent swimmer, a guy who made a mistake, and a kid with a bright future. He was origi­ nally only sentenced to six months behind bars but ended up in jail for half of that time. Stories like these are a big part of why people never share their stories or press charges in the first place. As if living as a sexual assault survivor is not a harsh enough reality, these victims then have to watch their rapists face little to no consequences for their actions. Although they are some­ times unsettling, I do believe it is still important to read Chaucer’s works. At the very least, Chaucer’s works encourage his readers to think about problems that occurred in his works, during his lifetime, and still today. Because of their relevance today, Chaucers works may also inspire conversation around issues that still occur today. Chaucer’s readers can begin to look at 14th century problems and apply them to 21st century life, helping them to work towards a solution, or break harmful patterns. I Image of The Canterbury Tales by Geoffrey Chaucer edited by Boenig and Taylor. i Nine Review I by Erica Bicchetti The Wilkes University Theatre Department showcased the musical production Nine over the weekend. Going into it, I had zero expectations because I had never heard of this musical before, and I thought I was just going for an extra credit opportunity rather than for my own enjoyment. I can defi­ nitely say now that I was surprised. 6 1 Nine is a musical produc­ tion about an italian film director, Guido Contini who battles his own personal and professional strug­ gles. He is currently working on his ninth film (hence the name) and cannot seem to write the script. Guido Contini is also in a love triangle, or moreso a love square if that’s a thing; between his wife, mistress, and confidant. While watching the musical, one of the first things I caught on to was the imperfect relationship between Guido and his wife. When I got there (a few minutes late) his wife was on stage singing, I believe, or just speaking to Guido hinting to him that she knew about the other women in his life. Reporters kept Story Continued on page 7 interview nitely ma an audier ing in my couldn’t I it was cle; man; he i own persi this prodi diately sti I could te comparec was more ness casu; showing, more inap were reve that I felt she was s( my opinic In struggled film. I’m I was becau personal s those pen inability ti enjoyed tl when the sample dil film. He is something there is a < audience t doesn't lik by him. O wife come is filming done, ham papers. Ev and confit are done a Guidos lit' productioi �Nine Review mie’ it is cer’s tucer’s to ccurred ime, eir orks n ■ today, to look d apply Ping tion, or Chaucer le the s the en jot wife e, or Lg to other kept 7 page 7 continuation of page 6 interviewing Guido which defi­ nitely made his wife suspicious. As an audience member, I kept say­ ing in my head “just dump him.” I couldn’t help feel this way because it was clear Guido is not a perfect man; he is definitely fighting his own personal battles throughout this production. The wife imme­ diately struck me as more puristic. I could tell by the way she dressed compared to the other women. She was more modest and dressed busi­ ness casual with hardly any skin showing. The other women wore more inappropriate clothes that were revealing. It added to the fact that I felt bad for his wife because she was sort of seen as innocent in my opinion. In the production, Guido struggled to find a story for his film. I’m honestly not sure if this was because he was facing other personal struggles in his life OR if those personal struggles led to his inability to come up with a story. I enjoyed the part of the production when the cast is on set trying to sample different ideas for Guido’s film. He is rushed to come up with something, of course, because there is a deadline and he has an audience to live up to. But, Guido doesn’t like any ideas that are run by him. On top of all of this, his wife comes on set one day while he is filming to announce that she is done, handing Guido the divorce papers. Even further, his mistress and confidant also express that they are done and have moved on from Guido’s life. While watching the production, it became clear that Guido truly only loved Luisa; but because he messed around with other women and didn’t take their marriage as serious as he should have, she left. Luisa gave Guido plenty of chances to change, and stayed with him even knowing of his “secret life.” I think the mor­ al of this is that Guido needed to grow up. The productions staging of Guido as a young boy made the production much more successful and impactful on the audience. Clearly, Guido has made mistakes as a young boy which affected him as an adult. Having his mom visit him at different moments during the production shows how Gui­ do should have listened to her throughout his childhood because “she knows best.” I believe Guido had a successful career despite the struggles he faced making his ninth film, but it was obvious there were more important parts of his life that did not end successfully. Perhaps he spent too much of his focus on making films and giving his atten­ tion to the wrong people. Overall, I enjoyed going to see Nine at the Darte Center. Wilkes University Theatre Depart­ ment put on a great show, and it made me want to see more of their productions. Though, I felt a little offended at times being half ital'' I was able to laugh and ian myself, realize that this was set in an older time period. It was actually quite interesting to learn about the way others viewed Italians, Germans, and French individuals. Bravo to the Wilkes Theatre Department. » All images courtesy of Professor Joseph Dawson, Wilkes University Theatre Department. 7 �Figh Fight Night: Smash Bros, at Wilkes by Darren Martinez On any given day, you can likely find a group of students on Wilkes campus playing Super Smash Bros. Ultimate. While being friendly to casuals and newcom­ ers, oftentimes these students are playing with a competitively legal ruleset. This ruleset bans items and most stages, breaking Smash down to its core. Competitive play is simple at first glance but grows increasingly complex as you learn the game. As Smash grows in pop­ ularity on campus, so too does the competitive scene. Smash is one of Nintendo’s core franchises. It is one of the big­ gest crossovers of video game IPs and is part party game, part fight­ ing game. Its unique status makes it debatable if it belongs in the fighting game community, but most seasoned players on campus would agree that it is a fighting game. The turnout for the official Games and Media Club tourney, Smashgivings, was 28 players, with a few others who came simply to watch. Rough­ ly 50 people showed interest and signed up for a non-binding pre­ registration. Having been a routine par­ ticipant in tournaments as a stu­ dent, I see new faces at every event. The skill levels range from interme­ diate to skilled, playtime ranging from a few matches to hundreds of hours spanning multiple iterations in the franchise. Some players are literate in Smash and watch streams of top players, but lack playing partners and setups. Leaders in the community like Games and Me­ dia Club president Sean Schmoyer 8 continu in Sean’s hands. Despite being a advocate for a gaming space that competitor and friend to most of promotes both friendlies and the players, Sean works to create practice for dedicated players. I sat an official atmosphere for the way down with Sean to get some opin­ the tournament is run. The key is ions on the current state of Smash Bros, on Wilkes campus. In regards that he is “looking to get players to come back and play again. Some to a gaming lounge, Sean replied necessities to that are “providing that “a designated gaming space on campus would do wonders. The setups yourself so matches ; are mov­ campus only has a couple of spaces ing at a consistent pace, providing a prize incentive, and clean and for people to openly play Smash.” memorable advertisement. ” He also While there are a few TVs around, noticed the importance of location and the observation of rules and bracket creation. While it is a video game, competitors strive to respect the game’s integrity. Having the TO lift respect the game encourages the players and staff to as well. Sean’s training partners are myself and freshman Jack Wasko. Both of us are close friends of Sean, and Jack and I placed 2nd and 1st respectively in Smashgivings. I asked Sean what it was like to have his friends and training partners as f '"Tj L T I M A T ’ rivals. “Playing against my friends Image from https://www.ign.com/games/sucan be difficult. You want to do per-smash-bros-ultimate well but you hate to see them have a bad day. In the end, you are all “other than that you need to aiming to get better, and seeing a reserve rooms ahead of time for friend or yourself win or make it far larger spaces. A designated gam­ in a tournament brings you closer ing space lets people know they together in the end,” he remarked. I can go to that spot and find people share a similar sentiment; especially interested in playing Smash Bros. ___ _ is far different as Smash practice whenever. We both agree a gaming than traditional sports. Your only lounge goes beyond just Smash, opportunity to prove yourself is as well. Having the space to make with something on the line, and friends with similar interests is with sparse tournaments you must always a benefit to dedicated loca­ have good showings to create an tions. identity. Being club president lands On a final note, I asked the role of Tourney Organizer Sean about the future of Smash at < SUPER* •SMASH BRj^g Story Continued on page 9 Wilkes. “ of great p classmate players is comes a ] open and see happi campus, not just 5 sidering ’ King’s C( esports a and strea ing, perh in that di I Mist by Britt Being ar Easy 1 Educatic that our major hi it. We h and unit to make we are d When c< we have students During i meet the ment wl all our e to move courses, indue te< partmei �Fight Night: Smash Bros, at Wilkes continuation of page 8 Wilkes. “Northeast PA has plenty has its own weekly or biweekly of great players and to see fellow tournament, encouraging both classmates play against those top student and local talent to com­ players is the best. If Wilkes be­ pete. With official support, tour­ comes a place where gaming is an naments can more easily organize open and promoted activity, you’ll prize pools and events and foster a see happier people and a livelier greater relationship with the com­ campus. That goes for any game, munity. If the scene grows large not just Smash Bros” When con­ enough, therein lies a possibility to sidering how our nearby neighbor stream matches or organize crew King’s College endeavors to support battles against other schools in the esports and other schools promote area. The University of Oklahoma is and stream competitive video gam­ frequently featured on the YouTube ing, perhaps Wilkes will take steps channel Dragon Smash, a channel in that direction. dedicated to compiling clips of I see a future where Wilkes interesting or skillful Smash play. Videos of even obscure subjects like hype plays from low tier characters score 200,000+ views. The future of eSports is growing, regardless of if Wilkes chooses to hop onto that train. Image from https://www.theguarclian.com/ games/2018/dec/12/super-smash-bros-ultimate-review-nintendo-switch Misconceptions of Education Majors by Brittany Stanton Being and Education Major is Easy This is a big pet peeve for Education majors: when people say that our major is an easy one. Our major has a lot of work attached to it. We have to make lesson plans and unit plans that are very detailed to make sure we outline everything we are doing for the day or week. When coming up with lesson plans we have to plan out everything our students are going to do that day. During the major itself, we have to meet the limits set by the depart­ ment which include getting 2.5 in all our education classes in order to move on to the next semester’s courses. And it’s not easy getting inducted into the Education de­ partment. To begin with, education majors need to have a 3.0 GPA, they need to pass the Praxis Test of Basic Skills, and they need to com­ plete six English and math credits to be able to be inducted into the Education program. They also nee<:d to keep that GPA to stay in the program. Teachers Don’t Love What They Do Some would say that teach­ ers don’t love what they do because they have had a teacher in the past who seemed like they didn’t want to be there or didn’t have the best attitude in the classroom. This isn’t really always the case, however, as most teachers love what they do and wouldn’t choose another career. Most teachers love mak- ing an impact on their student’s lives and wouldn’t change that for anything in the world. Even when the kids drive us crazy we still love them and what we do. It brings great joy to us when we get through to a student who may have been struggling; that’s why we love what we do. Teachers love being able to reach their students and teach their content in a fun and interesting way. We Do it for the Summers Off Having the summers off is a nice perk of being a teacher but that is not the main reason why we teach. Even in the summer we revise our lesson plans and devel­ op new plans and curricula. We also have to go back and set up or Story Continued on page 11 9 �How to Effectively Prepare for the Spring Semester Mis by Savannah Pinnock conti i or uncertainty. And one of these At this point during your preparations may come in the collegiate experience you’ve either form of simply purchasing your just survived your first, your third, fifth, or maybe even seventh semes- textbooks early. It is quite easy to procrastinate or wait until the last ter. What this means is that you’ve minute to purchase your textbooks. circumnavigated the pitfalls of the However, doing so can be a bit disFall semester and you’re halfway advantageous for you. For example, done with the academic school if you wait until the last minute, year. Please take this moment to your textbook could be sold out at give yourself a pat on the back, as surviving a semester and being suc­ your favorite online bookseller or at the bookstore. And even worse, you cessful is commendable and indi­ may be forced to buy the textbook cates that you’re on the right track or rent or buy the online version. academically. However, having To avoid having to start the semes­ a successful Fall semester is only ter without having your textbooks half the battle. If you’re like many in hand and putting yourself at a college students, myself included, disadvantage, aim to purchase your you desire to have a successful academic year as a whole. With this textbooks at least two weeks before the semester. in mind, after surviving the Fall semester, how does one prepare for Also, if you happen to be a the Spring semester? student of the humanities or you’re If you’re a freshman, this taking a reading intensive course question may be an unsaid and/ like many of us are in the English or unarticulated concern of yours. department, start reading your If you’re a well-seasoned student textbooks early. One of the best at Wilkes University, the Spring things you can do is to familiarize semester may always be a peculiar yourself with the material before­ or even daunting specimen due hand. During the semester, you to its unknown nature. Regardless may have a small part time job or of your academic year, you may extracurricular commitments that wonder, what will my professor be may require some of your time. like? Is the course well-known to be As a consequence of this, having a insanely difficult? Am I still wait­ grasp of a novel’s content will allow listed, and what should I do if I am? the semester to be smoother and All of these questions and more it 11 allow you to be more successful may consume even the strongest of on midterms and finals to come. students when closely pondered. ~ °f y°U h*ving In order to alleviate these prior knowledge of the text and it anxieties and concerns, you should would not be your first time work­ prepare, prepare, prepare! Prepa­ ing through the material. This tip ration is something that is widely will prove to be advantageous to held as a means of reducing unease you throughout your academic 10 career. Alongside these steps don’t be afraid to ask upperclassmen or those who have taken the course before for their perspective on a professor and/or course. And while this may be helpful, please take it with a grain of salt. Always know that one’s experience is shaped by a series of factors and that a profes­ sors primary goal is to teach you and give you the tools you need to be successful. In other words, if a professor seems strict to a friend of yours, it doesn’t mean they’ll appear strict to you. And always allow your professors to demonstrate their character: they always have your best interest in mind. And on the topic of pro­ fessors, in the case of being wait­ listed, please feel free to email your professor about three weeks prior to the start of the semester to inquire on your waitlisted status. However, please keep in mind that the professor is human and may be enjoying the Winter Break as well. So if they don’t respond during that three week period, try to attend the class on the first day of classes and inquire on your status after class. If the professor has room and wants to add you, they may decide to add you. Professors are amazing at accommodating students but in the case that they can t add you, please be sure t0 add another class within the first week to fulfill any neces­ sary requirements you may have; it is imperative that you do. Also, about one to two weeks prior to the Spring semester, please be Story Continued on page 11 classro starts s mer is first w< for tha come t summi use it t or to g< subject be usee how w< strateg: Hen sure to would ’ semest< is in ha will net weeks, plies ar to feel t If you a it’s not it may 1 ademic are a bi all but < to resto supplie: semestf “back t< mean tl to stay < an agen a requii organiz �Misconceptions of Education Majors continuation of page 9 classrooms before the school year starts anew. And part of the sum­ mer is used to make copies for the first weeks of school to be prepared for that first day when the students come back. Though having the summer off is nice, some teachers use it to further their education or to get certified to teach another subject. Some of the summer might be used to go to seminars to see how we can improve our teaching strategies and our classrooms. Hav- ing the summer is great, but it isn’t just used as a vacation. Teachers Don’t Make an Impact on Their Students Some would say that teach­ ers don’t make an impact on their students but most would insist that is not the case at all. When we teach our students we try to make an impact on them to make a difference and to help them in their educational journey. Most teachers would say that they had a teacher in their past who influenced them to become a teacher because of the impact they had. For me personal­ ly, I hope to make a big impact on my students and to be able to help them on their educational journey. I hope to influence them in the best possible way in their education. How to Effectively Prepare for the Spring Semester bookstore, Walmart, and at almost sure to set an alarm for when you any general retailer. Along with would want to wake up during the semester. That way your sleep cycle staying organized, please be sure to invest in a desk calendar and other is in harmony with the one you organizational tools so you always will need to adopt in the next few weeks. And be sure to buy new sup­ have little reminders of to dos in the semester. And last but not least, plies and items that will allow you be sure to rest during your Winter to feel enthusiastic about studying. break and your breaks in general. If you are one who holds to the “if They will revitalize you as well as it’s not broken, don’t fix it” notion, allow you to perform well academ­ it may be detrimental to your ac­ ically. They will also give you the ademic success. So if your binders energy you need to get through the are a bit worn and your pens have remainder of your semester. all but disappeared, please feel free With the previously afore­ to restock in terms of your school mentioned tips in mind, you can supplies. Just because it’s the Spring rest assured that you’ll be well-pre­ semester and subsequently not the pared for the semester to come. “back to school” season doesn’t Taking these small steps will allow mean this isn’t worth doing. you to be ready for all of your It also goes without saying courses and it’ll relieve any anxiet­ to stay organized and always have ies you may have at the moment. an agenda. An agenda is almost And also, have a little faith and a requirement if you want to stay believe in yourself. You’re going to organized and they’re at our local i be successful this semester but you have to know and believe that for yourself; that belief will take you a long way. So please be sure to fol­ low these tips to effectively prepare for the Spring semester, and good luck! You’ll do great! 11 �cc by Nicole McNelis Its the most wonderful time of the year! And I often find myself looking for places to go to get my­ self in the Christmas spirit. Lucky for me, there are so many places nearby to help with that. Here are some of the best places within two hours to go for all your Christmas 2. NEPA Philharmonic’s PNC Holiday Pops Concert- Another way to get your classical music fix of the season is through NEPA’s own Philharmonic! Their Holiday Pops concert will be held on De­ cember 7 at 7pm at the EM. Kirby Center, just a few blocks from Wil­ kes! Tickets at $ 16 for students— a tremendous price to see wonderful music! 3. Reading of Charles Dickens’ A Christmas Carol- The Wyoming Valley Art League and Sunday at I the Circle will be presenting their I 5th annual reading of Charles al 1 Dickens’ classic Christmas tale, A Image taken from https://www.timesleader. Christmas Carol. Free and open com/features/765668/degnan-ballet-center-presto the public, this is an awesome ents-the-nutcracker opportunity for English majors to 1. Degnan Ballet Center 2019 witness this live rendition of Holi­ Nutcracker- If you enjoy day literature just a few blocks away' Tchaikovsky as much as I do, you’ll from Wilkes at the Wyoming Valley Irvtro kin i o t-orl i41♦-» nfiLln A —4- T------------love this rendition of his wonderArt League. mas lights around the Holiday season. Located in New Hope, PA, about two hours south of Wilkes’ campus, Peddler’s Village is the per­ fect place to see some amazing light displays as well as shop for loved ones. What’s better than killing two birds with one stone? abl frit * # Image taken from Peddlers Village Facebook Page. 4. Peddler’s Village- A personal favorite of mine, Peddler’s Village is a little conglomerate of shops and restaurants decked out in Christ­ 12 Image taken from https://www.discovernepa. com/calendar/pnc-hoIiday-pops-performances-2/ Image ziar-s-i 800461: Image taken from https://uncoveringpa.com/hersheypark-christmas-candylane 5. Hersheypark- Starting November Hersheypark begins ------15,.--------their annual Christmas Candyla: which includes lights and visits from Santa and his reindeer! On top of all of that, they keep a few rides and coasters open for their guests to ride and enjoy. Located in Hershey, PA, about two hours away, Hersheypark is the perfect place to bring children and families for a fun-filled Christmas-spirit day. 7.H Stret play, Stree Soutl a row go all mas 1. comp and cl 6. Koziar’s Christmas Village- Lo­ cated a few miles east of Hershey, Koziar’s Christmas Village is a popular light display focused only on lights. Guests can walk around and enjoy hot chocolate, take pic­ tures with Santa, and simply enjoy the views around them. Koziar’s Christmas Village is an aft'ordImage taki Story Continued on page 13 �Christmas Destinations Around NEPA continuation of page 12 Y 2, PA, kes’ ie per? light ed ig two able place to visit with family and friends-- but be sure to bundle up! I I 8. New York City- Obviously, I saved the best for last— the Big Apple. New York has so many plac­ es to see around Christmas time, including the window displays around Sax 5th Avenue, Christmas tree at Rockefeller Center (and ice skating!!), and the Radio City Rockettes Holiday Spectacular! NYC becomes an epicenter for Christmas visitor, and rightfully so! Although it could be pricey, it is worth it to see what New York has to offer around the holidays. Image taken from https://lancasteronline.com/news/local/with-million-lights-koziar-s-christmas-village-in-berks-county/article_e038f4d8-bcbf-11 e6-a351-6fl5c80046ba.html her- ine 7. The Miracle on South 13th Street- A lesser known light dis­ play, the Miracle on South 13th Street is located in the heart of South Philadelphia. It is simply just a row of apartment buildings that go all out when it comes to Christ­ mas lights. This light display is also completely free, making it a fun and cheap way to see some lights! d in vay, to Image of the 2019 Rockefeller Center Christmas Tree Lighting. All of these places are a great way to get in the Holiday spirit with friends, family, or that special someone. Hopefully you can make it to some of these places and events this season! „O- y d y Image taken from https://uncoveitringpa.com/miracle-on-south-13th-street 13 13 �T Limitless Review by Brian Vu cases for the FBI. In return, he is given a home and NZT. He is the FBI’s special weapon to crack cases. He’s basically a genius on NZT and considered a hero. What I really enjoyed about this show is that the main charac­ ter is very quirky, weird, and wins everyone over with his charisma and humor, which are chemically Image taken from https://medium.eom/@ enhanced after he takes his first pill Awad23/limitless-a-formula-breaking-show-unof NZT. The deal that he has with der-nzt-85b8806fb8aa the FBI is that he is given one pill of NZT every day before he starts Limitless is a show on Netflix that I just finished watching his job and it lasts 12 hours. The about a few weeks ago. The show reason why they chose him is that engulfed me in mind-blowing he is mysteriously “immune” to investigations and awesome humor, the drug. NZT is illegal because its The show is based on the movie side effects are extremely danger­ Limitless that came out in 2011 ous and will kill users if used only starring Bradley Cooper. I actu­ a couple of times. There are funny ally enjoyed the show more than moments in the show and there the movie. I really liked the com­ are also serious moments. I ex­ edy and also related to the main perienced various emotions while character a lot. His personality is watching this show, and it was a extremely similar to mine, which wild roller coaster. The show has so made me love the show. The main much more compared to the movie. character, Brian Finch, reaches a I would personally give this show a very low point in his life but then 4.4 out of 5. stumbles upon a drug called NZTI see myself in the charac­ 48 that unlocks the full potential ter of Brian Finch, which is a big of the human brain and gives him reason why I enjoyed the show enhanced mental faculties. There is so much. Being so similar to the only one season, but each episode main character, I felt myself jump is about an hour, so the season is into the character’s mind a lot as I pretty long. Brian Finch is taken in watched the season. The show put by a senator who is actually played me in a very productive mode as by Bradley Cooper, who gives well, and I had a different perspec­ him immunity to the side effects tive or approach to situations in my of NZT. He is then taken under life, such as school and life. The the wing of an FBI agent, Rebecca mind of Brian Finch is fascinating, Harris. His whole life turns around and he made the most mind-blow­ and a lot of crazy events happen, ing connections that solved cases forcing him to get to the bottom of and was accepted by everyone. The f I I 14 by FBI recognized him as a genius investigator. As you follow his thought process, you make the connections yourself and it stirs up excitement. Many times have I just stared at the TV screen in awe as things played out either the way I thought it would or in surprisingly unexpected ways, and my room­ mate can attest to that. Limitless is an extraordi­ nary show. If you’re looking for a crime and investigation TV show to watch or just a new and entertain­ ing show, I say give Limitless a shot. It’s no ordinary Criminal Minds or Law and Order. If you’ve seen the movie and have doubts, I’d say give it a shot anyway. You won’t be disappointed. c J' I s s S' Cl Image taken from https://www.denofgeek.com/uk/ tv/limitless/40989/cbs-cancels-limitless-tv-show EN( Isaii Ron orig Ann and vian Ove and cour the c ceed lectu Profit Colle natic Al.” �The Inkwell Quarterly Holiday Word Search enius vhis 2 the t stirs up ave I just awe as e way I ?risingly roomiordiig for a / show to tertainS5 a shot. finds re seen i, I’d say von’t be by Grace Hamill candycanesqewrfghfnjjffstockingdoltn wsantaasdfgnnmhstarlllllnyyysfxsfgfh bjfghcvvbchhctreehyetefduohyhtyhyyv rjoyfulmlgnewyeartttwrhtrrrwrrrangel cthgileightdayscjanuarykwanzaahtypll hfaithlglyuykrshfjghfhfszzafhgfddxxcx rjkoprlhannukahfireworksloppygollybl ikjyzxsnngrlalmidnightcandlesudklhgll shukalanternllllcreativityhgiftsloprmi tklmenorahglhhdyyufsdgdafdvhsadghl mlakoplndreideluteqtypewritersadnto ahtyooijdafricahjnurgracemadethismk sevenkkoyutredwsaqqzxcvbnmlopjpzxl CHRISTMAS JOYFUL TREE STAR ANGEL SANTA STOCKING HANNUKAH DREIDEL LANTERN EIGHTDAYS SHAMASH LIGHT GIFTS KWANZAA CREATIVITY JOYFUL AFRICA FAITH KINARA SEVEN NEWYEAR FIREWORKS JANUARY CANDLES MENORAH CANDYCANES MIDNIGHT Chaucer Students Present at Conference 1 k.com/uk/ v-show On Saturday, 07 December, ENG397 students Brianna Schunk, Isaiah McGahee, and Veronica Romanelli each presented their original research papers at the 14th Annual Conference in Medieval and Early Modern Studies at Mora­ vian College in Bethlehem, PA. Over 70 tudents from 31 colleges and university’s throughout the country presented their research at the confernece, and the days pro­ ceedings also included a plenary lecture by Dr. Elly Truitt (Associate Professor of History at Bryn Mawr College) titled “Demons and Divi­ nation: Artificial Intelligence before AL” Brianna Schunk presented her paper, “The Face of Fame: How Hundreds of Eyes and Ears Em­ power in House of Fame’,’ as part of a panel focused on “Outstand­ ing and Deviant Women.” Isaiah McGahee presented his paper, “The Sublime Specter of das Ding: The Impossibility of Language in Chau­ cer’s Book of the Duchess” as part of a panel devoted to “Modern Theo­ rists; Medieval Texts and Contexts.” And Veronica Romanelli presented her paper, “The Problematic Idea of Goodness in The Legend of Good Women” as part of a panel examing “Chaucer and Social Conventions.” Congratulations, Brianna, Isaiah, and Veroncia! Veronica, Isaiah, and Brianna at the Moravian Con­ ference. Image courtesy of Thomas A. Hamill. 15 �MANUSCRIPT UPDATE After an active fall schedule of events, capped by an exam-week screening of the classic film Die Hard, the staff the Manuscript is looking forward to Winter Break. Keep an eye out for a full slate of Manuscript activities this coming Spring—and consider getting involved yourself I Questions regarding Manuscript can be sent to the Executive Editor, Brianna Schunk, at: brianna.schunk@wilkes.edu Writing Center The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Our Fall 2019 schedule is: Monday: 9:00 am-6:00 pm Tuesday: 9:00 am-2:00 pm; 3:00pm6:00pm Wednesday: 10:00 am-l:00 pm; 2:00pm-6:00pm Thursday: 9:00 am-6:00pm Friday: 9:00 am-12:00 pm; 2:00pm6:00pm The Online Writing Center is available at: http://wilkes.edu/pages766.asp For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu Spring 2020 Upper-Level Class Listings Course Number/Name Days/Time Instructor ENG 202: Technical Writing ENG 203: Creative Writing/ WGS ENG 234: Survey of English Lit. II/WGS/Honors ENG 281: American Lit. 1/ WGS ENG 324: Hisory of the English Language/DH ENG 351: Studies in Postmodernismm ENG 365: Studies in British Drama ENG 392: Senior Projects ENG 397: S: American Romantics ENG 497: S: American Romantics M 9:00-9:50 MWF 11:00-11:50 Dr. Lobb Dr Kovacs KIRBY 103 KIRBY 108 TR Dr. Davis KIRBY 108 Dr. Kelly KIRBY 108 2:30-3:45 MWF 10:00-10:50 Room TR 9:30-10:45 Dr. Hamill KIBRY 108 TR 1:00-2:15 Dr. Kuhar KIRBY 103 MW 1:00-2:15 Dr. Stanley KIRBY 103 TBA TBA MWF 12:00-12:50 TBA Dr. Anthony TBA KIRBY 108 MWF 12:00-12:50 Dr. Anthony KIRBY 108 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Fall 2019 (Volume 14, Issue 2) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Fall 2019 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/e1df260cd4cde22e45e7e6c6e71065b9.pdf f332a3cdaf1070732ebfc824b887ffd7 PDF Text Text E INKWELL} QUARTERIN'! Exploring Issues at the Intersection of Race and Class By Savannah Pinnock On February 27th, 2020, English Professor Dr. Jap-Nanak Makkar delivered an informative and thought­ provoking presentation that addressed the topic of Black liberation. It primarily focused on the intersection of race, class, and colonialism. Her presentation was eloquently presented and she incorporated the insights of W.E.B Du Bois and Frantz Fanon which dovetailed seamlessly with her presentation and gave it an added level of credibility, as well as a strong foundation. For English majors and minors at Wilkes University, W.E.B Du Bois should not be and likely il Intnts Is The Spitfire Grill Rcvi< Cindered Shadows Ga Garrie Review isn’t an unfamiliar name as he was Booker Prize Controv a prominent voice in the Pan­ Africanist movement, a well-known Vhe Vagina Monologu Witness to “Living at writer, and a major contributor to History..” Black Literature and culture as they pertain to the Harlem Renaissance. However, Frantz Fanon may be an unknown name to many English majors and minors as his works King Lea'r Review were focused on other disciplines in the humanities and he wasn’t surrounding the dynamics primarily a literary figure. With this that informBlack Liberation being said, Frantz Fanon’s voice is informative and more inclusive. still very relevant as it pertains to As it pertains to inclusivity, I am racial equality—and to the study a person who identifies as Black of literature. His relevance comes but I am not African-American in from his moral starting point terms of ethnicity. I am an Afroas a Black, French West Indian West Indian American which often psychiatrist and political author. complicates my relationship with In laymans terms, Fanon discussed being Black in America and being a the topic of racial inequality from Black American as I was born here. the perspective of a Black person of As a consequence of my French West Indian (or Carribean) identity as an Afro-West Indian descent. On the other hand, American, I found myself drawn to W.E.B. Du Bois discussed topics her discussion of Black Liberation related to racial inequality from his as it is quite inclusive in terms of perspective as an African-American nomenclature. For many who are author. Their moral starting points not aware of the intersection of as Black individuals from different race and ethnicity, one can be Black walks of life and areas of the world without being African-American allowed Dr. Makkar’s presentation and vice versa. So her use of the to have a very well-rounded term Black is quite fitting and foundation. As an American of inclusive as it refers to all Black Jamaican and/or West Indian people who are in the Americas descent I found her discussion and/or America. Black should not _ 1 Story Continued on page 2 I �Exploring Issues at the Intersection ofRace and Class continuation of page 1 be seen as an informal means of discussing African-Americans; it simply refers to all Black people who may or may not be American, African-American is a Western or American term. A Black person in Brazil may not understand or be aware of the term AfricanAmerican, and a Brazilian may live in the Americas but they are by no means American and thus, not African-American but Black. The same is true for other Black but non-American individuals in the Americas or across the globe. With this being said, Dr. Makkar’s discussion of Black Liberation was quite inclusive on this level alone. It was inclusive in that it discussed a topic that is relevant to Black History Month without discussing it in a manner that is only applicable to a subgroup of the Black Diaspora, AfricanAmericans. The title “Black Liberation” includes everyone who identified as a member of the Black Diaspora. Also, Dr. Makkar’s decision to maintain a primary focus on the insights of W.E.B. Du Bois and Frantz Fanon opened up her dialogue to include not only African-American rhetoric but the insights and rhetoric of Black people from all walks of life and around the world. This inclusivity is primarily due to her inclusion of Frantz Fanon as he was a Black individual although he was not African-American. During Dr. Makkar’s presentation she discussed a topic that has often been overlooked as it has to do with the economic well-being of African-Americans 2 and Black individuals in general. Upon reading this statement, one may wonder why this would be an aspect of Black Liberation that would be overlooked. The reason this aspect of Black liberation would be overlooked is due to the fact that in the civil rights movement, the most pressing aspect of Black Liberation is the desire for racial equality. This equality is civic in nature and has to do with a Black person in America or the Americas desire to have the freedom to vote, to own property, and have the same rights as the majority or non-marginalized groups like that of Caucasian Americans. With this being said, relatively “smaller” issues like that of a racial groups’ socio-economic health may not be met with much passion or given much attention, An analogy for this phenomenon is the idea of someone being extremely dehydrated and hungry. Due to a person having a higher likelihood of survival while being hungry, a doctor may try to attend to treating their dehydration before attending to their hunger. However, for a persons optimal health and well-being, it is essential that both needs are met. As a consequence of this dynamic, Dr. Makkar discussed and addressed the effects of colonialism on the socio-economic class of Black people in the Americas. Dr. Makkar noted that one major issue that presented itself is that in the past is that poor White Americans preferred to maintain their “racial superiority” instead of fight on the side of poor Black Americans. If these poor Whites had fought on the side of poor Blacks in terms of economic prosperity, poor Whites and poor Blacks would likely have been in a better socio-economic position. However, the problem is that poor Whites thought they would lose their “racial superiority” in fighting with poor Blacks. Dr. Makkar also addressed the repercussions of such phenomena in that some Black women and men during that time refused to date within their race for reasons having to do with their class. Dr. Makkar’s presentation was amazing and insightful. Instead of addressing the hackneyed topics of general racism, she discussed the issues that occur at the intersection of race and class. These issues are still looming and subtly present in modern day society. They present and manifest themselves in the fact that a lot of racial minorities of Black descent live in poor communities often as a result of red lining which may be a relic of our nations racial past. Her presentation was informative and eye-opening and reveals that racial inequality doesn’t end with race; it is interwoven into every aspect of our lives. Photo credit: Savannah Pinnock Jun By Hale Image courtesy Darren M Q: Which your favor A: I thinki the two cr< I’ve taken 1 Intro to Ci Dr. Antho] Workshop didn’t mak y’know? 11 and storytt the things not the bes gave me th myself a pc Q: Which c influenced A: It is one Bernie and owe a debt the reason Wilkes, ho to writing a good spr my creativ endlessly s �iss ht on rms of Vhites y have »mic lem they •riority” Junior Spotlights 1 ° By Haley Katona always keeps me engaged. She sees so much in me that I do not see in myself. Dr. Stanley consistently allows me to pursue my interests framed in English. I have written far too many videogame-based essays for his class and he has accepted them every time. When I took classes at Wilkes as a high school student, Dr. Stanley encouraged me to join the honors program. I took Honors English 120 as a high school student, and now I’m here. he mena nd men late having ation Instead topics sed the section s are ent in esent he ities t of lie ;r : and racial ace; it ict of /mage courtesy o/Daran MartnS^ ’ Darren Martinez Q: Which English class has been your favorite so far? Why? A: I think it’s a tossup between the two creative writing courses I’ve taken thus far. Bernie Kovacs’ Intro to Creative Writing and Dr. Anthony’s Advanced Poetry Workshop were both enjoyable and didn’t make class feel like ‘class,’ y’know? I got to work on poetry and storytelling, and actually hone the things I have pride in. I’m still not the best writer but these classes gave me the confidence to call myself a poet. Q: Which college professor has influenced you the most? How? A: It is once again a toss up between Bernie and Dr. Anthony. I also owe a debt to Dr. Stanley, and he’s the reason I’m currently attending Wilkes, honestly. Bernie’s approach to writing made class fun and made a good springboard to furthering my creative skills. Dr. Anthony is endlessly supportive and kind and Q: If you could go back in time, what would you change about your college experience so far and why? A: Barring monetary restrictions, I’d probably try to live on campus. I honestly might have even tried going to Susquehanna University instead. Living at home honestly sucks. I work every weekend, don’t leave my room as often as I’d like, and just feel like I miss out on a lot of experiences. My grades are fine, but what memories do I have to show for it? Q: If you could give first-year English majors one piece of advice, what would it be? A: Don’t become addicted to caffeine. Water, a healthy diet, and a consistent sleep schedule will help so much. Q: Do you feel prepared to take on your future career? Explain. A: Frankly, no. I’ve been “fake it till you make it” for a while now. No idea where I would find work, even though I favor the creative side of things. It just feels like a disconnect between what I love (thinking critically and casually about games and film, storytelling) and what is usually done in class. When I think of successful English majors, the first two that come to mind are Twitch streamers. So I’ll just keep on faking it. Image Sheylah Silva Q: Which English class has been your favorite so far? Why? A: My favorite class so far has been English 353, a study in Postcolonial literature. It was the first class I’ve ever had that addressed systems of oppression directly, and it informed my ability to discuss them. q: which college professor has influenced you the most? How? A: Dr. Makkar, who teaches PoCo. has definitely been my greatest influence so far. In taking two of her classes, she has really helped me find my voice and strengthened my understanding of my own identity. Q: If you could go back in time, what would you change about your Story Continued on page 4 3 �Juni< Junior Spotlights continuatk continuation of page 3 college experience so far and why? A: If I could go back in time, I suppose I would have been more prepared and outgoing if possible. As a first generation student, I had very little knowledge to rely on and had to figure everything out firsthand. My first year was rather strenuous. Q: If you could give first-year English majors one piece of advice, what would it be? A: Whatever you’re going through, write it down, and be willing to listen. Q: Do you feel prepared to take on your future career? Explain. A: Absolutely. My career path has changed a bit, but my main goal has only increased in importance to me. I feel ready to do the work instead of just telling people about it. 4! . Image courtesy of Madison Yoh Madison Yoh Q: Which English class has been your favorite so far? Why? 4 A: I have a lot of fun in creative writing! I haven’t been able to write freely for a class in so long, and it’s so nice to be able to do that. Q: Which college professor has influenced you the most? How? A: I’d have to say Professor Lobb has influenced me the most. I had no idea what technical writing was before I took her class, and I am really interested in it. I plan on applying to some sort of technical writing career after I graduate. Q: If you could go back in time, what would you change about your college experience so far and why? A: I spent two years as an engineering major before I realized I wasn’t happy. I made some great friends and had some good times, but I spent two whole years of my life struggling with subjects I didn’t enjoy, and I’ll never get those two years back. If I had listened to nrtyself a lot earlier, I would’ve been much happier with my first two years of college. Q: If you could give first-year English majors one piece of advice, what would it be? A: Listen to yourself. You know what you want to do and you shouldn’t be afraid to do it! Other people can offer their opinions but at the end of the day you know what’s best for you. Don’t be pressured into majors or classes that you aren’t passionate about just because other people * . think it’ll bebetter for you. Q: Do you feel prepared to take on your future career? Explain, A: I definitely have a lot more to learn! I think when I graduate I’ll have great skills that will help me in my future career. I’ve learned a lot so far, but there are plenty of things I have yet to discover. music, movi< in challengin about the pri experiences ( driven me to and my thou a more critic way. Also I w watch a romthere’s that tc Q: If you cou' what would y college exper A: If I could £ out to profess involved with freshman anc year, I was ah talking to pro The ; Image courtesy ofGenny Frederick Genny Frederick Q: Which English class has been your favorite so far? Why? A: So far my favorite English class was my English 101 class with Dr. Kelly. I took it during my first semester at Wilkes when I wasn’t an English major yet, but through the texts we read and the essays we wrote, my enthusiasm and passion for writing and literature, sparked again. So that class was my favorite because it’s what motivated me to join the English department. Q: Which college professor has influenced youthe most? How? A: Dr. Davis has been the most influential professor to me. In her class she constantly pushed us to think about literature, Story Continued on page 5 By Brian Vt After: performance did a great jot playing as ext awesome was house that loc moved me all To sta see everythin' or invisible w Spitfire Grill i cell. What If Percy look lit Effy was mak on the right a Spitfire Grill, stayed here, f up in front oi little doorbel Spitfire Grill, �Junior Spotlights continuation of page 4 music, movies, and ourselves in challenging ways. Thinking about the privileges I have and the experiences of other people has driven me to think about the world and my thoughts and opinions in a more critical, yet understanding way. Also I will never be able to watch a rom-com the same way, so there’s that too. 1 s in at ags know they really just want to help. As I spend time in English classes, I see so many students that are super involved in events on campus and some of these events I didn’t even know existed. So if I could go back I would try to be more involved in events on campus. Q: If you could give first-year English majors one piece of advice, Q: If you could go back in time, what would it be? what would you change about your A: Don’t be afraid to write in your college experience so far and why? own way. I used to think that good A: If I could go back, I would reach writing came in one format, with out to professors more and become one particular voice. As I got older involved with clubs and events. As a and read different works, I realized freshman and even into sophomore that good writing is something that year, I was always terrified of tells a story. Don’t tell your story talking to professors, but I now using someone else’s voice. Q: Do you feel prepared to take on your future career? Explain. A: While the idea of getting a job is a little daunting, I feel like what I have learned here and the opportunities I’ve had prepared me for getting a job. Not only have I become a better writer and literary analyst through the classes I have taken, but I have also become a better person. From Dr. Hamill always asking us how we’re doing, to Dr. Davis reminding us to check our privilege, I have learned the importance of compassion, listening, and humility through my time so far at Wilkes. The Spitfire Grill at Wilkes University By Brian Vu I e i e •5 After seeing The Spitfire Grill production, the one word that I can use to describe it is outstanding. The performance as a whole was moving and entertaining. It was dramatic and comedic as well. The performers also did a great job staying in character throughout the whole play. If you observed any character, whether they were playing as extras or in the spotlight, you could tell they gave it a hundred percent. What also made the play so awesome was the stage and set design. When I walked into the auditorium, I saw a massive looking restaurant house that looked so well put together. I sat through the whole play without ever feeling bored. Every scene moved me all the way to the end, and the singing was hypnotic. To start off, the stage and set design were extremely well done. The stage was set so the audience could see everything from the back view of the house as if they were standing outside and looking through a window or invisible wall. On the right side of the stage is where there were small scenes that didn’t take place in the Spitfire Grill itself. At the start of the play, Percy was standing and singing “A Ring Around the Moon” in a jail cell. What I particularly liked about this scene was the lighting design. There were bars in the lightray that made Percy look like she was in an actual jail cell. There were other smaller moments in this side stage area, like when Efly was making phone calls to gossip about the Spitfire Grill. In the main section of the stage, there was a porch on the right and a pile of timber where an ax was wedged into a tree stump. The back screen door led into the S 'tfire Grill where a staircase on the right led all the way up to the living area that Hannah lived in. Percy also t d here for she worked at the Spitfire Grill and had nowhere else to stay. There were tables and chairs set in front of the kitchen area for customers, and the front entrance was in the back left side of the stage with a UP , , ji yhe setting was in a dark wide woods which was depicted by the cozy trees that arched above the S ’ fi e Grill and also represented in the space of orchestra pit in front of the stage, and by the audience itself. Story Continued on page 7 5 �Cindered Shadows, but not Dashed Hopes The SJ By Darren Martinez continuation ( The limitations on unit the base game, so it was a welcome The Fire Emblem series variability let the devs tighten addition when the update rectified does not have the most illustrious their map design. The only real what players anticipated would history in terms of purchasable differences are in potential stat already be a story beat. Ashen downloadable content. Shadows gains upon level ups; otherwise Wolves goes a step beyond these ofValentia offered a season pass the variables are all known. One units, adding four completely new that was more expensive than would expect the map design to characters with a new side story to the base game, which did not sit reflect this reality, but far too many flesh out their introduction. well with fans. Fates sold a third maps rely on overwhelming enemy The gameplay of the Ashen story, Revelations, which, although numbers and reinforcements. To Wolves side story revolves around it brought together characters reiterate, this was hard difficulty... a union of the game’s three lords, from the separated Birthright and but I cannot help but feel that some Conquest, failed to deliver anything their retainers, and the protagonist. of the difficulty was arbitrary. The It is the only time all three lords altogether unique. Fire Emblem silver weapons and inflated stats are playable at once, and their Three Houses was a critical and of enemy units only served to dynamic both in the brief story commercial success, encouraging reinforce the meta of Three Houses: a new level of trust for the series in and in battle is one of the more the game is a dance of speed and terms of mainline releases. Despite charming aspects. By far the most defense. You either hit extremely interesting facet is the concept success, the question of faith in hard and fast, or you can somewhat of limited resources in the side DLC is still up in the air. I will do campaign. Characters are relegated absorb those hits. If you cannot my best to parse through the pros one round an enemy that doubles to a few select classes, with fixed and cons of Three Houses’ $25 your entire squad, you better hope expansion pass, Cindered Shadows. weapon ranks and skills. The main campaign allowed you to teach your mages or archers can whittle Through both free updates your units virtually any skills them down from a distance. Most and purchasable DLC, multiple and weapon types, although of encounters break down in this cosmetic items were distributed. manner. Units can be outfitted in a variety of course their proficiencies suggest different clothing options, aligning what classes they should be. The story is also relatively Customization is so open-ended with the game’s general theme of goofy. Because most of the customization. The cosmetics are that it is almost overwhelming, escapades take place underground a neat addition, but as one would with only a select few classes even the base location of the main expect do not add as much as the being viable beyond a point. Ashen game, it begs the question of why final Ashen Wolves update. The Wolves forces the player to make the three lords and their professor previous updates added only two strategic decisions more precise can hang out underground for playable units, Anna and Jeritza. than the main story. Is movement seemingly days at a time without Anna is a merchant who appears or 1-3 tile range on attacks Garrech Mach Monastery, which in nearly every Fire Emblem, much preferable? Do you significantly they all attend, raising some sort like Nurse Joy of Pokemon being nerf the protagonist to get an extra of alarm. It is the sort of game-y a recurring character in every healer? Edelgard is the only unit logic you just need to ignore or joke game. She lacks supports with any that is offered an armor class in about while you complete the side character, leaving her development this side story, giving a previously mission. sadly flat. Jeritza is a previously lackluster class archetype . Je a The qualms I had with the unplayable but story-centric neces;.sary niche. As I played in hard gameplay did not keep me from character who is offered a new role mode, these decisions weighed hunkering down and strategizing. in a specific route. His addition is heavily and forced me to strategize With clever, albeit forced, usage of one that fans somewhat expected in units for every single map. gambits I managed to defeat the The plot 90s, when Perq Ledvinka, set o being released f stepfather, who v her. Herbackstc pulled in the auc a mysterious che the blue to this s scene in this pla; seats. Hannah F Grill. She gave P Percy in. One ti they both lost th employee. Music pl; or to express sor would be singing favorite song in 1 keeping the wide audience symbol The Will set and design t< really showed w me almost to tes job on an outsta 111. 6 - ' Story Continued on page 1 Cindet continuation of final boss. Rem; before the boss boss itself. Siege range) with a ci made the map e that regard, I d( recommend a $ based on the ga However, there Yuri, Balthus, f are great additi and bring uniq to their suppor classes reflects are great throve �_ init :en real stat wise i. One ign to oo many ig enemy nts. To iculty... hat some try. The I stats to Houses: d and emely jmewhat nnot oubles er hope whittle i. Most this The Spitfire Grill at Wilkes UniversityJ continuation of page 5 1. Tire plot of the play was set in the 90s, when Percy Talbott, played by Marcy Ledvinka, set out to live a new life after being released from prison for killing her stepfather, who we learn has sexually abused her. Her backstory is pretty dark and really pulled in the audience, for she seemed to be a mysterious character who appeared out of the blue to this small town in Maine. Every Image courtesy ofProfessor Jon Liebetrau and the Wilkes University Theatre scene in this play was neatly organized in the little pamphlet that audience members received before taking their seats. Hannah Ferguson, played by our very own Maddison Black, was an elderly woman who owned the Spitfire Grill. She gave Percy a job when Sheriff Joe Sutter, played by Kris Tjornhom approached her with a request to take Percy in. One thing that both Percy (Marcy Ledvinka) and Hannah (Maddison Black) have in common is that they both lost their sons. This created a very powerful connection between the Spitfire Grill owner and her new employee. Music played a big part in this show. It brought characters together to resolve issues that they were having or to express sorrow or excitement. In some songs, characters would be in completely different rooms and they would be singing a duet, which I thought was really awesome because it vocalized different parts of the stage. My favorite song in this play is “This Wide Woods,” sung by Percy and Sheriff Joe. Percy seemed to move Joe toward keeping the wide woods that his father gave to him instead of selling it and moving out of town. And we as the audience symbolize the wide woods that they stare at while singing. The Wilkes University Theatre Department did an outstanding job with The Spitfire Grill, from the stage set and design to the performance and singing. The actors and stage crew put their hearts into this play, and it really showed with a standing ovation at the conclusion of the show. Personally, this whole performance moved me almost to tears; it was an emotional rollercoaster consisting of tears of sadness and tears of joy. Bravo! Great job on an outstanding performance, Wilkes University Theatre team! atively ground in ff why □fessor for thout v'hich : sort ae-y : orjoke e side h the om izing. the iage 7 Cindered Shadows, but not Dashed Hopes continuation of page 6 final boss. Remarkably, the map before the boss is harder than the boss itself. Siege tomes (3-10 tile range) with a critical hit bonus made the map excruciating. In that regard, I do not think I can recommend a $25 expansion pass based on the gameplay alone. However, there are indeed positives. Yuri, Balthus, Hapi, and Constance are great additions to the roster and bring unique personalities to their supports. The four new classes reflected in the new units are great throwbacks to Fire Emblem Awakening and are also beneficial for reclassing your other units. The music is phenomenal and fits in well with the rest of an already amazing soundtrack. The quality of life additions that come with purchasing the DLC, along with a new overworld area (that is ironically underground) to explore, help to supplement the main story after beating the side campaign. I am a longtime Fire Emblem fan, so I admittedly bought the DLC long before all the details were even totally revealed. You might want to take the praise I’ve given it with a grain of salt. Is it worth $25? For me, yeah. I’m excited to run through the main campaign from a different lord’s perspective for the third time, but for the first time with the benefits of the Ashen Wolves. If the extras don’t help you look beyond the side story, I’m inclined to believe you should pass on purchasing. At least watch a playthrough on YouTube and listen to the new music. 6.8/10 7 �Carrie: A University of Scranton Performance For a Cause Carri Perfo By Emily Banks continuation of O ver the weekend of 07 & 08 March, I went to the University of Scranton to see their performance of Carrie: The Musical. I was drawn to attending this play for a couple of reasons. The first reason is that I love plays and I love supporting fellow peers as they showcase their talents. Secondly, I saw a notification about this performance on Facebook and the post read, “Imagine having to choose between a meal and a box of tampons. Carrie helps the homeless, period” (The University of Scranton Players). The post continued to inform readers that if they donate an unopened box of tampons or pads, two dollars will be cut from their admission ticket. Knowing that the play was helping a great cause was essentially what pushed me toward attending. Lastly, I am a huge Stephen King fan, and I have watched both the original movie and the remake of Carrie, so I wanted to see how it would play out on stage, literally! First, I am going to start with a brief review of what I thought about the play both in terms of performance and in comparison to the movie versions. I think the actors and actresses did phenomenal work. I was telling my mom, I could listen to Erin Horan, the girl playing Carrie, sing all day. Her voice is beautiful. This play had the perfect casting from Carrie White down to Sue Snell. Each performer really embodied their character and transformed into who they were playing. For example, I think one of the toughest roles to play would be Margaret White played by Holly Ference. She really had to take on Margarets intense paranoia regarding damnation and Hell, which I am sure was not an easy task. She made the audience believe that was how she felt as well. The passion in her voice and her facial expressions told us that, yes, Carrie is going to Hell because she got her period, and the fear in her eyes when Carrie showed her mom that she can close windows and move objects without touching them was equally powerful. The way she muttered the word “witch” and trembled in fear was incredibly believable. I was truly engulfed in this performance to the point that the actors and actresses did not seem like actors and actresses, but like real people. For the most part, I have not had this happen to me while watching a live performance. In movies, this has happened to me plenty of times. ----------- event page https://www.facebook.com/events/887713361659355/ When comparing the play to the movie, there were not many differences. I was interested to see how they would incorporate the pig blood, and I think they had a brilliant idea. They had a huge red ribbon pour down and with the way the lighting was and the movement of the ribbon, it looked like blood. In the meantime, Erin Horan is doing an outfit change into her bloody dress behind the flowing ribbon, or the pig blood as we know it. The next scene shows Carries freak out and they chose to use strobe lights, which was again brilliant. The way they were moving the tables and chairs while the strobe light was on made it look like Carrie was actually throwing the tables with her mind. Of course, a live performance cannot include every scene. In the movie, we follow Carrie all the way to her house where she wreaks havoc in cars causing accidents continuing her murder streak. In the play, we did not see this full sequence, but instead Sue Snell was talking and made a statement about following Carrie all the way home where the chaos continued. Even though that part was cut out, we still hear about it from one of the characters, which was very interesting, as the musical has a slightly different story line. The story line involves two interrogators questioning Sue Snell about what happened that night, prom night, and Sue reliving each moment. In other words, we are reliving the events whereas in the movies we follow Story Continued on page 9 them as they ha the play was spe would recomme if you ever have regardless of wh #CarrieP ButHIO toiub <1 n. S2.itu- i c s* V Photofound on Carrie: V https://www.facebook.con Beyond t performance, I n my focus on the i University of Scr invoking homek their lack of acce hygiene products my attention to a often overlook in Being lucky enou the reality of inac necessity, I thank Scranton for dra5 to such an impor Homeless people �1 2020 1 Carrie: A University of Scranton Performance For a Cause continuation of page 8 ay ny ee them as they happen. Overall, the play was spectacular, and I would recommend going to see it, if you ever have the opportunity, regardless of who is performing it. between a meal or hygiene product and the University of Scranton expresses the importance of donating hygiene items to shelters amongst other things including, but not limited to, canned goods, blankets and winter attire. I read an article from a woman who was homeless and experienced the difficulty and horor of having a bull S BC* I'kk J period without access to feminine hitipabdnd iKljMbCipM' .1 paL Junxed hygiene products. The article ufi id wu: ikkii is titled, “Homeless Periods: A U".a.itUc '4 iii.al lucsl “unit! ui Problem of Poverty, Dignity and need Feminine Hygiene” on Soapboxie. 11 com by Kylyssa Shay. Shay makes it clear that her goal of this article is to explain the horrors of experiencing a period while impoverished and that she is not going to sugarcoat the reality. She explains that toilet paper is not an option for a homeless person because toilet paper in the public • SCR-ANTtiN restrooms is not as clean as our toilet paper at home. She says Photo found on Carrie: The Musical event page “its been touched by strangers https://www.facebook.com/events/887713361659355/ who’ve gotten feces, urine, or menstrual blood on their hands. Beyond the shows It also receives a filthy baptism performance, I now want to shift of vaporized dirty toilet water on my focus on the issue that the it every time someone flushes” University of Scranton addresses (Shay). She continues to address involving homeless people and the idea that, even if they did use their lack of access to feminine the public restroom toilet paper, hygiene products. The play brought they have limited access to public my attention to an issue that I restrooms and showers as it is. often overlook in my daily life. Finally aside from the inability to Being lucky enough to never face access feminine hygiene products, the reality of inaccessibility to a often homeless people have necessity, I thank the University of limited clothing options and they Scranton for drawing my attention are deprived of a normal sleep to such an important cause. schedule, thus adding on to the Homeless people have to choose #CarriePeriodProject :ed n . as iTS re rile ook g ot e, er J** I ? I pain periods often bring. I think the University of Scranton addresses an important issue in their promotion for the play regarding the donations of hygiene products for a good cause. It was clever of them and overall thoughtful to consider the lack of hygiene products in homeless shelters, especially considering the fact that Carrie getting her period is a key scene in the musical as well as the movie. I am encouraging readers to consider making a couple hygiene kits to donate to shelters. This can include: pads, tampons, pain medicine, menstrual cups, wipes, toilet paper, and soap. Anything helps. No woman should have to worry about not having the proper supplies to deal with something out of her control each month. ■ i g e t I g h r rs, f'** II • « Photo found on Carrie: The Musical event page https://www.facebook.com/events/887713361659355/ 9 �Facul Faculty Updates continuation By Daniel Stish Dr. Helen Davis was elected to the Executive Council of the International Society for the Study of Narrative. She presented her paper “Singular They and Non-binary Queer Narrative Poetics,” on the panel Queer Narrative Poetics and Alternative Coalitions,” which she chaired, at the International Conference on Narrative in March. At present, Dr. some updates 1 Dr. Mischelle Anthony, along with two other area poets (Jennifer Yonkoski, Creative Writing faculty at Kings College, and Dawn Leas) are coordinating the second annual May* Poetry Retreat for campus and other area poets right here in Kirby Hall. (*Due to the COVID-19 pandemic, the date for this May event has been moved to 01 August.) It’s a full day of workshops, writing time, and readings. The $35 registration fee includes breakfast, lunch, and dinner. Everyone is invited. Bring your friends! Registration deadline is 25 July. For more information, contact Dr. Anthony (mischelle.anthony@wilkes.edu). Dr. Anthony is also a member of the League of Women Voters and reminds everyone that this is the Centennial of the 19 th Amendment, which gave women the right to vote. Celebrate this Centenial by voting in the Pennsylvania primary on 02 June. Pennsylvania also accepts mail-in ballots, with applications accepted through 26 May. See www.votespa, com for more information. Dr. Thomas A case study” wa February. The of his Shakesp* class. The onlii assignment. Book Invol Dr. Jap-Nanak Makkar’s essay appeared in boundary 2 in February. Citation: “More on the Missing Half Second: A Review of Hayles and Hansen,” boundary 2: an international journal of literature and culture, 47.1 (February 2020): 215-238. Dr. Makkar is currently working on a book chapter on Nadine Gordimer. She presented an early draft of this chapter at MLA in early January, and was scheduled to present a later draft at ACLA in March/ (*This conference was cancelled due to the COVID-19 pandemic.) The paper she delivered at the Modern Language Association (MLA) conference was called “Profit of Code: Nadine Gordimer after Structuralism”; the paper she will deliver at the American Comparative Literature Association (ACLA) conference is called “Gordimer after Writing Degree Zero.’’ By Rachel N Dr. Sean Kelly was scheduled to present his paper entitled “The Rhetoric of Secrecy and the Epistemological Problem of Rights in Rebecca Harding Davis’s ‘Life in the Iron Mills,’” at the American Literature Association conference in San Diego, CA, May 21-24/ (*This conference was cancelled due to the COVID-19 pandemic.) Dr. Kelly’s review of John Michael’s book Secular Lyric: the Modernization of the Poem in Poe, Whitman, and Dickinson was published in the Edgar Allan Poe Review (Winter 2019). Dr. Larry Kuhar presented a paper entitled “Reified Minimalism: The Aesthetics of Epistemology in Denis Johnson’s Jesus’ Son’,’ at the American Literature Association’s (ALA) international symposium sponsored by The Society for the Study of the American Short Story (SSASS) in New Orleans, September 5-7, 2019. In this presentation, he critiqued Denis Johnson’s innovative approach to form in his short story collection Jesus’ Son. He focused on how Johnson’s collection of stories serves to reify constructs of minimalism developed and advanced by writers such as Ernest Hemingway, Donald Barthelme, Grace Paley, Bobbie Ann Mason and Raymond Carver. Jonson’s minimalism engages and presents an aesthetics of epistemology, a result of an embedded structural awareness that negotiates and develops his characters’ recognition of an understanding of knowledge, its function and its implications for deciding on truth. This objectification of manifest recognition and conscious awareness becomes the core feature of Johnson’s aesthetics of epistemology. Dr. Kuhar made a presentation entitled “Effective Communications in Underwriting Personal Lines Division,” at Berkshire Hathaway Guard’s national organizational Summit on December 12, 2019, in Pocono Manor, PA. In this presentation, he identified written and interpersonal communication strategies for employe*:es and leaders in underwriting to use to promote relationship building with clients, to build team structure internally, and to integrate selected core values in Personal Lines Underwriting at Berkshire Hathaway GUARD 10 Story Continued on page 11 1 I ul The Man Bool literature writl the prize bein’ the award this favorite. And ] Howe's was in 1974 ai award allowed that rule. Muc more sticky, E celebrated Cai with Evaristo’s Colour, wrote an incredible to accept the ] for the Booke not bear to re matter as well receive half oi Howe first black wo: Atwoods sect for five hours interpreted as that both wor to race and aj analyzes the j �Faculty Updates continuation from page 1 () live. She itive larch. At J i esent, Dr. Chad Stanley has nothing to report (as events were last summer and very early fall). He will have some updates tor the end of the spring. <ings area r. °’n®s A- Hamill s article Students as digital producers of Shakespeare: a group Staging/Filming Project case stu a a\ as published in Research in Drama Education: The Journal ofApplied Theatre and Performance in e ■nuax). Tire article discusses a group staging/filming project assignment that Dr. Hamill developed as part ot s Shakespeare class in 2016, and it focuses on and features the projects of some of the students from that class. The online version of the article includes links to the films that two groups from the class produced for the assignment. i eludes ?r more League eomen nia also mation. Booker Prize Controversy: Was Race Involved? Iqf >n I to .) The adine ion By Rachel Nardozzi cal ion lie.) man. s *y lis 4 in igof ion o oyees IRD. gell The Man Booker Prize, commonly known as the Booker Prize, is an award that is given out annually to the best literature written from authors from Ireland or the British Commonwealth. It is an extremely prestigious award, the prize being equivalent to about $100,000 U.S. dollars. Both Margaret Atwood and Bernadine Evaristo won the award this previous year. Atwoods, The Testaments, which was her sequel to The Handmaids Tale, a clear fan favorite. And Evaristo’s, Girl, Woman, Other summarized as the celebration of black womens voices. However, there were only two previous times that the award was given to two authors, One of those times was in 1974 and the other in 1992. Since then a new rule was established that under no circumstances was the award allowed to be given to two people. Then, in October 2019 the judges awarding the Booker Prize broke that rule. Much controversy surrounded the award because of the rule that was made, and to make matters a bit more sticky, Evaristo is an African-American woman, and Margaret Atwood was an already widely-known and celebrated Caucasian writer. People questioned if Atwood needed the award, and also questioned if it had to do with Evaristo’s race. Sunny Singh, a writer and co-founder of the Jhalak Prize for Book of the Year by a Writer of Colour, wrote, “2019 was a potentially revolutionary year for the Booker: an extraordinary book by a writer with an incredible track record [Evaristo]. Instead, a powerful white mans [Peter Florence, chair of the judges] refusal to accept the prizes own rules and a damaging insistence on pushing his own meagre agenda means even a first for the Booker has not gone untainted. The lesson from Booker in 2019 was that white supremacy could still not bear to reward a prodigious black woman writer a win of her own.” Other people have their opinions on the matter as well, not only did the first black woman have to share her award with another author, but she had to receive half of the prize money as well. However, on a more positive note, both women did set new records this past year. Evaristo was the first black woman to win the award, and Atwood became the oldest woman to receive the award. (This was Atwood’s second time receiving it.) Judges on the board of the Booker Prize commented that they deliberated for five hours, and yet they could simply not choose between the two. The hours long deliberation time can be interpreted as a result of the strong quality of both books. Because both women set records, it is logical to assume that both women have strong literary skills, regardless of the societal judgements that are sometimes in place due to race and age. Aside from that, both books look at the dangers of these societal norms as well. Atwood’s book analyzes the possibility of women losing complete autonomy in the United States, while Avaristo discusses the Story Continued on page 12 11 �Booker Prize Controversy: Was Race Involved? The Vagina Monologues An Interview with Veronica Romanelli By Rashonda Montgomery of the monologues, but I would The women of The Vagina probably never say the words in the Monologues: Season 2020 paid continuation of page 11 script as my own due to the fear homage to the 100th year struggles of an African American anniversary of the 19th amendment of coming off as too crude. Based woman in todays world. If the on the number of women in the by wearing purple and green double prize is interpreted in show, and the number of women (the suffragette colors) instead of this way, it can be seen that both in the audience, I am confident their signature purple and pink. women are making a difference in that many other women can also The event was also included in the category of feminist literature. relate to the monologues. Some It can be understood where Wilkes University’s focus on the of the monologues are very silly, Year to Vote. I enjoy the comedic the controversy surrounding the while others are very serious. What factor of The Vagina Monologues. topic is coming from. Yet, there is unifies all of the monologues is that still some positivity to be celebrated Adding comedy to something that they are based on real events and is typically taboo to talk about is a from this award. Two brilliant experiences of women. Women good way to get people to loosen women received an award, both relate with and see themselves in up and become more open. Being setting records within their genres a woman is not embarrassing. The Vagina Monologues, and it is an of literature. Both Atwood and It should not be embarrassing incredible platform for women to Evaristo have made it clear that to discuss womanhood. This is talk about issues specific to them. they are both proud and happy something that I have only recently The voices of the monologues are to share the award with another begun to understand. My friend from all different kinds of women, woman author. According to The here at Wilkes, Veronica Romanelli, including young women, old Smithsonian Magazine, Evaristo is an excellent example of an women, sex workers, transgender commented, “It is so incredible to unapologetically powerful young women, and victims of rape. share [ the Booker Award] with woman who has no problems This variety of representation Margaret Atwood, who is such a speaking to me about things some legend.” And Atwood expressed is important because it gives all will shy away from ever saying. She her similar feelings as well. The women a chance to see themselves had the opportunity to present her Washington Post quoted Atwoods in the monologues. personality on stage this year by acceptance speech with Evaristo, participating in the 2020 Vagina stating, “Neither of us expected Q: What made you take part in to win this. I’m very surprised. I Monologues. I decided to interview this? her about her experience. would have thought that I was too A: I have been going to see The elderly. And I kind of don’t need Vagina Monologues at Wilkes since the attention, so I’m very glad that Q: Why are The Vagina Monologues I was around 14 years old. My sister you’re getting some. That makes me important? used to go to school at Wilkes, and happy.” It is both impressive and A: The Vagina Monologues are one year, she decided to take me to heartwarming to hear two winners important because they give see the show. After that, it became without animosity, and instead women a way to discuss topics that a tradition. The first time 1 saw the with kindness and respect for one might otherwise be uncomfortable show, I really enjoyed it, but 1 also another. or awkward to talk about. For me, felt a little embarrassed to be there. personally, I related to several I couldn’t tell why, but something 12 Story Continued on page 13 The \ An If continuation was making me Looking back, I because I was n other women tz vaginas. I knew for women to u bodies, but I wz idea that it was to be talked abt Vagina Monolo. ■went on, I beca comfortable in looked forward high school, I k likely going to< college, and I k be in The Vcgin women I had si in them for the made me feel e inspired, and I of that. Q; What are y< from the progi A: When 1 was Skirt” was one because it talks womans choici nothing to do i herself. Listeni at 14 and 15, it various times i in trouble for r inch or two tot could really rel like “My Angr is so straightto but also very ti the not-so-fun vagina, like ha �’S could rds in the ie fear . Based in the romen dent m also >ome r silly, us. 'What ies is that its and men ves in d it is an nen to them, ies are vomen, Id gender m s all nselves rt in The is since 4y sister es, and ; me to ecame aw the I also ; there, thing age 13 The Vagina Monologues An Interview with Veronica Romanelli continuation from page 12 was making me feel very awkward. Looking back, 1 know it was because I was not used to hearing other women talk about their vaginas. I knew it was important for women to understand their bodies, but I was not sold on the idea that it was something that had to be talked about until I saw The Vagina Monologues. As the years went on, I became more and more comfortable in the audience, and I looked forward to the event every year. By the time I was a senior in high school, I knew I was most likely going to come to Wilkes for college, and I knew I wanted to be in The Vagina Monologues. The women I had seen performing in them for the past couple years made me feel empowered and inspired, and I wanted to be a part of that. uncomfortable medical exams, and thong underwear giving wedgies. It makes me laugh every year, and the audience always loves it. Q: Why did you choose the monologue you chose? How did it feel to perform it? A: The monologue I read is called “The Vagina Workshop.” I was really excited to read this one, but I was also extremely nervous. This monologue is about a woman who goes to a “vagina workshop” to learn more about her body and how to give herself pleasure. Every time I have seen The Vagina Monologues, I have always felt the most uncomfortable listening to this monologue, so I thought if I was the one reading it, it would make me feel differently, and it did. The reason this particular monologue always made me feel weird is because, in the vagina Q; What are your favorite pieces workshop that the speaker is from the program? attending, several women are in A: When I was younger, “My Short a room together, sprawled out on Skirt” was one of my favorites the floor, looking at their vaginas because it talks about how a with hand mirrors. The thought woman’s choice of clothing has of this is absolutely horrifying to nothing to do with anyone but herself. Listening to this monologue me, and I cannot imagine being at 14 and 15, it reminded me of the in that situation, especially with a various times in school I had gotten room full of strangers. This came in trouble for my skirt being an in handy for my performance, inch or two too short, and I felt I however, because the speaker is could really relate to it. I also really very clearly uneasy in her situation, just like I was at the thought of it. like “My Angry Vagina” because it I like this monologue because it is so straightforward and hilarious, but also very true. It talks about all has both silly and serious lines, so the not-so-fun parts about having a I got to explore both sides. After all the panic the speaker faces while vagina, like having to use tampons, she is in the workshop, by the end, she becomes more confident and understanding of her own body, which I really like. It shows part of the process that ultimately leads to the speakers acceptance of and comfortability in her body. Q: How do you feel about the crowd? Do you wish more people would come? Do you feel the crowd is diverse enough? A: It is always interesting to be on stage and watch the audience react to each monologue. On our opening night, we had a pretty big audience, and the room was filled with laughter for the funnier monologues, and it fell silent for the more serious ones. There was a diverse crowd of women, which was nice, but I feel like more men should come to the event. Every year I see a few dads and boyfriends of women in the cast come to see the show, but the number of women in the audience is usually significantly higher. Although the show is about women and their experiences, I think it would be beneficial for men to see the show so that they can have a better understanding of the kinds of things women experience and care about, that are specific to women. 13 �Witness to “Living at the End of History: HBO’s Watchmen and African American Citizenship” By Isaiah McGahee On Monday, February 24th, along with Dr. Helen Davis, I had the opportunity of attending Dr. Jonathan W. Gray’s lecture: “Living at the End of History: HBO’s Watchmen and African American Citizenship, at Scranton University. Dr. Gray is an Associate Professor of English at the CUNY Graduate Center and John Jay College, CUNY. He is the author of Civil Rights in the White Literary Imagination (Mississippi) and is currently working on Illustrating the Race (Columbia), an investigation of Black representation in comics published since 1966. Grays lecture dealt exclusively with the cultural phenomenon that HBO’s hit show has become, and its implications both socially and historically. Using Derridean analysis, Dr. Gray discussed Watchmens relationship with author Ta-Nehisi Coates critical essay, “The Case of Reparations,” which explores the United States’ Cold War with the Soviet Union, specifically the events of 1986, and the ultimate threat of nuclear annihilation. In Gray’s view, the Watchmen comic suggests that a massive external threat might be the only way to break the deadlock between the USA and the USSR. Gray said: “Ozymandias, the antagonist of the 1986 series, sets about creating just such a threat. HBO’s Watchmen— Damon Lindelof’s sequel of sorts set thirty years after the events chronicled in the groundbreaking comic— reorients the political concerns of the original series by placing white supremacist racial discrimination and the threat posed by capitalist technocrats at the center of its narrative. Indeed, the television show replaces the logic of the Cold War with the lingering aftermath of the Tulsa Massacre of 1921 as its organizing crisis... This allows the HBO show to exchange the threat of nuclear annihilation with a crisis more suited to our contemporary moment. But this shift also allows us to reevaluate the political logics that obtained in the 1980s and doing so reveals that in the real world—in addition to threatening humanity with extinction—the Cold War in fact served as a massive external threat that kept the equally destructive forces of racism and ethno-nationalism at bay.” Gray used this idea to make the ultimate point that again we as a society are living at the “end of history”— meaning that despite the history of the past thirty years, there remains a lack of political will to root out white supremacy. In Gray’s view, a certain clarity remains as an insufficient remedy to forestall the destructive forces that animate those driven to remake the world in their image. Poignantly, Gray noted how the television show influenced legislation in Oklahoma so that the Tulsa Race Massacre is now taught in public schools. This idea reminded me of Ralph Ellison’s narrator of Invisible Man (1952), who, in a race struggle, similarly finds himself grappling with being inside or outside of history. The narrator, colloquially referred to as “Invisible Man,” says, “Everyone must have seen them or heard the muted laughter... or perhaps failed to see them at all. For they were men outside of historical time, they were untouched, they didn’t believe in Brotherhood, no doubt had never heard of it; or perhaps like Clifton would mysteriously have rejected its mysteries; men of transition whose feces were immobile. To Ellison history is inscribed in the symbolic, and therefore history itself is a totality of ones personal ideologies. Much hke Ellisons protagonists realization that history is to be inhabited in the margins. Wctaer, does tnst that. Instead o framing the margins, HBO's limited series fills in the margins-the gaps-and thus, must remain a„ • « r fl F tha‘the ''politics of b“ness" as contained within Wtta™. Zld^hei imaT lb 7 k ‘rUC,iVe f°r“S lhat i,nto»te ,h<)sc (forces) driven to remake the world in their image—the image of the subject. 14 Ali By Ras Hamiltc her proi degree f fiction v works o to be im writing scene sh events p their wo story, bi ( will be d question ven- enc is not m response I it in a bi novels),: she bingi more tin in the au She also are easy Fro By Rad I It isn’t ui movies c children' Frozen n more th< movie to story, of Howevei is a fan c more ths apprecia aspect w �Alice Sola Kim at Wilkes an onathan kranton College, rking on 5. Grays ms both critical callythe ?sts that -ay said: tmen— id the i logic allows y ; so served :ory — t white : forces i show milady visible y were er faces rsonal chmen , must hmen, ke the By Kashonda Montgomery On luesday, February 12th, Author Alice Sola Kim visited the English program as part of the Allen I Lunilton Dickson Spring Writer Series. After reading some of her work, she answered questions and spoke about her piocess as a writer moving from shorter works to full length novels. Alice Sola Kim received her Bachelor’s degree from Stanford University and her MFA from Washington University in St. Louis. She has been a science fiction writer for some time now. Originally starting off as a short story writer, she has now begun writing longer works ot fiction. As she said to the audience after her reading, she believes that you need to have a playful nature to be imaginative in your writing. Similar to that point, in a writing workshop earlier in the day, she explained that writing too seriously can limit what you can produce. At the evening reading, Kim read from an unpublished novel of hers which she had never read from. The scene she read involved girls going to a frat house for a party. The language she used to describe the unfolding of events painted such a beautifully vivid picture in my mind. Listening to visiting authors or speakers actually read their work is always an amazing thing to experience, considering they know better than anyone else how to tell the story, but the question and answer component of Alice Sola Kim’s session was really interesting. One student asked about how science fiction seems to be set in the future and looking at how the world will be different. In a world in which it is easy to imagine us nearing technological max advancement, the student questioned how this dynamic will affect the further development of the science fiction genre. Kim’s response was very endearing to me. She basically explained that for her as well as for other science fiction writers, the genre is not meant to forecast the future. Instead, she said, it is meant to exaggerate what already exists. Through this response, we learn a lot more about the type of creative writer Kim is. Kim also briefly spoke on her writing process. She noted that when she writes her shorter works, she does it in a bingeing fashion. She explained that moving from smaller works (her short stories) to longer works (her novels), she had to change this process a little. She said she can’t just sit down and write a novel in one go, so instead she binges by writing a few chapters in one go, which she conceded is a much longer process that extends over a lot more time. She added that she came across the issue of “keeping the project in her head”. Addressing the writers in the audience, she spoke about the importance of revisiting the details of your project somehow on a daily basis. She also spoke about writing yourself into your characters. If your characters are strangers to you, she insisted, they are easy to forget. Frozen II Review By Rachel Nardozzi Isn’t it so interesting to think that we watched movies as children for the fun of simply watching a movie? It isn’t until we grow older and become adults that we realize the adult-minded commentary that most children’s movies contain. From rewatching some of these movies in my adulthood, I began to notice that there are many children’s movies that adults can appreciate from a new perspective. Although there was much talk about the first Frozen movie, and I can appreciate that for what it is, I feel that the sequel of Frozen takes the cake as an even more thought out and captivating film. To compare them side by side, Frozen seems to be an average children’s movie to watch for pure enjoyment. There are enjoyable songs, an adventure through rough terrain, and a love story, of course. Frozen was meant to be watched for pure enjoyment, and I do appreciate that for what it is. However, Frozen II, in my opinion, was much more adult-orientated. Initially, I watched Frozen because my niece is a fan of Anna and Elsa. However, when I watched the second film recently, I noticed that there was so much more than a princess storyline. I decided that a review of the movie was necessary, giving others the option to appreciate such beautifully done social critiques that were woven throughout the film, along with the enjoyment aspect with beautiful songs, graphics, and, of course,...more of a love story. Story Continued on page 16 15 �Tht Frozen II Review By Brian continuation from page 15 Although I will not comment enough to give spoilers to the film, I will say that the most important issue that was touched on was that of colonialism. This is a topic that Native Americans are still struggling with immensely today. In Frozen II, there is a situation that places colonizers and natives against each other, and initially watching, the audience seems forced to side with the colonizers due to their opinions being the only ones that are heard in the beginning of the film. (Sounds a bit like our real world, no?) But it isn’t until the movie progresses that it becomes known that the colonizers had their own secrets, and the story unfolds to let the audience know to not believe the first thing they hear, or see. The truth can be deceiving, Yet, the way that Frozen II presents this issue is so well thought out and intertwined through the movie with catchy songs and fife-like graphics that it may be missed. Aside from the commentary on colonialism, there is much throughout the movie that forces the audience to reflect on personal decisions and how they affect others close to us, and our world as a whole. In an interview with The LA Times, Co-director Jennifer Lee stated, “We all sit here with the stakes of our families, the stakes of our community, the stakes of our environment, the stakes of our world, and we wrestle with it.” Lee continued, “So with this, we wanted to touch on all the parts of growing up that are extraordinarily hard to navigate. Not only does the movie offer commentary on the world around us, but it helps us reflect on becoming an adult and how difficult that is. There is a song that • __-----ii''^ c<When I Olaf sings a song called Am Older ” : “ See, that will all make - —-----sense when II am older/So there’s no need to be terrified or tense/I’ll just dream about a time/When I m in my aged prime/ Cause when you re older/Absolutely everything makes sense.” From a child s perspective, this song is adorably done by a singing snowman. A child may hear this song and agree with this, As children, we believed that the more we age, the more we have our life together. This may relay a hopeful message. However, as an adult viewing the movie, we know this is not true. It’s almost a “haha” moment, becasue we understand how untrue this song really is. Not only is the movie an enjoyable one for children to watch, but it also helps to educate them on decisions they have made and how to make better ones in the future. It also educates children on how to be a good person. For us adults, it helps us understand the world around us better. It helps us understand our past selfish decisions (or how we’ve benefited from the past selfish decisions of others), and to see how much we can grow from reflecting on them. It helps us to be smarter about future decisions we make, all while being tied up with captivating music, love, and a relationship between sisters that is realistic, relatable, and enjoyable to watch. Frozen II is a must see for all ages, because everyone will find something to relate to in the film­ something to laugh at, to cry at, and to grow from. Photo owned by Disney * Ti­ the depth the classic at a more and go thi mode for j my persor lores of th< video gam “Multiplav I h: abundance that I can s develop, is Games, ha' counting, t and person there is un< and how th mentioned them bevoi style and m life through ■with the ba but I notice confusing f I think this element wit to be aware each other, it does get c lines betwe« full underst when Leagit backstory a It m and why cei and getting playing an " to cause ha\ makes her v am excited t to create ne1 champions i �The Lore of League o f Legends By Briauna Robinson I i ° J ° Fheie is something satisfying when playing a video game with some depth to the story and/or characters; t ic (. epth adds more meaning into the time that is spent playing. A number of games have this depth, from the classic Super Mario Brothers, to todays popular game, Fortnite, with little hints in the games suggesting at a moie expansive background. This is the reason many video games have a “campaign” for players to play and go thiough to fully understand the meaning, or purpose, of it. The Call of Duty franchise has a campaign mode for players to fully emerse themselves into when they are tired of the multiplayer aspect of the game. For my personal favorite that I play often, League of Legends (LoLf the story of the game lies within the individual lores of the characters, or “champions” as LoL calls them. What League ofLegends has achieved in its depth as a video game is something I have not seen often within the online community, especially with it being genre’d as a "Multiplayer Online Battle Arena” or MOBA. I have been playing LoL since 2012, meaning I have seen an abundance of change and updates brought to the game. One element that I can say I am proud to have seen develop, and continue to develop, is the universe of League of Legends. LoL s creators, at Riot Games, have brought the backstories of every 148 champions, and counting, to intertwine together to bring the players a world of stories and personalities to delve into. I personally find LoL enjoyable when there is understanding of who the champion is that one is playing as and how they operate within the universe of League of Legends. As I mentioned, every single champion has their own lore that develops them beyond just a character to play just because one enjoys their play style and mechanics. Each champion has a personality that comes to fife through the in-game voice lines the player hears while interacting with the battle arena map. These voice lines have always been there, but I noticed that the majority of champions have lines that would be confusing for the player if you were not aware of that champions lore. Photo owned by League of Legends: Retrieved from https://vsbattlesfandom.com/wiki/Jinx_ I think this is why I enjoy League s way of incorporating this in-depth (League_of_Legends) element within their gameplay. It is so different and requires the player to be aware of these stories and how some champions interact with each other. While it is easy to play LoL without knowing these stories, it does get confusing while playing in terms of the interactive voice lines between champions and the map. I think there is almost not a full understanding of the game without reading the lore, especially when League of Legends forms the champions abilities around their Photo owned by League ofLegends backstory and essence as a character. It may be the English major in me, but I really enjoy getting a type of "meaning” behind a game and why certain champions/characters are the way they are. Not to mention that I love reading fiction and getting tied into a whole universe of champions that I actually get to play as. For example, I enjoy playing an “attack damage carry,” or ADC, named Jinx because of her expansive lore of how she enjoys to cause havoc in kingdoms and cities alike. Knowing her back story and seeing how insane she is, it makes her voice lines more understandable and explains why she is all over the place while playing. I am excited to see how far League of Legends goes with their “universe” of champions as they continue to create new ones frequently, especially since they have already developed a world map of where these champions reside in specific regions that have their own unique elements and cultures. 17 �King Lear at King’s College Review By Nicole McNelis a huge way and exhibiting their On February 20th, I had the talents outside of class time. privilege of seeing my cousin All of the actors, both faculty and stage manage King’s College’s students, were absolutely awesome production of The Tragedy of King Lear and his Three Daughters. I had at what they did on stage that night. Without having any background never read or seen the play before, knowledge on the plot of the play, so I was excited to gain knowledge from seeing something new. I have I assumed that it would be hard to seen other Shakespeare productions follow, as Shakespeare usually is at King’s before and they always do for me. I ended up grasping the a wonderful job, so my expectations storyline more than I thought I were pretty high. would, and it was all thanks to the I went on a Thursday, which wonderful acting on stage. Without was their opening night. It ended the actor’s talent when it came to up being a sold out show, and the facial expressions, body language, crew actually had to bring extra and word inflection, it definitely seating into the house in order to would have been more difficult to accommodate all of the guests. understand. My cousin said that every night following was like this as well, so it ended up being a huge success for the King’s Theatre Department! Photos Courtesy ofKing's College, PA Theatre Facebook page Facebook page The cast consisted of mostly Kings students and even a few King’s faculty members, which I thought was pretty cool. King Lear was played by a professor of history, Rev. Dr. Brian Pavlac, and Gloucester by Dr. Mike Little, a professor of English. It was really cool to see the faculty of the campus being involved in such 18 Another huge proponent of the play’s success was the outstanding sound design and lighting throughout. My cousin was in charge of this portion of the show, so I may be a little biased toward her wonderful work, but special things like background music, fog machine, and sound effects enhanced the already great performance more than I thought possible. Before the show even began, there was background music from the TV show Game of Thrones playing in order to set the Medieval scene. It was a great touch and overall, the show was very well done. After the opening night show, the actors, crew, and director, Dave Renoylds, all gathered on stage for a “talk-back” discussion during which audience members could ask questions or make comments regarding the show in order to receive input from the people involved. It was facilitated by Dr. Megan Lloyd, Shakespeare expert and English professor at King’s. Multiple topics were discussed, including the power of seeing Shakespeare live and points during the show in which the audience laughed that the cast and crew did not expect. Questions were asked about the research that the cast and crew conducted in order to make this show as accurate and real as possible. This portion of the night was very informative, and it was fun to hear “behind the scenes” parts of the show that audience members may not have been attuned to otherwise. Although heartbreaking, The Tragedy of King Lear and His Three Daughters was a smashing success. I can’t wait to see more Shakespeare at King’s! Se this S sched MON] TUES. antho Si; < Tau D memb to Sigr senior origiai suppoi Ac strem; Currei May. 1 makin dates t Ini EditorLayoui Staff V Darrer Facult �Senior Capstones Presentations the Medieval )uch and rery well . . „ 1° canipus closures do to the COVID-19 pandemic, Capstones will unfold in adjusted formats this Spi ing. Piesentations via Zoom video conference will occur on Monday, 04 May and Tuesday 05 May. The schedule of presentations is as follows: ing night and director, hered on discussion ? members make le show in rom the s facilitated lakespeare fessor ics were e power of : and points ich the die cast and Questions isearch that acted in v as accurate iis portion formative, behind show that r not have ise. creaking, r and His mashing ee more MONDAY, 04 MAY: 2:00 PM Isaiah McGahee 2:30 PM Maddison Black TUESDAY, 05 MAY: 1:00 PM Brianna Schunk 1:30 PM Brian Vu lo receive the access information for the Zoom presentation, please contact Dr. Anthony at mischelle@ anthony@wilkes.edu. We hope that you can join us remotely as we celebrate our graduating Seniors’ research! Sigma Tau Delta Induction Ceremony In light of campus closures do to the COVID-19 pandemic, the annual Induciton Ceremony for Sigma Tau Delta will also unfold in an adjusted format this spring. The ceremony honoring and inducting the newest members of Sigma Tau Delta will occur via Zoom on Sunday, 03 May, at 2:00 PM. Dr. Makkar, faculty advisor to Sigma Tau Delta, will preside over the ceremony, and current Sigma Tau Delta members and graduating seniors Maddie Black and Briauna Schunk will both deliver keynote addresses drawn from research presentaions origianlly planned for presentation at the 2020 Sigmal Tau Delta National Conference. For access informaiton for the Zoom ceremony, please contact sigmataudelta@wilkes.edu. Come out and support Sigma Tau Delta as we celebrate our newest inductees and honor our graduating seniors! Access Shakespeare’s Globe Online In response to theatre closings due to the COVID-19 pandemic, Shaksepeares Globe in London will be stremaing for free on YouTube selected performances from recent years in two-week intervals through June. Currently playing (through 03 May) is Romeo and Juliet (from 2009). The Two Noble Kinsmen will run 04-17 May. For a full schedule, visit https://www.shakespearesglobe.com/watch/. Note also that the Globe will also be making available for free most of the 37 productions (in 37 languages) of its 2012 Globe to Globe Series. Release dates for this additional free resource are TBA at https://www.shakespearesglobe.eom/watch/#globe-player Inkwell Quarterly Staff Editor-in-Chief: Brian Vu Layout Editor: Briauna Robinson Staff Writers: Emily Banks, Erica Bichetti, Vernonica Romanelli, Isaiah McGahee, Rashondsa Montgomery, Darren Martinez, Brittany Stanton, Savannah Pinnock, Nicole McNelis, Haley Katona, and Daniel Stish Faculty Advisor: Dr. fhomas A. Flamill 19 �MANUSCRIPI UPDATE A message from Brianna Schunk, Executive Editor: Manuscript is still preceding with our 2019-2020 publication! Please keep an eye out for the issue, which will be released digitally. We will share the link, and it will be available online via the English Departments website. With hick, it will be printed once we return to campus and1 our print source opens back up for business, and print copies will be available for pickup in Kirby Hall. Submissions are officially closed - the Editorial Board would like to send a massive THANK YOU to all of our submitters, and a heart}' congratulations to everyone whose pieces we accepted! Were also looking for members for next year! Are you interested in creative writing, art, and photography? Do you enjoy writing and making art? Are you interested in the ins and outs of magazine publication? Then join Manuscript, Wilkes’ undergrad literary & art magazine! We welcome anyone to join our Submission Review Board, and spots are open in our 2020-2021 Executive Board. Were amazed at the talented submissions we received this year, and we’d love to have more of you involved in the magazine next year. Please email magazine@svilkes.edu or our advisors, Dr. Anthony and Dr. Stanley, for more information. Stay tuned for updates by following our social media on Facebook (Manuscript at Wilkes University), Twitter (@WilkesMag), and Instagram (@wilkes_manuscript). If you have any questions, email us at magazine@wilkes.edu. Writing Center Hours The Writing Center, located in the .Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Course Number/Nome Date/Time Instructor ENG 201: Writing about Lit. & Culture MWF M 10:00-10:50 11:00-11:50 Dr. Makkar ENG 202: Technical Writing MWF 11:00-11:50 Prof. Lobb ENG 225: Comparative Grammar/DH MWF 3:00-3:50 Dr. Stanley ENG 228 Prof/Wkplace Writing/DH MWF 10:00-10:50 Dr. Anthony ENG 233: English Lit. I/WGS/Honors MWF 1:00-1:50 Dr. Hamill ENG 282: American Lit. II/WGS TR 9:30-10:45 Dr. Kuhar ENG 350: English Novel/WGS TR 1:00-2:15 Dr. Davis https://www.wilkes.edu/writing ENG 351: African Am.. Lit.: Morrison/WGS TR 3:00-4:15 Dr. Kelly For more information, contact: Dr. Chad Stanley email: chad.stanley&wilkes.edu ENG 393: Teaching of English M 6:00-8:45 Prof. Lartz ENG 397: S: Horror & SciFi/DH MWF 2:00-2:50 Dr. Stanley Like all operations at Wilkes, the Writing Center is currently operaitng in remonte mode in light of campus closures in response to the COVID-19 pandemic. For the reaminder of the Spring 2020 semester Writing Center support is available via 'Ihe Online Writing Center at: 20 Fall 2020 Upper-Level Class Listings � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Spring 2020 (Volume 14, Issue 3) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Spring 2020 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/eeafb7a3da44884813d9849d213cc84f.pdf 5cfc2c7cc943b5597e056e265c598f24 PDF Text Text Issue 14.4: Spring 2020 I. Quarantined Student Teacher By Erica Bicchetti This semester I had planned on student teaching in the classroom for a full 14 weeks, as we were told. I was prepared to experience the good, the bad, and the ugly moments in my classroom. Of course I was nervous at first, but who wasn’t? I was also excited. I had bought professional outfits, what I call a “teacher bag,” a lunch bag, tons of pens and pencils, expo markers, you name it. In my EDSP 388 I ED 390 class, student teachers were overwhelmed with information on becoming educators which seemed stressful, but we knew it helped prepare us. I can thank Dr. Galella for that. Unfortunately, student teaching didn’t end the way I had hoped, but I can tell you why I am thankful for what occurred. On January 27th, I began student teaching at Hanover Area Junior/Senior High School. I had some previous experience at this school the semester before because I was placed there for field hours/ observations. Only this time I was with a new teacher. During my first week, I observed everything that took place in the classroom. I took notes, SO many notes. I almost filled an entire journal (believe it or not). I observed student behavior, interruptions to instruction, effective lesson planning, and I used the week to learn student names and personalities, along with their assigned seats. I introduced myself as Miss B because my last name can be a disaster to pronounce. My cooperating teacher taught one 9th grade and three 7th grade English classes, and two 7th grade Career Planning classes. All of which I would soon take over. When I slowly began taking over the classes, I realized just how hard a teachers job really is; and I don’t think anyone realizes this until they’re in their position. The amount of responsibility teachers have is tremendous. There were times when I felt like I was failing at my job. I would forget until last minute to make hundreds of copies, and then when I would come in the next morning, the copy machine would be jammed. (Surprisingly, this happens more often than not.) But not all of my student­ teaching experience was bad. I met intelligent students with bright futures, and I’m so happy I could help shape the path to their success, Although it felt like my time at Hanover was short, I was able to In this Issue: 1 A Message from Dr. Anthony I Minimalism: A Lifestyle Online Learning, Future or Fad? Senior Spotlights Thoughts on Being an Essential Worker During a Global Pandemic Managing Senior During COVID-19 Reflecting on the Coronavirus Save the Band at Wilkes Saying Goodbye to Wilkes learn so much. During the week of March 9th, I would say it was a time when things were kind of up in the air. It was a stressful time to say the least. It was when midterm observations were taking place, meaning I was about halfway through my student teaching experience. This was when COVID-19 had reached the U.S. and cases were increasing. I believe during that week there were only two positive cases in Pennsylvania, but obviously there would be more to follow. There were major concerns about the safety of individuals’ health, and therefore rumors kind of began circulating about schools shutting down for at least two weeks. On Tuesday, March 10th, we had a department head meeting. We discussed the possibility of a tw<roweek shut down, and what that would mean. Many teachers had Story Continued on Page 2 J �To All Our 2020 Graduates in English, and All Our English Majors and Minors: A Messt continuation from Congratulations agair A Message from Dr. Anthony Congratulations! And thank you. What a privilege to witness and participate in your hard work for this / degree and, frankly, this semester. Your diligent authenticity shines through. It was heartbreaking not to be with our seniors in celebration during Senior Week and May Commencement, events postponed in the COVID-19 global pandemic. As I reflect on all our activities in Kirby Hall and beyond these past few years, however, I know our English graduates will celebrate in creative ways. Our dinners with Allen Hamilton Dickson visiting writers; our Manuscript Society Halloween readings; our movie nights, picnics, banned book readings, class sessions where we didn’t end on time, and creative writing workshops—all have been formative moments in our department that also brought joy. I trust you to find some brightness, even now, to mark the occasion. Please know that I, along with all our English faculty and our departmental assistant, Debra Archavage, celebrate with you! A special thank you and commendation to our graduating seniors who were able to present their capstones on Zoom. What an accomplishment to be professional, clear, and engaging through this remote application. You give us hope for a bright future as you progress to the next part of your lives, whether it be to graduate school, the publishing industry, digital content writing, law school, or other English-related parts of the workforce. Your skills honed these past few years will take you far. In this month’s Poetry magazine, there is a poem worth sharing on this occasion of your accomplishment. Published since 1912 by Harriet Monroe at The Poetry Foundation to help define what American poetry is in our ever-changing cultural landscape, Poetry magazine lazes around Kirby Hall, mostly on the second floor. (This magazine is also available at a student discount if you’d like your own subscription.) I couldn’t believe the kismet when I opened up the May issue to the poem below: I Sleep in My Inkwell and Wave to the Distant By Zakia el-Marmouke Translated from the Arabic by Jennifer Jean and Amir al-Azraki who plant nails in their blood To those who enter the fire with boats, who touch heaven with kites, who stuff roof holes with clouds, into the traffic of silence; to those who collect their own ashes whenever their pillow is dry, who hide under beds whenever the road stutters in the throat of footfalls entering fog— whenever there’s absence, who aren’t tired of waving to loves in the distance of footfalls that never return from the checkpoint which only sends back bodies; to those who resort to the inkwell when speech narrows, whenever the wall slouches— more and more nails so the lover’s image does not fade whenever maps are locked; to those who venture into meadows before the waters flow, on the threshold of the unknown whenever life leaves them behind; to those who know themselves through their wounds whenever the war sleeps in their eyes while reassuring the subjects of war; to all those, I say: the forest begins with a tree; let your left hand—which keeps the throne— shake your right hand. Maybe dreams hatch between them. who keep the keys whenever they know the doors were stolen, who leave their crutch Message Continued on Page 3 Take good car Misch< Associ _ ___________ Englisl Quaran continuation of paj unanswered questions for the school to say e: would happen since tl has never occurred be the governor was still time. At this meeting, the possibility of pape: students to bring horn two-week shutdown b every student has intei various forms of techn one statement teacher; on to was the fact that given a two-day notice were to shut down. Aft I noticed some of the s wearing masks to scho like the situation becai all of a sudden. On Ma students were getting c to the library to learn 1 Google Classroom. By of the day we were infc Friday, March 13 th wo day for students, and tl would meet in the audi after school to implemi action. March 13th wa; craziest day in my stud experience. It began lik half day: a bit stressful schedule was fast pacec op and I hadn’t prepare packet for our students we thought all material �Issue 14.4: Spring 2020 sh, lors: A Message from Dr. Anthony continuation from page 2 if ork for this Take good care, Mischelle Anthony Associate Professor & Chair ____________ English_________________________________________________ ow our g writers; our sions where partment now that I, rou! their remote ler it be to i parts of the Quarantined Student Teacher continuation of page 1 I >mplishment. •etry is in id floor. believe the = unknown em behind; mselves 2S I bjects of •rest begins :eeps the laybe iem. nPage 3 Congratulations again, and please keep in touch. Stop by and visit when we’re back in Kirby Hall. I unanswered questions. It was hard for the school to say exactly what would happen since this situation has never occurred before. Plus, the governor was still unsure at the time. At this meeting, we discussed the possibility of paper packets for students to bring home during the two-week shutdown because not every student has internet access or various forms of technology. The one statement teachers could hold on to was the fact that we would be given a two-day notice if the school were to shut down. After this day, I noticed some of the students wearing masks to school. It was like the situation became more real all of a sudden. On March 12th, students were getting called down to the library to learn how to use Google Classroom. By the end of the day we were informed that Friday, March 13th would be a half day for students, and the district would meet in the auditorium after school to implement a plan of action. March 13th was by far the craziest day in my student teaching experience. It began like a normal halfday: a bit stressful because the schedule was fast paced. My co­ op and I hadn’t prepared a paper packet for our students because we thought all material would be posted to Google Classroom if there were to be a two-week shut down. When third period came around, my cooperating teacher was informed that we would need packets ready AND passed out to students in case of a shut down. So, I had to juggle teaching and getting work ready for six classes, or in other words, about 125 packets or work. On top of that, I had to track down first- and second-period students to give them their packets as well. Of course my cooperating teacher was a huge helping hand in this situation. I emailed him all of the material while he printed and made copies, but it was tough with so many other teachers doing the same. I can’t express all of the hard work we did before the end of the day, but we got it done. I can tell you, however, that my co-op and I were so relieved that we got everything accomplished that we actually high-fived each other when the last student walked out that door with a packet in their hand. The first half of the after school meeting consisted of teaching teachers how to use Google Classroom. Then, we received a break. We took this time to mess with the application, and even began setting up our classes. When we were called back to the auditorium, the teachers, administration, and staff would be given a positive answer on whether or not the school was going to shut down. Long story short, the answer was yes. The school would be off positively for two weeks. The district would move to distance learning through Google Classroom only if the closure were to extend. All PA schools shut down on March 13th, and they have remained closed since. Student teachers like myself had to adjust to teaching students online. For Hanover, students have only received enrichment material, meaning nothing new will be taught. I have found Google Classroom to be easily accessible. It was completely different from in-person learning, but I adapted rather quickly. I believe this unique experience will make me an even better teacher. Although I missed out on half of the required “inperson” experience, such as dealing with student misbehavior and daily interruptions, I’ve gained experience in other fields. I learned how to operate Google Classroom. I worked through internet and technology issues. I continued to Story Continued on Page 4 3 �Minimalism: A Lifestyle By Brian Vu Quarantined Student Teacher As a YouTube binge-watcher, I’ve recently stumbled upon a way of living, a specific lifestyle that people find to be extremely helpful in keeping their lives in shape and less stressful. This lifestyle is a practice called Minimalism. After watching a couple of long videos by Matt continuation of page 3 D’Avella on Minimalism, I decided that maybe I should try it out to see communicate with students daily. if it would help me. It seemed very tempting. After a week of living I learned how to keep enrichment a Minimalist lifestyle, I noticed a great shift in my routines and my material engaging, even though headspace. I was able to be more productive and had more energy to get things done. My whole schedule changed for the better, and I wasn’t going it’s looked at as review work for students. Most importantly, I to sleep at 4 or 5 AM anymore. This practice also kept my body healthy, learned that education will always which is important to maintain given the specific circumstances that we be important, and that teachers have all been put in during the pandemic. Minimalism is merely just hold a special job. Unfortunately, a mindset to have that you can apply to pretty much any aspect of your life. In this review, I will be explaining Matt D’Avella and his experiments nothing will ever fill that void on the missed weeks with my students. with Minimalism. This review also entails my own experiences of However, I am grateful to have implementing Minimalism into my recent living habits. Hopefully, some conquered distance education. I of you might take interest in trying out Minimalism and find that it believe it will help me stand out actually helps you too. from other future teachers. Matt D’Avella is a freelance filmmaker who made a documentary called Minimalism. He is also a Minimalist who has spent many years practicing Minimalism already. He owns a podcast called Ground Up where he interviews successful people who give advice about anything in life, whether it’s saving money, being happy, or on Minimalism itself. Matt D’Avella’s videos explain different aspects of life that Minimalism can be applied to, like financial life, or digital Minimalism, which is the reorganization of apps and files on your phone or computer. He explains that Minimalism is a method of living with less. This means initially sacrificing and letting go of some things that you might feel a long connection with. What I got from Matt D’Avella’s videos is that cutting down the number of things you own can make you value other things in life rather than your materialistic belongings. Matt explains in one video that “Minimalism is all about efficiency, optimization, and multi-functionality.” He wears the same exact outfit every day so that he doesn’t have to worry about picking out an outfit every day, owning multiple sets of the same clothes in his wardrobe. While this may be a little too much for people, it’s really all about what makes every individual comfortable. It’s about living with a minimal amount of clutter so that you can focus more on productivity and creativity. Minimalism also implicitly helps us live healthier as well. It automatically creates a routine specific for each individual, since every individual has their own way of practicing Minimalism. Matt D Avella uses the term “declutter” to emphasize Minimalistic approaches. Decluttering rooms like your closet can make you feel like you have more space to breathe. People live with so many things in their houses that they don’t even use, it becomes overwhelming just looking at all of it when you walk into a storage room or open a closet door. By taking away things that aren’t essential to you personally, you wontbe slowed down in your everyday routine, therefore helping you create a more fluid and comfortable routine. This is what Minimalism tries to achieve. There are no solidified rules about how to be Minimalistic, there are only guidelines to keep in mind when actively reinventing yourself and your habits. er vitiating my interest in Minimalism, I was able to relieve a lot of stress inside me that I thought devicl a Veiy °nJ t0 8° 7^’ My firSt Step in Practicin§ Minimalism was to digitally declutter all my have to scr7^ that 1 USe on a ^is Xibll This way I didn’t files and I will also be transferrin? ° n a sPecific one that I’m looking for. I also cleared out unnecessary files, and I will also be transferring my important media and school files into an external SSD drive so they are 4 Story Continued on PaQe $ ■■■■ Minir continuation c all backed up. I < data storage rath to using only one value a lot of my change my work out of bed to bru day, play video g course, is an extr this Minimalistic structure to it an< I subconsciously focused. My rout a half-hour, and t minute of breathi around 8 to 8:30, eat breakfast and my day from here Minimalij ways for each ind I even cleared out Thanks to Matt D how to use Minin chasing things the it actually helps th sounds like somet podcast Ground L linage courtesy ofMatt D'Avi �■KZ :ined Issue 14.4: Spring 2020 Minimalism: A Lifestyle J continuation of page 4 dents daily, enrichment n though work for antly, I will always teachers jrtunately, at void on my students, to have ication. I tand out ers. I people elf. Matt or plains ie things tvn the mgings. ality.” He ry day, pie, it’s clutter ealthier own proaches, ze with so t when you sonally, mfortable imalistic, thought tter all my way I d'dllt necessary > they are onPMe5 1 all backed up. I also set a reminder every 6 months to update my backup storage. I prefer a physical form of data storage rather than cloud storage. Of course, I’ll still be using Google Drive, but I will be narrowing down to using only one Google Drive account. This plan to rearrange my files really helped me personally because I value a lot of my digital belongings. After decluttering my phone, laptop, and computer, I felt like I was able to change my work routine, so I did. My normal routine used to be waking up at 1 or 2 in the afternoon, jumping out of bed to brush my teeth quickly and then heading downstairs to grab some quick food. Then I go about my day, play video games at around 10 PM until about 1 AM, and then I do school work until 4 or 5 AM. This, of course, is an extremely unhealthy way of living. I wanted to fix this pattern. Decluttering my files and involving this Minimalistic mindset in my life gave me a lot of clarity to change my habits. My new routine now has more structure to it and happens mostly in the morning. From waking up in the morning instead of the afternoon, I subconsciously added specific actions to my mornings that helped me stay in a routine and feel extremely focused. My routine now involves waking up at around 7:30 to 8 AM, reading the news on my phone for about a half-hour, and then opening my blinds to get sunlight into my room. After this, I sit on my floor and do a minute of breathing and meditating. Then I brush my teeth, do my morning skincare routine, and go outside at around 8 to 8:30 AM. I then stretch my legs and kick around a ball to get exercise. After I come back inside, I eat breakfast and then make a cup of coffee to drink while I sit at my desk working until about 1 PM. The rest of my day from here is freelance. With this new routine, I am able to focus and feel less anxious about my work. Minimalism is more complex than it seems. The plan is simple, but it is complexly suitable in its own ways for each individual. Minimalism has helped me reshape my lifestyle to be more efficient in productivity. I even cleared out my closet of things that I didn’t really need, from clothes that I never wear to empty boxes. Thanks to Matt D’Avella’s podcast and YouTube channel, I have gained a tremendous amount of information on how to use Minimalism effectively in my everyday life. Minimalism is about not spending any unnecessary time chasing things that aren’t important. Minimalism may sound very mundane and normal, but for some people, it actually helps them get through a cluttered lifestyle and can change their habits for the better. If Minimalism sounds like something you may want to try out, then go check out Matt D’Avella on YouTube or listen to his podcast Ground Up. Image courtesy ofMatt DAvella Story Continued on Page 6 5 �J- Ihe Inkwell Quarterly Senio Online Learning, Future or Fad? continuation < By Daniel Stish Despite some of the headaches brought about in our fumble to stay as far apart as physically possible from one another this last semester, I feel like this whole experience is allowing us to reassess some of our norms and traditions. As someone who was enrolled in an online school for the better part of seven years before attending Wilkes, I thought it may be interesting to look specifically at the state of online learning. Are brick and mortar schools going to be phased out, or are they merely a temporary casualty of the plague? Online learning certainly has its advantages. Prime among them, I think, is the ability to work at your own pace. It’s pretty obviously nice to be able to work around your schedule, especially if you have something like a job or some family engagements. However, in my personal experience, I’ve found something even more important. It’s all the little things that add up. If you didn’t get enough sleep the night prior, instead of shuffling into class galvanized by some alchemical concoction of coffee and redbull, you can just sleep an extra hour or two. If you find your mind wandering and you can’t concentrate, you can just take a break for a bit. The point here is that a digital learning environment allows you to always work at your best. Your life doesn’t get in the way of your education. Whilst there are undoubtedly some other benefits, this is the main one that really sticks out in my view. Unfortunately in this imperfect world of ours, it isn’t all sunshine and roses, as with most things there are certain problems which arise with online schooling. The most prominent of these has to be the social aspect. As you may imagine, being stuck behind a computer screen all day leaves little room for seeing other human beings. As pleasant as that may sound to some, take my word for it that just having other students around can change the learning dynamic for the better. Of course, one also loses out on the classroom experience. Being able to easily ask teachers questions about the material, or hear an answer from a fellow student which changes or enhances our understanding of our subject is something which one often takes for granted. Another problem is of course the fact that some learning has to be done in person. This is a problem that encompasses the entire spectrum of academic disciplines, from STEM to the humanities. On the STEM side, one absolutely needs hands-on experience in the lab. Trust me, I had to digitally dissect a frog once, I would have absolutely no idea where to begin if I had to do that in a real lab. And on the humanities side, some entire majors need to be done in person. I can’t imagine any scenario where a theatre or studio art major would be able to exist in a digital environment (can you take the theatre major out of the theatre or the studio art major out of the studio?). So, is cyber-school going to be the order of the future? Well, probably not. Even with the benefits, one gets the sense that a little inefficiency goes a long way in making school a lot more “human.” Still, as with all technology we can use it to enhance and improve the necessary and do away with that which isn’t. Overall, expect more ones and zeroes, and let’s hope it improves the quality of learning rather than just the efficiency of it. Senior Spotlights By Haley Katona Erica Bicchetti 1. What was/were your concentration (s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: I was a double major in English 6 and Secondary Education. 2. What are your future career aspirations? A: I aspire to be a high school English teacher. 3. What was your favorite literary text from a class you’ve taken here, and why? A: The Immortal Life of Henrietta Lacks by Rebecca Skloot. I read this novel as a requirement for my bio class. I think it tells an incredible Story Continued on Page 1 story about a w< no control over It focuses on a c medical science well as African-. •L 4. What literary you hate the m< A: Probably The by Chaucer. Sor was difficult to i translate Middle 5. What Englisl you would have take? A: I would’ve lil writing classes i 6. What was yo English class at A: Probably ED Kaster. It was sc interactive class a teacher. 7. Tell us a favo one of the Engl A: Dr. Hamill’s 1 “Hey, gang.” 8. What advice English majors^ who have yet to A: I would tell o majors/minors t procrastinating, will eventually p 9. What is your from Wilkes? A: I have so mai from Wilkes, bu always stick out went on a trip w �Issue 14.4: Spring 20201 Senior Spotlights continuation of page 6 is of learning This asses demic > the 1 side, Is-on it me, I rog once. > idea do that in lanities eed to be igine any r studio exist in i you take e theatre t of the going re? rith the ; that a ng way in “human.” f we can rove the h that tmore lope it rning cy of it. literary ten rietta ead this ny bio dible Joge 7 story about a woman who had no control over her own body. It focuses on a combination of medical science and engineering as well as African-American history. my English class to see Antony and Cleopatra at the Folger Theatre in Washington, D.C. 4. What literary text for class did you hate the most, and why? A: Probably The Canterbury Tales by Chaucer. Sorry, Dr. Hamill. It was difficult to understand and translate Middle English. Maddison Black 1. What was/were your concentration(s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: I double-majored in English as well as Musical Theatre. My concentration in English is Writing, and my minor wasin Creative Writing. 5. What English class do you wish you would have had the chance to take? A: I would’ve liked to take more writing classes if I had the chance. 6. What was your favorite non­ English class at Wilkes? A: Probably ED 190 with Ms. Kaster. It was such a fun and interactive class all about becoming a teacher. 7. Tell us a favorite quote from one of the English professors. A: Dr. Hamill’s famous phrase “Hey, gang.” 8. What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: I would tell other English majors/minors to stop procrastinating. If you work hard, it will eventually pay off. 9. What is your favorite memory from Wilkes? A: I have so many great memories from Wilkes, but one that will always stick out to me is when I went on a trip with Dr. Hamill and job, but because of the pandemic I’m concerned that the rest of the year will be conducted through online learning. Image courtesy ofErica Bicchetti 10. What is your favorite book/ author you have read, separate or just in general from the English courses here at Wilkes? A: I love The Color Purple by Alice Walker. It’s a classic with a good lesson. Also, one of my favorite authors has always been John Green. 11. Do you have a favorite movie? A: I have way too many favorite movies. I recently found a new love for the movie Hidden Figures. I think everyone should watch it!!............ I’m also obsessed with Disney i movies. 12. What are you most hopeful for or concerned about for your future as you move past graduation? A: I’m excited to find a teaching 2. What are your future career aspirations? A: My goal is to one day be a writer/performer on Saturday Night Live. 3. What was your favorite literary text from a class you’ve taken here, and why? A: I have a few different literary texts that I’ve read for my courses at Wilkes. If I had to pick, I’d narrow it down to Flannery O’Connor’s “A Good Man is Hard to Find,” which I read twice (once in Dr. Anthony’s English 120 class before I declared my English major and a second time when I read it just last semester in Dr. Kuhar’s survey). I also really liked “Young Goodman Brown” which I read in two of Dr. Kelly’s classes and I loved Raymond Carver’s “What We Talk About When We Talk About Love” which I also read in Dr. Kuhar’s survey. Story Continued on Page 8 7 �Senio] Senior Spotlights continuation o continuation of page 6 4. What literary text for class did you hate the most, and why? A: I can’t say I hated any. However, the hardest text to read and interpret were a few Chaucerian pieces I recently read in a Chaucer seminar led by Dr. Hamill. Dr. Hamill’s enthusiasm for the material allowed me to engage in such difficult material. may be the last. Go to a Manuscript event. Check out what Sigma Tau Delta is about. Meet up with your favorite teachers during their office hours and ask important questions. I wish I had another chance to do these things. Image courtesy oj Maddison Black 9. What is your favorite memory from Wilkes? A: My favorite memory from Wilkes was the 2019 Manuscript unveiling. I had just finished 7. Tell us a favorite quote from my Acting III final, which was a one of the English professors. “Shakespereian Prom” in which A: “[Marijuana is] the bar mitzvah we created our own characters and of 90s youth.” connected different Shakespeare Bernie Kovacs scenes together to make a story. I played the scene chick (obviously) 8. What advice do you have for and as soon we finished I ran over English majors/minors at Wilkes to Kirby Hall for a fun afternoon who have yet to graduate? of reading Manuscript pieces. A: I’m sure my advice is similar to I had also just gotten my first the other seniors graduating during ever performance job and was COVID-19, regardless I’d like to anticipating my senior year while say —z xplease cherish and appreciate .x saying goodbye to my dear friend, each event you have at Wilkes like it Mackenzie Egan. She had decorated 8 Thou^ Workf 10. What is your favorite book/ author you have read, separate or just in general from the English courses here at Wilkes? A: I owe a lot to John Synge, who wrote The Playboy of The Western World. It is a comedic Irish play and the first ever show I did at Wilkes in the Fall of 2016. My final semester, we read the text for Dr. Stanley’s British Drama class. I felt like an expert in the subject. It was the perfect way to tie together my time at Wilkes. 5. What English class do you wish you would have had the chance to take? A: I’m so glad you asked this question! Dr. Stanely is offering a class this upcoming fall in either horror or science fiction. I cannot remember which, but regardless I’m so disappointed I cannot take it! I loved his British Drama class. 6. What was your favorite non­ English class at Wilkes? A: My acting classes were my favorite non-English classes at Wilkes. We did a lot of writing in those classes as well while we worked on the various characters we had to play. “goodbye” to my to relocate to the to pursue my cor writing career. I i Kirby Hall in various types of “art deco” decorations, as our theme was the roaring 20’s. I felt like there was so much promise for the next school year. It was one of the happiest days of my life. 11. Do you have a favorite movie? A: My favorite movie is Ghost starring Patrick Swayze, Demi Moore, and Whoopi Goldberg. If you haven’t seen it, I totally recommend doing so. It is a drama, but Whoopi provides many comedic moments. If you’re looking for a comedy, my favorite is probably Superbad with Jonah Hill and Michael Cera which I only recently saw for the very first time (surprisingly). 12. What are you most hopeful for or concerned about for your future as you move past graduation? A: Following graduation, I’m most concerned about moving. I’ve lived in Wilkes-Barre my entire life, and it’ll be hard to leave my family. In a sense, I wrote my capstone as a Story Continued on Page 9 By Veronica R r No matte person works, or daily life looks lil changed at least i this time. COVU regulations that < changed the wor it. As someone v fortunate enougl job during this u imagine many m assume that notl my routine has c however, could r the truth. Work! service has alwa^ interesting job. I at a grocery ston three years, and experienced bus events unfold, ar insane questions anything quite li during this pane and employees a scared, and tens: time high. It feel go into work, th In the beginning required to cleai between every s Since that rule h place, many mo followed. Masks �issue 14.4: Spring 2020 Senior Spotlights continuation of page 8 -S of“art theme like se for the ne of the :book/ parate or English ige, who Western sh play did at j. My final t for Dr. lass. I felt ect. It was ether my te movie? Ihost Demi dberg. tally is a ides . If you’re r favorite h Jonah hich I only first time lopeful for :past , I’m most r. I’ve lived ■e life, and amity In one as a on Page 9 goodbye” to my hometown. I plan to relocate to the Chicago area to pursue my comedy/comedic writing career. I intend to take classes at “The Second City” theatre in which many Saturday Night Live stars got their start. They’re offering online classes during the quarantine, so I’ve already planned to get a head start on my professional training. Story Continued on Page 10 Thoughts on Being an Essential Worker During a Global Pandemic By Veronica Romanelli No matter what job a person works, or what his or her daily life looks like, it has likely changed at least a little bit during this time. COVID-19 and the regulations that come with it have changed the world as we know it. As someone who has been fortunate enough to keep her job during this uncertain time, I imagine many might reasonably assume that nothing much about my routine has changed. This, however, could not be further from the truth. Working in customer service has always been an interesting job. I have been working at a grocery store for nearly three years, and although I have ejqiperienced busy days, seen bizarre events unfold, and been asked insane questions, I have never seen anything quite like what I’ve seen during this pandemic. Customers and employees are stressed and scared, and tensions are at an all time high. It feels like every time I go into work, there is a new rule. In the beginning, cashiers were required to clean their registers between every single customer. Since that rule has been put into place, maniy 1 more drastic rules have followed. Masks must be worn at all times but not before watching a training video on how to wear them safely. Plexiglass has been put at every register, separating cashiers from customers. Every thirty minutes, employees take turns shutting their registers down to wash their hands. After clocking in for work, every employee must have his or her temperature taken and answer health-related questions before officially starting the work day. These are just a sample of the standards put in place within the last two months. Although these rules are sometimes stressful to keep up with, it is comforting to know that the store is taking as many precautions as they can for the sake of its employees and customers. The fear of getting sick at work and bringing it home to my family of seven is stressful, but at least I know that measures are being taken for the benefit of all who enter the store. Perhaps what is even more stressful than the rules are the on-edge customers. Within the two months of COVID-19 related restrictions, I think I have been yelled at by customers more than I have in my last few years of working as a cashier. At times the insults can be very degrading, like when a customer told me I was useless because I was cleaning the store instead of working at a register, but something about the immediate follow-up to this comment being an angry, “WHERE ARE THE CAPERS?!” made me laugh, so I was not too torn up about it. During a time like this, it is easy to be upset about everything that is going wrong, but I have learned to find moments of peace throughout my workday. For as many rude customers I have had, there are twice as many nice customers. A woman even bought a bouquet of flowers and handed one flower out to each cashier. Even if I still do not particularly love showing up for work, I can finally see the value in the work I do. Before, I looked at my work as a placeholder that I could use to support myself until I finished school and found a job that I really loved. Now, I see that the work I am doing is important and essential. Being quarantined does not come without its challenges, but it has given me the time to reflect, be grateful, and look at life from a more positive perspective. 9 �- ________ .... ...__ Senior Senior Spotlights continuation of page 9 Emily Banks 1. What was/were your concentration(s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: Digital Humanities and Writing. 2. What are your future career aspirations? A: Elementary school teacher. 3. What was your favorite literary text from a class you’ve taken here, and why? A: Jane Eyre because it features a powerful female character. take? A: Dr. Stanley mentioned the possibility of a film class next semester . I would have taken that if I wasn’t graduating. 6. What was your favorite nonEnglish class at Wilkes? A: PHL 217 Animal minds/ Animal lives. 7. Tell us a favorite quote from one of the English professors. A: “Hey, gang” Dr. Thomas Hamill ... its a classic and I will miss it. I have to come up with my own greeting in my future classroom. 8. What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: My best advice would be to keep up on the readings and write every day. Even keeping a simple journal will help improve writing skills. 9. What is your favorite memory from Wilkes? A: There is no specific memory, just meeting my friends who are also future teachers Image courtesy ofEmily Banks 4. What literary text for class did you hate the most, and why? A: Nothing specific. I do find that I am not much of a poetry person though. 5. What English class do you wish you would have had the chance to 10 10. What is your favorite book/ author you have read, separate or just in general from the English courses here at Wilkes? A: N/A no favorite book / author 11. Do you have a favorite movie? A: I’m a Marvel fan, I like the Thor movies but I don’t have a specific favorite. I also love almost all Disney movies. 12. What are you most hopeful continuation of for or concerned about for your future as you move past graduation? A: I just want to work in an environment centered around creating/promoting compassion and concern for others. I want to help contribute to influencing future generations and get them on the right path. Brianna Schunk 1. What was/were your concentration(s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: English with a concentration in Writing; double major in Dance, minor in Women and Gender Studies. 4. What literary t you hate the mosl A: Anything by Cl Sorry, Dr. Davis! I with his endless di of stuff and his da; settings. J 5. What English c you would have h take? A: POSTCOLONI the Science Fictioi that Dr. Stanley is SEMESTER!! 2. What are your future career aspirations? A: I would love to write poetry and have it published (that’s what I did my capstone on), but I’d be happy writing and researching in any way, especially in a way that combines with my dance major - possibly a dance historian or a dance critic! 3. What was your favorite literary text from a class you’ve taken here, and why? A: Fun Home by Alison Bechdel for ENG 352 (though I’d already read it before the class, it made me appreciate her writing even more) or any poetry/work by the poet Mina Loy for ENG 234 (specifically her Feminist Manifesto, probably?). Story Continued on Page 11 Image courtesy ofBrianna Si 6. What was your English class at W A: Women and Ge with Dr. Mia Brice to get a WGS expe COM teacher - it r a different way tha with my English di �Issue 14.4: Spring 2020 Senior Spotlights continuation of page 10 or past 4. What literary text for class did you hate the most, and why? A: Anything by Charles Dickens. Sorry, Dr. Davis! I just can’t jive with his endless descriptions of stuff and his dark, industrial settings. in >und 'assion want encing t them on 5. What English class do you wish you would have had the chance to take? A: POSTCOLONIAL!!!! That or the Science Fiction/Horror class that Dr. Stanley is teaching NEXT SEMESTER!! ish here ninoring r majors/ ration in Dance, ader :areer oetry and hat I did e happy i any way, mbines ssibly a » critic! e literary iken schdel Iready nade me n more) poet jecifically obably?)- J- 4 Image courtesy ofBrianna Schunk 6. What was your favorite non­ English class at Wilkes? A: Women and Gender Studies with Dr. Mia Briceno! It was so cool to get a WGS experience from a COM teacher - it made me work in a different way that was still parallel with my English department work. 7. Tell us a favorite quote from one of the English professors. A: “Hey gang, how we doin?” - Dr. Hamill, every single time you see him and at the beginning of every class :D// or, alternately, “hymenial intentions” from Dr. Davis’s ENG 336 Victorian Lit Class 8. What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: Oh my gosh! So many things. Get involved in stuff on or off campus, make friends beyond just the major - interdisciplinary work and research is an incredible thing to do!! Be nice to your professors - they can open doors for you, but only if you show that you’re willing to put in the work. Oh, also - put in the work! Be engaged in class, always write and include a strong and visible thesis in your papers, and don’t be afraid to take classes like ENG 101 - sometimes, going back to the beginning really is a good place to start. 9. What is your favorite memory from Wilkes? A: My favorite memories are probably the Halloween readings we have for Manuscript! Everyone comes dressed in costume, we all read some great work (including Creepy Carrots, read by Dr. Hamill), eat delicious candy and snacks, and it’s always a really fun time! 10. What is your favorite book/ author you have read, separate or just in general from the English courses here at Wilkes? A: One of my FAVORITE books that I’ve read (not for class, but was recommended to me by a professor) is Geek Love by Katherine Dunn. So creepy and thrilling, but also an amazing commentary on freak shows and our societal concepts of the body. 11. Do you have a favorite movie? Ratatouille, or the 1998 reboot of The Parent Trap. 12. What are you most hopeful for or concerned about for your future as you move past graduation? A: I would like to attend graduate school, so I’m looking forward to continuing my English work in that setting, and I think I have a lot of opportunities from where I am as a college graduate, so I’m happy about that! Story Continued on Page 12 Inkwell Quarterly Staff Editor-in-Chief Brian Vu Layout Editor Briauna Robinson Staff Writers Emily Banks, Erica Bichetti, Veronica Romanelli, Isaiah McGahee, Rashonda Montgomery, Darren Martinez, Brittany Stanton, Savannah Pinock, Nicole McNelis, Haley Katona, Daniel Stish, and Rachel Nardozzi Faculty Advisor Dr. Thomas A. Hamill 11 Page 11 �Managir Senior Spotlights By Rachel Nard continuation of page 11 Brian Vu 1. What was/were your concentration(s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: I was a Digital Humanities concentration with minors in Art and Women and Gender Studies. 2. What are your future career aspirations? A: I hope to work with databases and/or become a writer for companies or businesses. 3. What was your favorite literary text from a class you’ve taken here, and why? A: My favorite literary text would have to be Zoo City by Lauren Beukes. I read this book in ENG120 with Dr. Farrell when I was still a Mechanical Engineer. I think taking this class had a major influence on my decision to change my major to English. 4. What literary text for class did you hate the most, and why? A: My least favorite text was The Importance of Being Earnest. Surprisingly, the book wasn’t my forte and I had a pretty hard time getting through it, even after watching the movie. 5. What English class do you wish you would have had the chance to take? A: I wish I could have taken Creative Writing. I feel like that class would have helped me a lot. 12 6. What was your favorite non­ English class at Wilkes? A: My favorite non-English class at Wilkes has to be Drawing and Composition (ART 113) with Heather Sincavage. courses here at Wilkes? A: My favorite book series that I’ve read since I was a kid has to be Rick Riordan’s Percy Jackson series. I still have every book from the first and second series on my bookshelf. 7. Tell us a favorite quote from one of the English professors. A: My favorite quote obviously has to be Dr. Hamill’s “Miles to Go” speech where he quotes Robert Frost. The quote is from his poem “Stopping by Woods on a Snowy Evening,” saying “But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep.” This quote is very relatable and resonated with me throughout the semesters. 11. Do you have a favorite movie? A: My favorite movie ever is The Pursuit ofHappyness, a 2006 movie starring Will Smith as Chris 8. What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: I would say cherish every single skill you acquire from your classes, give everything your best shot, and know that your professors are your best mentors, especially in the English Department. 9. What is your favorite memory from Wilkes? A: My favorite memory isn’t a single memory, it’s more of a routine memory. My favorite thing that I will remember at Wilkes is getting on my longboard and saying hello to everyone I know on campus as I make my way to Kirby Hall for class. 10. What is your favorite book/ author you have read, separate, or just in general from the English Image courtesy of Brian Vu 12. What are you most hopeful for or concerned about for your future as you move past graduation? A: I am mostly concerned about finding a job that I will enjoy and be enthusiastic about. I want to be happy in my professional career, so I’m just hoping to find one that supports my kind of productivity. Rachel Nardozzi 1. What was/were your concentration (s) in English here at Wilkes, Or if you are minoring in English, what are your majors/ minors? A: I concentrated in Writing and Digital Humanities. I minored in women and gender studies. Story Continued on Page 14 During mi family, days of dri being honored. 1i meant to happen the decorations. I and I could not w However, that wa President about tl months. “Tentath was much confus thing that was set very close and so I initially ’ as something triv lot of things in or will support mys« from; the uncerta still maintain the: certain is gone to from that, career; housing has chan college students c I have experience eight years. It has However, making things wi more the situatio that the energy I into attempting t lot. I started teac drained to readii bigger steps to rr school work, am other life prioriti attempt to keep: living space. I m slack on househ I’m in a messy s] know when sorr said than done.” I began 1 one school assig these tasks way in the morning getting so angr} �Issue 14.4: Spring 2020 Managing Senior Year During COVID-19 By Rachel Nardozzi ■ I’ve : Rick I first shelf. »vie? 'ie <•> Ihris g M il it id be r, hat ty. .re ing >rs/ d n 14 During most senior years, there is an abundance of celebration. There are the graduation parties with family, days of drinking and dancing with friends, and all of the accomplishments of the last four years are being honored. I was looking forward to my graduation party with all of my family and friends which was meant to happen this upcoming Memorial Day. My mom and I had picked out the party favors, the food, and the decorations. I had picked out my graduation dress. I was over the moon during the last several months and I could not wait to experience the ending of something wonderful and the beginning of the rest of my life. However, that was all put on hold about two months ago. I was devastated when I received the email from the President about the postponement of graduation and that it was tentatively going to be held in the next several months. Tentative” was the word that has been used to describe my life for the last few months. Although there was much confusion prior to COVID-19 on how the next few years of my life would go, graduation was the one thing that was set in stone for me. And now, everything was in limbo, including the one thing that seemed too very close and so very real. I initially was filled with anxiety and depression. You see, some people outside of college may look at this as something trivial to be upset about. However, as a college senior, I speak from experience when I say that a lot of things in our lives are on hold. I don’t know where I will have a career, or where I will move to, or how I will support myself. But, I did have something. I think that’s where most of the depression and anxiety stems from; the uncertainty. College seniors do not have the opportunity to receive unemployment from careers and still maintain their financial stability. We are in debt, we are broke, and now the only thing we had left that was certain is gone too. We just don’t know what our lives are going to look like in any retrospect anymore. Aside from that, careers will now be on hold for us while the economy rebuilds itself, whenever that may be. Our housing has changed, and many of us had to return home to our parent’s houses. Also, most part time jobs that college students can maintain have been temporarily closed due to the virus, such as retail and restaurant jobs. I have experienced this personally, due to the closing of my job at a restaurant that I have worked at for the last eight years. It has been several months of loss and grief for college seniors. However, I began to realize after my few weeks of moping that I was not doing myself any favors. I was making things worse, actually. I noticed that the more sorry I felt for myself, the more miserable I became, the more the situation snowballed in my brain and sent me into a deep sadness that I couldn’t get out of. I decided that the energy I was directing into how upset I was about my senior year being cut short, could instead be put into attempting to give myself the best senior year I possibly could while being quarantined. I began reading a lot. I started teaching myself about things I always wanted to learn and reading books that I was too mentally drained to reading during semesters. It was a small step, but it helped. From that small step, I began to take bigger steps to maintain a healthy lifestyle during all of this madness. I began to put all of my effort into my school work, and promised myself that I would give my absolute all to this semester because I no longer had other life priorities to deal with. I began handing in work early and giving the extra amount of effort in an attempt to keep myself as busy as possible. Aside from those two actions, I began to take more time to clean my living space. I noticed that when my apartment wasn’t in it’s best shape, I wasn’t either, and vice versa. I often slack on household chores when I’m feeling down and it makes being productive that much more difficult when I’m in a messy space. I focused on these three responsibilities, everyday, to make sure I didn’t sink. Personally, I know when someone tells me to be productive when I’m feeling down, I always respond with, “It’s much easier said than done.” So, it wasn’t the tasks that I was using to occupy myself, but how I chose to do them. I began to set aside 1-3 things a day that I wanted to get done. I didn’t overwhelm myself. I would pick one school assignment, one chapter in a book, and one household chore. It made the actual action of finishing these tasks way less daunting. I also didn’t punish myself for not getting everything done. I would make my list in the morning and I would get to work. If I was feeling tired halfway through my day, I would rest. I stopped getting so angry at myself for not getting everything done. Because, hey, I have a lot more free time on my hands Story Continued on Page 14 13 �The Inkwell Quarterly Managing Senior Year During COVID-19 continuation of page 13 continuation o; now. Laundry didn’t need to be done on Tuesday if I couldn’t handle any more responsibilities for that day. No one could judge me if I wore my pajamas for three days in a row because everyone is wearing eir pajamas or three days in a row now. If I managed to get all three tasks done at the end of my ay, great. on y got one tas done, that was great too. Both needed to be accomplishments to me to keep me going. An ey, t ere were some days where I couldn’t (and still can’t) get myself out of bed for the full day. I started telling myself that was okay too. I counted that as a rest day and tried again the next day. I’ve also been focusing a lot on self care. I do my nails, I have spa days in the comfort of my sm apartment-sized bathroom. I do face masks when my skin is looking dull. I even attempted dying my hair a crazy color. What I stopped doing was things that I HAD to do. I don t have to get up every morning and put on a full face of makeup and dress professionally because I have somewhere to be. I started dressing up or doing my makeup when I choose to. It allowed me to start feeling beautiful in my sweats and in my jeans because it was my choice on how I wanted to look. I started watching movies and terrible reality television that I never get time to watch. I started giving myself what I need when I need it. If that happens to be that I eat an entire large pizza or lay in bed all day watching non-educational shows, or it happens to be me taking care of my body and getting some exercise, then either option is fine. Or if I wake up in the morning and feel like playing around in my makeup and doing my hair, then that’s okay too. I started listening to my body and mind and what they needed from me. I take small steps. I try not to criticize myself. I don’t judge myself for not finishing tasks. I give myself time to feel sadness and anxiety, but I also allow myself to feel small spurts of happiness in this unsurity. I started loving myself. It’s easier to do when you’re stuck hanging out with yourself 24/7. So, my takeaway as a college senior during CO VID-19 is this: an accomplishment within myself is still an accomplishment even if I can’t share that with everyone right now. It took months of me being with myself to feel good about this graduation for me and not because everyone else could see it. It’s still an accomplishment. This time spent with myself has been an eye-opener. Although I wish it came at a different time in my life, I have to deal with it the best way I can with the resources that I have. Life often throws unimaginable obstacles in our way and the only way we can grow from them is to go with them. So, I may have finished my semester while in my three-day-old pajamas. But I finished. I accomplished something on my own. And I understand now that we must celebrate the small accomplishments (getting dressed) just as much as the big accomplishments (graduation) because they are both celebratory. They are still accomplishments. Senior Spotlights continuation of page 12 2. What are your future career aspirations? A: I hope to become a writer. I would really love to write coming of age novels. 3. What was your favorite literary text from a class you’ve taken here, and why? A: My favorite text was The Wife of Senioi Baths Prologue in The Canterbury Tales by Chaucer. Her character was beyond her times and focused on issues of gender and fought for the right of women to do whatever they please. She was a feminist before feminism was even a societal thought. She was brilliant and I often reference her ideas in my other papers. Her words really stuck with---mei as a 21 st century k Image courtesy ofRachel 5. What English you would have take? A: I wanted to ta class with Dr. Ar got the chance tc 6. What was you English class at A: Women and ( with Helen Davi Reflet feminist. 4. What literary text for class did you hate the most, and why? A: I didn’t hate any texts, but I did struggle the most with Chaucer’s works because they were written in Middle English. 14 Story Continued on Page 15 By Emily Ban! The Con short and forcec and students im writing to say th on the back bur work at CVS Ph unbearable the: interaction, as v writing to expre �Issue 14.4: Spring 2020] Senior Spotlights continuation of page 1 at day. No >ajamas for got one task •e were some it was okay mall y hair a crazy ?ut on a r doing my use it was my ' get time to rge pizza or nd getting ] in my hey needed i. ( ve myself rity. I started 8. What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: Keep going. The pressure and stress might seem like it is never ending but once you see the finish line of graduation and all of your accomplishments, all of the hard times are so worth it. Image courtesy ofRachel Nardozzi 5. What English class do you wish you would have had the chance to take? A: I wanted to take another writing class with Dr. Anthony but I never got the chance to. self is still th myself to >lishment. iy life, I obstacles semester lerstand now shments 6. What was your favorite non­ English class at Wilkes? A: Women and Gender studies with Helen Davis. 9. What is your favorite memory from Wilkes? A: My favorite memory was meeting my two good friends, Emily and Kate in my first creative writing class. I had nowhere to sit and sat next to Emily who made an extremely funny comment to me and we immediately became friends, at the end of the class she introduced me to Kate. We’ve been 10. What is your favorite book/ author you have read, separate or just in general from the English courses here at Wilkes? A: My favorite book right now outside of my major is Letting Go: The Pathway of Surrender by David Hawkins. 11. Do you have a favorite movie? A: Serendipity. 12. What are you most hopeful for or concerned about for your future as you move past graduation? A: I am most hopeful and nervous to begin a career. I hope it is a career that I love and can stay in for the rest of my life. But, I am concerned with COVID and how transitioning into the real world will be affected by that. Reflecting on the Coronavirus By Emily Banks ►r class did I why? s, but I did Chaucer’s e written in ?n Page 15 friends ever since. 7. Tell us a favorite quote from one of the English professors. A: Dr. Hamill quoted Milton once and it really resonated with me: “The mind is its own place, and in itself can make a heaven of hell, a hell of heaven.” I’ll also miss his daily greetings of “Hey, gang!” I ] The Coronavirus has impacted every person reading this in one way or another. It has cut our semester short and forced a transition to online only classes, which has been confusing and challenging for professors and students involved. It has canceled events and taken away memories from people all over the world. I am writing to say that it is OK to be sad about what is happening. Major milestones in our lives had to take a seat on the back burner and people are dying. We had to change our lifestyle to fit the needs of our new world. I work at CVS Pharmacy and it has been a very difficult time during this pandemic. Wearing a mask was almost unbearable the first week of work, but it had to be done. There has been an extreme limit on face to face human interaction, as well as touch. I want to see my friends and family, but social distancing is a way of life now. I am writing to express the fact that this has impacted everyone and I think it has revealed a need for change in our Story Continued on Page 18 15 �______ Save the Band at Wilkes By Nicole McNelis created (426 members at the time of writing), and a website was even designed with the intention of alive keeping1Wilkes ------- '’ ’band\program 2 (visit the site at savewilkesbands. com). Both the Times Leader and Fox56 News have published stories on the matter, including the communities’ concern over the topic. Clearly, the community push back against this decision is strong, with the hope of being meaningful, impactful, and able to spark change. Wilkes administrators have sent out emails stating that despite the elimination of Dr. Johnsons position, “no final decisions have been made about the future of the Marching Colonels,” Wilkes’ fairly new and dearly beloved marching band. Although I am personally not a member of the Marching Colonels, all of my band friends who are members genuinely and wholeheartedly enjoy being a part of such a fun organization. Being a part of marching bands in the past, however, I realize that it is almost impossible to have such an organization without a leader of some:sort to keep up with everyday Following the information tasks of the band. Without Dr. came a wave of pushback Johnson, or any sort of band from band members, parents, director, it is difficult to see how students, alumni, local musicians, the Marching Colonels can possibly community members, and so stay afloat. many more. Luckily, Dr. Johnson I joined the Civic Band at included a list of people that took Wilkes last year when I transferred part in making the decision along niaF^fUniyereity Every Wednesday with their emails in order for night for the pastOne oneand andaahalf half anyone to reach out and voice their JL t 1 /e testers (cut short due to CO VID concern. Electronic petitions went iy'’l have spent my time at the viral (one having 1,119 signatures Dorothy Dickson Darte Center at the time of writing this article), making music with dedicated advocacy Facebook groups were ilkes students and community On Tuesday, May 12th, the Director of Bands at Wilkes University, Dr. Mark Johnson, sent an email to members of the band program at Wilkes with the subject reading “The End of Band at Wilkes (PLEASE READ).” In the email, Dr. Johnson disclosed that he was informed by the university that his position would be terminated after the 2020-2021 school year due to budgetary cuts, marking the end of the band program at Wilkes. This news came as a shock to many, as Dr. Johnson had just completed his first year as Director of Bands at the university. 16 members with the intent of putting on a concert to showcase our hard work and musicianship at the end of the semester. For many, myself included, these rehearsals are a time to escape the everyday stressors of Image courtesy ofNic Save tl continuatioi Image courtesy of Nicole McNelis being a student or working full­ time and gives us time to be present in the moment and focus solely on the page of music in front of us. For me, band has always been a staple in my life— something that I could always count on being there no matter how hectic life could be. It is devastating to think that I might not have this anymore due to a budget cut. This, unfortunately, is not the first time that Wilkes has eliminated a music program due to lack of funds. In 2006, Wilkes announced that they would no longer offer degrees in Music Education „orx Music ............. Performance,. devastating and shocking the livelihood of many local musicians, Almost ah music teachers in the area have their music degrees from Wilkes and are both successful and good at what they do. As for the music minor program at Wilkes, Story Continued on Page 17 it will also “mi future of the r From 1 beloved organ and saying thi Musicians ant which is both children (and this, please re the decision t Dr. Greg Cam Dr. Terese W Dr. Paul Rigj Dr. Paul Ada Mr. Joseph B Dr. Johnatha Mr. Loren Pi Ms. Kishan i �Issue 14.4: Spring 2020 1/7. , ! le intent of putting howcase our hard anship at the end For many, myself ehearsals are a time ryday stressors of *‘4 ■ ilhiM W Image courtesy of Nicole McNelis Save the Band at Wilkes continuation of page 16 IcNelis or working fullis time to be present ind focus solely on ic in front of us. is always been a - something that I ant on being there lectic life could ting to think that I this anymore due to it will also “most likely” be cut as well, as per Dr. Johnson. No final decisions have been made in regards to the future of the music minor program at Wilkes. From the bottom of my heart, I sincerely hope the university can figure this out without eliminating beloved organizations like the Civic and Marching bands. I have always heard people advocating for the arts and saying things like “that arts are always the first to go,” but have never experienced it first-hand until now. Musicians and other artists always receive the short end of the stick when it comes to budgets and funding, which is both baffling and extremely unfair. From an educational standpoint, the arts are essential in keeping children (and people of all ages) both well-rounded and grounded. If you or any of your friends are affected by this, please reach out to the administration listed below in an attempt to express displeasure and concern with the decision to potentially end the bands at Wilkes. Dr. Greg Cant-President: greg.cant@wilkes.edu Dr. Terese Wignot-Interim Provost: terese.wignot@wilkes.edu Dr. Paul Riggs-Dean of the College of Arts, Humanities, and Social Sciences: paul.riggs@wilkes.edu fortunately, is e that Wilkes has isic program due In 2006, Wilkes they would no rees in Music usic Performance, shocking the iny local musicians, c teachers in the nusic degrees from loth successful and ey do. As for the ogram at Wilkes, itinued on Page 17 Dr. Paul Adams-Vice President of Student Affairs: paul.adams@wilkes.edu Mr. Joseph Housenick-Chief Human Resources Officer: joseph.housenick@wilkes.edu Dr. Johnathan Ference-Associate Provost: jonathan.ference@wilkes.edu Mr. Loren Prescott-Vice President of Finance & General Counsel: loren.prescott@wilkes.edu Ms. Kishan Zuber-Vice President of Enrollment Management and Marketing: kishan.zuber@wilkes.edu 17 �Reflecting on the Coronavirus continuation of page 15 world. We need to embrace this as a chance to value simple conversations with friends or trips to the mall or eating out and not take advantage of human interaction and compassion. For a member of a generation that is practically glued to their phone screen, I have a lot of friends who are depressed without face to face interactions. Another important issue that has been brought to light amidst our current living situations is how dependent children are on their schools to provide meals. A child should never have to be dependent on their school system for food, and we need to think of better ways that we can support families who struggle to feed their kids. Additionally, I think it is extremely important to support small businesses, as we have seen many have to close down during this pandemic. If the coronavirus has shown me anything this far, its that we only have each other and we should value our time with friends and family and limit our phone usage. We need human interaction. We also need to support one another all the time, not only during a major pandemic. We now see the problem areas in our communities that this pandemic has revealed, and it is up to us to work toward improving these issues and not bouncing back into our old selfish ways. Saying Goodbye to Wilkes By Emily Banks Senior year was certainly not what I thought it way, but, leaving Wilkes, I am confident in the skills would be, but I am so proud of my school for thinking I have learned. English classes, in particular, have about the students and still trying to make up for lost helped me get accepted to Grad school for next fall. events, especially graduation. I know of other schools I think as far as communication, I can communicate that either completely canceled graduation or are in a more professional and academic manner than making it virtual. I think Wilkes genuinely cares about before, and I often find myself thinking critically and their students and wants to recognize and celebrate analyzing analyzingbefore beforeforming formingan anopinion opinionor oraathought. thought.The The ouraccom] ”’ iplishments. I have made so many memories past four years have helped me prepare for a lifetime in the past four years especially in Kirby Hall. Wilkes in a professional environment, and I am confident that is a perfect school for getting to know your peers, the skills I have learned will help me excel in whatever as well as your professors. Being an English major, I career I choose. I also leave Wilkes with friends for have gotten to know almost every student graduating life. I think this all loops back to Wilkes having a in 2020 with an English degree. I have also gotten to welcoming atmosphere. The small class sizes allow for know my professors well. I don’t think it has always growing relationships, both with peers and professors. been easy, and there have been challenges along the Depai Congratula Isaiah McGal Brianna Scht the humaniti Brianna Schi] English studi Sarah Weyna writing in pr Sigma Congratula 19 This years Inducl members, Sigma upcoming 2020-^ again to our newt Photo Credit: Wilkes Alumni Facebook page 18 �Issue 14.4: Spring 2020 Department Award Winners ■ mall or ion that is interactions, ^pendent :hool :d their kids. re to close each other teraction. ; problem ig these Congratulations to our Annual English Department Award Winners! Isaiah McGahee—Frank J.J. Davies Award for outstanding achievement in English Brianna Schunk—Annette Evans Humanities Award for outstanding scholarship in the humanities and contribution to cultural affairs Brianna Schunk—Patricia Boyle & Robert J. Heaman Scholarship for excellence in English studies, potential for advanced study, scholarship, and financial need Sarah Weynand—Taft Achilles Rosenbery Naparsteck Scholarship for promising writing in prose fiction, journalism, or poetry the skills ■, have text fall, nunicate er than ically and ought. The i lifetime ifident that i whatever nds for inga > allow for jrofessors. Sigma Tau Delta Inductees Congratulations to our newest inductees to Sigma Tau Delta! Amanda Andersen Genevieve Frederick Erin Schaepe Hannah Simmerson Sheylah Silva This year’s Induction Ceremony was held via Zoom on Sunday, 03 May. In addition to welcoming its newest members, Sigma Tau Delta is also excited to announce that Sarah Weynand will serve as President for the upcoming 2020-21 Academic Year and that Dr. Davis will serve as the new Faculty Advisor! Congratualtions again to our newest inductees—and stay tuned for great work from Sigma Tau Delta next year! 19 �Issue 14.4: Spring 2O20 manuscript update The 2020 Edition of The Manuscipt was released during a virtual Launch Party (via Zoom) on Tuesday, 12 May at 5:00 PM. Congratuationsto everyone whose work has been published in this year s issue! And thank you and congratulations to the staff for putting the issue together despite the challenges of working in remote mode! I! Keep an eye out for the printed edition of the 2020 issue in the coming weeks and months as campus reopens. In the meantime, please contact magazine@wilkes.edu for access to the digital link to the issue. Writing Center Hours The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. 20 Fall 2020 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 201: Writing about Lit. & Culture MWF M 10:00-10:50 11:00-11:50 Dr. Anthony Like all operations at Wilkes, the Writing Center is currently operaitng in remonte mode in light of campus closures in response to the COVID 19 pandemic. ENG 202: Technical Writing MWF 11:00-11:50 Prof. Lobb ENG 225: Comparative Grammar/DH MWF 3:00-3:50 Dr. Stanley ENG 228 Prof/Wkplace Writing/DH MWF 10:00-10:50 Dr. Anthony For the reaminder of the Spring 2020 semester Writing Center support is available via The Online Writing Center at: ENG 233: English Lit. I/WGS/Honors MWF 1:00-1:50 Dr. Hamill TR 9:30-10:45 Dr. Kuhar TR 1:00-2:15 Dr. Davis 3:00-4:15 Dr. Kelly M 6:00-8:45 Prof. Lartz MWF 2:00-2:50 Dr. Stanley ENG 282: American Lit. II/WGS ENG 350: English Novel/WGS https://www.wilkes.edu/writing ENG 351: African Am.. Lit.: Morrison/WGS TR For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu ENG 393: Teaching of English ENG 397: S: Horror & SciFi/DH � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Spring 2020 (Volume 14, Issue 4) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Spring 2020 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/d0cf32d7ad0d31b8aa268a4c3825c7c8.pdf 46024beb041a1f0fc3687eaad880e961 PDF Text Text Issue 15.1: 14.3: Fall Spring 2020 2020 THE INKWELL QUARTERLY English Majors and the Terror of the Book Club By Daniel Stish So, I figured I’d bloviate for a while about something which I’m now dubbing “the terror of the book club.” As an English major, I’ve run into something (which I’m sure we’ve all come face to face with at some point) which I’ll call the “weight of expectations.” This great horned beast manifests itself in many ways—the glazed over look, the “Oh, that’s nice”, even the perfidious, “As long as you're happy.” What I mean to say is that amongst the “uninitiated” (the parent, the relative, the friend), the idea of an English major finds itself occupying a singular sort of reference. This “reference”—meant in the way one might construct a thought—finds itself crafting (as Yaldabaoth might) the image of a book club, and the singular destruction of ambitions that one may imagine goes along with it, that is to say, a self-indulgent intellectualism. Rendered in simpler terms, this may be summed up as the question, which I’ve been asked, and which I would have no doubts some among you have been asked also: “Why not pick a different major, and just read books in your free time?” I must now say how singularly glad I am that I didn’t follow in the prodding direction of this question, and I hope the rest of you are as well. I answered instead with my own form of bourgeois rebellion, that very loud yet resoundingly silent suggestion to do whatever makes you happy. I must say I’ve had my doubts— have wrestled with that self same question dangling at the end of the previous paragraph. I had danced along with other advisors in other majors (great people, all!) but my heart never quite found its rhythm. So, as alluded to, I took the plunge into English, wondering what I’d gotten myself into all the while. One of the reasons I decided to write this shanty article (besides personal indulgence and serious writers’ block) was because I’ve been genuinely impressed with what I’ve studied so far. My only real exposure to the study of literature was the two gen-eds I took in my freshman year, and my first taste of the upper level courses (201 and 282 this semester) has been very positive. My point here is that, before my eyes and despite my presumptions, I’ve seen my study of English move from personal indulgence to a genuine In This Issue: Black Lives Matter Silent Protest: An Interview Experience the PA Renaissance Faire Ace Attorney Apollo Justice Review Transferring Into a New Way of Learning The Poetic Nature of Pence’s Fly First- Year Faces Hamill’s Hunches Harry Potter Cake task of intellect. Now, I’m not saying this in order to be conceited, but rather to celebrate English and its study. In much the same respect, I’d encourage anyone out there, whatever their major, to celebrate their own field and the work they're doing. It may seem somewhat callow to suggest that people should take account of the things they’re thankful for. However, at times like these when the world finds itself on fire—both literally and figuratively—I find it useful to put things in perspective. College, in many respects, appears to me to position itself as a sort of oasis. It can be hard to realize how important these four (or more, bless you!) years in college are, with your nose buried in a book studying—doubly hard with the added stresses of an atypical Story Continued on Page 2 1 �The Inkwell Quarterly English Majors and the Terror of the Book Club continuation from page 2 semester, and yes, the world as a whole is perhaps on shaky ground at this point. But, all the more this should allow us to take pride in the work we’re doing. Like it or not, we’re going to be out in this wide world of ours some day. This fact only serves to make the work we’re doing more important—the skills we’re building and the knowledge we’re acquiring. When we leave we’ll carry these things with us. I’ll end this proselytizing here before this ends up sounding like propaganda from the college board. If nothing else, especially in trying times like these, you, as college majors, are doing good work. For myself, an English major allows me to be able to study literature and therefore the minds of the societies which created it. It allows me to have the tools to interpret and interface with that society. That’s good work. So yes, even the little book club has value. And from this position, I’m sure that whatever your major and wherever you’re going in life has value as well. As you, the reader, continue your work, your studies, throughout this hectic year, I hope you can remember that. Black Lives Matter Silent Protest: An Inter view with Morgan Burton By Veronica Romanelli On Friday, September 25, Wilkes University’s Multicultural Student Coalition (MSC) organized a Black Lives Matter (BLM) silent protest. Throughout the day, students were stationed all around campus in an effort to make their voices heard on a very important and relevant subject: the Black Lives Matter Movement. More than 200 students, faculty, and staff gathered to support the cause, and protesters made their voices heard in the SUB, on the Greenway, and in the lobby of Stark. Although the protest was silent, meaning protesters did not recite chants or give speeches, the message was heard loud and clear. I talked with Morgan Burton, MSC’s Vice President, and asked her to share her thoughts on the event. What made you want to get involved in organizing a BLM silent protest? My biggest motivation for this silent protest is to bring change and to educate my Wilkes-Barre friends and community about the social injustices that people of color face on a daily basis. This is something that affects thousands of African Americans and I want to use my platform to make sure my people are being heard and seen. 2 Why is it important to hold an event like this on campus? Why should people get involved? I think this event shows the University’s stance on the BLM movement and support for our Black community on campus. Although Wilkes is a predominantly White institution (PWI) I believe hosting events like this remind everyone that diversity is a pillar of our University and that we stand by this especially with the increase in racial tensions and divides within the nation. Colonels need to support our Black community more now than ever as we are constantly under attack. How do you feel about the outcome of the event? Are there any noteworthy details/moments you’d like to share? I was very pleased with the turn out of the event. We had over 220 people participate. I was thrilled to see the Wilkes community come together in such a beautiful way. At one point I had to make more signs for participants to hold because we ran out. I also loved that some students just came for a few minutes in between classes to show their support. I also saw many students wearing black to show their support. I appreciated this, as people were showing their Story Continued on Page 3 � Issue 15.1: 14.3: Fall Spring 2020 2020 Black Lives Matter Silent Protest: An Inter view with Morgan Burton continuation from page 2 support in whatever way they were able to. What type of work does MSC do? Do you have any advice/tips for people who want to get involved with MSC and don’t know how? The Multicultural Student Cultural is a group of students dedicated to spreading diversity here on campus and in the Wilkes-Barre community. We look to get students more involved in campus activities. I would recommend students visit the Max Roth Center, which is across from the library, or they can reach out to me (morgan.burton@wilkes.edu) or Erica Acosta (erica.acosta@wilkes.edu) Experience the PA Renaissance Faire By Juliana Lueders Fall is without a doubt my favorite season. Besides the chilly sweater weather and the beautiful colors of the leaves, fall has some of the best activities to enjoy together with friends. Regular staples include apple picking, pumpkin carving, and watching horror movies in preparation for Halloween. But a few years back I was introduced to something new, or should I say something old: the PA Renaissance Faire. For those of you who don’t know, a Ren Faire is a festival that allows people to experience the best of what the ye old days had to offer without all of the things that made the time a living nightmare. The PA Ren Faire is one of the largest of its kind and has been a seasonal staple since 1980. A reason for its success is all the care that is put into every square inch of the park. The Faire itself is located in Manheim at the Mount Hope Estate and Winery. The 35 acres of land include these buildings, two thematic amphitheaters, a life-sized chess board, a jousting arena, and all of the tiny authentic shops situated amongst the paved walking trails. All these sights are just the beginning, there are so many things a person could do at the Ren Faire. After entering through the castle gate one is immediately bombarded with colors, sights, and smells. The paths that run through the park are all connected in one way or another so there’s no wrong direction to go. There are certain areas designated for certain activities, such as the carnival section where all the games are located. People can play an array of strength or shooting games. Or one could pay to smash glass bottles against a wall if one is into that sort of thing. Continuing down the path, there are large stages that showcase talents like singing, comedy, and whip-cracking. Performances are happening around the park constantly, and there is never a dull moment. But the performance that attracts the most attention is the joust. In the back of the park, there is an area set up with a track for the knights to fight on horseback, a stage for the queen to declare a winner, and benches so the public can watch it all unfold. These knights are put through trials to test their skills and to gain the queen’s favor. At the end of the program, there is a battle amongst the remaining knights, and the last one standing is declared the champion. This event is typically the last of the day and is commemorated with a firework display. Personally, my favorite thing to do when at the Faire is wander through the tiny shops that make up a majority of the Faire. The Ren Faire provides a great opportunity for smaller businesses to access to the public and it allows them to get the recognition they don’t find in regular markets. There are so many items, most of them being genuine handcrafted products that would be impossible to find anywhere else. Things like real forged swords and knives (if you are over the age of 18), leather clothing, incense, candles, and handcrafted jewelry. There are also places that provide services instead of goods like fortune-telling, hair braiding, and henna art. All of these products Story Continued on Page 4 3 �The Inkwell Quarterly Experience the PA Renaissance Faire continuation of page 3 4 and even their sellers help add to experience a bit of the past in a the aesthetic and atmosphere of the way they never thought possible. faire. These costumes connect all the Now, I can’t talk about Faire goers together through their atmosphere without mentioning mutual appreciation for the past. the real stars of the faire; the actors. The small army of hired performers that roam around the entirety of the park to cause mischief wherever they go. Some of them have designated roles like the queen and her court, they’re specific in their locations and skits. But if you are lucky you’ll be able to catch them walking through the main streets in all their grandeur. Other actors are townspeople. They interact with anyone that they come across and wield enough obscure oldtimey language that would make Shakespeare proud. Photo Credit: PA Renassaince Faire Normally, for such events, it would be easy to point out the The dedication that goes into every performers by the outfits they’re costume creates an environment wearing. All the actors there are that is open and accepting of all the in full costume, some are more mythical fantasies one would want elaborate than others, but all are to recreate. And for someone who very fitting for the time. But a key has a certain fondness for historical element to the Ren Faire is that not fantasy books like me, it is like a just the actors can be in costume. fairy-tale dream come true. The Regular people are encouraged to costumes are always a highlight of wear costumes as well. This leads to my trip, seeing so many people that some people building entire outfits passionate about an event really so they can be whomever they want illustrates how much it means to at the Faire. I have seen suits of them. The Faire helps to establish a armor, ball gowns, fairy wings, and community between these people, cloaks of every shape and color. A one that would be impossible to favorite costume of mine, and one find anywhere else. my friends would always get very But an adjustment that had excited about whenever we would to be made to everyone’s costume see them, was a group of Vikings. this year was the addition of a Not exactly Renaissance but it’s all mask. Since the pandemic began at in the spirit of expressing oneself the beginning of this year and then and the people at the Faire use this the following shut down of many medium to interact and events, people were scared that the Faire would be canceled this year. I think that this Faire is very fortunate to have physical buildings instead of tents, meaning that they have real bathrooms for people to wash their hands. This factor combined with its large size and the outdoor location definitely helps to protect people. Of course, the owners are still taking precautions like mandatory masks and they are limiting the number of people allowed in per day to cut down crowding. All the Faire goers take these precautions in stride, some even decorate their masks to match their costumes. Not to mention all of the plague doctors roaming around the grounds in good spirit. Everyone is trying their best to make the most out of these more difficult times. The Ren Faire runs from 05 September to 01 November, so there are only a few weekends left to go visit. Every weekend the Faire has a certain theme for people to dress up accordingly, and in honor of the scariest holiday coming up the last three weekends are all spooky-themed! So even if trick or treating is not allowed due to the pandemic this year you can still wear your costume to the Ren Faire. This event has quickly become the highlight of my fall and I hope you will get a chance to experience the fantasy for yourself. � Issue 14.3: 2020 15.1: Spring Fall 2020 A ce Attorney A pollo Justice Review Caution: Potential Spoilers By Darren Martinez Over the summer, there’s a good chance quarantine gave you a bit of extra free time. Maybe you learned a new skill, caught up on your Netflix backlog, or doomscrolled on Twitter (guilty). I also learned how to be a lawyer! The Ace Attorney universe has a version of Los Angeles, also dubbed “Japanifornia,” where murders occur every three days. The services of lawyers are desperately needed. Photo Credit: Nintendo In the original trilogy, you play as Phoenix Wright, the ace attorney. Over the course of these three games, Wright builds his reputation by taking on nigh unwinnable cases and bringing down the most cutthroat prosecutors. His philosophy is to believe in his client’s innocence, despite how stacked the evidence is against them. Outside of special circumstances, Wright defends all of his clients to ‘not guilty’ verdicts. This makes the beginning of Apollo Justice that much more interesting, as Wright appears to you in a hoodie and a beanie. He’s accused of murder, and happens to be your first client as a new defense attorney. It’s been seven years since he lost his attorney’s badge, but his reputation as an ace attorney is still intact. The mystery surrounding Wright’s circumstances bleeds into every case in the game, and ultimately creates a new tonal direction for the series. While dressed as a bum and accused of murder, Phoenix has protagonist Apollo Justice essentially play into his hand. It turns out Phoenix was framed by his friend and fellow defense attorney, Kristoph Gavin. Apollo is Kristoph’s understudy, and Phoenix requests Apollo specifically to make sure Kristoph can be incriminated. Gears are turning on plots not visible to the player, as Phoenix promises all will become clear later. It’s admittedly jarring! The great Phoenix Wright is brought back without even a hint of fanservice. He is aloof, yet cunning. He has an adopted daughter who is a practicing magician. His law office is now the Wright Anything Agency. Everything familiar about his character from the first three games is flipped on its head. He was once the player character, which makes his transformation even more alienating for players familiar with the franchise. Gameplay wise, very little deviates from the Ace Attorney formula. Explore crime scenes, conduct interviews, and defend your clients in court. The defining difference is the game’s tone and art direction. Characters are a lot livelier and some have idle animations. Trucy Wright bounces slightly, ever eager to assist Apollo in his work. Prosecutor Klavier Gavin (Kristoph’s younger brother and frontman of a rock band) snaps his fingers in court. While still adhering to limited animation, the characters emote just enough to show growth from the first three games. The contrast is especially noteworthy when the final case brings back Phoenix’s old sprite. For backstory purposes, we learn how Phoenix lost his attorney’s badge. His sprite is stiff and oddly proportioned when juxtaposed with a younger Klavier, as well as the magicians that serve as defendant and witness. The sprites are so visually advanced that I can’t help but think it is an intentionally drawn comparison. The game’s meta commentary wants to say that Phoenix’s attorney identity is shelved. Phoenix himself admits his limits, wanting to pass the torch to new blood with abilities to survive in a new era of court. Apollo’s defining courtroom ability is Perception. On certain testimonies, Apollo’s bracelet alerts him to the tenseness of the witness. You might not have evidence that proves a contraction, but you Story Continued on Page 6 5 �The Inkwell Quarterly A ce Attorney A pollo Justice Review Caution: Potential Spoilers continuation from page 5 can see your witness’s tells. On a certain line, perhaps their eyes dart away or they play with their fingers. Identifying these lies is what Phoenix believes sets Apollo apart from all other defense attorneys. The game’s soundtrack compliments the transition to surrealism. The original trilogy is centered around the Fey clan and their ability to channel spirits. In Apollo Justice, Apollo’s aide is a practicing magician and the prosecutor he faces is a rock god. His mentor is a disgraced attorney, “pianist that can’t play a lick,” and poker player on the side. All of this is delivered with absolute sincerity. The soundtrack is a bit like being sentient in a dream. A few of the themes relating to Apollo’s abilities have instruments that play to the beating of a heart. As the player reveals the witness’s secrets, the soundtrack is making you aware of the beating of your own heart. Themes like the courthouse introduction feel familiar, but not too familiar that they don’t feel new. The remixes evoke distance, as if yesterday was summer and today you woke up to fall’s cool air drifting through your bedroom window. An entire case revolves around the rock music Prosecutor Gavin plays as well. The soundtrack is varied enough that the player is never bored. Altogether, it’s a hauntingly beautiful arrangement that somehow evokes nostalgia on the first playthrough. Apollo Justice was a very fun game for me. I get hyperfixations where I tend to hone in on certain franchises or media properties for a distinct period of time. It happened to me with Pokémon, Animal Crossing, and Dark Souls, to name a few. I still cannot stop thinking about Apollo Justice, even though it’s the kind of game where once you know the story, you’ll likely never be able to replay the game. However, you have made it this far (hopefully). I would urge you to play the game for yourself if you have not already, because I don’t believe I spoiled too much. I give Ace Attorney: Apollo Justice a firm 9/10. conflicted - I have a whole lifetime ahead of me, wanting to gain a further education but afraid of not succeeding in the field I chose to study and practice in for the remainder of my life. During those two years, I took a class or two at a time, some in the classroom and others virtually as I continued to reflect on my passions, skills and talents, and on how I could use them to have a successful and delightful career. During my transition into Wilkes, I thought it would be a piece of cake. After many years of experience enrolling and partaking in college courses, I thought to myself it would be the same experience as my other semesters. Boy was I wrong. It took less than a week to experience the issues many of my collegiate friends faced in the recent Spring semester this year. Zoom quit during a second meeting for one of my courses and I was unable to join again (which happened again a few times after that). I began to worry about a Transferring Into a New Way of Learning By Ryan Zaruta COVID-19 has changed many aspects of our lives, forcing us to adapt to the chaos it has created. Store closures, government shut-downs, mandatory mask policies, social distancing. Even our typical means of education came to a halt as the pandemic reigned havoc on the world. I took two years off from my educational experience, after completing two degrees from Luzerne County Community College and a semester at Temple University. Like many, I was 6 Story Continued on Page 7 � Issue 15.1: 14.3: Fall Spring 2020 2020 Transferring Into a New Way of Learning continuation of page 6 completely new way of learning, and I felt astonished with the amount of reading and assignments required. Going through whole chapters and modules one week at a time, struggling to remember the overabundance of due dates, I began to panic. One of my weaknesses is the ability to keep track of the time frame I have to complete tasks and requirements, between my full time work schedule as a Night Shift Supervisor / Second Level Operations Technology Person at a small town McDonald’s in Kentucky (you read that right - this current semester I am spending away from Wilkes-Barre and residing in the Louisville area briefly), to the full time school schedule I have devoted so much time and effort to get a great education, and the other contributions i indulge myself into. I have attempted time and time again each semester to jot everything down in a planner, but I never kept up with it. To me, it was too time consuming. Here’s the odd thing about my inability to maintain an agenda planner and my new education experience. I began to become more organized. In-person courses made it much easier to remember due dates, between having several reminders through email and virtual classroom sessions, and setting time aside on the very first day of the semester to comb through every syllabus I had to write down every due date for each class. We are halfway through the semester, and each day and month in my planner has due dates and reminders scribbled throughout. For once, I finally feel organized. Not only benefiting in my academic learning, but in my personal life as well. I have been more attentive to note taking which I have applied toward my current occupation (such as writing down suggestions and ideas to discuss with my boss and the night shift managers I supervise, to keeping track of tasks assigned to the crew members), allowing myself to be more aware of the day-to-day tasks required. Since the beginning of my organization efforts, I have lost that feeling of frantically hoping I could miraculously remember when my assignments were due and complete them in time. My professors have been impressed with my ability to keep track of due dates and my ability to reach out to them with concerns regarding possible conflictions or confusions that might arise, and the superiors I report to at my establishment of employment have praised my growth with the company. COVID-19 may have changed many aspects of our lives negatively, yet this transition into a different style of learning has impacted me in many positive aspects, which will change the way I organize myself for years to come. The Poetic Nature of Pence’s Fly By Nicole McNelis Like many Americans, I tuned in at 9:00 PM on 07 October to watch Vice President Mike Pence and Vice Presidential Candidate Kamala Harris in their first and only debate. I had hoped it would be more productive than the Presidential Debate that happened last Tuesday, which it was. Important issues were discussed, and both candidates addressed their values in a clear, concise manner (for the most part). The one moment that stuck out to me and probably everyone watching was the 30-ish seconds that a fly landed on top of Mike Pence’s hair. His hair is a bright white color, so it definitely stood out and stole the entire show. Once I had realized what was going on, that there was actually a fly on the Vice President’s head, I thought to myself, “how symbolic.” On a non-metaphorical level, flies are attracted to and commonly associated with garbage, feces, decay, and other things of that nature. On a symbolic level, flies (and all insects) in literature are usually associated with a similar connotation. In Lord of the Flies, for example, flies swarm the 7 �The Inkwell Quarterly The Poetic Nature of Pence’s Fly continuation of page 7 sacrificial pig’s head after death, representing their attraction to decay as well as the savagery and instinctual drives of the group that caused them to kill the pig. In short, flies do not normally have a good reputation in reality or in literature. Since Pence is a widely-disliked candidate, in favor of harmful prospects such as supporting homosexual conversion therapy and defunding Planned Parenthood, it seemed appropriate that the fly landed on him last night. Social media users pointed out that a fly also landed on another widely-disliked candidate, Hilary Clinton, during one of her Presidential Debates in 2016. Clinton then went on to lose the election, so people were making jokes that maybe the fly picks the loser of the subsequent election. As of last night, the fly has spoken! Mike Pence also happens to be the head of the White House Coronavirus task force, which has failed the millions of Americans infected with COVID and the 200,000+ that have died due to the virus. The fly landing on his head last night seems almost representative of those lives America has lost due to a lack of leadership and effort to contain the virus coming from the White House. After all, the first poem that comes to my head when discussing flies in Emily Dickinson’s, “I heard a Fly buzz--when I died,” which discusses the stillness of death compared to a buzzing fly in the air. Again, not a beautiful or uplifting connotation to the fly, but a more dark insinuation associated with death and decay. The fly that stole the show in Lord of the Flies Pig .... Photo Credit: Lenox Artist - Etsy last night’s debate was not only funny to watch (it stayed there for so long!), but it could also be deconstructed to mean something dark and twisted for the future of Mike Pence, and the future of this country as a whole. This election is pivotal to the course of American politics and American life in general, and the fly on Pence’s head reflects the dark prospect we face in four more years of a Trump administration. What a strange reality we are living in! 8 Photo Credit: NYTimes � First-Year Faces Issue 15.1: 14.3: Fall Spring 2020 2020 By Emily Cherkauskas Juliana Lueders Q: Where are you from? I am from Lancaster, PA. Q: Why did you choose Wilkes? I chose Wilkes because I fell in love with the campus during a visit senior year. This school is everything I want from a college; the size isn't too large, the location's beautiful but not in the middle of nowhere, and it has a wonderful English department with a lot of flexibility major and class wise. Q: What made you decide to major/minor in English? I've always enjoyed reading, I used to demolish books as a kid and I still try to now in my free time. Besides that, growing up, English was one of the only classes I enjoyed during high school, nothing else clicked for me like writing did. So now going forward with this major, I'm hoping to make writing a permanent part of my life. characters that go on a magical adventure. To me, it's the kind of book that you read through once, and as soon as you're done all you want to do is read it over again. It will always hold a special place in my heart. Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? I'm looking forward to taking part in the experiences that the program offers. There's so much one could do with a writing education and honestly, I have no idea what I want to do with mine. I'm hoping that being a part of the English program over the next few years will give me some perspective on potential options for the future while learning and having some fun along the way. Anmarie Lebron Q: What is your area of concentration (Writing, Literature, Digital Humanities, or Teaching)? My concentration is in writing, I’m hoping to complete business and creative writing courses. Q: What is your favorite book? Why? My favorite book is Howl's Moving Castle by Diana Wynne Jones. It's a sort of adventure story with amazing, diverse, and funny Photo Credit: Anmarie Lebron Q: Where are you from? I am from Pennsauken New Jersey which is about three minutes from Philly. Q: Why did you choose Wilkes? I chose Wilkes because it was far enough from home that I could experience college life for myself, but am still able to get home easily if needed. Q: What made you decide to major/minor in English? I have always been a big writer. Oftentimes as a child I didn’t quite feel connected to my family and writing was a way to express myself along with other things such as sports. Q: What is your area of concentration? I am focusing on creative writing. Q: What is your favorite book? Why? My favorite book is House Rules by Jodi Picoult. I love all of her books. I think she is an exquisite author who has a unique way of bringing life to her characters. Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? A lot of people are shocked when I mention that I am an English major, and it gives me this rushing feeling that they know something is coming that I don’t. I’m super excited to learn more and enhance my roles as a writer and a person in society as a whole. 9 �The Inkwell Quarterly Inkw ell Quar terly Staff Editor-in-Chief & Layout Editor: Briauna Robinson Copy Editors: Nicole McNelis & Ryan Zaruta Staff: Daniel Stish, Veronica Romanelli, Rashonda Montgomery, Emily Cherkauskas, Juliana Leuders, Darren Martinez, Dwight Mitchell, Haley Katona, and Alexis Charowksy Guest Contributor: Grace Hamill Faculty Advisor: Dr. Thomas A. Hamill Harr y Potter Cake By Grace Hamill This cake combines two receipes taken directly from Lindsay Conchar’s Simply Beautiful Homemade Cakes. The Harry Potter design is my own. Chocolate Cake: 2 cups all-purpose flour 2 cups sugar 3/4 cup dark cocoa powder 1 tbsp baking soda 1 tsp salt 1 cup hot coffee 3/4 cup milk, room temperature 3/4 cup vegetable oil 1 1/2 tsp vanilla extract 3 large eggs, room temperature Preheat oven to 350 degrees. Line two cake pan bottoms with parchment & grease the sides. In a large mixing bowl, combine the flour, sugar, cocoa powder, baking soda, and salt. In another (medium) bowl, combine the hot coffee, milk, vegetable oil and vanilla extract. Add the eggs and whisk until combined. Pour the coffee mixture into the flour mixture and mix until smooth. The batter will be thin. Divide the batter evenly between the cake pans. Bake the cakes for 22 to 25 minutes, or until a toothpick inserted into the middle of the cakes comes out with a few crumbs. Remove the cakes from the oven and allow them to cool in pans for 2 to 3 minutes, then remove the cakes from the pans, flipping them onto a cooling rack so that they can cool completely. Vanilla Frosting: 1 1/2 cups salted butter, room temperature 1 1/2 cups vegetable shortening 12 cups powdered sugar 1 tbsp vanilla extract 1/4 cup water or milk, room temperature* [*& food coloring as prefered] 10 The finished product, baked in celebration of Dr. Hamill (with Grace’s crucial motivaiton and direction) finally finishing the Harry Potter book series. Vanilla Frosting, continued To make the frosting, mix together the butter and shortening until combined. Slowly add 6 cups of the powdered sugar, mixing between additions until smooth. Mix in the vanilla extract and the water or milk until smooth. Slowly add the remaining 6 cups of powdered sugar and mix until smooth. For the hair and glasses, add cocoa powder until desired shade is reached.(Note that you probably wont be able to get the hair completely black.) Use the food coloring also to create the desired shade. Frost the cake as desired. Enjoy! � Issue 14.3: 2020 15.1: Spring Fall 2020 Hamill’s Hunches By Thomas A. Hamill As we all navigate the markedly complex dynamics of this Fall 2020 semester, I’m struck in particular, from my own narrow vantage point, by the unique mix of what I’ll call, for the sake of alliteration (and slight morphological straining), the wonderments and weirdnesses it has thus far offered forth. The wonderments are perhaps the easiest to both identify and articulate—at least for me: Our students negotiating the no-doubt unprecedented balance of in-person and remote-access classes (and their proliferating acronomies as F2F and SOL, and OL, and the abreviation-as-acronym HYB, not to mention the oddly clipped, almost non-acronymic FLX, better known by that buzzwordy (but never sufficiently conceptualized or realized) reification, Hyflex). Our faculty reinventing their teaching styles and course content to accommodate the range of delivery modalities required to keep the campus community (and its extended community) safe. Our campus staff in all areas of the University, from Facilities, to OTTL, to ITS, to Farley Library, to all Academic Programs and Academic Support offices, working tirelessly to help keep campus running—and thriving. Our campus administration endeavoring to coordinate one of the most logistically challenging and variable semesters in Wilkes’s (or any campus’s) history. In short, then, I suppose the wonderments all come down to one or two simple words. Us. Our people. Whether from our living rooms or from the Halls of Kirby (or anywhere else on campus), we’re hanging in there, which is more than enough. And we’re doing well more than that too, as we all know. And I, for one, and impressed. And grateful. The weirdnesses are somewhat more challenging to enumerate and—barring the most immediate and unreleting (the masks, the fogged up glasses (which are f*gged up), the constant santization, the “if-it’s-atleast- 60%” alchohol absolution)—they are certainly more personal and idiosyncratic in their manifestation and thus their enumeration. For instance, walking the aforementioned Halls of Kirby has, for 18 years, been one of the more enjoyable social aspects of my work at Wilkes. And don’t get me wrong, I still love them Halls. But adjusting to the quieter, more empty realities of the Fall 2020 version of Kirby, where there are, of necessity, fewer classes held and fewer students and colleagues around—and where, again of necessity, interactions are distanced and brief—is, well, weird. And not seeing the staff at the cafeteria, where I’ve gone for lunch almost religiously every day since I’ve been on campus these past 18 years, but instead eating alone, in my office, with my homemade lunch, obsessively (even if logically) meted out in reusable containers, is, yes, just as it sounds: weird. And is it me or is the Alma Mater chiming through the Burns Clocktower each day at noon not, well, suddenly weird, given the newly elegiac lilt the recording, always already layered with nostalgia-as-reverb, has seemingly accrued? That ubi sunt pathos, now more immediate and forboding, is almost too much, no? For those of us who are here to hear it at least—and for those of us who are actually listening? And, indeed, for those of us who know why it (now) haunts us so? I told you the weirdnesses were idiosyncratic…. But maybe not so much. Maybe the weirdnesses just point back to the importance of the wonderments, putting them in a sort of Covid-era relief. Maybe what’s weird about the semester is simply all the ways we can’t be us, the Wilkes Community, at least not right now. And maybe all these weirdnesses are also a reminder, weirdly, of the many new ways that we can. Wondrously. If weirdly. In wonderment. As I’ve already said, I’m impressed. And grateful. I hope we all are. And I hope we all keep hanging in there…. I trust we will. 11 �MANUSCRIPT UPDATE The Manuscript Society will be publishing two issues of The Manuscript this 2020-2021 Academic Year. The submission period for the general issue will be open through 02 April 2021. The submission period for the Black History Month issue will be open until 04 February 2021. If you’re interested, please submit your work to magazine@wilkes.edu with your Wilkes email, and specify which issue, if not both, you want to be a part of. If you would like to learn more about The Manuscript Society or about upcoming Manusript events, please contact magazine@wilkes.edu. You can also stay connected to Manuscript by folloiwing our social media on Facebook (Mauscript @ Wilkes University), Twitter (@WilkesMag), and Instagram (@wilkes_manuscript_). Writing Center Hours The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Throughout the Fall 2020 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Spring 2021 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 202: Technical Writing MWF 9:00-9:50 Prof. Lobb ENG 222: Intr. to Digital Humanities/DH MWF 1:00-1:50 Dr. Hamill ENG 234: English Lit. II/WGS/&H TR 9:30-10:45 Dr. Davis ENG 281: American Lit. I/WGS TR 2:30-3:45 Dr. Kelly ENG 298: Adv. Workshop in Screenwriting MWF 11:00-11:50 Prof. Kovacs ENG 324: History of the English Language MWF 2:00-2:50 Dr. Hamill ENG 376: Modern Amer. Poetry/WGS/&H MWF 10:00-10:50 Dr. Anthony ENG 397: S: Postmodernism Dr. Kuhar TR 1:00-2:15 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Fall 2020 (Volume 15, Issue 1) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Fall 2020 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/f6c88d34a04b2a43d1e91d0dd1e5bfb3.pdf 8a3f7a461ff4433c34e6976a5edc3c6e PDF Text Text Issue 15.2: Fall 2020 THE INKWELL QUARTERLY Thoughts on the Fall In This Issue: The Holiday Season:COVIDSemester and Looking A head Style By Juliana Lueders The completion of this fall semester left students and teachers feeling more drained than any semester before it. The ongoing pandemic inspired a lot of changes to not only classes but to college life as a whole. Shortening the window of time for the semester limited the amount of time new students, like me, had to adapt to the new environment. After coming off of a thrown-together online end of senior year in high school I had no idea what to expect walking on to the Wilkes campus the following fall. This article is going to be my thoughts on the recently completed fall semester and on some of the hopes I have looking ahead to the spring. I, like every other freshman, was excited and terrified to begin college. COVID was actually only a small part of that fear; the rest of it was made up of more generic school-related stress like surviving classes and making friends. For how much the pandemic had a hand in altering everything, I was surprised at how simple it was to get into the routine of it all. After the first few days, which were made up of mostly orientation activities, I made an effort to explore more of the campus and buildings on my own. I did this even though I knew I only had two in-person classes out of my five total. Those two were eventually cut short and made into an in-person and online synchronous blend. But honestly, I didn’t really mind the online classes that much, because I knew that the alternative of being sent home would have been much more depressing. I can’t count the number of times I had upperclassmen and teachers say something along the lines of feeling sorry for my group of newer students coming in and having their first college experience be as constricted as it was. I didn’t want to let that kind of sentiment bring me down with self-pity or use it as some kind of excuse. I tried to stay positive with all of it because there were bigger problems out there, and being on campus was enough for me. Every night talking to friends from home we would take bets on who was going to be sent home first. I was actually tied for second in our running, but fortunately there was only one friend who was sent home from their college. Of Webcams and Foucault “The Show Must Go On!”Pledges to Keep the Performing Arts Alive in the COVID-19 Era Hades: The Joy of Trying Again Sophomore Spotlight In accordance with the guidelines, schools didn’t want large groups of people interacting so I found myself solo for a majority of the time on campus. I still hung out with a few people to either walk or get food but I really wasn’t interested in having a huge social circle. And frankly, it was really nice. I was able to focus on myself, my school work, and my job without having any other annoying outside social obligations. True to the college form there was no one telling me what I should or shouldn’t do and everything I did was all up to me. I had to be the push to get me out of the dorm room to go work in the library, I was able to decide if I wanted to talk to or see anyone, and I got to choose where and when I got food from. It was a freedom that I wasn’t familiar with and is one of the things I miss the most with coming home. But going back to the subject of classes, my first semester was mostly made up of gen eds. The idea was to not get overwhelmed Story Continued on Page 2 1 �The Inkwell Quarterly Thoughts on the Fall Semester and Looking A head continuation from page 2 but to still be productive, although this led to me not being super enthusiastic about all of them as most weren’t what I wanted to study. With the exception of this being my 101 English class. I was always a fan of English in high school so it was comforting going back to something familiar. I also had the added bonus of still doing poorly in a math class to complete my high school fantasy. But this English class was strictly online. It was a synchronous schedule so there was still technically a class to show up to. I enjoyed having that kind of structure compared to an asynchronous class where the work can be finished whenever, which usually meant at the very last minute. Initially, I did have some reservations about having the class online. Personally, I view English classes as being made up of reading, writing, and discussions in equal measure. I doubted technology’s ability to facilitate meaningful discussions. It might have just been how flawed the online process was at the end of my senior year, not that I blame any of the teachers for that, they did the best they could on very short notice. But this class put my fears to rest I would argue that it did one of the best in engaging the students and allowed for all of us to interact with each other without having 2 to worry about COVID. The class itself was mainly broken down into three essays with short essays for discussion in between them. I look forward to being a part of more classes like it in the future. Image courtesy of Shyann Barret on Wilkes’ Facebook Page That being said, I am just as relieved as every other student that the fall semester is over and those classes are done. The shortened pandemic semester made the past couple of months feel like finals week, with everything being on a time crunch. While I would prefer this kind of schedule compared to having longer semesters, I know there are many students that would disagree with me. This semester was extremely hard on everyone involved but the reward is being home to relax and unclench after the constant stream of work. Being at home can pose its own difficulties as well, but I hope that everyone is able to enjoy the time off, however they choose to spend it. When looking forward to the spring semester, as of right now we are all scheduled to return. I’m sure this semester will have similar pacing compared to the fall without any breaks, but hopefully the university will take some of the student’s opinions into consideration and put in a few mental health or “catch up” days to lessen the stress. I can’t imagine what it means to be a senior right now during these times. High school graduation was more of a ceremony or show. It’s really just a warm-up to the accomplishment that it is to graduate from college. I can’t provide a perspective like that; I can only provide a freshman one. A perspective that includes walking on to campus for the first time in a mask, having my first ever college class be on a computer, having all the activities I was so excited for being canceled till further notice, and even after all that being able to succeed and be ready for the next one. � Issue 15.2: Fall 2020 The Holiday Season: COVID Style By Nicol McNelis When the severity of COVID-19 increased in the United States in March, I’m sure that no one anticipated that it would still be happening at Christmas time. Personally, I made plans to travel in the summer that, of course, fell through due to COVID. Then, I held out hope for my 21st birthday in October that I would be able to have a somewhat normal birthday celebration. Of course, these plans were also ruined due to COVID. Now, December 25th is quickly approaching, and we are facing the reality that it is going to be completely different this year than in years past. Not only is the celebration part of the holidays going to be altered, but the entire season surrounding them is already vastly different. Working in retail, I’ve noticed how more people are choosing to get their shopping done online rather than coming into a store and looking around. While I agree that this is the right and safe thing to do, there’s no denying that it feels weird and different. Events like Christmas concerts and light displays are being held virtually or cancelled altogether. Even aspects of Christmas like sitting on Santa’s lap in the mall are completely changed due to social distancing guidelines. We’ve never seen a holiday season like this before, and I hope we don’t have another like it again. Those who celebrate Thanksgiving have already had a glimpse into how the holidays coming up may look. Families could not gather in ways that they normally would. Those who have capabilities to FaceTime or Zoom with each other probably did, but it’s just not the same. Now, we have to ship our loved ones their gifts in the mail, or leave them on their front porch in order to limit our contact and possible exposure to people with COVID. What is usually a joyous occasion filled with family and love will be spent alone or through a video screen. All of this is completely depressing to think about, but also necessary. The best gift someone could give their family and friends this holiday is safety. It is up to everyone to do their part--stay home, don’t gather in large groups, wear a mask--in order to keep themselves and their loved ones safe. Although Christmas may be different and sad this year, it is important to keep hope that next year we can be with our loved ones in the environment we are currently longing for. Plus, think about how much we will cherish those experiences after being isolated from them for so long. COVID Christmas requires much adaptation that I am willing to embrace in order to assure my health and safety--and my family’s health and safety--in this trying time. Of Webcams and Foucault By Daniel Stish Over this past winter break I decided it would be a good idea to take a course, lightening my load for the spring semester. The course itself proceeded as one may expect—lots of work crammed into little time. Whilst everything was moving along rather smoothly, I found myself somewhat at odds with a software package which students in this course, and I’m certain many others, were required to install: LockDown Browser, and Respondus Monitor. Their names reveal their functions. LockDown Browser quite literally locks down your browser, preventing you from opening any other websites (or, for that matter, any other applications on your computer). Respondus Monitor, as might be expected, monitors you through the commandeering of your computer’s webcam. What struck me about this was the distinctive sense of “unreality” which followed the use of this software, and only really subsided once my computer had had a full reboot. By unreality I mean a sense that the space surrounding the computer, and perhaps my own person, was somehow changed into a simulacrum of the space it had been previously. In other words, this software set about creating an “other”, or an alienation from myself and my surroundings. It was Story Continued on Page 4 3 �The Inkwell Quarterly Of Webcams and Foucault Continuation of page 3 the distinct experience of viewing my actions and my self from within, as usual, but also through the unblinking eye of my webcam, through imagining what my computer saw, how the software would record my actions, my tics, my behaviors. This got me thinking about Michel Foucault’s model of discourse, inspired quite fittingly by the model of the panopticon prison. This panopticon was a model of a prison in which, situated in a central tower (and through the means of technology, a system of mirrors when the panopticon was first visualized— no doubt cameras today) the guards would be able to monitor every cell at every time. This dynamic would mean that the prisoners would have no idea when they are being watched, meaning they must assume they are always unders surveillance.. This would create a distinct sense of paranoia, in which the prisoner’s every action had to be viewed both from his internal state, and also through the imagined lens of what the guards where observing, thus alienating the prisoner from himself, and forcing him to internalize the behaviors and ideologies of his captors—for any break from the protocol set forth for him would be unthinkable in the paranoid air which was intentionally created in the prison. Foucault saw this as a wonderful analogy for the dissemination of power in society, in which knowledge comes from 4 the self-regulating behaviors of people subject to unequal distributions of power, in that they would—must—inherit the ideologies of their rulers through the same system of self-censoring, and paranoia. This relationship is posited quite succinctly by Lockdown Browser, and especially Respondus. The webcam has become a guard tower, surveilling us never and always, within the liminal state of awareness where paranoia makes its roost. If these systems, the panopticon and its modern day equivalent are made to reproduce power, then I must ask: who rules our society? Or perhaps, I should ask what rules our society? It is of no doubt that we live in a “digital age”, but what exactly does that mean? In my view, it means that our world is run by algorithms. From the economy, to health care, to industry, to travel, everything is run by algorithms, the genetics of computers, their function. All of these industries, and frankly all industries, are informed by or perhaps even made completely possible on the back of digital algorithms, implemented through computer software. As a simple thought experiment to confirm this contention, simply imagine what would happen to society if, for a single day, all the computers in the world were to simply—stop. What would we even be able to do? We therefore live in this algorithmic world, one designed, originally, by humans, until we humans had to begin designing ourselves around the algorithms we had created, to make ourselves viable in the age of efficiency. The digital age also means a thinking gone over to computation, one in which the qualitative has given way to the quantitative. Where artifacts of being like place, like situatedness, like the self, are to be reduced to the humming electric of thinking machines. Respondus, is thus an outreach of that ontology, a discourse in which machines and their eyes become the arbiters of virtue and of truth. Students thus become data points. Their knowledge becomes little more than test scores as data points, their human comprehension a comparison to the mean. These things—knowledge and pedagogy— thus become little more than data points to be consumed and iterated over by ever more complex algorithms, the same kind of quality insurance a mechanical part would go through, to test the ability of one to feed the grinding cogs of industry. For the moment, as far as I am aware, there are still humans who have the final say in these processes, who look over the data and the videos created by the machines to make still human decisions. This is a problem in the technical society, as it means our technics can yet be improved. Machines will have to be made more intelligent, algorithms more advanced—until we are all watched over by machines of loving grace. � Issue 15.2: Fall 2020 “ The Shows Must Go On!” Pledges to Keep the Performing Arts A live in the COVID-19 Era By Emily Cherkauskas With the COVID-19 pandemic sending shockwaves around the world, many businesses suffered incapacitating wounds in how they operate, with one such field being the performing arts. Some performing arts groups adapted to the pandemic adjustments by offering socially distanced, outside performances with a limited number of audience members; or, actors independently created their own videos or live streams in order to connect with fans. However, one such organization has allowed a rather creative way of still offering performances and supporting the performing arts, allowing for thousands Image courtesy of “The Shows Must Go On!” of people to gather together as an audience. The difference from the traditional sense, however, is that this certain method is entirely digital. “The Shows Must Go On!” offers full recordings of various theatrical performances and shows on its YouTube channel of the same name. The channel holds special “save-the-date” occasions for viewers, premiering in a live stream. Premieres also feature a live chat box, allowing for viewers to discuss their favorite moments of their shows with other members of the audience. Once a show is premiered, it remains available on the channel for 48 hours in the United States for anyone to watch before the channel removes it and moves on to the next scheduled premiere. “The Shows Must Go On!” also provides full-fledged closed captioning and subtitles in its videos. The initiative was started in a joint collaboration between legendary composer Andrew Lloyd Webber and Universal. Since its conception, the YouTube channel for “The Shows Must Go On!” has aired a variety of critically acclaimed shows with a wide range of programs. This catalog of productions includes popular musicals, from the West End to Broadway, such as the 25th anniversary production of The Phantom of the Opera, Love Never Dies, The Wiz Live!, the 1998 Cats movie musical, Evita, Jesus Christ Superstar, Hairspray Live!, and a wide variety of additional musicals, films, and plays. This unique type of adjustment to the COVID-19 pandemic allows theater lovers to still embrace and experience the magic that comes with watching their favorite shows, while still residing in the comfort and safety of their homes. Additionally, due to the lack of activities and events caused by the coronavirus, a notable amount of viewers have been allowed to see such live theatrical performances for the first time. In the spirit of keeping the performing arts alive, “The Shows Must Go On!” holds a fundraiser during every premiering of a show, where viewers can donate to three different charities: the United Kingdom’s “Acting for Brothers;” the United States’s “Broadway Cares/Equity Fights AIDS;” and Australia’s “Actor’s Benevolent Fund.” These charities gather funds to support the thousands of performing arts workers who have been left unemployed for months due to COVID-19. Some premiere events have managed to gather thousands of dollars in donations. The channel offers the links to these charities in every single description of their posted videos. Not only does the channel feature livestreams and clips of acclaimed plays and musicals, but it also Story Continued on Page 6 5 �The Inkwell Quarterly “ The Shows Must Go On!” pledges to keep the performing arts alive in the COVID-19 era Continuation of page 5 holds a wide variety of behind-the-scenes videos of such hit shows. Are you interested in seeing the makeup process of turning Ramin Karlimoo into the intimidating Phantom? Were you ever curious to meet the entire cast of the 1998 musical film adaptation of Cats? “The Shows Must Go On!” have these topics covered with some behind-the-scenes videos. Along with these musical airings and clips, the channel also features numerous one-off performances of legendary artists. Some include a concert performance of Sarah Brightman and Antonio Banderas’s duetted rendition of “The Phantom of the Opera,” or Alice Fearn’s rendition of “The Wizard and I.” In order to keep up with “The Shows Must Go On!” and to learn about future events,subscribe to the channel, which frequently posts trailers for future premieres of productions, popular short clips of shows, and engaging community posts. It is highly recommended for not just English majors and minors, but also musical theater and communication studies majors and minors, to check out the channel. It is a great way to see just how these musical performers have adjusted to the restrictions of the COVID-19 pandemic—all while still managing to bring magic to the hearts of viewers. Hades: The Joy of Tr ying Again By Darren Martinez Supergiant Games delivered one of my favorite games of 2020. It was highly recommended from friends that I highly valued. It received accolade after accolade. After weeks of urging and subliminal messaging, I finally took the hint and threw myself into hell. I was met with a rehashing of a classic Greek tale that seamlessly wove itself into the fabric of a randomly generated roguelike. While the gameplay may not be a selling point for someone not steeped in the genre, the story is facilitated so well by the gameplay that even non-gamers deserve to experience it. Hades’s protagonist is a deep cut from Greek lore. In the canon of the game, he is the stillborn son of Hades and Persephone, given life by Nyx’s power. Actual Greek mythology suggests Zagreus’s relation to Dionysus, perhaps as a proto-Dionysus. Whatever the case, Zagreus is not one of your typical Olympian heroes or gods. What this means for Hades is that Zagreus can be characterized in his entirety by Supergiant, rather than being forced to adhere to established design. The writing becomes even more endearing when the traditional gods are brought into the midst, as every god grants favor to Zagreus with the hopes of receiving it in return. Zeus and Poseidon constantly talk down upon their brother Hades. They applaud the spirit of their nephew Zagreus for sticking it to his old man. Ares sees a brother of warfare in Zagreus. Athena remarks on the wisdom of Nyx and the tenacity of Zagreus, and works diligently in their favor. Within the freshness that is Zagreus, established Greek characters are given new life. The story of Hades is rather simple. Zagreus wants to meet his mother. Olympus thinks his mother is Nyx, but he was actually born to Persephone. So, Nyx helps Zagreus feint Olympus, receive blessings from the gods, and bust out of hell under the guise that Zagreus is going to join them atop their lofty mountain. Zagreus is a bit guilty, but once he begins receiving the gods’ boons, he realizes he cannot do without them. The game has a developing story even though all the player does is dungeon crawl. You’re very nearly guaranteed to get new dialogue from a character on any given run. The cast of Greek heroes, gods, and 6 Story Continued on Page 7 � Issue 15.2: Fall 2020 Hades: The Joy of Tr ying Again Continuation of page 6 troglodytes is so well-voiced that every time an exclamation point indicates new lines, it makes the previous run worth it. Drowsy Hypnos always has a comment on the way you died. Zagreus’s ex, Megara the Fury, tends to have a snide remark for your repeated escape attempts. If the player continually talks to her, battles her, and gifts her nectar, they can reignite the old flame. Moments like these create that sense of “Ok, I’ll just do one more run.” The combat is crunchy and streamlined, with attention on enemy shapes to convey their relative danger to the player. Tartarus is first. Lumbering giants with clubs mill slowly towards the player. Witches lob shadowy orbs from the corners of the chamber. Pots toss out land mines and dance around. Enemy design correlates to the dead spirits permitted to rest there. Asphodel is the next level, flooded with rivers of magma. Most of the enemies here are skeletal beings, their flesh melted by the heat. Elysium comes next, the resting place of great warriors and heroes in life. Enemies here mirror the player’s capability, as the Exalted can access the same weapon types as Zagreus can. Gladiator chariots mew like cats and lions, and rush headlong into the player to commit vehicular manslaughter. The odd being of chaos also floats around in this stratum. Lastly, the Temple of Styx is the defensive layer between life and death. Rats and poison satyrs infest the tight, trap-packed rooms. Ares will note that it is Zagreus’s first chance to kill a quarry that is not already dead, and applauds him for it. Overall, the world design is incredible. Hades offers multiple weapon types to suit any type of play. Further Image via Hades Wikipedia Page investment will also unlock alternate move sets and modifiers for weapons. They are balanced pretty well, and I personally like taking the one that gets ‘Dark Thirst,’ a boon randomly assigned to a different weapon after a run that increases the percentage of some loot gained. Getting good at all the weapons ensures the player will not miss out on any rewards. You start with a sword, eventually getting a spear, bow, shield, gauntlets, and gun. Don’t question the gun. I personally used the bow a lot early-game to grasp the mechanics, but also so I could stay extremely far away from the enemy. You should eventually get comfortable enough with enemy hitboxes and hurtboxes to play around them with close range weapons. The gauntlets are very good for that. The most interesting part of Hades is how it ties all these mechanics together. All weapons have story significance, and the Gods and other NPCs take note of them. They can even unlock alternate weapon forms. Befriending characters to certain levels nets you an accessory, and even more rarely, a summon. With those Story Continued on Page 8 7 �The Inkwell Quarterly Hades: The Joy of Tr ying Again Continuation of page 7 items, you likely make it farther in the dungeon. In turn, the story characters recognize your progress, and you have a chance for further rewards. The game does not give you things for free, but it does not make earning them difficult. The visuals and voice directions give the game life. According to Supergiant, Hades is composed of 21,020 voice lines with 305,433 words. For the casual player, delving into the character relationships and dialogue drive the experience. For speedrunners and competitive players, the postgame allows the player to crank the difficulty to insane levels. I would say I’m in between, having enjoyed both of these aspects of gameplay. After 90 hours spent in a game that cost $25, I would say it is well worth it. 9/10 Sophomore Spotlight By Caitlyn Bly For this issue of the Inkwell Quarterly, the sophomores of the English department are in the spotlight. Both sophomores majoring and minoring in English were given a set of questions to answer. Even though all of the sophomore students had the chance to participate in this article, we only received a selection of responses. Thankfully, the majority of sophomore students were willing to be interviewed and featured in this issue of the Inkwell Quarterly. ...... Daniel Stish Q: Where are you from? A: I'm from Hazleton, Pennsylvania Communications, and Rhetoric. I have minors in English and Women's and Gender Studies! Q: Where do you see yourself in 5 years? A: In five years time, I'd hope to be in graduate school, studying what-I'm not sure. Q: Where are you from? A: I am a Wilkes-Barre native actually! I found my "home away from home", if you will, only a few miles from my home here. Q: What has been your favorite English class thus far? Why? A: I think my favorite class thus far has been ENG 201. I very much enjoy learning and working with new ideas, which was certainly the heuristic of that course. Q: Where do you see yourself in 5 years? A:I love this question, because the possibilities are endless and I would be happy with the multitude of "choose your own adventures" I have come up with for my own reality. Ideally, I see myself working in a writing intensive position or using my speech skills in whatever career I am pursuing. I want to be in a city somewhere North, where I can find a coffee shop and social circle close to home and have my own little life to inspire me. I would love to incorporate my love for Women and Gender Studies with that of writing and English, hoping to empower others to want to use their voices and written words to make the world a better place as well. As cliche as that may sound, it would be the best achievement in my eyes. Q: If you could be any fictional character, who would you be, and why? A: While it's perhaps an odd answer, I should like to be John from Aldous Huxley's novel Brave New World. He died free, which seems a grand thing these days. ...... Lindsey Scorey Image courtesy of Daniel Stish 8 Q: What is your major / minor and area of concentration? A: I'm an English major currently focusing on the literature track. Q: What is your major / minor and area of concentration? A: I am a Communication Studies major, concentrating in Multimedia Journalism, Strategic Story Continued on Page 9 � Sophomore Spotlight Issue 15.2: 14.3: Fall 15.1: Spring 2020 2020 Continuation of page 8 Q: What has been your favorite pixie dream girl, which I highly English class thus far? Why? suggest researching this character A: My favorite English class is type if you have not before. It one I am currently in! I am taking makes the work mysterious and English 376 Modern American almost satirical. One can only hope Poetry with Dr. Anthony and to be written about so deeply, as I while we may only be a few weeks once heard, "to love a writer means in, I enjoy every second of it. Dr. to live forever". Anthony encourages free thought, ...... and every interpretation given Heaven Toms by a classmate of mine opens my eyes to something I may not have even realized while I was reading. We were even able to meet and discuss poetry with Zach Linge, a young esteemed poet who led a workshop and poetry reading that were, excuse my appropriate exaggeration, to die for. I highly recommend this class and any class with Dr. Anthony. I am constantly reminded why I love poetry and Image courtesy of Heaven Toms writing. The work always feels Q: What is your major / minor worth it when you are doing and area of concentration? something you love! A: I am an English major with a writing concentration. Q: If you could be any fictional character, who would you be, and why? A: This question put my mind to work more than any essay could, because I have so many answers. But alas, I will choose one. I would love to be Margo Roth Spiegelman from Paper Towns by John Green. I think John Green is a phenomenal young adult author and his books raised me through my teen years. Green's illustration of Margo makes the reader really question what we consider the ordinary and coined the term "paper girl" which has made me think about identity years after I read it. Margo embodies the meaning of a manic Q: Where are you from? A: I am from Waynesboro, Pennsylvania. Professor Lobb because the content of the course really pertains to what I want to do with my career. Q: If you could be any fictional character, who would you be, and why? A: I would want to be Kiki from Kiki's Delivery Service. She's a young witch learning to hone her abilities on a peaceful little island and has made friends through her deliveries on her broomstick. As a person that really values the simple things in life, I feel that I could really be content in her world. ...... Sydney Kraynack Q: What is your major / minor and area of concentration? A: My major is English with a concentration in writing. Q: Where are you from? A: I'm from Dallas, Pennsylvania which is about 15 minutes away from campus so I commute to and from school. Q: Where do you see yourself in 5 years? A: Living-wise, I would like to own my own land in Delaware and build a small house to live in. Career-wise, I hope to be an established freelance writer as well as work for a stable company. Q: Where do you see yourself in 5 years? A: In five years, I would love to become a professional editor for a publication company. I love the technical aspects that go into writing. Besides looking at my aspirations career wise, all I can hope for is that in five years I'm living my best life! Q: What has been your favorite English class thus far? Why? A: I have really enjoyed my Technical Writing course with Q: What has been your favorite English class thus far? Why? A: My favorite English class thus far has to be English 201 which I Story Continued on Page 10 9 �The Inkwell Quarterly Sophomore Spotlight Continuation of page 8 took with Dr. Anthony. I loved this class mainly because Dr. Anthony shared her excitement to dive into pieces of literature with the class. The works we read in that class are going to stick with me beyond my college experience. a minor in women's and gender studies. Q: If you could be any fictional character, who would you be, and why? A: If I could be any fictional character, I would have to choose Rapunzel from Disney's Tangled. She's outgoing and curious about what the world has to offer and those characteristics resonate the most with me. ...... Emily Cherkauskas Q: Where do you see yourself in 5 years? A: I don't have a clear and definite answer to this right now, but I would love to have a career where I can utilize my writing skills to the fullest extent--such as being a creative writer, journalist, or editor. Image courtesy of Emily Cherkauskas 10 Q: What is your major / minor and area of concentration? A: I am a double major in communication studies and English. My concentrations in communication studies are multimedia journalism, broadcast production and strategic communications. My concentration in English is writing. I also have a minor in creative writing and am planning to declare Q: Where are you from? A: I'm from Pittston, PA. I'm a commuter, but I pretty much live in Karambelas. Q: What has been your favorite English class thus far? Why? A: As someone who enjoys and constantly engages in conducting research, I think I have most enjoyed ENG 201 (Writing about Literature & Culture) so far. Learning about all of the different writers and theorists of literature has taught me how to analyze the works and papers that I study in my both my English and communication studies courses. That class is an amazing eyeopener for readers and writers and I loved listening to and engaging with everyone's various discussions about whatever piece or theory we were studying. It is a great stepping stone for becoming an English major/minor. Q: If you could be any fictional character, who would you be, and why? A: Honestly, I would wish to be like the fictional characters that I make in my own stories, or even in video games. They'll always have a better aesthetic and fashion sense than me in real life. ...... Alexis Charowsky Q: What is your major / minor and area of concentration? A: My major is English with a concentration in writing Q: Where are you from? A: Pottsville, PA Q: Where do you see yourself in 5 years? A: In 5 years I hope to be somewhere down south starting my career as a paralegal. Q: What has been your favorite English class thus far? Why? A: Definitely English 101. I had that class with professor Hamill and he always made the class interesting. Q: If you could be any fictional character, who would you be, and why? A: If I could be any fictional character I would be the Flash. He has the ability to move at fast speeds and arrives to his destination in a matter of seconds. I would be able to go anywhere and appear in less than a minute! � Issue 15.2: Fall 2020 Faculty Updates By A lexis Charowsky I have recently reached out to our English Faculty asking for any recent updates. I enjoyed learning about some of our English faculty’s projects and I think you will too! I learned that: Dr. Helen H. Davis will present a paper titled “’I am My Own Mistress’: Jane Eyre’s Queer Ending” at the 2021 International Conference on Narrative in May. She will also present and participate in a pedagogy roundtable on “Trigger Warnings, Safe Spaces, and Tough Conversations.” Dr. Davis currently serves on the Executive Council of the International Society for the Study of Narrative (ISSN). She is Co-chair of the ISSN’s Diversity, Equity, and Inclusion Committee. She also serves on the Conference Planning Committee, which was responsible for planning the society’s first digital conference. Dr. Sean Kelly has just completed an essay entitled “’Nothing beneath--all?’: Rebecca Harding Davis’s Critique of Possessive Individualism in Life in the Iron Mills.” The article is currently under review at a journal, and he will be presenting a section of it at the American Language Association conference (via Zoom) this July. Dr. Chad Stanley is working on poetry, on an article on an Adam Nevill novel (entitled “The Brexiting: Nevill’s The Reddening and Political Tribalism”), and on a sculptural installation for the Florence Griswold Museum’s 2021 Folly Woods Wee Faerie Village exhibit. Dr. Mischelle Anthony wrote poems that will be appearing in these 2021 publications: o o o o “Barbed Wire” and “Narrative’s Impossible Because the Past is Shards” in Cimarron Review “It’s Been so Long since the Last Divorce” in Typehouse “Three Times Divorced She Braids Her Hair” and “The Poison is the Weight” in I-70 Review “Kitchen” and “There’s No Such Thing as Safe Enough” in Midwest Quarterly Stay tuned for additional updates from our active English Faculty! The Inkwell Quarterly Staff Editor-in-Chief & Layout Editor: Briauna Robinson Copy Editors: Nicole McNelis & Ryan Zaruta Staff: Daniel Stish, Veronica Romanelli, Rashonda Montgomery, Emily Cherkauskas, Juliana Leuders, Darren Martinez, Caitlyn Bly, and Alexis Charowksy Faculty Advisor: Dr. Thomas A. Hamill 11 � Issue 15.2: Fall 2020 MANUSCRIPT UPDATE The Manuscript Society will be publishing two issues of The Manuscript this 2020-2021 Academic Year. The submission period for the general issue will be open through 02 April 2021. The submission period for the Black History Month issue will be open until 04 February 2021. If you’re interested, please submit your work to magazine@wilkes.edu with your Wilkes email, and specify which issue, if not both, you want to be a part of. If you would like to learn more about The Manuscript Society or about upcoming Manusript events, please contact magazine@wilkes.edu. You can also stay connected to Manuscript by folloiwing our social media on Facebook (Mauscript @ Wilkes University), Twitter (@WilkesMag), and Instagram (@wilkes_manuscript_). Writing Center Hours The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Throughout the Fall 2020 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Spring 2021 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 202: Technical Writing MWF 9:00-9:50 Prof. Lobb ENG 222: Intr. to Digital Humanities/DH MWF 1:00-1:50 Dr. Hamill ENG 234: English Lit. II/WGS/&H TR 9:30-10:45 Dr. Davis ENG 281: American Lit. I/WGS TR 2:30-3:45 Dr. Kelly ENG 298: Adv. Workshop in Screenwriting MWF 11:00-11:50 Prof. Kovacs ENG 324: History of the English Language MWF 2:00-2:50 Dr. Hamill ENG 376: Modern Amer. Poetry/WGS/&H MWF 10:00-10:50 Dr. Anthony ENG 397: S: Postmodernism Dr. Kuhar TR 1:00-2:15 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Fall 2020 (Volume 15, Issue 2) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Fall 2020 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/0c397874669eb79668bb05cd929faa82.pdf 804e3f20019c91a46cff4b2a1aac72a3 PDF Text Text Issue 15.3: Spring 2021 THE INKWELL QUARTERLY This Issue: Teaching During COVID: In A Message to Adult Learners... Review of Nice Work If You Can Is it Getting Better? Get It By Nicole McNelis As the “light at the end of the tunnel” of the COVID-19 pandemic continues to grow, institutions and public buildings are beginning to lift restrictions in an attempt to bring life back to “normal.” One of the most controversial topics in the realm of COVID and how to handle it has been public schools. The majority of public schools students, at least in Northeastern Pennsylvania, have had mostly online instruction for about a year now. Of course, these measures are in place to keep students and teachers safe, but lots of parents are itching to get their students back into the classroom. The one question of everyone’s mind during this difficult time is simply “Is it safe yet?” Luckily, I have had experience as a student observer at a local high school as they transition between fully remote learning and fully in-person learning. When I started my observation, the students were prohibited from entering the school building and were only able to receive instruction online via Google Classroom and Google Meet. Live classes were held every day, with teachers readily available Review of Julius Caesar to teach lessons as well as answer Various takes on Zach Linge questions as needed. Just as Junior Spotlight students started getting used to A Visit with Poupeh Missaghi this format, the school reopened Shin Megami Tensei I V: The and a certain number of students Power of My th and teachers were allowed back in Cancellation of Dr. Suess the classroom. Finally! However, my cooperating Recognizing Writers and teacher and I found this transition Members of Literature Arts to be exceptionally difficult. As have decided to stay home despite a disclaimer, I will note that I the school being open, and these am currently placed in a special students must be integrated into education classroom, so the what is going on in the in-person experience may have been a little classroom, which has posed a different than usual; however, I challenge in itself. Technology still think the students in my classroom malfunctions, student attendance exhibited what every other student rates are still low, and learning still may feel when transitioning back just doesn’t seem “normal.” Overall, to in-person learning. The first however, I do believe that it is few days were rough; students were getting better. asking to go home early because The school at which I they felt “sick,” behavior was not am placed does a fantastic so good, and a few meltdowns job at enforcing CDC Guidelines ensued. There was little to no of wearing masks and staying six explanation for this other than the feet apart. Students are constantly students were enduring a difficult reminded to keep their masks transition from virtual to in-person over their nose and stay six feet learning. apart from each other, and most As the weeks have gone follow the rules accordingly. The on, however, this has become a lot social aspect of learning that was easier and students are growing so desperately needed during the more accustomed to the in-person pandemic has come back, although classroom format. There are in a different form, and I can tell still a handful of students who that this interaction helps students. Story Continued on Page 2 1 �The Inkwell Quarterly Teaching During COVID: Is it Getting Better? Continuation from page 1 And, perhaps the best of all news, teachers and paraprofessionals in the Northeastern region of Pennsylvania have been offered and administered the Johnson and Johnson COVID-19 vaccine. This is a sure way to ensure that students and teachers can safely be together within the coming year, and learning can return to some semblance of normalcy soon. Teaching during the pandemic has had extreme highs and extreme lows, and it seems that we are finally toward the end of a very, very difficult year. A Message to Adult Learners: Success Comes in A ll Forms By Ryan Zaruta 2 Confession - I am struggling. Like many of us, we are trying our hardest to succeed within this paradoxical world of virtual learning in the midst of a pandemic. Virtual learning, alone, can be an obstacle for students who, despite applying themselves to their fullest potential regarding their academic studies, feel limited to succeeding in an entirely new environment. Some students may be financially burdened, and others may face other hardships and challenges. Personally, the pandemic has been the cherry on top of life’s concoction full of stress. I feel out of place in my studies. Not because of the institution, but because of my personal obligations outside of my academic studies. I know there are many adult learners who share the same feelings, yet I feel I’m the sole adult learner in all of my courses. Outside of school, I balance a full time schedule with my employer. Add moving from Kentucky back to the Wyoming Valley, and I feel maxed out. I struggle finding time between classes and work to not only complete the assignments required, but to also pack and arrange everything I need in place for a successful move. Yet, with the obstacles I face in my daily life, I am successful. I’ll be the first to admit that I do not obtain the grades I desire to receive. I have worked full time outside of school since my high school graduation, and I have never been able to apply myself the way I know. Yet, I have shown up to class when I could, and I have applied myself to the fullest extent possible. And I have passed. With life’s heavy weight on my shoulders, that alone feels like a huge success for me. Another one of my recent successes would be moving in the midst of the COVID-19 pandemic. For months I struggled trying to find housing within a decent price range, and was met with even more obstacles when walk-throughs were extremely difficult to arrange. Finally, during the first month of the new year, I finally found a place in which I could call home. I used to be so afraid to reach out to professors and instructors in the past regarding my personal hardships, which have led to even more stress. I know I am a dedicated student, and my studies are very important to me - yet previous professors thought I was lacking in participation and overall quality of assignments and knowledge learned from courses because I had no interest in applying myself. When I transferred to Wilkes University, I knew I needed to do something different. I could not change the amount of hours I work with my employer, and I did not want to change my school schedule to parttime. Instead, I remained open and honest with my professors, who have all understood the personal matters I have outside of the classroom, and have been willing to help me in many ways. For all you adult learners who are struggling more than I am, focus on the successes you achieve, no matter great or small. Whether you were finally able to hand in that ten page paper you struggled writing while caring for the kids Story Continued on Page 3 � A Message to Adult Learners: Success Comes in A ll Forms Issue 15.3: Spring 2021 Continuation from page 2 after a long day at work, or passing an exam you studied extensively for in the limited amount of time you had. Whether you were able to complete your assignments for the day, or even get out of bed - these are all successes. Do not be afraid to reach out to your professors if you are struggling, for they are not only there to teach a classroom, but to help their students out. Maybe they can offer you an extension on an assignment you have been struggling with and have not had the chance to submit it on time, or maybe they can direct you to different university resources to assist you with any needs you may have. Take pride in your work, take pride in your accomplishments, and never focus on the negatives. Life is full of challenges, and we all overcome them one way or another. Be strong and diligent, for your hard work will pay off in the long run. Review of Nice Work If You Can G et It By Caitlyn Bly This past March, the theatrical department here at Wilkes University put on the performance of the famous broadway musical Nice Work If You Can Get It by Joe DiPietro. This performance happened mid March 2021, from March 11th to March 14th. I was lucky enough to sit in on this performance, although through a live stream due to the current circumstances brought on by the Coronavirus. It was delightful that the department made it possible for fellow students and the public to be able to still enjoy the play even though the present circumstances limited seats for in-person viewings. This play by Joe DiPietro takes place during the 1920s, otherwise known as the “Prohibition Era”. In short, the plot of Nice Work If You Can Get It regards a very wealthy ladies’ man named Jimmy Winter who goes on to marry his fourth wife. Before the wedding, he meets a female bootlegger named Billie Bendix. Under the assumption that Jimmy never uses his mansion on Long Island, Billie decides that she will hide crates of alcohol in the cellar. When Jimmy and his new wife’s family arrive at the mansion in Long Beach, Billie and her bootlegging buddies must pose as Jimmy’s servants, which leads to a series of escapades and a new flourishing romance between Billie and Jimmy. A lex Booth and Marc y Ledvinka in a scene from the Wilkes University Theatre production of Ni ce Work If You Can Get It. Photo credits: Wilkes University Theatre and News@Wilkes Story Continued on Page 10 3 �The Inkwell Quarterly A Visit with Poupeh Missaghi By Nicole McNelis Wilkes University’s English Department recently had the honor of hosting Persian author Poupeh Missaghi and discussing topics such as her writing process and her work trans(re)lating house one. Although I was unfortunately unable to attend her reading on Wednesday, March 17 or the writing workshop she hosted on Thursday, March 18, we were fortunate enough to have her in our Seminar to Postmodernism class with Dr. Kuhar. Through this visit came some interesting details and anecdotes about her writing as well as her education. One of the most compelling pieces of information to come from Poupeh’s discussion with our class was about her writing process. She shared with us that most of her writing, specifically in trans(re)lating house one, comes from her own dreams. She keeps a dream journal and writes down all of the dreams that she can remember every morning upon waking up. Sometimes these entries are long and elaborate, and other times they are short and inconclusive. Through doing this exercise for a number of years, Poupeh was able to construct trans(re)lating house one in its entirety, with lots of inspiration coming from these dream journals. To me, this process was extremely fascinating as dreams are always something I have been interested in. To Poupeh, dreams hold so much weight and significance within our minds and our lives as a whole, and she made sure to emphasize this idea throughout her writing process of trans(re)lating house one. Her approach also makes Accessed from @PoupehMissaghi on Twitter. writing on such a high caliber seem more accessible to even beginning or inexperienced writers, with dreams acting as a gateway to an entirely unique story. Since this discussion with Poupeh, I have been keeping a dream journal, and I’m hoping I get to utilize it like she did! Another interesting aspect of Poupeh’s visit was her knowledge of postmodernism. Since Dr. Kuhar is teaching a Seminar in postmodernism, we read Poupeh’s work with that sort of mindset and discussed aspects of her writing that could be considered postmodern. It turned out that trans(re)lating house one is more postmodern than any of us realized, with both thematics and aesthetics relating to those within the postmodern realm. So, Dr. Kuhar asked what Poupeh’s understanding of postmodernism is and what it means to her, and her answer was basically, “not much.” She has never had any formal instruction on postmodernism and, frankly, does not think of her work in that way. This was interesting to find out, considering we concluded, as a class, that her work is very postmodern in nature. Plus, as Dr. Kuhar noted, we know more about postmodernism than a critically-acclaimed writer, which is pretty fascinating to think about. Overall, Poupeh Missaghi’s visit to Wilkes was insightful and informed discussions about writing and reading. Using dreams as a basis of her writing opens doors to interpretation as well as making such complex writing seem more accessible. And, the “postmodern spin” that we assigned to her writing was one that she had not put much thought into, which is both interesting and exciting for our class and how we view literature in a variety of ways. 4 � A Take on Zach Linge’s Visit Issue 15.3: Spring 2021 By Daniel Stish and Darren Martinez Wilkes was recently virtually visited on February 17th, 2021 by the published poet and editor-in-chief of the Southeast Review Zach Linge. Linge led Dr. Anthony’s Modern American Poetry course in the morning, before hosting a workshop in the afternoon, followed by a reading in the evening. Below are reflections on the visit from Darren Martinez and Dan Stish on the class and workshop respectively: Darren: Upon walking into class, I found it starkly empty aside for two of my other classmates. It seems we all missed the email that the class would be meeting online. Our neglect to read our emails didn’t stop us from joining via Zoom, though. Though late to the party, I arrived just in time to join in on the conversation about “What is there to do in Wilkes Barre?” Zach Linge, in true poet fashion, wanted to get a sense of the community that we all inhabit. Multiple students were eager to talk about local eateries, especially the trifecta of pizza joints: Gerry’s, Angelo’s, and Ricci’s. We laid out the dynamic between the three to Linge where I gave an expert testimonial as an Angelo’s employee myself. Through this conversational tactic, Linge had the class buzzing and energetic from the start. We hopped into the lesson on Paul Laurence Dunbar and Alexander Posey. Linge chose poems that were not in our anthology, which actually helped the lesson. We came in having read a certain selection of poems, and then we took on an additional one in the spur of the moment. In reading Dunbar’s “Invitation to Love,” the poem was tonally and structurally different from what the Modern American Poetry anthology contained. Dunbar often wrote with dialect, covering themes of being African American. Linge surprised us with their suggestion of “Invitation to Love” because it was so different. The poem was painfully sweet, to the point of which I had to comment on it. Linge turned my criticism around, saying that the poem’s emotional core was the fact that such pristine love does not actually exist. The best poems exist in tension, and Dunbar’s poem reveals that deep down, everyone wishes they could embody love in which you were always invited, always welcome. Such love is unobtainable, and thus compelling. Dan: The workshop was hosted via Zoom and Linge led the attendees through various activities to aid in writing poetry, along with some Q&A. Activities included an association game, in which two nouns were described using the first five words which came to mind, and then swapped—each taking on the other’s associations. This approach was an effort to break free from monotony and cliche, and to allow for the defamiliarization which is so crucial to the poet’s art. The second activity was impromptu poetry writing, in which each person in attendance would offer up a word or piece of punctuation to contribute to a group poem. As a whole, this event served as a fantastic stepping stone towards being a better writer of poetry, giving one tools which allow for creative associations, and advice from an accomplished poet. Editor’s Note: For access for the live, full, and public reading, visit the WilkesUVideo “Poet Zach Linge Lecture at Wilkes University, 2/17/21” on Youtube.com See also, fellow English Major, Genny‘s article in Wilkes University’s newspaper, The Beacon 5 �The Inkwell Quarterly A Take on the Cancelling of Dr. Suess By A lexis Charowsky The childhood writer Dr. Seuss has been cancelled recently for racist images and language in some of his work. Multiple copies of his books are being taken off of shelves and discontinued because of these actions. They hold images that are racist and no child should be taught to look at people like that. Starting with the book, And to Think That I Saw It on Mulberry Street, we see a parade of people. A reference that Suess adds to his book is “a Chinese man who eats with sticks.” This is unnecessary to the book and quite random to refer to the man eating with sticks. Suess also adds a line for eyes on a Chinese man but everyone else has dots for eyes. This would be considered a problem because the Chinese man is made to look different than everyone else. If the character wasn’t a Chinese man and the only character with lines for eyes, it wouldn’t be such a big deal. By putting lines for eyes on the Chinese man, it is being disrespectful to the race by only making that one character, who happened to be Chinese, have lines for eyes. In the book If I Ran the Zoo, Suess adds “I hunt in the mountains of Zomba-ma-Tant with helpers who wear their eyes at slant.” Again he has it out for Asian people and continues to refer to the race. He also added two characters into the book from the “African Island of Yerka.” These characters resemble monkeys wearing no shoes or shirts. Could this be a possible reference to the people who live in Africa, or just a coincidence he added that it was an African Island? The four other books being taken off shelves are McElligot’s Pool, On Beyond Zebra! Scrambled Eggs Super! and The Cat’s Quizzer. These books are being removed from shelves for racist images Accessed from Dr. Suess’s book-covers. and commentary throughout. All of these books characterize people in hurtful ways. Society has changed significantly since the time when Suess wrote these books. These books may have not seemed racist back then and they might have been seen as just children’s books, but in today’s times we have a clearer understanding of why these representations can be harmful to the people the book is portraying. Books become old and are taken off the shelves or simply not read once they are no longer enjoyed as much. Those who say that these books are not racist are part of the problem. Taking these books away will help the younger generation to not portray others like that and maybe at some time make the world an equal environment for everyone. I feel as though taking these Dr. Suess books off of the shelves will help children learn to not look at others differently just because they don't match up to the degree that earlier generations wanted them to. As children, we grow up learning things. We aren’t born racist; children are taught to be racist. In order to make a change in racism, we have to stop teaching our kids to be racist to those that don’t match the standards of others. In order to make a change in racism we shouldn’t teach the next generation how Suess did in these selected sections of his books. We should instead teach that everyone is equal and unique in their own way. 6 � Junior Spotlight Issue 15.3: Spring 2021 By Caitlyn Bly For our third issue of the Inkwell, we decided to shift our focus onto the juniors in the English department. Each junior majoring and minoring in English was asked a series of questions. These questions were aimed to allow the Juniors to express themselves and ultimately give us an insight on their experiences during their time in the English Department here at Wilkes University. Here are the responses we received. Hannah Simerson Photo given by Hannah Simerson. Q: Which English class has been your favorite so far? Why? A: My favorite English class that I have taken so far has been the Advanced Workshop in Screenwriting course that was just offered this semester. During the course, we watched plenty of different genres of movies and even created our own script to a fulllength movie! It’s a special feeling to have created something so large in its entirety and I am so thankful for all that I have learned in the class. Q: Which college professor has influenced you the most? How? A: Every professor that I have had at Wilkes has touched my life and my education in various ways, but Dr. Churcher has definitely been the most influential in my college career. As a double major in English and Communication Studies, I spend a lot of time in the Karambelas Center in Dr. Churcher’s classes. She was actually the professor that helped me declare my double major! She is truly so supportive and genuine to her students and that certainly makes her stand out to me. Q: If you could go back in time, what would you change about your college experience so far and why? A: If I could go back in time, I would participate in class more. I have always been a shy person and this translates over into the classroom as well. I worry a lot about sounding stupid or saying the wrong thing, but I wish I had spoken up more. Q: If you could give First-Year English majors one piece of advice, what would it be? A: First-Year English majors, please do yourselves a favor and never take a class in 305. Those stairs are brutal! In all seriousness, I would advise against putting off major papers until finals week. You’re already stressed enough with tests and final projects. The last thing you need is a huge research paper on top of it all. Q: Do you feel prepared to take on your future career? Explain. A: I hope to go into the world of publishing after graduation and I feel that I am both prepared and unprepared for this next step. On one hand, I am confident in my abilities and the knowledge that I have gained from my time in undergrad so far. On the other hand, my heart belongs to academia. I feel as if I will never know enough or study enough to be fully ready. I guess it’s a good thing that I want to go to graduate school! Nicole McNelis Q: Which English class has been your favorite so far? Why? A: I really liked the Seminar in Postmodernism with Dr. Kuhar this past semester as well as Toni Morrison/African American Literature with Dr. Kelly last fall. Q: Which college professor has influenced you the most? How? A: Probably Dr. Polacheck in the Education Department because she has inspired the type of educator that I wish to be one day. Q: If you could go back in time, what would you change about your college experience so far and why? A: I would definitely either spend two years at a Community College, or take some college classes while Story Continued on Page 8 7 �The Inkwell Quarterly Junior Spotlight Continuation from Page 7 in high school. This definitely would have saved time and money in the end! Q: If you could give First-Year English majors one piece of advice, what would it be? A: I would tell First-Year majors just to keep up on their class work before it all piles up and becomes unmanageable. Also do the readings!!! Q: Do you feel prepared to take on your future career? Explain. A:I absolutely feel prepared to take on my career as an Educator and mentor in English Lindsey Bowman Photo given by Lindsey Bowman. Q: Which English class has been your favorite so far? Why? A: My favorite class that I’ve taken so far has been the horror and scifi seminar with Dr. Stanley during 8 the fall 2020 semester. Horror and Sci-fF are some of my favorite genres so that made it really enjoyable. It was also cool to read stories written by more modern authors. Q: Which college professor has influenced you the most? How? A: Dr. Davis has probably been the most influential professor I’ve had at Wilkes. I originally started out as a chemistry major and I was required to take her ENG 120 class my Sophomore year for the general education credit requirement. I loved reading the stories and talking about them in class. I never had that same level of engagement or excitement in a chemistry class before. After my second day in ENG 120, I had a huge realization that I was meant to be an English major instead. By the end of the first week, I had went ahead and switched from chemistry to English. If I hadn’t had Dr. Davis as my professor, I may have never of made the decision to switch majors. I’m always going to be grateful for that ENG 120 class. Q: If you could go back in time, what would you change about your college experience so far and why? A: If I could go back in time, I’d start my freshman year as an English major instead of a chemistry major. I would have maybe considered dual majoring in English and communications as well, provided I had enough time. I feel like I wasted my first year in a major I didn’t like, so I’d make this switch so that I could get a head start in my actual major. Q: If you could give First-Year English majors one piece of advice, what would it be? A: Don’t be afraid to participate in class discussions. They’re a big part of most English classes, so it’s always good to have everyone contribute. Literature can be incredibly subjective as well, so putting your personal opinions out there is always great. Some people may have not considered something that you have to say, allowing for the conversation to further expand. So just make sure you complete all of the assigned readings and come to class prepared to discuss. Q: Do you feel prepared to take on your future career? Explain. A: Yes, I’m feeling prepared. I just went to an alumni panel over zoom a few weeks ago where English alumni from Wilkes talked about their experiences in the field after they graduated. There are so many various paths and opportunities this major can provide. It teaches you not only about writing and literature, but also valuable skills like communication and critical thinking as well. Although the job market looks intimidating right now, I know that I have so many valuable skills from my time at Wilkes and I can succeed if I put forth the time and effort to do so. Story Continued on Page 9 � Junior Spotlight Issue 15.3: Spring 2021 Continuation from Page 8 Briauna Robinson Photo given by Briauna Robinson. Q: Which English class has been your favorite so far? Why? A: My favorite English class I have taken so far has to be the Horror and Sci-Fi Seminar I took with Dr. Stanley. Horror has always been my guilty pleasure and my absolute favorite to read and watch. It was amazing to study the genre in an actual course and learn all the ins and outs of it. It was especially exciting to discuss how authors portray horror and insight fear into their readers. Since I aim to write horror novels of my own, it was a wonderful experience to dive so deep into what it means to write within the horror scene. Q: Which college professor has influenced you the most? How? A: Honestly, Dr. Hamill. My first class with him was ENG 120 during my second year at Wilkes and it was so enlightening! Even if studying “great works” isn’t the most exciting for me, he managed to still make the class interesting. Actually, Dr. Hamill has taught me how to get excited about English (more than I thought I already was) and has shown me how to be patient with my writing. Being taught how to be patient and forgiving of the writing mistakes I make has been such a valuable skill to learn over the last few years; especially with being a perfectionist. I am not sure how he taught me to be this way besides Dr. Hamill just being Dr. Hamill, truthfully. He is so kind and shows an extensive amount of understanding towards his students. Having him as a professor has been an honor and has shown me exactly who I want to be when I, myself, also become a teacher. Q: If you could go back in time, what would you change about your college experience so far and why? A: I am not sure, to be honest! I have actually enjoyed my college experience so far. I suppose if I HAD to go back in time, I would have put creative writing as my minor earlier. Though there have been no bumps in the road from me pursuing it so late, it would have just made choosing my future classes easier, I suppose. Q: If you could give First-Year English majors one piece of advice, what would it be? A: Please, please, PLEASE, do not hold back from speaking in class. Most of the English professors actually enjoy discussing these topics openly and not so much in a lecture style. As soon as you open up and participate in class discussions, you will learn so much more than you thought you would about a text. It is also a really great way to pass the clock of those two hour courses! Active class discussions are probably the best way to study English. Q: Do you feel prepared to take on your future career? Explain. A: Most definitely! I am an English major with secondary education and creative writing, and the English department has been so supportive of my decisions and my track. The classes I have taken have been so educational and so enlightening towards my favorite aspects of English and studying literature. I have noticed my writing ability has gotten better since my first semester here at Wilkes University; all thanks to Dr. Davis, her ENG 101 course. and her portfolio assignment. I am now able to analyze a text, and share it with ease, because of both the education department assisting me with teaching, and the English department with polishing my literature skills. It truly has been such an amazing experience, and I am more than ready to set off into my future career as an educator and writer. I am actually planning on pursuing a MFA in creative writing to further my studies - all thanks to Wilkes! 9 �The Inkwell Quarterly Review of Nice Work If You Can G et It Continuation from Page 3 I personally love the Prohibition Era, and the style that accompanies it. I feel like the actors did an amazing job depicting this time period between their accents to their body language. They all did a wonderful job portraying characters that came from this specific time period. In particular, Alex Booth, who portrayed Jimmy Winter, did a fantastic job with nailing the accent of a 1920s New Yorker and also the persona of a privileged rich man. He really did the character justice. The same goes for Marcy Ledvinka, who played Billie Bendix, and Jack Flynn, who played Cookie McGee. They both were spot on with their accents and behavior that would represent someone living during the 1920s. Marcy in particular did a great job on having her character seem rough around the edges. I really enjoyed this play and the dynamic it represented. I am really a sucker for a good romance, so the play kept me intrigued and glued to the screen. The set itself provided minimal props, but just enough so the audience could really feel the 1920 dynamic trying to be represented. It is definitely a play I would recommend anyone to see, especially if you enjoy the Prohibition Era. I am so glad that the Wilkes University Theatre department was able to solve the problem of limiting seating in the theater, and decided to live stream the play so more people could enjoy this production. I know this was probably different and much more difficult for the actors to perform, but overall everyone did an amazing job. Wilkes’s Own Julius Caesar By A lexis Charnowsky The Wilkes University Theatre held their annual spring play with the showing of William Shakespeare’s The Tragedy of Julius Caesar directed by Professor Joe Dawson. For a course of three nights and two matinees, many Wilkes students worked hard and dedicated their time to put on a great show. Some main roles of the play were Julius Caesar (Brianna Rowland), Brutus (Alex Booth), Mark Antony (Olivia Schanbacher), Cassius (Marcy Ledvinka), Calpurnia (Jayna Johnson) and Cinna the Poet (Sam Uggla). Throughout the play, it felt as though you were a part of the show. The live action and sound effects were a great contribution to take viewers back into Roman times. Though Julius Caesar was set back in Roman times, the production of the ancient Roman 10 setting was also modern. The crew had computers and technology they used that was not available during Roman times. Many sound effects, such as the sound best described as R2D2, were also applied. The use of modern technology and other effects allowed those watching to have a sense of the Shakespearian era while still keeping it contemporary and upbeat. These features were a key interest to me, leaving me entertained and fascinated by the use of current technology for an older play. The play starts in the streets of Rome with Caesar standing on the steps. Setting the scene, the stage had an eerie backdrop of red lights and smoke. During the course of the play, we see that Brutus and Cassius are teaming up to put an end to Caesar. From the Gardens of the Tuileries, 1872 � Issue 15.3: Spring 2021 Wilkes’s Own Julius Caesar Continuation from Page 10 They negotiate on how they want Caesar gone and come together with others to kill him. Brutus, Cassius, and a collective group take down Caesar. This takes an unexpected turn since Caesar had no idea that his acquaintances would do such a thing to him. Caesar’s last lines before being killed are “Et Tu, Brute” and she falls to the ground. This leaves watchers in shock, wondering how something like this could happen so quickly. Fast forward to later in the play, a funeral for Caesar was coordinated. Marc Antony is on her knees asking to speak on behalf of Caesar. Caesar was her friend too and tells those of the Romans and the audience that yes Caesar may have wronged some, but at some point or another everyone loved him. By the end of the play, both Cassius and Brutus die. Cassius is killed by the same sword that killed Caesar. Brutus hands a dagger to Lucius and runs into it, killing himself. The stage transforms back into the beginning scene with red lights and sound effects. Members look over Brutus’s dead body and the stage goes dark. The members of Wilkes University Theatre did an awesome job bringing together Julius Caesar. Seeing this play in person, rather than just reading about it, gave me a better understanding of Shakespeare’s language and work. I felt indulged in the play, wondering what would happen next. The Shakespearean language can be hard to understand but the characters helped me interpret the language better. Their costumes were modern, with the use of pants and tops. Back in Roman times, men would wear a toga while women would wear stolas. The use of costumes being present day allowed the audience to relate better. Everyone was very successful in carrying out their roles, whether it was a large or small, no one broke character and convinced the crowd of the role they played. This play had a great amount of female roles, who did an excellent job of portraying male characters. The use of feminie roles grabs the audience’s attention, making them more attentive. This can change the way audiences view the masculine roles played by females. It gives a new perspective of how women can portray the roles the same way men can. I am personally a fan of plays, no matter the play type, and feel that the Wilkes University Theatre cast did a fantastic job of organizing Julius Caesar. If you didn’t get a chance to watch fellow students in this past play, Wilkes will be holding multiple plays and musicals next year. We hope to see your faces out there and support those of Wilkes University Theatre! A still from the Wilkes University Theatre’s produciton of Julius Caesar demonstrates how the adaptations modern dress and setting contrast with the play’s ancient subject matter. Photo credit: Wilkes University Theatre’s Facebook page. 11 � Issue 15.3: Spring 2021 MANUSCRIPT UPDATE The Manuscript Society will be publishing two issues of The Manuscript this 2020-2021 Academic Year. The submission period for the general issue will be open through 02 April 2021. If you’re interested, please submit your work to magazine@wilkes.edu with your Wilkes email by that date. The submission period for the Black Lives Matter issue of Manuscript closed on 19 February 2021. Keep an eye out for the forthcoming release of this issue! If you would like to learn more about The Manuscript Society or about upcoming Manusript events, please contact magazine@wilkes.edu. You can also stay connected to Manuscript by folloiwing our social media on Facebook (Mauscript @ Wilkes University), Twitter (@WilkesMag), and Instagram (@wilkes_manuscript_). Writing Center Hours The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Throughout the Spring 2021 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Fall 2021 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 201: Wiriting about Lit. & Cult./WI TR 1:00-2:40 Dr. Kuhar ENG 202: Technical Wrtiting/WI MWF 9:00-9:50 Prof. Lobb ENG 203: Creative Writing/WI MWF 11:00-11:50 Prof. Kovacs ENG 225: Comparative Grammar/DH MW Dr. Stanley 2:30-3:45 ENG 233: Survey of English Lit./WGS/&H MWF 10:00-10:50 Dr. Hamill ENG 282: American Lit. II/ WGS TR Dr. Kuhar ENG 342: Studies in Shakespeare MWF 12:00-12:50 Dr. Hamill ENG 352: American Novel/WGS TR 3:00-4:15 Dr. Kelly ENG 397: Jane Austen Empire MW 1:00-2:15 Dr. Davis 9:30-10:45 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Spring 2021 (Volume 15, Issue 3) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Spring 2021 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication.