42 15 4132 https://omeka.wilkes.edu/omeka/files/original/e09697621287cc670b6821c18d653c82.pdf 80945f1b7365d5d7a802fc428c8a60e1 PDF Text Text Issue 15.4: Spring 2021 THE INKWELL QUARTERLY The Grizzled Veterans of the Wilkes English Program By Darren Martinez In this Issue: Shin Megami Tensei I V: The Power of My th Senior Spotlight Recognizing the Importance of Writers and Members of Literature Arts For someone that’s been flotsam on a stormy sea since I graduated high school, the alumni panel really helped clarify a few things. Most people lack the ability to situate themselves in terms of the grander universe, and that’s fine. We tend to seek meanings in our individual pursuits and find purpose that way. I had been prepped for university from an early age. I was taking college classes as an 11th grader, with no personal plans or ambition. I mostly just followed along with what I was told and hoped being an honors student would get me where I needed to be. Well, here I am. A senior at Wilkes still with no plan, deprived of at least two years of a college social life. I’d been on these grounds as a high schooler with no real direction, and later taking classes as a full-time student from the paradoxical comfort and unease of my own room. Compared to the aimlessness I floated along with as a high schooler, a newfound sense of dread had gripped me. My schooling felt pointless. Dr. Anthony told me about her plans to get English alumni together I believe spring of last year. Some fragment of my brain held on to that memory, or it decided to fabricate it. Regardless, I feel like our English faculty had a general sense of the unease that gripped many of their students. I’d told Dr. Kelly in multiple meetings that writing scholarly articles didn’t really suit me as a line of work. I had a hard time seeing outside of the box I had built. It’s easy to feel like you’ll be writing essays and sitting in classrooms for the rest of your life, because you’ve been doing it nonstop since entering the school system. It’s something my professors have been alluding for years Kirby Hall - accessed from Wilkes University Alumni Association but I was unable to see for myself: an English degree is incredibly versatile. The alums we met came from diverse fields and skillsets. Kendra Kuhar stuck out to me with her position of Campaigns Coordinator at Epic Games. When asked the obligatory English question of “what book are you reading right now?” she mentioned that she was reading comic books. At that moment, it proved to me that I Story Continued on Page 2 1 �The Inkwell Quarterly The Grizzled Veterans of the Wilkes English Program Continuation of Page 1 could continue to bring English towards my interests as I had been trying to for so long. The box I’d built for myself of what an English student was had been shattered. I always saw myself as a bit of an outsider in the program because I don’t really read literature. I’ve pored over manga like Dorohedoro and Vinland Saga in my off time instead. Frequent readers of Inkwell will recognize that I’m always analyzing video games mechanically, and as stories. They are works, just like everything we English majors cover. For Kendra to work in video games helped me think about my potential future a little more positively. Despite their differing trajectories, the alums made one thing clear. Getting to where they ended up was a result of hard work. Sometimes it’s as simple as learning to spin your previous life experiences in clever ways on resumes. I’m not just writing game reviews or working an awful part time job at a pizza joint. There are words and phrases that frame what you’re doing as things that make you hirable. You shouldn’t be sheepish about writing a resume, as I originally did while interviewing for an internship this year. It’s not embellishing because you really do have those skills! You want to build off your time and Wilkes and pivot into something you want to do. English majors have a sense of whimsy. I think you all know what I mean. The alums stressed that we English majors are particularly capable of creating narratives surrounding our journeys. Compartmentalizing our trials and tribulations is a part of resume building, but also a part of building ourselves as humans. That is the nature of earning a humanities degree. If you’ve studied postcolonialism, or even if you haven’t, you’re probably aware of all the tiny ways in which capitalism kills us. It’s a common sentiment to hear that humanities degrees are kind of useless. So much so that once the pandemic hit I pretty much shut down and internalized that idea. We have the capacity to do work that gratifies us in a way beyond just being cut a paycheck, while also still, y’know, getting paid enough to live. We won’t have to be slaves to capitalism. I still don’t have all the answers I think I need. However, I’m more confident in my ability to find those answers. I’m not alone being lost, or into video games in English, or in wanting to find purpose in life. Sometimes all you need is a little assurance. Veronica Romanelli Senior Spotlight By A lexis Charowsky Q: What was/were your concentration(s) in English here at Wilkes? A: I was an English major with a concentration in Literature. I also have a minor in Women's and Gender Studies! Q: What are your future career aspirations? A: I wish I knew! I honestly have no idea what I want to do with my degree, so my plan is to try everything and see what sticks! I would also really like to write children's books at some point, but probably not as my full time career. 2 Photo taken by Veronica Romanelli. Story Continued on Page 4 � Issue 15.4: Spring 2021 Shin Megami Tensei I V: The Power of My th By Darren Martinez It’s quite interesting how my Inkwell game reviews catalogue the hyperfixation phases I’ve gone through in this extended quarantine. I’m not very good at collecting my thoughts about writing on manga, so once I learn how to do that I can paint a more full picture of the media I’ve been consuming while I’ve been stuck in my room. Since February 23rd, I’ve hit 40 hours in Shin Megami Tensei IV(SMT IV). With the way my workload has been, I’d imagine about half of those hours are sacrificed sleep. I’ve probably got an equivalent amount of hours listening to music from SMT IV, as well as other games from the franchise. God damn, does this game have a grip on my life. I’ll do my best to try and explain why, but quite honestly going into the series blind has created the best impression for me. My initial intrigue for the series had to have come from the Persona series. Persona is a spinoff of SMT, but by combining labyrinthian dungeon crawling with dating elements, it became a bigger hit than the SMT series did on its own. I’d listen to music from Persona 4 and 5, both of which I only have passing familiarity with. 5’s protagonist netted a spot as a DLC character in Smash Brothers, further cementing the series’ popularity. That protagonist sits in front of me as I type as an amiibo figure. I own Persona 4 but have Photo accesed on IGN. not had the chance to dive into it very heavily. The Persona series has great music to listen to while working, which I’d engage with more than the game. Eventually, the YouTube algorithm started catching on. It would recommend to me battle music compilations of SMT games, which I eventually clicked on after exhausting my Persona tastes. I was blown away by what I heard. SMT IV in particular had this insane guitar riff for its Tokyo battle theme, and if there’s anything that sold me on the game, it was this theme. Some light story spoilers from here on out, so be warned. I haven’t actually gotten close to completing the game, so I’ll consider this review incomplete as well. There is no overarching series story, so starting at the fourth entry in the mainline series makes no difference to the overall enjoyment. However, what I’ve since learned in watching video essays on the series is that it typically prioritizes a story system of differently aligned endings. The game makes these end goals apparent. You often make moral choices like sparing or slaying enemies and decide between dialogue options that tend to be opposites . The series as a whole encourages the player to select endings among law, chaos, and neutral factions. Characters and setting are usually built with these choices in mind. I haven’t gotten to the point where my alignment has been set, but I think in my head I lean towards chaos. The stratification of the lawful society is sickening, and reminds me of everything I hate about capitalism. You start as an outsider to a medieval fortress, the Story Continued on Page 5 3 �The Inkwell Quarterly Senior Spotlight Continuation of Page 2 Q: What was your favorite literary text from a class you’ve taken here, and why? A: I really liked reading Love and Information by Caryl Churchill in Dr. Stanley's British Drama class. It covered a lot of different topics and showed how different people dealt with everyday human experiences, and I really enjoyed that! Q: What literary text for class did you hate the most, and why? A: I can't think of anything I hated! Q: What English class do you wish you would have had the chance to take? A: I wish I took a creative writing or poetry class. Q: What was your favorite nonEnglish class at Wilkes? A: Women's Studies! Q: Tell us a favorite quote from one of the English professors. A: I always liked when Dr. Hamill walked into class and asked, "We gonna make it?" Spoiler alert: we did! Q: What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: Don't be afraid to share your ideas in class! My first year at Wilkes, I always had so much anxiety about sharing my ideas, but I eventually realized that was what I was there for! It's so much better to be involved, and there is rarely ever a "wrong way" to interpret a text, so don't be afraid! 4 Q: What is your favorite memory from Wilkes? A: Probably either presenting my work at a conference at Moravian College, or visiting the Morgan Library in New York. Both were for Dr. Hamill's CHaucer seminar. Q: What is your favorite book/ author you have read, separate from English courses here at Wilkes, or just in general? A: I did take a Toni Morrison course with Dr. Kelly at Wilkes, but I also read The Bluest Eye in high school and really loved it. I was super excited to take the Toni Morrison class because of this, and after reading so many of her books, I would definitely say she is one of my favorite authors. Q: Do you have a favorite movie? A: I have many, but I have been falling asleep to the Disney movie Soul every night. It's so good!! Q: What are you most hopeful for or concerned about for your future as you move past graduation? A: I'm excited to have free time, and I am hopeful that I will find a job I love! Even though I do not know exactly what I want to do, I am so glad I chose English, and no matter what I end up doing, I know I picked the right major. Erin Schaepe Photo taken by Erin Schaepe. Q: What was/were your concentration(s) in English here at Wilkes? A: Secondary education and English. Q: What are your future career aspirations? A: My future aspirations focus on obtaining degrees in Spanish and guidance counseling. Q: What was your favorite literary text from a class you’ve taken here, and why? A: Charlotte Brontë’s Jane Eyre. The novel explores feminism (a topic that I am very passionate about) and focuses on the romance between Rochester and Jane that is strengthened by the different gothic elements that the author incorporates. Story Continued on Page 6 � Issue 15.4: Spring 2021 Shin Megami Tensei I V: The Power of My th Continuation of Page 3 Eastern Kingdom of Mikado. The city is formed with multiple walls, dividing Casualries and Luxurors. Among these groups, the Casualries are split again based on trade or farming. The Luxurors see some difference based on trade, but they call access to most of the privileges of the main castle. Player companion Jonathan represents law as a Luxuror, and appears in the protagonist’s dreams early in the game beckoning him to preserve the peace of the world. The peace is frankly hogwash. The rich persecute the poor for reading, wield the Samurai like personal tools, and claim God dictated these separations in men. Many Casualries buy this rhetoric, as they aren’t given the social mobility to know better. Only if Casualries become Samurais can they transcend their rank. I’ll get back to the chaos side of things, but allow me to explain the connective tissue between all SMT games. The Samurai are this game’s main “class.” They are given the ability to communicate with and capture demons, the main draw of the SMT games. “Demons” is a catch-all category that wraps up deities, monsters, spirits, and more from every mythology into one bow. Demons all have varied personalities, informed by their mythologies. The Greek god of war Ares is a powerful physical fighter who rarely loses, but can respect defeat when it occurs. Demons of the Fairy family are typically adept in healing magic and causing status effects. Demons can be talked to in order to recruit, but it’s Photo accesed on IGN. never such a sure thing as answering truthfully or simply giving the demon gifts like it asks. They might ask for a grocery list of items and take off after you’ve fulfilled their requests. Or, you might reject their desires and that’ll be what impresses them. Demons also have affinities, playing into the “press turn” system. In SMT IV, the player has as many turns as they have demons on the field, for a max of four turns including the main character. Attacking a demon’s weakness or netting a critical hit counts as a half-turn, allowing a player to maximize their actions at eight. Demons that represent birds are often weak to Gun type affinities. Ice demons are weak to fire affinities. Judging the weaknesses and strengths is typically intuitive, though you might be caught by surprise and have to reset. It also takes out the surprise factor once their weaknesses are known. Attacks can miss or be nullified, costing two turns. Drained or reflected attacks will reduce the turn count to zero if it happens. Both your own party and the enemy’s abides by this system, and it creates strategizing depth. And now, to explain chaos. After a certain point in the story, the party plunges through the initial dungeon to find an apocalyptic Tokyo, with the base of the first dungeon serving as the ceiling of the world they come across. A computer program summoned devils into the world, which caused a fallout of normal life. Factions of humans abide by varying principles and constantly battle. Ashura-Kai are like yakuza, offering protection from demons but forcing the populace into underground cities and taking the best of the remaining resources for themselves. The Ring of Gaea is a cult that respects strength above all else, believing only the powerful deserve to survive. The hunters are Tokyo’s version of Samurai, but they’re more like freelance workers than a holy, ordained fighting force. There’s also the demons, attacking and eating people from every faction. (Note: I initially perceived Tokyo as explicitly representing chaos when that isn’t the case. The Ashura-Kai reflects law because of their creation of ‘Reds,’ drugs made from human thoughts and emotions that feed demons and placate them. I also neglect to mention the other party ally, Walter, who appears in your dreams appealing to the chaos side. I touch on this in my update.) The game really opens up when you reach Tokyo. The story expands, you’re offered more freedom, and quests carry you to every corner of the map. I can’t even praise the music of this area enough, either. To Story Continued on Page 7 5 �The Inkwell Quarterly Senior Spotlight Continuation of Page 2 Q: What literary text for class did you hate the most, and why? A: Any text involving Christopher Columbus. I am definitely going to miss Dr. Hamill’s “How’s are we doing today, gang?” at the beginning of each class. Q: What English class do you wish you would have had the chance to take? A: ENG 356 Studies in African American Literature or ENG 357 Studies in Gothic Literature. Q: What advice do you have for English majors/minors at Wilkes who have yet to graduate? A: Do not be afraid to ask for help, utilize the writing center, and make the most of your time here. Slow down and really take it all in, it goes by entirely too fast. Q: What was your favorite nonEnglish class at Wilkes? A: PSY 101 or HST 101. Q: Tell us a favorite quote from one of the English professors. A: This is more of a greeting, but Q: What is your favorite memory from Wilkes? A: Any Programming Board or student government event. I was able to get together with my friends and really take in the experience. Q: What is your favorite book/ author you have read, separate from English courses here at Wilkes, or just in general? A: To Kill a Mockingbird written by Harper Lee. Q: Do you have a favorite movie? A: Good Will Hunting. Q: What are you most hopeful for or concerned about for your future as you move past graduation? A: I am most hopeful that I will inspire others the way my teachers and professors have inspired me. The Inkwell Quarterly Staff Editor-in-Chief & Layout Editor: Briauna Robinson Copy Editors: Nicole McNelis & Ryan Zaruta Staff: Daniel Stish, Veronica Romanelli, Rashonda Montgomery, Emily Cherkauskas, Juliana Leuders, Darren Martinez, Caitlyn Bly, and Alexis Charowksy Faculty Advisor: Dr. Thomas A. Hamill Intersted in becoming a part of The Inkwell Quarterly? Contact Briauna Robinson @ briauna.robinson@wilkes.edu or Dr. Hamill @ thomas.hamill@wilkes.edu 6 � Issue 15.4: Spring 2021 Shin Megami Tensei I V: The Power of My th Continuation of Page 5 paraphrase a YouTube comment that I can no longer find on the OST, “this is the theme. perhaps the reason for the entire series.” The song is immaculately somber, where the player is finally somewhat familiar but the game’s characters are experiencing an entirely new world. It’s Tokyo with all its modern amenities, but with a hoard of demons on the surface. The piano and synths combine, making you feel sad and nostalgic for a song that you’re hearing for the first time. It still gives me chills and puts tears in my eye. The catch-all term of demon is compelling to me, and coupled with the story themes presents an interesting commentary on the real world. Human beings are the ones that afford mythologies their power. Every demon has a menu for their stats and skills. At the very end, there’s a tooltip that explains said character’s realworld mythological significance. Despite the demons being rendered in beautiful art, they appear in dungeons and on the overworld as bundles of semi-transparent cubes or circles of static. While this design choice was likely aimed at creating a more interesting, random element to battles, it creates a juxtaposition that asks what a demon actually is. None of the game’s characters make direct note of the demon’s individual mythologies, despite the demons obviously knowing where they exist in their respective lore. Multiple side quests revolve around gods from Buddhism, where they directly address Buddha and their place in the teachings. Other characters from Tokyo make brief references to China and America, but none of the Mikado Samurai really grasp the mythologies of the demons they wield. Even though the game eventually takes place in Tokyo, nobody in the medieval-inspired Mikado knows what any of the technology is. The kingdom has a gauntlet that can trap demons, an AI in the gauntlet named Burroughs that can communicate intelligently and scan just about anything, and a teleportation device. The church commissions you to find “mystic relics,” and slowly learns how to use electricity and computers as you send back your relics. Every demon will try to kill you in battle, no matter its theological affiliation. Through a game mechanic called Demon Whisper, the player character can learn demon skills. The powers they offer dictate the build of your character. We barely understand the technology in our lives, and yet it dictates our survival. Maybe I’m reading too much into this, but perhaps by the end I’ll have a more finalized thing to say about humanity’s relationship to god, as well as to technology. I don’t want to give it a numerical grade until I’ve finished either. Update: It sure is crazy to read some of the things I wrote before finishing the game. I went with chaos alright, and boy do I regret it. Chaos is represented by the Casualry who becomes a Samurai, Walter. Voiced by the immaculate Matt Mercer, he visualizes a world where those with strength could do as they pleased. Only, those with the strength required to transcend their station tended to be, well, you, the player character, and Walter. Other citizenry were possessed or turned into demons in the search for power, which is what spurs Jonathan and the forces of law to corral the peasantry again. I was quite enrapt with the idea of tearing down the old world order, so much so that I made in-game decisions that I don’t think reflect what I would have actually done in such a scenario. Isabeau is the player’s indecisiveness. She, along with you, Walter, and Jonathan, makes ground at Tokyo for the first time. She has her character moments, like revealing that she loves manga, but might be seen as a ‘non-character’ by some players. The most heartbreaking thing is that after a certain point in the game, if you are not on the neutral path, Isabeau chooses to fight you. Law or chaos turns the player into a zealot, seeing Walter or Jonathan turn be consumed by Lucifer or Merkabah respectively. The dialogue options in this fight had me choose things I thought uncharacteristic, just for the stat buffs. She says, “There is something I must know from you. What you are about to do will cause a cycle of endless war, bringing grave Story Continued on Page 8 7 �The Inkwell Quarterly Shin Megami Tensei I V: The Power of My th Continuation of Page 7 misfortune to the people. Do you truly believe that such an act will be forgiven?” I chose, “It doesn’t need to be forgiven.” I knew that such an answer would likely give me a stat boost as past bosses had similar mechanics, and I acted way out of character. She indeed lost her turns. Her decision to fight you, and eventual decision to slit her throat rather than die at your hands, tells you everything you need to know. You f*cked up. I’ve seen hints online as to who Burroughs is. The Terminals, which allow for fast travel via teleportation, are apparently gates between the demon world and human world. The Yamato Perpetual Reactor, which I didn’t even touch upon before, forces the player to enter Blasted and Infernal Tokyo. These are alternate timelines where law and chaos respectively got too out of hand, and they need a little of their opposite to return to neutrality. I talked about the relationship humanity has with technology earlier, and it’s all there in the game, but I think that sort of criticism is outside of the scope of this review. The reactor is also a portal to the demon world, and destroying it can net the player the shortest and worst ending. Upon the urging of these beings Photo accesed on IGN. known as The White, they commission the player to destroy the Yamato Perpetual Reactor. This would create a black hole that destroys the world and returns it to nothing, much like the proposed Third Impact in Evangelion. The futility of chaos and law are stressed by The White, whom I destroyed in my chaos route playthrough because I did not believe them. I still believe that returning to nothing is a worse ending than chaos, but having Lucifer tell me that the demons would require a new king as they destroyed the Eastern Kingdom of Mikado was not so satisfying. So, here I stand. A boy with 85 and a half hours in Shin Megami Tensei IV. I did as many side quests as I can on a first playthrough. I was soon learning there are ultra-rare Fiends, even more difficult to fight after they’re found, along with other quests that occur only on new game plus. There are still three whole routes for me to complete, along with an entire demonary I could complete if I’m a masochist. With the workload of this Photo accesed on IGN. 8 Story Continued Bottom of Page 10 � Issue 15.4: Spring 2021 Recognizing the Importance of Writers and Members of Literature Arts By Emily Cherkauskas Language is the keystone to our society. If we could not communicate with each other, we would not have culture. We would not have a government. We would not be able to educate each other. With that being the case, if language is so important for us, why is there so little focus on financial support or funding for writing? As Americans for the Arts’s biography explains: “The arts are fundamental to our humanity. They ennoble us and inspire us—fostering creativity, empathy, and beauty.” The arts improve the healthcare of our people. In its advocating for the benefits of better mental health., Americans for the Arts explains, “The arts heal the mental, physical, and moral injuries of war for military servicemembers and veterans, who rank the creative arts therapies in the top four (out of 40) interventions and treatments.” This is a groundbreaking revelation. While people with traumatic injuries and mental scars Photo accesed on YouGov.com are prescribed with drugs and rigorous therapy sessions, another important aspect to healing is being able to express the mind. After an intensive search through the search results database of the Department of Education’s government website, the latest piece regarding learning writing skills that I found, “Teaching Students to Write Effectively,” was a handbook that was printed in 2017. A smaller handbook from 2012 came in second place in the search results. Writing and reading are not just “pasttime” hobbies, or careers for some people; on a greater, worldwide scale, they are natural, organic stimulants for the brain that allow us to engage in our artistic side. Some may not know it is there, as we are used to the digital worlds of casual social media and Writing and reading are escapes from reality, especially considering the tense climate that our country has been in for the past few years. This is especially important with the current state of America: recently recovering from a chaotic election process, undergoing an economic recession and high rates of unemployment, and worst of all, COVID-19 deaths. Putting our thoughts on something tangible and readable for others, whether it be a journal or online document, is a therapeutic method that enhances our ability to express our emotions. Being able to articulate and explain (to the best of your ability from your perspective) the happenings of the world as it happens in real time, allows us to take a deep dive into the mind and psyche of the writer, bringing forth fresh new critiques and ideas of human emotion and empathy. Speaking of such issues, how can we help revive the economy in this pandemic world? If you guess the arts and humanities, you are correct. The arts and humanities workforce and industry contains a diverse range of organizations. Some examples include museums, historical societies, nonprofit Story Continued on Page 10 9 �The Inkwell Quarterly Recognizing the Importance of Writers and Members of Literature Arts Continuation of Page 9 councils; performing arts industries including theaters, schools, and performance centers; and media organizations that specialize in nonprofit endeavors, filmmaking, and writing. According to Cause IQ, a website whose main focus is to analyze the data and work of nonprofits, the amount of revenue and contribution generated by the arts industry is extremely high: more than $45 billion in revenue and employing nearly 600,00 people for every year, and totaling for an asset worth of $157 billion dollars, in an analysis of data gathered and reviewed over the past few years. With the prevalent rise of social media and digital platforms in this era, especially with working from home during the pandemic, adequate literacy skills are desperately needed. Now, knowing how to talk alone cannot let one get by. According to the National Center for Education Statistics, the United States in general is stuck below the worldwide average for strong literacy skills. On a level scale from 1-3, around 50 percent of Americans’ highest literacy skills was either level 1 or level 3—although the statistics were technically balanced, it showed a stark division and inequality between literacy skills and the educational opportunities that people are able to utilize. Our education system is clearly lacking in resources. 10 What is the point of letting these people suffer without proper literacy skills? What is the point of letting people suffer without proper writing skills? Photo accesed on CatingtonPost.com. Writing and reading language are how people communicate with each other on a profound level. Even sending a merely short email requires strong writing and literacy skills--without them, how can we communicate with classmates and professors? Language is a beautiful aspect of human culture and behavior whose significance needs to be further addressed. With more funding for educational institutions and further education with literacy skills, our country can get back on its feet from the current crises and become a culturally and spiritually diverse group of people, far beyond how we operate with each other right now. Writing and reading offer endless possibilities and opportunities for those who chose to engage with the subject, so it is important for us to integrate them deeply into our community. Shin Megami Tensei I V. . . Continuation of Page 6 semester, that is a little more dedication required than I currently am willing to give to a video game. My numerical grade is a 10/10. Please play this game. Even if you don’t like JRPGs. Or you don’t like RPGs. Or you don’t like video games. I will buy you a 3DS. Play this game. It’ll put you through hell and back, make you feel like god, spit in your eye, and make you start from ground zero. Gameplay and story both. Please. Play it. � Issue 15.4: Spring 2021 Department Award Winners Congratulations to our Annual English Department Award Winners! Hannah Bolacker—Frank J.J. Davies Award for outstanding achievement in English Sarah Weynand—Annette Evans Humanities Award for outstanding scholarship in the humanities and contribution to cultural affairs Veronica Romanelli—Patricia Boyle & Robert J. Heaman Scholarship for excellence in English studies, potential for advanced study, scholarship, and financial need Darren Martinez—Taft Achilles Rosenbery Naparsteck Scholarship for promising writing in prose fiction, journalism, or poetry Sigma Tau Delta Inductees Congratulations to our newest inductees to Sigma Tau Delta! Emily Cherkauskas Fen Farnelli Sydney Kraynack Lindsey Bowman Madelynn Kinard Nicole McNelis Darren Martinez Taylor Coleman Sarina Rabbitt Kirsten Peters This year’s Induction Ceremony was held via Zoom on Sunday, 23 May via Zoom. Special thanks to Sarah Weynand, who is graduating this Spring, for seving as Sigma Tau Delta President for the 2020-21 Academic Year, and to Dr. Davis for serving as Faculty Advisor! 11 � Issue 16.1: Fall 2021 MANUSCRIPT UPDATE Grab your copy of the Manuscript’s Blacks Lives Matter special issue, produced in partnership with the Multicultural Student Association. Hard copies in Kirby Hall, and digital access is also available. The Spring 2021 Issue of Manuscriopt launcheed digitally and via Zoom on Friday, 07 May @ 3:00 PM. Hard copies will be available in Kirby Hall (and around campus) soon. If you would like to learn more about The Manuscript Society or about upcoming Manuscript events, please contact magazine@wilkes.edu. You can also stay connected to Manuscript by folloiwing our social media on Facebook (Mauscript @ Wilkes University), Twitter (@WilkesMag), and Instagram (@wilkes_manuscript_). Writing Center Hours The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Throughout the Spring 2021 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Fall 2021 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 201: Wiriting about Lit. & Cult./WI TR 1:00-2:40 Dr. Kuhar ENG 202: Technical Wrtiting/WI MWF 9:00-9:50 Prof. Lobb ENG 203: Creative Writing/WI MWF 11:00-11:50 Prof. Kovacs ENG 225: Comparative Grammar/DH MW Dr. Stanley 2:30-3:45 ENG 233: Survey of English Lit./WGS/&H MWF 10:00-10:50 Dr. Hamill ENG 282: American Lit. II/ WGS TR Dr. Kuhar ENG 342: Studies in Shakespeare MWF 12:00-12:50 Dr. Hamill ENG 352: American Novel/WGS TR 3:00-4:15 Dr. Kelly ENG 397: Jane Austen Empire MW 1:00-2:15 Dr. Davis 9:30-10:45 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Spring 2021 (Volume 15, Issue 4) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Spring 2021 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/e4adb328df8fc2fb2a1b8df6d4b1cc72.pdf d4996530ebc1613079585eb18c5cf582 PDF Text Text Issue 16.1: Fall 2021 THE INKWELL QUARTERLY October ’s Influence on a In This Issue: Fate Is Not Just the Stuff of Fiction Writer Reflection on My First Semester of College Well, autumn has fallen upon us once more, and with it comes all of the A ndrocles and The Lion creeps and ghouls out of their little hidey-holes: like the local costume Review shops that randomly pop up in abandoned store outlets, a chilling air giving hint to the dark winter season ahead, and of course, like the local L’E sprit: The Sordoni A rt theaters that roll the newest scary movies to feed the horror movie lovers Galler y their long awaited spooky fix. Though I personally indulge in horror of all The Work of English in the types and spooky festivities all year round, October is full of inspiration Age of Instrumental Reason for a horror writer like me. I absolutely love writing the most grotesque A Glimpse at the English scenarios, like serial axe-killings, and things that make your skin crawl, like the mysterious noise you hear in your basement. When the fall season Department Social By Briauna Robinson presents itself to the East Coast, I get to experience things that are not open all year round; like haunted houses, scary hay-rides, and pumpkin patches alike. I swear the essence of fright is even stained into the fall air, and with every breath I take, inspiration flows through my veins. When I get to go to these one-time-a-year events, my brain gets flooded with ideas for short stories, novels, and, surprisingly, poems. I mean, who is an artist without their muse? Who am I without my favorite season to spark some horrific ideas in between the frightful screams and corn maze walking? October is the hallmark for terror. It is embedded within the American culture that this month is the beacon for the creepiest of monsters and famous Hollywood killers. So, of course creators would utilize the aesthetic of October to power their ability to create! The majority of creators make the most spine-chilling content during the fall compared to the rest of the year. I find that once October hits, I can walk outside with headphones popped in, and write down a dozen of uncanny Accessed from Treehugger.com story concepts that may never come about to be anything other than short sentences and scattered ideas. Nonetheless, it does not lessen just how heavy the influence October is on the hundreds of fragmented sentences in my notebook. At a glance of said notebook, one would find a number of familiar words like, “vampire,” “serial killer,” “haunted,” “ghostly,” “monster,” and so on and so forth. All due to the dead leaves that crunch under every step, the orange essence of those still clinging Story Continued on Page 3 1 �The Inkwell Quarterly Fate Is Not Just the Stuff of Fiction By Hannah Simerson For an English major, I have a tough time reading classic novels for pleasure. I think that reading should be enjoyable and relaxing, and, typically, the classics stress me out. I would never read works like Jane Eyre or 1984 for fun. Half of the time, I do not even understand what is happening, and the whole point of reading is to turn my brain off and just absorb the story passively. My number one rule at the bookstore is to find where the classic literature section is and go in the opposite direction. I do have an exception to this rule, however. In my senior year of high school, my class read The Bell Jar, and I instantly connected with it. I have a love story with the novel that I eagerly share with anyone that listens. I believe a lot in fate and the “everything happens for a reason” mentality. At the time that we read The Bell Jar, I had lost my love for reading. As a kid, I plowed through at least 4 books a week, but I found myself without any motivation to even pick up a book in high school. Once we started to read and discuss The Bell Jar, my lost motivation was found. A new fire was ignited and, suddenly, I knew where my heart belonged. I owe The Bell Jar for my decision to become an English major and for every bit of confidence that being an English major has brought me. The Bell Jar came into my life exactly when I needed it to. I recently re-read The Bell Jar after four years, and I finished it in one sitting. It resonated with me even more now than it did when I was seventeen. Anyone who has struggled with some mental illness can understand the tragic beauty that pervades the novel. The main character, Esther, has always reminded me of my childhood friend. She is intelligent, sometimes cynical, beautiful, but incredibly numb. She is an observer; instead of basking in the limelight she would much prefer to lurk in the shadows. Her reclusion into and entrapment in the bell jar tells a tale of mental illness in its most raw form. The Bell Jar does not just illustrate and hint at the suffocating cage. Instead, it plants the bell jar directly on top of the reader, encapsulating them inside of it along with Esther. I think my favorite aspect of The Bell Jar is Sylvia Plath’s combined use of metaphors and gut-wrenching one-liners. She finds a way to suck the air right out from your lungs with just a few words. A few times throughout my most recent reading, I had to put my book down and digest what I had just read. Many have heard of the iconic, “I am, I am, I am” line, and, although I have a Accessed from biblio.com strong love for that quote, The Bell Jar houses another quote that I gravitate more towards. Near the end of the novel, Esther has a bit of an identity crisis. She pretends to be so many different people to find a fit for where she belongs. She begins to describe a fig tree and uses this image to describe this part of her life. She imagines each fig in this tree as a different possibility of who she can become and what kind of life she can live. She says, “I saw myself sitting in the crotch of this fig tree, starving to death, just because I couldn’t make up my mind which of the figs I would choose. I wanted every one of them, but choosing one meant losing all the rest, and, as I sat there, unable to decide, the figs began to wrinkle and go black, and, one by one, they plopped to the ground at my feet”. Every time I read this quote, I think there must be no possible way that I did not write it myself. This illustration of the fig tree resonates with me in such a way that I feel as if it were written just for my understanding. I feel just like Esther in this scene; I want so many different paths for my life that I simply cannot choose. I use this example of the fig tree often to remind myself of the purpose of choosing rather than just dreaming. I think about Esther and The Bell Jar quite often in my daily life, and this speaks to the novel’s immortality. Mental illness will never cease to exist; there will always be people who struggle with it. The basis 2 Story Continued on Page 3 � Fate Is Not Just the Stuff of Fiction Continuation of Page 2 of The Bell Jar is not founded in what Esther does, but what she thinks and feels. Feelings are timeless. The Bell Jar has made me think twice about passing up the classics. Had I initially judged it the way I do with other classics, I never would have found it. The Bell Jar has taught me not to judge a book by its relation to the cannon. Generations from now, I believe people will still be using The Bell Jar as a tool to understand themselves. I have no doubt that it will withstand the test of time. It is nothing if not vulnerable, and this vulnerability offers an outlet for readers to connect and, in turn, heal with Esther. As I said before, I am a strong believer in fate. I think that The Bell Jar found me exactly when it needed to and, perhaps for some of you who may have just been introduced to the wonderful mind of Sylvia Plath, it has found you at exactly the right time, too. Issue 16.1: Fall 2021 October ’s Influence on a Writer Continuation of Page 1 onto branches, the chilled air, and an abundance of decorations that portray Halloween clichés. While taking a drive the other night, the strikingly black night and the fact a traffic light in the middle of nowhere randomly turned red with no one else around, inspired me to write a short story about a couple who get murdered in their car while stopped at a traffic like that, too, was red for no particular reason. It was the weirdness of the light, and the eerie mysteries that lie within the darkness around my car that struck a flame of inspiration to create the goriest scene my imagination could muster up. Let’s just say, I quickly rolled my windows up as the red light shone down into my car. A ndrocles and The Lion Review By Caitlyn Bly This past October, the Wilkes University Theatre put on the play Androcles and The Lion written by George Bernard Shaw. The play was shown from October 7th through the 9th. I was fortunate enough to make the showing on the 9th and had a wonderful experience. Androcles and The Lion takes place in ancient Rome during the persecution of Christians. The play starts off with Androcles and his wife, Maegeara, traveling on a jungle path, in an effort to escape from the Romans. They get into a fight and as the wife tries to leave she stumbles upon a lion. This particular lion has a thorn in his paw, and Androcles, having love and kindness for all animals, decides to help the lion and remove the thorn. By Act 1 of the play, we see four Christian women being condemned to later die in the Coliseum at the jaws of a lion. New prisoners are then brought into the equation, one of which is Androcles. We also meet Ferrovius, who once was a very violent man and then turned to Christianity. Throughout the play, Ferrovius struggles between keeping his faith and turning back to old violent patterns. Androcles helps calm Ferrovius in situations where he becomes too angry and could possibly become violent. Androcles also shows great patience with the guards and is willing to die for what he believes, all qualities that help construct the theme of the play. By Act 2, we see the prisoners in the Coliseum and they are ready to sacrifice themselves for what they believe. Androcles decides to not fight the gladiators, but to sacrifice himself to the lion. Luckily for Androcles, this lion is the same lion he had helped in the Jungle. The lion remembers Androcles’ good deed and spares his life. The first thing I noticed when I walked into the theatre was the magnificent stage. It really took my breath Story Continued on Page 5 3 �The Inkwell Quarterly L’Esprit: The Sordoni A rt Galler y By Rudy Urenovich As October breezed in and the seasons began to change, another show came to a close at the Sordoni Art Gallery. On October 10th we bid farewell to L’Esprit: Exploring Wit & Beauty in French Prints. Now, as I have worked at the Sordoni Gallery for a little over a year, of course I am partial and think all the shows are divine. That being said this show in particular was almost comforting in a sense; the soft pastel colors, delicate prints, and cozy atmosphere due to the arrangement of the gallery, provided a place of solitude, very much needed with the uncertain times we are living through. While the prints are aesthetically pleasing, they also offer commentary on societal and political issues in France throughout the 1800s and early 1900s. While making these bold statements, the artworks simultaneously depict humble images of everyday life of average French citizens of this era. The show included some iconic artists including Honore Daumier, Paul Cezanne, Camille Pissarro, and Pierre-Auguste Renoir. The gallery had a display in the back, called a “maker’s space” that cleverly connected subjects like Photo taken by Rudy Urenovich women’s rights, technological advancements, colonialism, and politics to artists featured in the show, and outlined how these aspects evolved throughout the artist's lifetime. Another feature that made the gallery even more inviting during the duration of the exhibit was the Book Nook, also located in the back. Here visitors could cosy up with a book that also corresponds to the subjects and artists in the show. Some visitors spent quite a while reading there! Walking through the gallery, one picks up on how intense care and consideration goes into every detail. I had the pleasure of speaking to the gallery’s current student design fellow and my good friend Alyssa Roberts about how much thought goes into every aspect of an exhibition. This was her first show as the Photo taken by Rudy Urenovich fellow and she reflected on just how much of an intricate process it was to install L’Esprit. She said she was involved in every decision, from where to hang pieces, to the exact shade of paint the wall was colored. Every tangible material, digital asset, and feature in the gallery itself, is extremely well thought-out and has been proofed and reviewed upon by many of the gallery staff. It truly is a labor of love (and boy do we love it). Another dynamic of the gallery that should be appreciated is the wide variety of different types of art. When many people think of an art gallery, there’s a good chance that they just think of paintings on the wall, but at the Sordoni, there are numerous mediums of work featured. In the past there have been interactive pieces, sculptures and hanging works, woodcuts and etchings. Multimedia works make the exhibitions all the more interesting. L’Esprit featured prints. What is a print you might ask? Well a print is a type of artwork that can be reproduced many times, Photo taken by Rudy Urenovich 4 Story Continued on Page 5 � A ndrocles and The Lion Review Issue 16.1: Fall 2021 Continuation of Page 3 away. The time and effort put into the stage props was inevitably noticeable. The stage looked like it was taken directly out of ancient Rome. The columns at each end of the stage really added that extra “Roman” touch. It seemed as if the painters incorporated every little detail they could to resemble ancient Rome. I really give them credit for all of the hard work that must have been done to make the stage look as gorgeous as it did. I was also impressed with the use of the lighting. The lighting crew did an amazing job of incorporating lights to not only highlight the characters but to add extra designs to the stage. They used lighting to their advantage to display almost a tile design on the middle of the stage floor. The purpose of this was to create a floor design that would relate to the time period of ancient Rome. It was very beautiful and helped capture the theme of ancient Rome. The play was written as a comedic epic pastiche, and the actors did a phenomenal job incorporating the many comedic elements to this play. Olivia Schanabacher and Jack Flynn in a scene from Adrocles and the Lion. Photo credit: Wilkes University Theatre and News@Wilkes. In particular, Jack Flynn, who plays Androcles, Olivia Schanbacher, who plays the lion, and Olivia Scarborough, who plays Maegeara, all did amazing jobs with bringing comedic light to the play. The prologue of the play was far from serious. The interactions between Flynn and Scarborough were beyond comical. They both portrayed their parts Story Continued on Page 10 L’Esprit: The Sordoni A rt Galler y Continuation of Page 4 without being considered a duplicate or copy. A print allows for multiple “original” works to be produced. I must admit, before this show, I was not familiar with prints at all. Now I, and probably many other visitors to the gallery, feel like we are aware of the historical significance and logic behind printmaking, and are able to appreciate their beauty like any other medium in art. Like art trends and famous artists, L’Esprit has come and gone. Another stunning, successful exhibition at the Sordoni Gallery. If you are having an art withdrawal while the gallery is dark, fear not, the next show, Juan Logan: Creating and Collecting, opens November 2! Like L’Esprit, and all previous shows for that matter, it is sure to be captivating! 5 �The Inkwell Quarterly Reflection on My First Semester of College By Mya Corcoran Last year at this time, I was an anxious high school senior wondering what my future would hold. There was so much pressure to decide what college I wanted to go to and what I wanted to major in, and I was scared I would make the wrong choice. After all, deciding the trajectory of your life as a teenager is a daunting task. I finally settled upon attending Wilkes University, a college not too far from home, and majoring in English, a subject that had always been my favorite in school. As I now reflect on my college experience so far, I can confidently say that I made all the right decisions. One of the biggest differences I have found between high school and college is the amount of time spent in class and the types of classes offered. In high school, I spent six hours a day sitting in class, but college has proved to be totally different. Instead, I only have to attend two or three classes per day. Moreover, my class schedule changes depending on the day of the week. I have found that this keeps the days from becoming monotonous or repetitive. I am so surprised that we are already more than halfway through the first semester, and I feel like time has flown by. This is probably partly due to being able to take classes that I am actually interested in. The first time I met with my advisor, I was shocked by how much freedom I had in 6 deciding what classes I would take. In high school, my schedule was pretty much laid out for me and the only freedom I had was choosing the one or two elective classes I wanted to take. I have found that I much prefer the freedom and flexibility that my college class schedule offers. The sense of freedom that college offers has made me into a much more independent person. I no longer have teachers reminding me when assignments are due or bells telling me I need to get to class. Instead, I have taken upon many new responsibilities. At first, I found it difficult to balance my workload with also having a social life. However, finding balance in these aspects has become easier and I have learned to utilize my free time more wisely. College has also given me a sense of freedom by challenging the way in which I think. Throughout high school, I mastered being able to follow the formulas and reiterate exactly what my teachers wanted to hear. However, I have found that college professors would much rather you think for yourself. They want you to think critically in order to form your own thoughts and opinions. In this way, college has given me freedom in not only how I spend my time, but also in the way I think. For example, Dr. Davis often encourages us to form our own ideas and opinions about what we read in her English 101 class. We are welcomed to express whether we agree or disagree with the readings during class discussions. While my high school teachers mostly expected me to simply absorb the information I read, college professors have challenged me to form my own ideas and opinions based on the information presented to me. The part of college that I was most nervous about at first was meeting new people and making new friends. I had gone to high school with many of the same kids I had known since kindergarten, so college was a totally new experience for me. Nevertheless, I have met so many new people and made so many friends over the few weeks I have spent on campus so far. I have found that the easiest way to make friends on campus is to get involved in clubs. I have joined the Dance Team where I have met other students who love to dance, as well as joining the Inkwell Quarterly staff. This has gotten me more involved in the English program and introduced me to other English majors who share the same passion for writing as me. I have become close friends with many of the people that were complete strangers to me at the beginning of the semester. I look forward to growing closer to my friends and forming new friendships throughout my time at Wilkes. As I now reflect on my college experience thus far, I can confidently say that Wilkes was the right choice for me. I have Story Continued on Page 7 � Issue 16.1: Fall 2021 Reflection on My First Semester of College Continuation of Page 6 been challenged academically, become more independent, and have met so many new people. I look forward to spending the next four years at Wilkes where I will continue to grow and pursue my passions. I thank my high school self for making all the right decisions that put me on the path that lead me to exactly where I am today. The Work of English in the Age of Instrumental Reason By Dan Stish I’ve undergone a bit of a journey this semester—from Kirby to Cohen and Stark—as I’ve stepped outside the English department and taken a full course load of science and mathematics. And, while the professors of these departments have all been courteous and effective teachers, I’ve still felt as though something was missing—namely myself. I was there in body, certainly, blearily trying to keep all the facts and equations of the morning from seeping out of my mind whilst I tried to clear sleep from my eyes. I was there in mind insofar as I had to be under the pitiless thumb of exam scores and GPA’s. And yet I was not present. I had known this already of course. I started my college career here at Wilkes as a student of mechanical engineering, but I left when I was swept up by the excitement I felt for each English class, leading to my position here as an English major today. And yet, I felt compelled to go back. Like Odysseus being tied to the sail of his ship, I was drawn by the siren call of STEM, compelled into stepping foot once more into the halls of technics. Now, I must of course clarify—in saying this, do I mean to suggest that engineers and scientists, or any of the departments and professors which deal in such things are monsters which lure humans to their deaths? Certainly not, and I hope those in such departments will forgive my literary indulgences. However, I do see a certain monster in the background, not the departments, the people, or the subjects,but rather the logic, the weltanschauung—if you’ll allow the usage of such a word—which provides the language by which we speak of worth and value in this age. By this, I mean to ask what exactly it was that drove me away from the subject I love and into the subject(s) I left. I suppose we may start with the outward grimace of this monster, the full throttle terror of the Bureau of Labor Statistics. And I must admit— though whether this says more about me than anything else, I leave up to you—that my description here is only slightly hyperbolic. There is something profoundly sobering about witnessing one’s future be reduced into a series of statistics and percentiles Photo retreived from Artisteer on a government website. It is the same source of cosmic insignificance which I believe Lovecraft tried to capture in his many works. One cannot help but feel the whole of their existence forced to justify itself in terms of economic regularity. It of course may be objected that this framing comes from a place of privilege on my part, that I have the time and money to worry about how I’ll be walking through the rest of my life. This sort of objection would only seem to further emphasize the things I’m saying, no? Discontent should not be a function of privilege. And, while this example may perhaps strike some as too mundane to be of any significance, I should nevertheless like to proffer that such encounters with a purely mathematical order—one abstracted from the real humans this system is purported to serve—allow us glimpses at moments of fracture into which we can see the logic of our frameworks at play. 7 �The Inkwell Quarterly The Work of English in the Age of Instrumental Reason Continuation of Page 7 8 I shall rely on better thinkers to make this point for me, when I say that this glimpse, however brief, however shallow, allows us sight of what Heidigger called that That of technology in his work,” The Question Concerning Technology”. That can perhaps best be summarized as the instrumental reason alluded to by the title of these rambling pages. This instrumental reason operates as the organizing principle of the technological human and the technological world. It tells us not what is, why is, or for whom is, but rather what “is” can be used for. A forest is no longer a place of adventure, of jaunty strolls through fictional woods, but rather a place of instrument—the timber of trees, the meat and leather of all the critters large and small which call the forest their home. It would seem, of course, that the same logic applies to our social forest, and the little critters we call “humans”. As such, I must admit to feeling a kind of shame in studying English. Perhaps it feels selfish—an implicit understanding that I could be, should be, more useful? To whom I don’t know. It would seem I imagine those numbers—rates of employment and underemployment, job security, resumé success, and whatever other contrivances—mocking me, jeering as, like an iron tarot, they try to predict my future. Everyone’s first question when I tell them my major is almost always, however paraphrased, “What can you do with that?”. Mostly they ask if I’m planning on being a teacher, some humor me with dreams of being a famous writer, others suggest office jobs I’m not entirely qualified for, and that I would certainly despise. Mostly, I can only tell them that I simply love the subject. And why is it, then, that I must feel shame in pursuing passion? Of course instrumental reason is “necessary,” but it is only so by degrees, whereas we have let it become totalizing. And I suppose it is that totalizing zeitgeist of the machine-man which necessarily exerts a kind of psychic gravity upon those like me. One can never step outside of this worldview; it would not be totalizing if it were elsewise. Upon such a stage, one can only react—can only justify, in the face of this other. Stated differently, it is never enough to simply love, or cherish, or have passion for. Perhaps it used to be, perhaps not—the past is notorious for rosy-eyed reflection. Still, today, it stands that to study, to love, to be, without reason, but with whatever it is we may call honesty, is necessarily a kind of defiance to the logic of, the age of, instrumental Photo retreived from iStock.com reason. My point, if I must have one in light of this stand against instrumental being, is this: we live in the age of totalizing reason, though to what end this reason plies itself, I cannot say beyond self-reinforcement. Perhaps this matters to you, perhaps not. As for my own opinion on the matter, I shall only note that freedom, whatever the word truly means, to me implies a decoupling of world-organizing knowledge. That is to say, the rigid hierarchies which govern truth, and the frames which control how and why the world interacts with us and our interaction back, must be exposed, in the manner of the Guerilla Ontology of Robert Anton Wilson. One cannot be free so long as one conforms to an other-imposed logic and organization, one which serves primarily to reinforce and reference itself like a selfish gene. It may be that such thoughts are fanciful, and yet I cannot help but wonder how many of my thoughts I truly own. How would you know if someone else did your thinking for you? What media, which celebrity, which expert, politician, preacher has made that thought come into being, planted seeds nourished by the psychic force of whatever it is we call a mind? Unfortunately, I must leave that thought hanging. To untangle the threads of the subconscious, and the reflections therein of the world and its organization is a task failed by thinkers far beyond my status. Regardless, I do not wish to proselytize, nor do I mean to suggest that I have answers. I must hope that questions are enough. After all, in the process of interpellation, the system asks for our response, and we answer—conforming to its logic and organization. What � Issue 16.1: Fall 2021 A Glimpse at the English Department Social Images taken by Emily Cherkauskas Photo of Darren Martinez (English senior) (left to right)Photo of McKenzie Rawling, Darren Martinez, Jay Guziewicz, Dr. Helen Davis, Fen Farnelli. Photo of Darren Martinez (English senior) (left to right)Photo of McKenzie Rawling, Darren Martinez, Jay Guziewicz, Dr. Helen Davis, Fen Farnelli. (left to right)Photo of McKenzie Rawling, Jay Guziewicz, Darren Martinez, Dr. Helen Davis, Fen Farnelli. Photo of Darren Martinez (English senior) 9 �The Inkwell Quarterly A ndrocles and The Lion Review Continuation of Page 5 perfectly. They brought the stage alive with their smart comments to each other, and especially their sarcasm. For example, when escaping the Romans, Scarborough’s character kept insulting Flynn, her husband, and he kept agreeing with all her statements in a sarcastic manner by saying “Yes, dear” and “ I know, dear”. This display was not only sarcastic, but funny to watch. They gave emotion to every word they spoke, and ultimately made the play intriguing to watch. I also give Schanbacher extreme amounts of credit for her portrayal of the lion. It is hard to portray an animal of any sort on stage, and Schanbacher achieved this. She brought comedy to the lions’ part and her interactions with Flynn were perfect. When they both danced together at the beginning of the play and end of the play, comedy was certainly seen. They portrayed it with their body language and facial expressions. For example, they would use faces of disgust, anguish and happiness all within a short amount of time to convey the proper emotions that went along with the scene. I really enjoyed this play. The whole play kept me intrigued. I really enjoy ancient Rome so this play definitely spiked my interest. The comedy brought to light a serious topic in an extremely effective way. It showed how important the Christians beliefs were to them. The comedy aspect of the play kept the audience intrigued and ultimately got the core message across, that gratitude can lead to noble souls. The gratitude the lion had for Androcles ended up saving his life. The play also showed how beliefs are important to people. So important, that they are willing to die for them. First-Year Faces By Briauna Robinson Sydney Umstead Q: Where are you from? A: I’m from Effort, Pennsylvania Q: Why did you choose Wilkes? A: I chose Wilkes because of the smaller class sizes and because the first time I toured the campus, I was able to envision myself learning here. The architecture of the buildings really stuck out to me which made me feel at home. Q: What made you decide to major in English? A: I chose to major in English because I’ve always been fond of literature and writing. I hope to become a journalist, which leads to my decision for a major. Q: What is your area of concentration? A: I haven’t picked a concentration yet, I’m sorry! Q: What is your favorite book? Why? A: I recently finished I Never Promised You a Rose Garden by Hannah Green and it currently takes the cake for my favorite book. The author details a story of a character’s struggle with her mental health and her experience with that throughout the novel. It’s beautifully written and I felt attached to the main character. However, there are so many good potentials for my favorite book, it’s really an ever-changing decision. 10 Story Continued on Page 11 � Issue 16.1: Fall 2021 First-Year Faces Continuation of Page 10 Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? A: This year, I am incredibly excited about broadening my knowledge of English and growing as a writer. Currently, I am in Dr. Hamill’s ENG 120 class, and I really enjoyed the discussions on poetry as well as the short stories. Over the next few years, I hope to continue to learn new things and be equipped for the future. Plus, I’m excited for the opportunity to meet new friends! Mya Corcoran Q: Where are you from? A: I am from Wilkes-Barre, PA. Q: Why did you choose Wilkes? A: I chose Wilkes because it fit everything I was looking for in a college: it had a great English program, it was not too big or too small of a school, it had a diverse range of clubs I could become involved in, and it just seemed like the right place for me. Photo courtesy of Mya Corcoran Q: What made you decide to major in English? A: I decided to major in English because I have always loved to read and write and English has always been my favorite subject in school. Q: What is your area of concentration? A: My area of concentration is writing. Q: What is your favorite book? Why? A: I have so many different books that I love, but if I had to pick one, I would say To Kill a Mockingbird. Even though I have had to read it a countless number of times for English class in high school, I never get tired of reading it. Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? A: I am excited to learn more and further develop my skills to become a better writer and more critical reader. I am also excited to become more involved in various clubs, such as Inkwell! Editor-in-Chief & Layout Editor: Briauna Robinson Copy Editor: Nicole McNelis Staff: Daniel Stish, Hannah Simerson, Emily Cherkauskas, Sydney Umstead, Juliana Leuders, Darren Martinez, Rudy Urenovich, Caitlyn Bly, Mya Corcoran, and Alexis Charowksy Faculty Advisor: Dr. Thomas A. Hamill The Inkwell Quarterly Staff11 � Issue 16.1: Fall 2021 MANUSCRIPT UPDATE The Manuscript Society will be publishing one issue of The Manuscript this 2021-2022 Academic Year. The submission period for the general issue will be open through the Fall semester and will reopen again at the start of the Spring term. If you’re interested, please submit your work to magazine@wilkes.edu with your Wilkes email. If you would like to learn more about The Manuscript Society or about upcoming Manusript events, please contact magazine@wilkes.edu. You can also stay connected to Manuscript by folloiwing our social media on Facebook (Mauscript @ Wilkes University), Twitter (@WilkesMag), and Instagram (@wilkes_manuscript_). Writing Center Hours The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Throughout the Fall 2021 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Spring 2022 Upper-Level Class Listings Course Number/Name ENG 202: Technical Writing Date/Time MWF 11:00-11:50 Instructor Prof. Brown ENG 234: Survey of English Lit. II /WGS/&H TR 1:00-2:15 Dr. Davis ENG 281: American Lit. / WGS 9:30-10:45 Dr. Anthony 4:30-5:45 Prof. Howey TR ENG 298: Adv. Wrkshp Creative NonF /WGS MW ENG 324: History of English Lang. /DH MWF 1:00-1:50 Dr. Hamill ENG 334: Studies in 18thC. Life Writing TR 2:30-3:45 Dr. Anthony 3:00-4:15 Dr. Kelly ENG 397: Sem. The Uncanny in Literature MW � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Fall 2021 (Volume 16, Issue 1) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Fall 2021 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/3033bb8e47d4688ac59a22fbc3e80990.pdf 3243ff28172470a7ad4ecf873bf30362 PDF Text Text Issue 16.2: Fall 2021 THE INKWELL QUARTERLY The Perception of the American Dream in Through the Night By Mya Corcoran In this Issue: Perceptions of the American Dream in Through the Night Shakespeare in the Modern Day Review of Taylor Switt’s ReRecording of Red Review of Wilkes University Theatre’s Production of Violet Sophomore Spotlight Our country is known for the idea of the American Dream, which states that no matter who you are or where you come from, you can achieve your greatest hopes and dreams in the United States. However, is it actually true that anyone can make it if they try? This question is raised in the documentary Through the Night which details the stories of working parents who are forced to send their children to a 24-hour daycare. A virtual screening of this documentary was held on December 8, 2021 for students across the Wilkes campus. Immediately following the film, Dr. Ellen Newell, Associate Professor of Psychology at Wilkes, hosted an insightful discussion where students were able to express their opinions on several of the topics examined in the film. The documentary follows the stories of parents who send their children to Dee’s Tots, a 24-hour daycare center. The daycare is run by Deloris and Patrick Hogan who are affectionately called Nunu and Pop-Pop by the children they care for. Many of the parents who send their kids to Dee’s Tots work multiple jobs or overnight shifts, and thus are forced to send their kids to daycare while they are at work. Deloris and Patrick have some kids that they care for during the day and some that come in overnight, so they constantly have children in their home that they are caring for. One of the mothers highlighted in the film, Shanona, is a pediatric nurse who works overnight shifts in the hospital, so she is forced to send her two children to Dee’s Tots each night. Shanona works all night and takes care of her children during the day, which leaves her with barely any time to rest. This dynamic brings up the question: is Shanona living the American Dream? She is a nurse, which is a very important job that is essential to the function of our society. But she barely gets any sleep as she tirelessly works to provide for her family and to care for her kids. Shanona’s work ethic is exactly what the American Dream calls for. But even though Shanona is putting in the work and the effort, she is barely able to keep her head above water. This reality surely does not seem like the American Dream, so how much harder does Shanona have to work until she achieves it? Marisol, another mother highlighted in the film, works three jobs to provide for her family. The long hours she spends working mean that her two kids spend a considerable amount of time at Dee’s Tots each day. Marisol’s busy work schedule leaves her very little time to spend with her children. Working a single full-time job would free up time in her schedule to spend more time at home, but Marisol has never been offered a fulltime position with a high enough salary. Even with the combined incomes of her three part-time jobs, Marisol still barely makes enough to provide for her family. Is it true that anyone can work their way up in social class if Marisol’s three jobs are barely keeping her afloat? The film does a great job of depicting the inadequacies of the American Dream; however, this is not to Story Continued on Page 2 1 �The Inkwell Quarterly The Perception of the American Dream in Through the Night Continuation of Page 1 say that the American Dream is completely infeasible. There are many success stories from people in contemporary America who came from disadvantaged starting points, but who were still able to work their way up to reach their dreams. Thus, the notion of the American Dream is not impossible, but it is definitely more difficult than it is made out to seem. In order to truly bolster the rate of success in America, we need more people like Deloris and Patrick who are willing to selflessly devote themselves to helping others. Shanona and Marisol’s experiences prove that the American Dream requires not only hard work, but also a strong support system from those around you. This support may come in the form of child care, such as that provided by Dee’s Tots, or in the form of emotional support that can help one as they overcome the adversities in their life. It is only when we as a society become more generous and loving towards each other that we can truly help each other thrive in our great country. Accessed from PBS.org Shakespeare in the Modern Day By Rudy Urenovich 2 This semester I had the opportunity to take a class where we read and studied only works by William Shakespeare - English 342. I quite liked having the option to take a class where he and his masterpieces were the only thing we read and analyzed; it really puts into perspective just how iconic Shakespeare was and how much of an impact he made on literature and the way we understand and produce it. I can totally see why there was a whole class devoted to him and his legacy. Almost all of the English courses here at Wilkes really focus on writing and different types and eras of literature, very broadly so I thought it would be a nice, educational change to take a class that honed in on a specific writer, whot, let’s face it, probably changed entertainment and written works forever. I think prior to taking this course I did not realize the depth of William Shakespeare’s work, how intricate and at times heavy his work could be. I read a few of his more well-known works in high school, like Julius Caesar and Macbeth. I obviously felt that they were very complex, iconic works that altered how we consume literature today, but I feel we only touched a surface to the meanings and representations in them. One thing that did sort of catch me off guard was the darkness and seriousness of all the plays, even those regarded as comedies. I guess this can be chalked up to the fact that what were considered comedic relief and comical moments back then are very different from what would be considered that in the present day. A big part of how I examined the Shakespearean Story Continued on Page 3 � Issue 16.2: Fall 2021 Shakespeare in the Modern Day Continuation of Page 2 canon was asking, How are the issues and problems presented in the works relevant and applicable today? On one hand, that was a nice connection for me and made me understand and resonate with the material on a greater level, but on the other hand it was somewhat jarring that certain issues, like racism and misogyny, are still some issues that poison society in the 21st Century. Issues like these are illustrated in many of Shakespeare’s plays, but one that is particularly notable where misogyny and racism are concerned, is Titus Andronicus. That specific play is regarded as Shakespeare’s most brutal and graphic, and many intellectuals choose to disregard it as being part of his canon all together. One can argue that these issues have become less prevalent, or that we have made some progress, but they still plague the human race. Perhaps that is another reason why reading and examining the work of Shakespaere is so important today: to acknowledge, address, and have conversations regarding these dangerous issues; to realize they happened and that people thought and felt a certain way back them; and to learn from them, pushing to move forward rather than backwards. On a lighter note, it was quite interesting to see how interactions between romantic partners, as well as platonic friendships, have not changed much since the 1600s; people were just as annoying and awkward back then as they are today. Also another timeless theme I noticed was how these two different dynamic relationships almost always have an impact on each other. I never thought Shakespeare plays would be so relatable in that matter. This notion makes his works timeless in a sense, unless evolution changes human behavior considerably in its next phase. My final thoughts are that I feel I have a thorough understanding of why the works of William Shakespeare are regarded with such esteem in the literary world, as the dilemmas and misfortunes in his catalogue, while the specifics may change, can still be seen in society today. William Shakespeare - accessed from History.com Taylor Swift’s New Red By Alexis Charowsky As many Taylor Swift fans have heard, she has rerecorded her album titled Red. Many fans were put into shock from this after she stated in June that she was rerecording the album. Swift has created music for her friends, family, and fans since 2006, first dropping her hit album Taylor Swift with well-known songs such as “Teardrops on My Guitar” and “Our Song.” Since that time, Swift has nine albums from her previous record deal and two rerecorded ones that she has just dropped. She is featured in other artists' albums such as Ed Sheeran and Tim McGraw. For those who don’t know, Taylor Swift signed with a record company known as Big Machine Records. There was a fight between both and Swift wanted the rights to her music back. Swift agreed to a contract when signing her record deal stating that Big Machine Records owns any rights to her music. There is now a fight for Story Continued on Page 5 3 �The Inkwell Quarterly Violet: A Stunning , Heartwarming Stor y of Inner Beauty By Hannah Simerson 4 Wilkes University’s Theatre Department took the stage once again on the weekend of November 18th with the heartwarming Violet. The musical, which is based upon the short story titled “The Ugliest Pilgrim” by Doris Betts, follows the journey of a disfigured young woman, Violet, who embarks on a bus ride from North Carolina to Oklahoma to see a televangelist that she hopes will heal her. Going into Violet, I had almost no idea what the show was about. I knew that there was a journey via a bus that would be taking place, but that was the extent of my knowledge about the show. After seeing the show, I can confidently say that it is so much more than just a mere traveling journey; Violet is a beautifully crafted exploration of the meaning of self-love and forgiveness. From the moment that the lights dimmed and the show began, I was hooked. First and foremost, I must give praise to Raven Wesley's performance as Violet. I have never seen Wesley in another production before and this was such a strong first impression. Everything from Wesley’s vocals to her delivery and stage presence was utterly phenomenal. Throughout the show, I often found myself feeling as if I was looking at a Broadway stage–the performance was that strong. Wesley certainly is a great asset to the theatre department and casting her as the lead was the right move. Although casting Wesley as Violet was a perfect choice, having the character play a disfigured woman without applying any practical makeup was not. When attending a live performance, there is the expectation that the audience will have to suspend their disbelief in some ways. Unlike movies, live theatre cannot always make things appear hyperrealistic, but there are some decisions that can be made to minimize audience’s disbelief to really engulf them into what is unraveling on stage- this should have been one of Accessed from broadwaymusicalhome.com those decisions. By not applying any kind of scar or physical abnormality on Violet’s face, it was not only hard to believe the story, but also hard to follow it at times. At the end of the second act, Violet believes that her face is healed and that she looks normal again. However, she quickly finds out that this is not the case and becomes very upset. This entire scene was confusing, as the audience could not tell what her face was supposed to look like. I even found myself asking the person next to me what was happening, as I couldn’t tell if Violet’s face had been healed or not. Had the show decided to use makeup to emphasize Violet’s scar, this confusion could have been avoided. Visually, as well, the show would have been stronger. Wesley’s performance was certainly strengthened by the supporting roles of Flick, played by Jahel DuranDiaz and Monty, played by Jack Flynn. The two are United States soldiers that are traveling on the same route as Violet. The chemistry among all three characters was so organic that it aided in my suspension of disbelief. I laughed with them, I was frustrated with them, and I rejoiced with them. Once again, I think the casting in this show was spot on. Had anybody else played the role of these characters, I’m not sure that I would have been so Story Continued on Page 6 � Issue 16.2: Fall 2021 Taylor Swift’s New Red Continuation of Page 3 rights of ownership between the two parties, and Big Machine Records owes Taylor Swift millions of dollars for the assets that she has made. In light of these legal and copyright issues, Swift has rerecorded her albums, making all copyrights in her own name. Swift has only rerecorded two albums so far, Fearless and Red. Big Machine Records had in their contract a clause known as “original production clause” that forbids Swift from creating any songs that sound exactly like ones she has created. This pushed her to change sounds and words in her rerecorded songs to face any lawsuits against the company. An example of this is shown in her new song “All Too Well” (10 Minute Version). Swift took her original song “All Too Well” and added almost an additional five minutes to it. Listeners came to the conclusion that Taylor wrote this song about her ex lover Jake Gyllenhaal, adding lyrics such as “You said if we had been closer in age maybe we would have been fine. And that made me want to die.” Adding further lyrics to her songs in her new album Red allowed Swift to have her own rights to her songs. She also made changes from her previous album Red to the new one by changing the beat of her music, slowing down the tempo and adding a new rhythm to her songs. Speaking about her new album Red, Swift has added an additional ten tracks that were unreleased. She labeled some of her new songs as “from the vault” expressing Album cover to Red(Taylor’s Version) on taylorswift.com that these songs didn’t make the cut. The song known as “Better Man” which was released by Little Big Town in 2016 was actually written by Swift, but Swift gave them the rights to use her song. She added her original version of this song to her album and an additional “All Too Well” (10 Minute Version). Swift displays implications of not being allowed ownership over her own songs and lyrics, just like many writers, authors, and poets have had to face. It’s interesting to see that Swift has multiple comparisons to others who want to put their music and writings out there. She shouldn’t have boundaries over music she has created, if it’s what she came up with then it’s hers. Being unable to have ownership of her music and the interferences that come with it caused chaos and further problems that Taylor has to deal with. Debating on whether or not Taylor has the right to her music, she began rerecording everything to iron out any misunderstandings. Each rerecorded release has had Swifties everywhere obsessed. If you go into the app Spotify, you can see that many of her rerecordings have millions of listens. This doesn’t even compare to the billions of listens she has on her music throughout. Fan favorites of her new album Red includes “Red” (Taylor’s Version), “All Too Well” (Taylor’s Version), and “All Too Well” (10 Minute Version) (From The Vault). My personal favorite from her recent album has to be “All Too Well” (10 Minute Version), “Better Man,” or “I Almost Do.” If you had to pick one of Taylor Swift's songs, what would be your favorite? Accessed from michelmores.com 5 �The Inkwell Quarterly Violet: A Stunning , Heartwarming Stor y of Inner Beauty Continuation of Page 4 invested in the story. In fact, I think there were no “bad” roles in Violet. Each character, no matter how often they were on the stage, knocked it out of the park. The energy was there from the entire cast, and this is one of the main reasons that I enjoyed the show so much. In the second act, there is a dance sequence in the chapel that had the entire theater dancing in their seats. Almost everyone was moving in some way, and there was that electricity in the air that seems to only exist when watching a live performance. To get such a reaction in live theatre is highly sought after, but not easily done, and the show’s ability to do this certainly speaks to the cast’s dedication to their performance and the energy that they brought to the table. The entire musical score in Violet exceeded my expectations by far. I’m not typically a musical fan; I tend to stick more with plays. Musicals usually feel awkward for me, but the songs in Violet were so entertaining that I found myself wanting more. My only gripe was that the music was at times so loud that it made it hard to hear the performers. There were occasions where their voices were completely drowned out by the volume of the music, and it was even visible on their faces that they knew it was happening. Although the music was wonderful, it would have been better had it been balanced with the voices of the performers. Violet had many “quirks” that truly brought it to life for me. Although the set left much to be desired in terms of believability, these little nuisances certainly made up for it. In the opening scene, the characters are just beginning their journey on the bus. During this scene, the actors simultaneously moved in various directions as if they were being jostled by an actual bus ride. It was obvious that this stage direction was well-rehearsed, as every actor was right on cue with the others. Although the setting did not look like an actual bus in any way, this quirk reminded me of where the story was actively taking place. In this way, it grounded the audience and subtly reinforced the setting. The show had many aspects that drew me in, but also a few that sucked me out as well. The lighting, specifically the spotlights, was scattered and disorienting, although this could have just been the show that I attended. There were times when the spotlight was trailing behind the actor and the audience could not see them. When this happened, it was distracting and immediately took me out of the story. The lighting of a show is often overlooked in terms of show success, but it truly is the backbone of any show. When it goes awry, this is when the importance of it is truly revealed. Again, this most likely just happened during my show as it was one of the first shows, but I did find that it took away from the overall experience of Violet. Violet was unlike any other show I had seen before. Many aspects of the show were new and, therefore, exciting to me. However, the one aspect of Violet that truly impressed me the most was the show’s use of duality. During Violet, there were a few scenes where a younger version of Violet was performing at the same time as the older, current version. Often, what each Violet was doing or saying would be paralleled by the other, and the two would eventually say the same thing (in different contexts). Each time this happened and past and present collided, I got chills. These moments in the show were the most powerful, and I won’t forget them for quite some time. From the performances and story to the music and stage direction, Violet thoroughly impressed me. It has been some time since I have seen a show on the Darte Center stage, but it was refreshing to see such new talent. The theatre department always impresses me, but this time was something special. If you missed Violet, the Wilkes University Theatre Department will be presenting Radium Girls, a drama about a female factory worker who battles for compensation after suffering radiation poisoning from luminous paint, from February 24th to February 27th, 2022. 6 � Issue 16.2: Fall 2021 Sophomore Spotlight By Emily Cherkauskas academic career, I really couldn’t see myself pursuing anything else. I think what inspires me the most about it is all the possibilities that writing can have. Juliana Lueders Q: Where are you from? A: I’m from Lancaster, PA. Photo courtesy of Juliana Lueders Q: What are your major(s), minor(s), and area of concentration? A: I am an English major with a concentration in creative and business writing. I am also minoring in philosophy and ethics. Q: What inspired you to major in English? A: English has been my favorite subject throughout my entire Q: Where do you see yourself in five years? A: Frankly, I have no idea. Being able to write is a very versatile and useful skill that lends itself to many fields. My goal is to find a career that I actually enjoy and that allows me to be creative. Q: What has been your favorite English class so far? Why? A: My favorite English class so far is probably one I’m currently taking called History of the English language (ENG 324). This class takes one through the development of English from its origins to the present, explains the changes that it has gone through, and how these changes affect pronunciation. You also learn how to read Middle English which is challenging but the small class size makes it fun. Q: If you could be any fictional character, who would you be, and why? A: Given the choice, I would want to be Cecil Palmer the Welcome to Nightvale narrator and radio show host. He’s a character that is unafraid to express his emotions even when live on air. Along with being caring, his humor and Eldridge-vibe are unmatched. The ambiguity of his character leaves a lot open to the imagination and I think it’s incredible how much life the creators were able to put in such a niche format. His voice has meant so much to me over the years so he would be my top pick. The Inkwell Quarterly Staff Editor-in-Chief & Layout Editor: Briauna Robinson Copy Editor: Nicole McNelis Staff: Daniel Stish, Hannah Simerson, Emily Cherkauskas, Sydney Umstead, Juliana Leuders, Darren Martinez, Rudy Urenovich, Caitlyn Bly, Mya Corcoran, and Alexis Charowksy Faculty Advisor: Dr. Thomas A. Hamill 7 � Issue 16.1: Fall 2021 MANUSCRIPT UPDATE The Manuscript Society will be publishing one issue of The Manuscript this 2021-2020 Academic Year. The submission period for the general issue will be open through the Fall semester and will reopen again at the start of the Spring term. If you’re interested, please submit your work to magazine@wilkes.edu with your Wilkes email. If you would like to learn more about The Manuscript Society or about upcoming Manusript events, please contact magazine@wilkes.edu. You can also stay connected to Manuscript by folloiwing our social media on Facebook (Mauscript @ Wilkes University), Twitter (@WilkesMag), and Instagram (@wilkes_manuscript_). Writing Center Hours The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Throughout the Fall 2021 semester The Writing Center is hosting virtual drop-in hours from 10 a.m. to 6 p.m., Monday through Friday, for any member of the Wilkes community who needs writing assistance. To access the Zoom links, please go to the Student Services tab in the Wilkes Portal. For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 8 Spring 2022 Upper-Level Class Listings Course Number/Name ENG 202: Technical Writing Date/Time MWF 11:00-11:50 Instructor Prof. Brown ENG 234: Survey of English Lit. II /WGS/&H TR 1:00-2:15 Dr. Davis ENG 281: American Lit. / WGS 9:30-10:45 Dr. Anthony 4:30-5:45 Prof. Howey TR ENG 298: Adv. Wrkshp Creative NonF /WGS MW ENG 324: History of English Lang. /DH MWF 1:00-1:50 Dr. Hamill ENG 334: Studies in 18thC. Life Writing TR 2:30-3:45 Dr. Anthony 3:00-4:15 Dr. Kelly ENG 397: Sem. The Uncanny in Literature MW � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Fall 2021 (Volume 16, Issue 2) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Fall 2021 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/bb99b358c0d95bad610b3303c9027fe2.pdf 1b854125107e01aee1664e66476d504d PDF Text Text Issue 17.1: Fall 2022 Where the Crawdads sing Sing Book and Movie Review By Mya Corcoran In This Issue: Where the Crawdads Sing Book and Movie Review ?e n°Vel Where the Crawdads ^ng by Delia Owens has spent Ban on Junie B. Jones 168 weeks on the New York Times Bestseller list and for good reason. e coming o age novel is mixed with a murder mystery, which kept The Salman Rushdie Stabbing is me engrossed m the story and not wanting to put this book down. One Just One Domino of my favorite aspects of this novel were the descriptions of the North Carolina marsh. Owens’ vivid descriptions allowed me to imagine that Investigating the Shape, Sound, I was actually there in the marsh as she carefully and fully explained and Color of One’s Memory every detail, from the densely packed trees and maze of waterways to the colorful seashells and awe-inspiring animals. Owens really changed my preconceived notion that a marsh was just a mucky wetland and helped #BookTok me understand that a marsh is really a breathtaking exhibit of the power of nature. #1 NEW YORK TIMES BESTSELLER One part of the novel that I found issue with was the reveal at » the very end of the novel that Kya actually was the murderer of Chase Andrews. Don’t get me wrong: I thought it was a great twist that Kya was the real murderer, but the lead up to this reveal made it almost unbelievable. During all of the courtroom scenes, each piece of evidence and each of the witnesses’ testimonials seem to prove Kyas innocence. Never was there evidence placed against Kya that was not refuted in some way. This fact made the shocking reveal that she was the murderer confusing and unbelievable. I wish Owens led the reader to believe Kya was innocent while keeping some small pieces of evidence that kept readers with a small sense of suspicion, thus making the reveal at the end not quite so inconceivable. Despite this flaw, the book itself was excellent, and I would definitely recommend it to others. This past summer, the film adaptation of Where the Crawdads Sing was released in theaters. I watched the movie after reading the DELIA OWENS book, and I found the old cliche that “the book is always better than the movie” to be true. I was disappointed that several important details Accessed from Goodreads.com that were included in the book were left out of the movie. For example, the movie does not include any mention of Amanda Hamilton, which is Kya’s pen name in the book. I really appreciated the short pieces of poetry that could be found sporadically throughout the novel, and I thought the idea that Kya was also secretly a poet who wrote under this pen name added even more depth to her character. I think the film missed out by not including this side of Kya. Story Continued on Page 3 1 t aq CRAWDADS SING A NOvFt ■PainfullybeaulihM... At onee a murder mystery, a cominn-of-aoc narrat.we, and a celebration of nature ■ -FWfNFW KMM TIMES BOW REVIEW �The Inkwell Quarterly Ban on Junie B. Jones By Alexis Charowsky Junie B. Jones is a prominent character from my childhood and many others who have grown up to love her. She is a young kindergartener trying to learn the ways of the world through her telling of various stories of what one should and shouldn’t do when approached with different situations. Because Junie B. Jones is only six, readers are given chronicles through the eyes of a child who still has a lot of learning to come. Just recently, many of the books in the Junie B. Jones series, written by Barbara Parks, have been banned due to poor grammar/ social skills and the way that Jones acts. Given that Jones is a child and children from ages five and up are intended to read her stories, is there really a need for a ban due to her “improper” behavior? Ever since the first Junie B. Jones book was published, parents questioned if these books were acceptable for young children to read. Some parents claim that their children are not learning correct spelling and grammar skills from reading Jones’ stories. Jones, like other boys and girls her age, acts like a child. She gets into trouble, likes to have fun, and learns from the actions she partakes in. Being younger, she also lacks the knowledge that adults have. Jones has yet to learn about proper sentences and correct word usage, making some of the things she says in her books sound funny. When comparing Jones to other children, it is quite obvious that both are only just starting to learn new things in school and applying 2 tthose approaches outside of the classroom. For most children, the Junie B. Jones books are relatable, as they similarly go through the process of growing up and expanding their knowledge. From a child’s point of view, or even how I looked at Jones when I read her stories, she is teaching us new lessons in each of her narratives in her own first-person point of view. Being that she is so young, it is understandable that some of the words and phrases she speaks on the page are not commonly said amongst older adults. This “irregular” grammar can be found in multiple stories written by Park, such as in her first book she published of the Junie B. Jones chronicles, titled Junie B. Jones and the Stupid Smelly Bus. Parents have looked at only the title of this book and claimed that calling the bus “stupid” is bad for their child’s learning. Numerous parents have found that using these adjectives to describe the bus might cause their child to speak about other topics in such ways. Opening the pages, readers can see that Junie acts childishly, grabbing onto her teacher and being offended that her teacher forgot the B part in her name, which is really important to Junie. It is Junie’s first day of kindergarten and she does not want to ride the bus home because she finds it to be gross and thinks that it smells bad. Instead, she hides in her school in one of the classroom closets, later roaming around once everybody leaves for the day. Because she is not punished for her actions, adults have found that Jones’ mother has failed her daughter by not teaching her the basic morals between right and wrong. As a result, parents have pushed for many of these fictional stories to be taken off the shelves and banned from stores and school libraries, as some feel that they can cause a misunderstanding for other children reading them of what are acceptable actions. Given that there are mixed reviews on Jones’ persona, should we keep her books unbanned or New York Times Bestsellinc Series 0 , Wher Movi< Continuatit I also di preferred the cl I felt that some abandoned by 1 that the changi: change in Kya < 0 9 , 9 BARBARA PARK 0 junie b. jones ■=j: W ■M i by Dcniso Brunkus An Al Photograph Accessed from Goodreads.com do they really cause children to partake in immoral behaviors? As a kid, I enjoyed many of her works and was never influenced to act the way she does. I found it nice to have another child similar to my age tell me different stories of what she was going through. It was kind of like I had a friend there to support and understand me in some ways. When I was younger, I feared riding the bus to school every day. By the time I was old enough to read Jones’ stories, it was comforting to know that she had Story Continued on Page 5 �■I— ________ ~ ~ Issue 17.1: Fall 2022 Where the Crawdads Sing Book and Movie Review Continuation of Page 1 1 ol m er how the movie flashed back and forth between the courtroom scene and current day, and t 6 Chron°l°§ical f°rmat that the book was written in. As the movie flashed back and forward in time, let at some of Kyas character development was lost. Considering that Kya’s progression from a little girl a andoned by her family to a strong young woman was one of the most crucial components of the book, I felt that the changing periods of time took away from her transformation. I much preferred how we could see each change in Kya chronologically as she grew up as was depicted in the novel. One aspect that the movie did not disappoint was the beauty of the marsh setting. The scenery proved to be just as beautiful in the movie as Owens described it to be in the book. I think that the realness and beauty of the scenery can be attributed to the fact that much of the movie was filmed on a real marsh in Louisiana. Although I thought the movie fell short in a few ways, it was still a good adaptation of the book. For those interested in knowing the full story of Where the Crawdads Sing, I would definitely recommend reading the book over, or at least in addition to, watching the movie. d 1 Accessed from LAtimes.com An All-Hallowed’s Feel of Kirby Photographs by Emily Cherkauskas �llhe Inkwell Quarterly” ________________________________________ Ba The Salman Rushdie Stabbing is Just One Domino By Emily Cherkauskas Salman Rushdies The Satanic Verses has received criticism since its birth into the world for its satirical and critical takes on Islamic worship. According to Penguin Random House, the synopsis of the novel is as follows: “Set in a modern world filled with both mayhem and miracles, the story begins with a bang: the terrorist bombing of a London-bound jet in midflight. Two Indian actors of opposing sensibilities fall to earth, transformed into living symbols of what is angelic and evil.” Where metaphorical beauty shines, so does confusion, and thus hatred and fear toward what groups are traditionally not accustomed to. In this case, a particular religion with millions of followers is being objectified here. In fact, The Satanic Verses is arguably one of the most controversial books ever published. With many either being offended and complaining about the book or others ignoring the critiques of their religion, there will always be the danger of someone wanting to silence any discursive rhetoric surrounding their religion. In late August, the world saw the true extent of what division can lead to. On August 12, 2022, Salman Rushdie was stabbed by a dissident during a public lecture in Chautauqua, New York. Thankfully, Rushdie survived, but not without suffering grave injuries that he is still slowly but surely recovering from. His attacker, 24-year-old Hadi Matar, was arrested and charged with second-degree attempted murder. Some years ago, I felt this attack would, at the base, be described as “yet another radical Islamic terrorist attack”—a key point and common rant in the mid-2010s political landscape—on an author being proud of that good old concept of free speech. However, the debate is not that hegemonic anymore. Rather, it is just one of the many instances and accompanying consequences of unfair attacks on writers and authors bringing their thoughts to the world of literature. This attack is just one of the many notable moments in the timeline of our current era: the era of banned books. Accessed from BBC.com Banning books is not a newfound concept at all. For centuries, writers and rhetors have been threatened, silenced, or killed for their controversial views. Usually, those declarations of punishment toward those authors and rhetors were once due to a single party (the Nazi Party against Jewish writers; the Catholic Church against Martin Luther; public schools against 20th century authors including Harper Lee, John Steinbeck, Toni Morrison, and others—these are just a few examples). At this point, though, the notion of censoring books and silencing authors has gone beyond a single political party or group. It has wavered through intersectional boundaries, finding a way to attack even the most historical pieces of literature and their accompanying authors. You might have already known that the newly popular cute children’s books about race and sexuality you’d see in Barnes & Noble are being challenged, but did you know that challenging and banning books has already reached The Bible, for example? All sides of the ideological spectrum have found themselves addressing this matter of censorship, and having to make the conscious choice of whether or not to participate in such actions. In the same way debaters target gun control, abortion, drug reform, or other controversial topics, banning books has brought in a level of back-and-forth pettiness that has grown to an extent we have perhaps not yet seen before. In Texas, a certain school district has stood out among the challenges and debates for its handling of reviewing and banning controversial books. At Keller ISD, parents and community members are allowed to publicly challenge books, therefore obligating the school to make the decision on if certain books should be allowed in circulation. Interestingly enough, the entire list of challenged books and the accompanying decision 4 Story Continued on Page 5 Conti that san were als humor to conti found f her teac school, her nev\ licked ti mornin would c an impc Th On Conti regardh being cl books i; include^ author’s Sarah J. itself fac 1 .--a Accessed ti I they wei are, we i different gender i my gene cultural being cl< �Issue 17. if Fall 2022 Ban on Junie B. Jones Continuation of Page 2 that same fear as me. Jones’s books were also entertaining, having humor to them that made me want to continue reading. One story I found funny is when Jones meets her teacher on her first day of school. Jones, showing her teacher her new shoes, claims that she had licked them clean previously that morning to get them shiny. Jones would often in her narratives offer an important critical perspective on the worlds of adults from the vantage point of a six-year-old. An example of this occurs when she breaks her nanna’s expensive crystal glass. Not understanding the value this glass has to her nanna, she doesn’t get why her nanna is mad at her. Promising to be careful and to not touch anything else, Jones runs off while her nanna has to clean up the mess she made. Personally, for me, I would say to keep Jones’s books on shelves, and if some parents don’t want their child reading them, then don’t let them. For other parents out there, who are not concerned about the contents of these books, I would definitely recommend having children read and indulge into this unique and funny character. That being said, what is your opinion on Junie B. Jones and all of her books? The Salman Rushdie Stabbing is Just One Domino Continuation of Page 4 regarding their fates are publicly available. Fortunately for us, that allows us to understand which books are being challenged. For those interested in a deeper level of research, the entire list of Keller ISD’s database of challenged books is available to view at www.kellerisd.net/Page/7364 . Even with just a brief overview, the list of books included is eye-opening. For example, George M. Johnson’s All Boys Arent Blue, a 2020 memoir about the author s life growing up as a queer Black man, was removed from circulation temporarily. Starkly enough, Sarah J. Maas’s A Court of Thorns and Roses new-adult fantasy series didn’t survive the cut at all. The Bible itself faced challenges from the community for its content and religious connotations but was reapproved for circulation. Meanwhile, a graphic novel adaptation of Anne Frank’s diary also survived the challenges and reviews. Memoirs, young-and-new-adult series, and religious texts. What, exactly, is the common denominator of these books that lead to them facing challenges of banning? There isn’t really anything that relates them all together. It is as if our current political landscape has taught some that censorship is the only successful way to keep your views and traditions allowed in society. Accessed from cnbc.com these above books were returned to circulation after review, the fact that Regardless of the newsthat ----------they were challenged in the first place is alarming for the entirety of human society. As graphic as some novels are we need them to learn from. Stories about growing up as a certain demographic teach us that everyone is different and it is important to teach young kids and students that-regardless of the subject’s race, sexuality, or gender identity. Metaphorical tales symbolizing religion are not attacks on specific worshippers. Many people in my generation, that is Gen Z, including myself, have grown up being indoctrinated with heteronormativity and cultural ignorance. Ironic, then, that these newly popular minority-demographic-focused books are the ones being classified as indoctrination tactics, when in reality, they simply teach diversity. Story Continued on Page 6 5 I. �(The Inkwell Quarterly The SalmaiTRus Stabbing is Just One Domino Continuation of Page 5 As technology and human culture evolve, we need to get rid of that syAs technology and human culture evolve, we need to get rid of that system that confuses us. Humans need to be more educated about themselves and each other. Even the less important fantasy books (such as Maas’s Court series) serve as roles of entertainment, morality teachers, captures of cultural shifts in readers, and more. Without any of these books, we lack human knowledge and understanding. Authors—anyone, really—should be allowed to express a harmless opinion without having to face a lifetime s worth of threats and potential attacks. Without these debated books, humans would not have empathy. For the sake of human awareness, we need to keep these books available—and authors alive and safe. u T' E >A ANIC E IS S Accessed from Goodreads.com First-Year Faces Spotlight Q: What made you decide to major/minor in English? A: I decided to major in English because I would love one day to write a book. I started writing when I was in elementary school and I have loved it ever since. It really saved my life and I hope one day I could be the author that saved another persons life. Q: What is your favorite book? Why? Meet Julia! Julia Bouder Q: Where are you from? A: I am from Lancaster, PA. 6 A: My favorite book is The Tattooist ofAuschwitz. The book is absolutely heartbreaking but it is one that is so hard to put down because you want to know what is happening with Laie, the main character. Q: Why did you choose Wilkes? A:I chose Wilkes because it was the only campus that felt like home from the very second I stepped on it. Q: What are you most excited about as you look ahead to being a part of the English program this year and over the next few years? A: I am most excited about all of the writing I will get to do in the next few years, while meeting all of these wonderful new people. Q: What is your area of concentration? A: My area of concentration is creative writing. Spotlights Continued on Page 10 Inv( Col By Jessi As brimming October in invited to1 explores tl Since its ir learning w the comm­ vision, bre neurosciei our colled responses how the sc The prese. both chall appeared of familial Moving ff were pres< that signa different f side domi the two si developin in the wai the arts d< us access many. Th, M captured experienc cinnamoi and so we minds. W interwove Ms. Moss and how creation < intensity memorie,' within or even whe Vreeland’ �---------------- __--------- ------------------------------ I Issue 17.1: Fall 2022 Investigating tKe^HapeT^ound, and Color of One s Memory By Jessica Van Orden------------------------------------------- ' , . . ., S mor^ng a^r gave way to warmer winds curling around campus, the Sardoni Art Gallery was brimming with a warmth of its own creation. The Sardoni gallery celebrated its forty-ninth birthday this past October m the most fitting manner one could: scrapbooking! Those in the community and students alike were invi ed to visit the current exhibit, In Search ofMeaning: Memory Becomes Us by Patricia Moss-Vreeland, which exp ores e in uence t at memory has on our lives, as well as creates a piece celebrating their own collections. Since its inception, the Sardoni gallery has worked towards the vision of creating a very different form of earning within its walls. Their exhibits work to connect the numerous interests or programs existing within the community and to emphasize how they are connected through the arts. Their current exhibit stokes this VI! vision, breathing life into the complex conversations between Patricia Moss-Vreeland, the artist, and cognitive .purncripntict, Dr. Dasa Zeithamova, concerning how we are shaned a---------------------neuroscientist, shaped bv by Maxim ’ our collective memory. Moss-Vreeland shares her experience with, and responses to, these conversations through a multimedia show, illustrating 1 how the scientific perspective enriched her creative comprehension. The presence of both perspectives creates an engaging exhibit that is : Patricia Mssi-Vrej jad both challenging to the eye and soothing in its presence. The two worlds appeared to bleed together effortlessly, and I found myself lost in a feeling i Search of familiarity while recognizing something emergent within the room. Moving throughout the space, I couldn’t help but recall how the arts Meaning were presented to me growing up. They were often explained with a tone J Memory Becomes Us that signaled them as other. Beautiful in their own right, to be sure, but different from worlds of science or history. A person’s mind could be left­ side dominant or right-side dominant, but rarely in these conversations did the two sides merge. Yet, creation has been present in every aspect of our developing world. It’s present in language and in movement. It is present 4t*"\ ' in the way we formulate an argument or create a solution for any need, and Accessed from patriciamossvreeland.com the arts do something inherently vital within our society. Beyond expression, they grant us access. They grant us access to express or absorb an experience that we don’t have words for, or for those for which we have too many. The arts connect us, but they also ground and challenge us. Memory, similarly, connects and grounds us, and asks us to grow. They are not single moments captured in time, but rather pieces of information that guide us through the world and connect us to new experiences. One chilly morning, we may find ourselves walking down the street when, suddenly, we smell cinnamon in the air. This smell calls forth a fond childhood memory, bringing with it warmth and stillness, and so we pause. Standing there, eyes closed, we breathe this moment in, and it becomes cemented in our minds. We return to the present moment feeling calm and grounded; just like that, these two memories are interwoven. This idea is what most stood out to me after having left the exhibit. Dr. Zeithamovas studies and Ms. Moss-Vreeland’s expressions consider the effect our emotions play on memories when we recall them, and how the brain works to connect them. For it stands to reason that if our senses hold such power over the creation of our memories, our emotions do as well. Our memories may change in size or shape due to the intensity of our emotions, both at the time we experience them and later when we recall them. Further, our memories—being our experience—allow us to connect to one another s stories. These emotional ties existing within our memories aid us in developing empathy and understanding by connecting to others experiences, even when we cannot know their experiences. I found myself feeling emotionally connected, by way of MossVreeland’s curiosity, about the journey she had taken in creating this exhibition. Her artistic renderings of the fSflnK-’y from allien r a I i J of |B _ ' 25 - O'.Ytxi «. Pl J r Story Continued on Page 9 7 �fflie Inkwell Quarterly In #BookTok By Mya Corcoran TikTok is known to be an undeniable force when it comes to setting trends in everything from music and fashion to dancing and cooking, and this multifaceted app has recently taken on yet another role—making reading trendy. BookTok, a community of people on TikTok who share videos reviewing, recommending, and discussing books, has become a hub where both seasoned book lovers and those who have more recently taken up the hobby of reading go to find what book they should read next. Since BookTok’s start in 2020 during the pandemic, it has quickly grown and amassed a huge following. In fact, the #BookTok on TikTok has over 82.4 billion views to date. Some of BookTok’s growing success can be accredited to the fact that BookTok has popularized a completely new way of talking about and promoting books. Instead of providing a summary of the book, BookTok creators tend to avoid discussing the plot and instead describe the emotions they felt while reading the book. Some BookTok creators even go as far as showing themselves crying at a sad ending or throwing a book across the room. This has proven to be a very effective way to recommend books as viewers see the creators’ strong reactions to the book and want to experience those same emotions for themselves. Another way BookTok creators promote books is by simply describing or showing multiple images that embody the aesthetic of a book. For example, a video displaying 8 the aesthetic of a mystery novel may display photos of a dark forest and a crime scene. This method works particularly well as it shows the viewer what the vibe of the book is without actually revealing any specific features of the plot. The influence of BookTok can be further accredited to its perceived sincerity since the videos are made by regular everyday people who love to read. Instead of these videos coming from book publishers who clearly have money in mind, these videos are created by people who simply want to share their love of books with the world. The popularity and influence of BookTok has made a clear impact on the book market. Barnes and Noble has recognized the influence that BookTok holds over the book industry and now has tables in their stores and a section on their website dedicated tto BookTok books. Furthermore, many of the most popular books on BookTok find their way onto The New York Times Bestseller list. For instance, Colleen Hoover, who has skyrocketed in popularity after being promoted on BookTok, has written seven out of the top ten current New York Times Bestselling paperback fiction novels. One of the most unique parts of BookTok is its ability to popularize not just newly released books, but also books that have been on the shelves for years. NPD BookScan book analyst Kristen McLean asserts, “This is the first time we’ve seen an organic, social­ media phenomenon push backlist books spontaneously back onto the bestseller lists without any kind of marketing or sales push from publishers.” For example, Madeline Millers novel The Song of Achilles was first published and won the Orange Prize for Fiction in 2012. When sales of the novel suddenly started skyrocketing again nearly ten years after the book was originally published, Miller was confused. Later she found out that the sudden revival in sales was all due to BookTok. According to NPD BookScan, The Song ofAchilles is selling about 10,000 copies a week which is nine times as much as when it won the Orange Prize for Fiction. Last month, Penguin Random House, the largest book publisher in the United States, announced they would be partnering with TikTok to unveil a new feature that would allow creators to put direct links to Story Continued on Page 10 c Cor expe piece of id< Her i port] our c ofM had t Care It wa conn been their two 5 had i also1 para] view them reme a cor comi Sard< relati cons: shap is aw the S M R Pic The Hal bot �. ________________________________________________ Issue 17.1: Fall 2022 Investigating the Shape, Sound, and Color of One’s Memory Continuation of Page 7 g in s t ’D c experience connected me to a topic I had never considered by evoking my own memories. In one of the earlier pieces I viewed, she had written a poem where she said nature consistently provided evidence to the creation of ideas, and at that moment mountain air blew into the room, and a Kentucky sunrise played behind my eyes. Her commentary continued to draw forth my own experience and meld it with her own response to better portray all that she had come to learn within the experience, and I found myself drawn by the quiet intimacy of our own conversation. In the intentional space, I found myself at the end of Moss-Vreeland’s exhibit and before the Sardoni gallery’s workshop. I had the opportunity to speak with the gallery’s assistant director, Melissa Carestia, who explained the Sardoni’s intention behind the workshop. It was fashioned in the hopes of encouraging viewers to take these deep connections and questions that Moss-Vreeland and Dr. Zeithamova had been cultivating around memory, and then create an artistic response of their own. A space to consider how one moved about the journey of these two women, and express what was both called forth and carried away. Upon returning to the workshop, I considered how a woman I had never met had somehow conjured up long-forgotten memories while also weaving this feeling of connection to her own journey through these parallel worlds of science and art. Ms. Moss-Vreeland had asked those viewing her experience to consider what about her exhibit would sit within them, only to resurface later. Would others who walked within that space remember similar aspects of that show, and could that be considered Accessed from patriciamossvreeland.com a connection between two strangers? As I sat beside others in the inity, invited to a glimpse of their own stories, I found myself incredibly grateful for a presence like the commui Sardoni Gallery. Its attention to their vision of connection within the community, and their influence on these relationships, is noteworthy, as our society may often feel isolated—especially in recent times. It is intriguing to consider our memories beyond the concept of a collection. That our unique thoughts or emotions do not only shape them, but that our emotions may continue to shape how we experience the world around us. More so, it is awe-inspiring to realize that a few simple hours that I had not considered in depth before walking through the Sardoni doors that morning may be a moment that I carry with me moving forward. Manuscript’s Halloween Poetry Reading Picture by Cas Schiller The Manuscript Society hosted their annual Halloween Poetry Reading this year, sharing both their spooky and written spirits within the halls of Kirby. 9 10 �zz__ ~_ riheTnkwelTQuarterly #BookTok Continuation of Page 8 once was a group of regular people posting about books. This - partnership also comes with _,j| worries that we are seeing the jfZ-j start of a monetized version of i BookTok where it will become a —. r vl. 1_ common practice for publishers to pay creators to talk favorably J about their books. However, many creators have stated that they will not use the new features, and have assured their followers that they will not accept money from on your profile, which allows users publishers in exchange for favorably to compile a list of books that they reviewing their books. In this way, are interested in and may want to BookTok will strive to retain its read in the future. authenticity and hold strong to its Despite these innovative roots as the community of book features, some BookTok creators have expressed disapproval of lovers that it started out as. the fact that a major publishing company has infiltrated what c Penguin Random House books in their videos. Clicking on this link will take users to a separate page that includes a description of the book as well as other information like the book’s genre and the number of pages it contains. Additionally, there is the option to save these books to the favorites tab FIRST YEAR FACES SPOTLIGHT Q: Why did you choose Wilkes? A: I was set on staying local for college and had visited Wilkes .. Q: What are you most excited through a few friends of mine who about as you look ahead to being go here. I loved the campus and a part of the English program this had heard great things about the year and over the next few years? English department. A: I’m excited to discover more literature and take classes that are Q: What is your area of focused on individual authors or concentration? genres. I’m also excited to take A: Literature and Writing. courses that will improve my writing over the next few years. Q: What is your favorite book? Why? Q: What made you decide to A: It’s tough to decide but I read major/minor in English? Great Expectations over the A: I love books but I’ve always summer and loved it. I had never wanted to know more about the read a Charles Dickens book before context and history behind certain and I loved the twists and turns the works and literature in general. narrative took and the way certain Throughout high school, I was details were revealed gradually. It Meet Ian! also drawn to writing as well, so I felt like the story was a puzzle and settled on English as the major that all the missing pieces fell into place Q: Where are you from? most interested me. throughout the second half of the A: Mountain Top, PA. novel. 10 Ian Koons _ Can Fii So of 1 Ban Titl< 20: Answei (No Sp Midnights AllBoysA TheBlui Gender Stam TheHate Melissa( DearM TheKitel MondaysNi TheAlcl Belo1 Lawn OutofDz Titles All Boys Aren’t George M. Job: The Bluest Eye Toni Morrison Gender Queer Maia Kobabe Out ofDarknes Ashley Hope P Stamped Ibram X. Kend Jason Reynold: Melissa (Georg. Alex Gino Dear Martin Nic Stone �Issue 17.1: Fall 2022 Chis f ea :rs ly nany will iat )H1 orably way, ts j its >k R T Can You Find Some of the Banned Titles of 2022? Answer Key: (No Spaces) MidnightsChildren AIIB oysArentBlue TheBluestEye GenderQueer Stamped TheHateUGive MelissaGeorge DearMartin TheKiteRunner MondaysNotComing TheAlchemist Beloved LawnBoy OutofDarkness hgbgxyyrdnivevxzwndxv PTAZQBQTPYTBNWTMOE EH TVKLCTLMBWHBCJ C I ETKO CWHUKIXKEVESKTFDXREF AMMLHNFGRUHHLHGNSAIW DTOOWGLAUKARBEEISLWR CEHNMUHCSGTCVKNGMLVT F LAEDCKOE J EXWI DHEBVH QB I RBA 1 ABNUTRTETLOUE J ELXMLYTVCGBZERS I Y Q A LLDXMAUSWKINSRQCSSCL AOLFXSRENMVEOUUH5AMC WVYICTETSOEQRNEIARDH NEZXGAKKITTBENELGEEE BDYETMLUCNECAERDENBM OTFKJ PXYKKDYORPROTS I YAECGEEZTDG J EMGERBXS NGZGSDDFHFWKYR I N G L X T LOUTOFDARKNESSJN Ell VT H D U D J YMZBKUPQGLQGEOE ~- ----------------------------------------------- Titles Included in the Word Search: All Boys Aren’t Blue George M. Johnso Monday’s Not Coming Tiffany D. Jackson The Bluest Eye Toni Morrison The Alchemist Paulo Coelho Gender Queer Maia Kobabe Beloved Toni Morrison Out of Darkness, Ashley Hope Perez Lawn Boy Jonathan Evison Stamped Ibram X. Kendi and Jason Reynolds The Kite Runner Khaled Hosseini Melissa (George) Alex Gino Dear Martin Nic Stone Midnight’s Children Salman Rushdie The Hate U Give Angie Thomas The Inkwell Quarterly Staff Editor in Chief & Layout Editor Jessica Van Orden Copy Editors: Mya Corcoran & Daniel Stish Staff Writers: Caitlyn Bly, Alexis Charowsky, Emily Cherkauskas, Bailey Dejesus, & Juliana Lueders | Faculty Advisor Dr. Thomas A. Hamill 11 �Issue 17.1: Fall 2022 MANUSCRIPT UPDATE The Manuscript Society is currently accepting submissions for its upcoming 2022-2023 issue! The submission period will be open through 31 March 2023. If you are interested, please submit your work to magazine@wilkes.edu with your Wilkes email. If you would like to learn more about The Manuscript Society or about upcoming Manusript events, please contact magazine@wilkes.edu. You can also stay connected to Manuscript by folloiwing our social media on Facebook (Mauscript @ Wilkes University), Twitter (@WilkesMag), and Instagram (@wilkes_manuscript_). Writing Center Hours The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Throughout the Fall 2022 semester The Writing Center is offering inperson as well as online support for all members of the Wilkes community who need writing assistance. Stop by the Alden Learning Commons, or access online support via https://www.wilkes.edu/ academics/english/the-writing-center/ index.aspx For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu 12 Spring 2023 Upper-Level Class Listings Course Number/Name Date/Time Instructor ENG 202: Technical Writing MWF 10:00-10:50 Prof. Brown ENG 222: Intro to Digital Humanities TR 9:30-10:45 Dr. Kuhar ENG 234: Survey of English Lit. II /WGS/&H MW 2:30-3:45 Dr. Davis ENG 281: American Lit. / WGS TR 2:30-3:45 Dr. Kelly ENG 324: History of English Lang. /DH MWF 12:00-12:50 Dr. Hamill ENG 336: Studies in Victorian Lit. MW 1:00-2:15 Dr. Davis ENG 397: Tenn. Williams & Contemporaries TR 1:00-2:15 Dr. Stanley � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Fall 2022 (Volume 17, Issue 1) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Fall 2022 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/2ef2e2cec2a791bb1a3504233b344464.pdf 46a8834352feb2db922b7d123d1f5181 PDF Text Text Seminar Class Travels to See Production of The Tempest By Emily Cherkauskas Dr. Hamills seminar class, ENG 397: “Staging Worlds in Medieval and Renaissance Drama,” recently had the opportunity to go see a production of The Tempest, performed at the Round House Theatre in Bethesda, Maryland. The play was produced in collaboration with the Folger Theatre and adapted and directed by Aaron Posner and Teller. In our seminar class, we would discuss and ponder The Tempest’s staging implications and where magical elements are implemented. While our discussions were productive as we brainstormed our own ideas and examined brief clips of various productions, being able to sit down for a good two hours and watch a production in its entirety was a valuable, educational experience that offered even more insight into our profound discussions. The wooden, rustic stage itself was beautiful, detailed with textures and decals of cards and scribes. Upstage included two more levels. In between and above resided the orchestra, including the actors playing the omniscient yet physical beings of Juno, Iris, and Saturn, who sang prophetic and catchy lyrics. This unique production performed arrangements of original songs from the play and selected songs by Tom Waits, musician and composer. The songs were performed by a small orchestra featuring percussion and strings, accompanied by the vocals of Juno, Iris, and Saturn. The topmost level, a more hidden layer, served as the location of the play’s first scene being the ship, later on serving as more secretive entrances for characters as they descended below. Notably, with the staging area donned with warm lights and posts that changed color to fit the theme, the environment went from cozy to ethereal and otherworldly in just seconds as the play progressed . To start, a few minutes before the show began, the spirit character Ariel (played by Nate Dendy, who also serves as the production’s magic consultant) presented himself on stage, silently performing card tricks Ryan Sellers and Hassiem Muhammad (Caliban) and Musicians in The Tempest. Photo by Scott Suchman. , narticioating with involuntarily selected audience members. Not Accessed from https://www.roundhousetheatre.org/Ononty did‘itS create some hearty laughs (it is a comedy, after all),, the Stage/Explore/The-Tempest Story Continued on Page 2 �|The Inkwell Quarterly Seminar class travels to see pro uction of The Tempest up to a world of magic, wasting no time in letting ns be fully immersed mto the world of The Tempest gi a subtle preview of what sorts of tricks were in store for us as an audience. In regard to the casting direction, it was impressive, and in some instances just too good. In ou contemporary time, adapting a Shakespeare play into the modern world accounts for aw^ inst“ combing through moments and dialogue in general that would typically be too problematic today but production and direction seemed to allow the actors to have satisfying chemistry and opportunities for adap to their Renaissance (or early modern) characters. Combined with the magical elements, there were a wi e variety of dynamics to the production, from moments of shock and awe, to hilarious_mom^^ visual spectacles. A notable magical moment included Prosperos torturing and twisting of Ariel’s body and delving into visual body horror with the use of mirrors. Another instance presented the captivating moment of the bride Mirandas body floating in midair. Throughout the play, Ariel’s eye-catching card tricks were used as props to help further the plot and character development, with actors interacting with those cards. In addition the cards added emphasized aesthetic value to this particular production’s worldbuilding. One notable example of the production S unique features includes Sec ■/ g g A 71 Q: Where a A: I am froE ------------------------------------------------- -------- -—------------------------------ Photo by Scott Suchman. Accessed from https://www.roundhousetheatre.org/On-Stage/Explore/The-Tempest the casting choice for the character Caliban, an earthly spirit that seems to almost mirror the tendencies and platings of the other characters as a way to critique them. Caliban’s character is subjected to, and representative of, many elements including the problems of slavery, deep imagery of his stolen home under colonial rule, and the implications of nobility as corrupted. With this complex character, his staging is always unique in direction. In this particular production, Caliban was cast to be played by two actors of different races, acrobatically intertwining with one another at all times as they move on stage (courtesy of choreography by the dance company Pilobolus), speaking together as one (and sometimes independently). CaSl(‘ng “ ‘j COn'rast t0 the albin°-looking Ariel. These particular portrayals of Ariel and Caliban behavfor a nd “"Potions of the effects of colonialism. Ariel appeared to take on more human-like conZ:henTnenSmS; u T WaS P°rtrayed aS more beast,y “<* uncivilized. Tough decisions to his land. S remams a slave shows harsh truths about the oppression inflicted upon him and 2 Story Continued on Page 3 Sem: of Ti Continua Outsi Also include* its own “illus changing dri overall exper Despi co-curricular either due to sure what to < knowledge of The p] makes the En opportunities �Issue 17.2: Fall 2022 Second-Year Faces Spotligh *• ■ ■ Q: Where do you see yourself in 5 years? A: I am majoring in English and my area of concentration is writing. I am minoring in Workplace Writing, Communication Studies, and am thinking about also minoring in Business Administration. Q: What has been your favorite English class thus far? Why? Meet Mya! Mya Corcoran A: My favorite English class so far has been Rhetorical Analysis and Nonfiction Prose Writing with Dr. Davis. I really liked this class because I learned a lot about rhetoric and think I will continue to use what I learned in future English classes and in my career someday. Q: Where are you from? A: I am from Wilkes-Barre, PA. A: In five years, I hope to have graduated from Wilkes, be doing a job that I love, and working towards earning my master s degree. Q: If you could be any fictional character, who would you be, and why? A: I would want to be Violet Bauldelaire from A Series of Unfortunate Events. This was the first book series that I really fell in love with in elementary school and always thought Violet was such a strong and intelligent character. She is a natural leader and is able to save herself and her siblings from any predicament, and because of these great qualities, I think it would be really cool to be her. Seminar class travels to see production of The Tempest Continuation of Page 2 Outside of the play, to add to the charm, the theatres own bar and cafe offered drinks and small meals. Also included were specialty cocktails which happened to match the theme of the show, with each drink offering its own “illusion.” For example, one cocktail had butterfly pea flower with lemon added, creating a color­ changing drink. Although I did not have a drink, the thought and detail certainly added to the charm of the overall experience. Despite being a senior university student about to enter my final semester, this was my first ever class or a co-curricular-related trip as a college student. All other opportunities for that kind of experience have been lost either due to the pandemic, work obligations, or schedule conflicts and cancellations. With that said, I wasn’t sure what to expect going into this trip, but I left Bethesda feeling enlightened and instilled with a newfound knowledge of English literature in modern times. The play was completely worth seeing. These moments create core memories, and they are what makes the English Department so special. I encourage all other English students to take advantage of these opportunities if and whenever they can. Spotlights Continued on Page 6 3 �_________ ______________ feWWw . Is There Still Value in Being an English Major in Our STEM Focused World? V ^In recent years, there has been increasing value humanities. Without the humanities, we would have no placed upon the STEM fields. Local high schools have literature, art, music, politics, history, or philosophy, In other words, we would lose the very basis of what implemented STEM programs in which students can spend the majority of their school day learning solely makes us creative and innovative humans and instead exchange it for an unimpassioned and mechanized STEM subjects, and many colleges have increased version of the world we know today. This is not to say their funding towards their STEM programs allowing that the humanities’ sole purpose is to entertain us for state-of-the-art equipment and facilities to be purchased. Of course, I agree that STEM is important and counteract the pragmatic nature of STEM, nor am I suggesting that STEM disciplines are not creative and deserving of this increased recognition in our or innovative. Rather, my point is that humanities current era of rapid scientific and technological disciplines themselves promote many of the essential development. However, as our society has increased its focus on STEM, its appreciation and regard for the skills that our society needs to function. As> an English major, humanities has diminished. The number of students , . I have many times been subjected to the false majoring within the humanities has steadily declined ideology that all we do is read the works of dead authors each year for the past decade as students are convinced and write essays about them. I must say that this impression is far from the truth. Of course as English to believe that jobs within the humanities hold no majors we read and write, but we also learn a much real value in society, as funding towards the field has greatly decreased at many colleges, and as there seems broader set of skills including how to think critically, to be a general lack respect for those who pursue what communicate effectively, solve problems, consider issues from diverse perspectives, and collaborate with others. are made out to seem futile and senseless fields of In comparison to the technical skills learned by those in study. Yet, those within the humanities continue to advocate for their fields’ importance and hundreds of STEM, these skills may seem abstract and inapplicable to most modern-dayjobs. This perception may be i ££ .1hi common because what STEM students learn applies rSB \ much more directly to a specific job. For example, a nursing major will more than likely become a nurse, a pharmacy student will probably become a pharmacist, and a computer science major will presumably get a job in IT. The skills taught to humanities students appear >.. • v< i much more abstract because there is often a much more I ’ '*l' J diverse set of jobs that their degree qualifies them for. Despite these skills seeming abstract, they translate well to modern dayjobs. For example, in Dr. Hamill’s Survey of English Literature course that I am currently taking, we recently read Shakespeare’s Othello. Image by Freepik. accessed from https://www.freepik.com thousands of college students continue to pursue their ma^ ^ardto imagine how reading Shakespeare prepares one for a job compared to the technical skills passions within the humanities each year instead of taught in STEM, such as an engineer learning how to turning towards the supposedly safer STEM degree. build a bridge, but these skills are just as important This continued pursuit of the humanities despite its decreased appreciation brings up the question: Is there t0 modern jobs. For instance, Shakesppeareusesan still value in the humanities? fearlier ‘ o________ ________ version of" modern English that is quite different As an English major, I absolutely believe there ^om the English we speak today, so reading the play *s va^ue and a crucial need to continue studying the forces forcesone onetotodeeply deeplyengage engagewith withthe thecomplexities complexitiesof of —UM. » */. . Lxo« Ux-< ' - J» I ‘,7,7* 1 f"‘ ” " ' * ____________________________________ o„„r„; Story Continued on Page 5 �Issue 17.2: Fall 2022 ;h Is There Still Value in Being an English Major in Our STEM Focused World? Continuation of Page 4 e no y- the text in order to understand the story Shakespeare is trying to get across. In the world today, this same ability to understand complex messages is needed in many different career fields. For example, one who works for a pharmaceutical company may need to read and understand the complex information about a particular medicine and effectively translate this to ssr I patients; similarly, one who works in politics needs to be able to effectively listen to a politician to understand the new intricate bill they my be trying to pass. While ENGLISH MAJOR a job dealing with medicine or politics may not be the first fields you think of when considering potential professions for an English major, these fields and many S others actually look to hire English majors because of their unique abilities. Furthermore, a work like Othello, which was written over 400 years ago, forces students to think critically about the complex racial and gender inequalities that the play discusses. Despite being written so long ago, the issues presented in the play are Z2& still immediately relevant to our society today. Thus, being an English major does not just involve reading old books that have no relevance today, but rather being Accessed from https://qcenglish.commons.gc.cuny.edu/undergraduate/ an English major is about reading books that can help horizons/ The humanities and STEM should not be cultivate our understanding of the world we live in considered such separate entities because they are both today. Despite the abstractness of the humanities, necessary for the function of society. In fact, considering some employers find themselves looking to hire those them to be completely distinct from each other would with the skill sets held by those with liberal arts degrees be denying the places they do intersect, such as through before hiring those with degrees in STEM. They cite digital humanities, which is an area of concentration for their preference for those with liberal arts degrees to some English majors here at Wilkes. Digital humanities be be based in their sense that those in the humanities is a diverse field that, among other forms of research, uses technology to create and study digital’ archives and tend to be more creative, collaborative, and hold a ‘ databases of literature in new and previously unavailable broader skill sets than those in STEM. Even science and technology based companies rely on those in the ways. In addition, digital humanities also interrogates ivo to lv help xxvxr their ... businesses —2 1 ■smoothly. and critiques these technologies. Digital humanities humanities to run iple of this need for the humanities was shown is just one space in which STEM and the humanities An examq ‘ While pharmacists, 1 overlap and this field proves that when used together, during the COVID-19 pandemic. scientists, and others within the STEM field played a STEM and the humanities can actually complement major in researching researching the and developing developing aa each other. Without the use of technology, important major role role in the virus virus and ’ ’ ’ ~ and cultural archives vaccine, we also needed those within the humanities to literary would not be as accessible ibout the virus to the public,to communicate information about public, to the public. Without access to these resources; resources, we address and combat the spread of misinformation, and would lose the wisdom and perspectives of diverse cultures that they pass forth to us through their works. figure out ways to effectively distribute the vaccines. Lt ad ay ive d sh *wrn © wiATCARrrw onrsxrt PRCFARCVOVPOq? <-TXI<n»IM> OC (M^nnM^rtn It. CMUa osuuuim hors h r, >sues jrs. se in ble s ,a ist, tjob ar nore >r. )r. m tello. Ils o ent roxri oaecro* cxMMuMrr C-WOT" o«r«L* MO«l< amrm r'tw AMICI’ lUKMl * e5 . . i. Story Continued on Page 6 5 �Inkw SecoA-^^^ Faces Spotlight k X- Q: Where are you from? A: I was born in Wilkes Barre and have lived in the surrounding area my whole life, I originally planned on leaving the area for school, but once the pandemic hit I really began to appreciate the stability and comfort of living at home. Q: What has been your favorite English class thus far? Why? A: Although the semester hasn’t begun, I am very excited to be taking English 234 (Survey of English Literature II) in the Spring because of the material we are going to cover. I was excited to see Tennyson and Rosetti will be on the syllabus! Q: What is your major/ minor and area of concentration? Meet Lily! Lily Hebda A: I am majoring in English and Secondary Education, with a minor in Womens and Gender Studies. Q: Where do you see yourself in 5 years? A: In five years I hope to be teaching at the high school level. I love learning and want to pursue my education further after graduation, so I would like to expand into other academic areas that would qualify me to teach electives such as psychology or sociology. Q: If you could be any fictional character, who would you be, and why? A:Growing up, The Phantom of the Opera was my favorite movie, so Christine Daae is my first choice. I took voice lessons for a long time growing up, so I would be able to utilize those skills for the first time in a long while. Plus, her wardrobe is pretty sweet. IIs There Still Value in Being an Englishn Major in Our STEM Focused World? Continuation of Page 5 Thus, these fields actually benefit each other when they are used conjointly. Steve Jobs argued for this conjunction between the STEM and humanities fields: “Technology alone is not enough. It’s technology married with the liberal arts, married with the humanities, that yields the results that makes our hearts sing.” As our society continues to advance, we will undoubtedly continue to praise STEM and the scientific and technological innovations it brings us. However, we must not privilege STEM at the expense of the humanities. It is only when we recognize the importance of both STEM and the humanities that these fields will begin to be used to improve each other instead of being pursued in spite of each other. 6 By Darrei Hifo of you are av job market is conglomerat to make up c Resignation not enough t can’t make e job and a for we’re now to the time we; Hustle cultui of these billi< only exists b don’t work h eyes. For the r Image by raccol_si out higher k our lives, we thousands a: in debt. Adm have my deg amassed mu my previous internship, a not a slouch the job marl jobs expectii in the field. 1 social media director, jou technical wr �Issue 17.2: Fall 2022 Inkwell: The Path to Employment By Darren Martinez I it f Hi folks. I’m sure most of you are aware of how bad the job market is right now. Business conglomerates sponsor think tanks to make up concepts like The Great Resignation and quiet quitting. It’s not enough that most Americans can t make ends meet with a single job and a forty hour work week; we’re now to be haranged about the time we aren’t working either. Hustle culture has rotted the minds of these billionaire CEOs. Poverty only exists because those people don’t work hard enough, in their eyes. For those of us who seek already know what you are doing. I get it. But how do employers expect anyone to amass any sort of r________ „___ , experience when nobody is going to hire applicants off rip? My only successful employments are with freelance jobs that are cool, but do not pay the bills. So far with BrandYourself, I get maybe 6 hours a month My nicest rejection was guaranteed at $18 an hour. I from my dream company, Viz. I track these hours myself Forbes think I mostly got rejected because Insurance is a much better gig, I don’t live in the San Francisco Bay but it’s also not enough work area to commute to their offices. for stability. BrandYourself will Their rejection boiled down to send me blog post prompts very “Hey, you don’t really have what infrequently. I get maybe one of we’re looking for right now, but these every two months. Monthly, we’ll keep your info on file if we I usually research articles and have need of you as we expand.” create taglines to go with these Maybe they were just trying to keep articles. These taglines and articles are then posted on the social media platforms of CEOs that are partnered with BrandYourself The taglines I do monthly, whereas the blog posts, I am lucky if they ask me to write any. Working with BrandYourself pretty much covers my filling my car with gas. I’m sure I could just keep applying to more freelance jobs so I could decide my own hours and work from home. But is there any security in working KiSzwjswassBoaMWBWBm'https:/7\«vw.freepik.corn Image by raccol_studio, accessed from the hours that are at the whims of me from putting in subsequent out higher learning to accelerate your bosses? applications, our lives, we are saddled with -rr------- . but honestly I don’t Freelancing is a great way thousands and thousands of dollars mind that much. I don t think I m to build experience in the industry, moving to California any time in debt. but it is also incredibly predatory soon. But that’s another issue. Admittedly, I do not to the worker. ScreenRant opened Many of these jobs expect you to have my degree yet. But I’ve also my eyes the most to the state of be within driving distance of these amassed multiple skills across the industry. Their rates were grand media hubs, even as remote my previous employments, an atrocious. For writing a news work evolves to become more of a internship, and my studies. I am article you earn $10 flat. For every not a slouch. My initial glance upon standard. I’d imagine if a job really 1,000 views of your article, you get the job market is an endless wall of wanted you, they’d probably help 33 cents. Super features were the jobs expecting 3+ years experience you find housing close to their most at $30. As far as journalistic ’ job, ‘ ' 1be it “ a offices. But that also might not in the field. Every single integrity, ScreenRant has none. be in their power. An indie book social media manager, community As I researched their guides in publishing company is definitely director, journalist, editor, or preparation for the test they were not going to have those sorts of technical writer wants you to going to have me go through, I resources. Story Continued on Page 8 7 �[The Inkwell Quarterly InkwethThePathto Employment Continuation of Page 7 The I Mode By Jessica image by rawpixel.com, accessed from https://www.freepik.com laughed out loud. They had an article on “Unlocking Vegeta in Fortnite’,’ which literally boils down to buying Fortnites premium currency and getting a skin. There is no unlock, no skill test, nothing worth writing about. But there it was: a 1,500 word article on literally nothing. And the person who wrote it got beans to write it. But I forged on ahead and worked on my test, confident I was a better writer than most of the people they currently employed. I wrote a mini guide on diving for sea creatures in Animal Crossing: New Horizons and wrote a few sentences on my thoughts on the industry and what game guides needed. And you know what? They rejected me. Good. To hell with Screen Rant. They’re a terrible company that grubs clicks with articles that don’t even have anything to say. I’m too smart for that, and I did not want to debase myself in this way. Some of my favorite writers in the gaming ___________________________________ J r>_ space, like Jacob Geller and Dan Olson, generate meaning when they write critiques. They do not write for views; rather, their videos receive views because of the quality 8 of their commentary. I cannot see myself farming clicks. I just wanted to write for video games in an official capacity. But now I know to aim for better venues for doing that. I’ve tried applying to jobs I am definitely not qualified for, just to see what would happen. Usually I get ghosted. Occasionally I’ll get notifications that some hiring manager is looking at my unfinished, raw Linkedln profile. I think the last thing I want to do is maintain a social media platform dedicated to making business acquaintances just to try and find a job. One worthwhile path is to follow your interests. Considering the fact that where you are aiming has likely been tread before, look to others in the industry. See where they have gone. In my case, manga • created’ and sold by humans,. is People inevitably found their way into that field, somehow. I tried with Viz, and there are other places I can still try. If you follow mv ___ . . __ ' writing trajectory, I have constantly been introducing my professors to the depth of video games. Whether in my academic work or previous editions of Inkwell, I want to treat video games like they are worthy as pieces of literature. That’s my advice to you. It’s a little vague and particular to me, in this case. And I’m still working on finding my place. But what you want to do is worth taking seriously. It’s probably hard to think about those sorts of things for a lot of you. I know when I was in your shoes, I was more preoccupied with the way my body was falling apart because of caffeine addiction and lack of sleep. I see pictures of me from freshman year, and dear god was I disheveled. I say this a lot but working out or getting some physical exercise will drastically improve your quality of life and mental health. A job or a grade doesn’t define who you are. Neither does y< our.physique. , . Just take care , of yourself Invest in your own o and mind. You should be the most important person to you. It s har to succeed if you’re neglecting a part of you. There comes a certain clarity after working out that we are meat computer mechas who inn on bioelectricity. Everything a on the circumstances of being human is uncanny. Just make the most of it and put your best foot forward. When incredible hisi stretched thei that, for man} same endless within the old Whatever the: within them. ■ find themselv' childhoods ca change. Yet, tl time has final developments internet. With being ever me I woul routines in re Accessed from h �Issue 17.2: Fall 2022 The Importance of Sp ace and Being: The Modern Role of the Public Lib>rary By Jessica Van Orden y nd id is ik lot ur auth irt d e □d ther re )ody □st rd lin i are 1 out tan of it When I was young, I spent many an afternoon lost within our public library. It was housed within this incredible historic building at the time, which left visitors to twist and turn through open door frames as they sti etched their necks to peruse the towering shelves overflowing with books along the walls. I would imagine that, for many of us, similar imagery comes to mind when we think of a library. One may first imagine these same endless stacks which they slowly weaved their way about, or, one may recall the distinct smell that lived within the old collection. Perhaps, you too had that one armchair beside the window that sunk in just right. Whatever these memories that surface may be, the physical space is almost always certain to be a living thing within them. It has been a playground, a classroom, a secondary home, or even a sanctuary for those who find themselves within its walls, and while the memories may feel unique—saturated in a manner only our childhoods can be—the truth is that for some the concept of what a library is has remained familiar amidst great change. Yet, that very familiarity has been the note of critique amongst voices who posit that the public library’s time has finally come to a close. They consider that the work of the public library has been obviated by recent developments in technology, for they believe that everyone may be their own librarian if they only have the internet. With information and entertainment sources, as well as interpersonal services such as reference work, being ever more digitized, what does the modern role of the public library look like? I would not think it amiss to note the ease and enjoyment technology has established within our daily routines in recent years. From ordering goods, to finding that particular book or movie, or even to monitoring our home’s security, technology has made instant gratification a greater reality today than we have seen before. It has even worked to reduce historical information gaps we have seen as a society, for digitized collections and information resources are more easily accessible than former cumbersome print collections. Yet, amidst these advancements of note, an unnerving disconnect seems to hum beneath the surface. Information literacy has suffered, as one’s ability to navigate and certify the material chosen is more difficult when presented with numerous resources available at our very fingertips. The truth of the matter is that as technology continues to outdate itself, and as it becomes less of a luxury and more of a requirement to exist within our society, there is a greater need for handson spaces that may teach, aid, and guide users through these developments. Additionally, one could argue that our dependency upon technology has left us more isolated as a society, distancing us from our physical environments. In this manner, the public library alone is the institution best fit to meet these emerging needs. I remember first reading an article published by the National Endowment for the Humanities a couple of years ago, where they examined and explained what they considered the library’s modern role in our communities. It sat with me, for they explained that our public libraries Accessed from https://www.pinterest.com/pin/200691727132453608/ have always been, and are of the last, truly “neutral space. Story Continued on Page 10 �The Importance of Space and Being: The Modern Role of the Public Library Thellra^one requirefno purchase, attire, or time constraint from those who find and mtn8“e within its walls, and users may even utilize different collection materials on-site w.thout a hbrary card. They are space first and service second. That is why the physical space first forms within our mind when we consider the word library, and why technology has vastly contributed to the continued, as well as new, efforts being pursued by the library. As former, more cumbersome print collections are digitized, library space is opening up. This transition allows the library to create both enriching and literacy-building programs that they may ouse within the building, creating a space of collaboration and equitable opportunities. These resources include various technologies, such as virtual reality or 3D printing, as well as coding or programming services that seek out younger users within the community. These technologies, which are becoming more widely used within our professional spaces, are often more costly, creating a new digital gap where technology was once considered to be closing them. These newer technologies, such as VR devices, are expensive and only create greater means of cost risk, as manufacturers appear to have a newer model readily available in the next moment. This; can only ■—i foster frustration and fear of the idea of investing in ' these technologies, which are becoming required skills | within our professional spaces. For, as families acquire ■ them, they are told that their needs can only be best served by this newer, improved model. This reality has caused a digitial literacy gap within our communities, as the right to develop these skills or create these experiences depends upon the families socioeconomic J status once more. Just as the quality of early print j collections depended upon a library’s space and budget, the developments of equity that technology first offered Image by jcomp, accessed from https://www.freepik.com in the distribution of information have come to their first gully. Even if families choose to prioritize these devices momentarily, they have to make up what they have put aside for them, while families who can afford to buy the newest models hold a monopoly of access. Thus, our public libraries allow everyone to have the space to learn how these technologies function and develop these important skills. However, it is not simply the ways that technology has been acquired or utilized within library programming, but how library staff, then, utilizes these technologies to address various needs that have evolved due to these innovations within their communities. All communities, no matter how similar they appear, face unique struggles due to their different environments and demographics. Having spent much of my life rurally, many of the libraries I frequented were small, lively epicenters of even smaller communities. While they resembled each other a great deal physically, the needs noted and addressed varied greatly. While one public library in Kentucky focused heavily on transportation barriers, homework aid, and basic literacy development for isolated elderly users, another in Georgia focused on Afferent programs that aided the newly forming immigrant population through language support, resume creation, and offering a space for community members tn k„;M tk • „ ° S The aspect that sets this work apart from other programming however is it own collective programs, noted, the public library requires little to nothing of the user§base that it 1 § COmprehensive nature; For> as dynamic meant that the library gauged interest through physical mail a/™ ° KentuckyS caSe’ *1S computers, and sent vehicles to pick interested parties up for the diff ’ USefS Up°n llbrary S imperative in our isolated routines, as libraries have both the know! P^°grams’ These roles become solutions after having collected all necessary data concerning any identified n^r^^6 Creating theSe 10 Story Continued on Page 11 The I Mode Continuati I was, 1 I thought it mi seen througho the Executive i and Commun: of their impor’ of our lives the our covid shut to the internet -j -int IF? Osterhout’s All “FC Accessed from http osterhoutfreelibrar different progr The first was ti specialized tab opportunity to encourage con also honing ne engage in diffe investing or pr or playing an i many public lii skill building.1 of our commu programming �—- e le ley are ler the irsued his within us ut )ur ed to ins of inly in skills quire 2St y has ities, omic tudget, ffered devices xy the earn at these !S. avily ier in lage rams. is this ry’s -J___ ~ _____ t Issue 17.2: Fall 2022 The Importance of Space and Being: The Modern Role of the Public Library Continuation of Page 10 ' I was, thus, intrigued to learn how our own local library moved and served throughout Wilkes-Barre. I thought it might be interesting to see how these roles might mirror or differ from the more rural areas I had seen throughout my life due to the influence of the local community. I was able to speak with Mr. Rick Miller, the Executive Diiector of the Osterhout Free Library, and Ms. Amber Loomis, the Director of Development and Community Relations, to better learn how professionals within the field see a continuation, and expansion, of their important roles. As technology exists within our everyday lives, it becomes so ingrained within many of our lives that we may not recognize how it has created its own gaps within our communities. The realities of our covid shutdowns highlighted the large numbers of those within our communities who do not have access to the internet within their homes. As families struggled to acclimate to working and learning from home, they were left to figure out how they would access those digital spaces without the public spaces they once utilized. Many libraries have been researching and implementing hotspot technologies into their circulations, enabling users within the community to borrow the device and work on what they may from the privacy of their own homes. We spoke of the program within Osterhout Free Library, which worked alongside on-site computers, to offer the most rounded approach to user needs. While the lending program allows users to create their own spaces for work, many may only have smartphone devices or tablets to work from which are sometimes difficult to properly read or fill out forms from, as these forms aren’t designed to be viewed solely on these devices. Such devices also may be difficult to work on while creating professional documents, such as a resume. The library’s on-site desktops enable ease of use for users within the community once on-site, while the hotspot program recognizes that having the space to work within one’s own home also offers its own benefit or appeal. It may seem like a small emphasis for some, the many options that these dual programs create, but it highlights the importance of the library’s position. For, access can only be equitable when all persons have the choice of where o^erfiouCs aikfore” Books Mini Golf Event and how they create their workspace. oShouXXX""’™Aside from directly working with technology, there were many different programs or “life-skill learning” programs that were particularly intriguing to learn about or consider. The first was the Osterhout s Library of Things, which includes items such as hotspot devices, projectors, or specialized tablets, but also offers tents, badminton sets, or even acoustic guitars. These items provide the opportunity to try out new skills or plan afternoon or weekend events, such as camping or games, which encourage community building. They are interactive and work to ground us within our environments while also honing new interests and creating different experiences. Moreover, these programs even allow people to engage in different hobbies that they may have been interested in for a great deal of time without the stress of investing or prioritizing something over another. Many people may shy away from pursuing skills such as sowing or playing an instrument due to the cost of beginning the skill itself The Library of Things, growing within many public libraries, stresses the importance of honing hobbies and collaborative works, alongside practica skill building. They work to build fully rounded individuals and support the informational and interest hea t of our communities. Mr. Miller, Ms. Loomis, and I also spoke of the importance that their different on site programming may have, as it offers a space to break away from our own spaces. Story Continued on Page 14 age 11 11 �iTlie Inkwell Quarterly Serial Serial Killer Sexualization Continuati story of Jeffrey Dahmer is not a new one. It has been retold1 again and again documentaries. But something different happened after the release of Netflix s on • te»and ff y St°ry' After its completion on the platform, there was a striking surge of teenagers and women sexualizing Jeffrey Dahmer, going beyond Evan Peters’ version of the character to defend and flatter the rea killer. Now, I do not doubt that people were sexualizing Dahmer before this new series, but at leas ey a he decency to be a little quieter about it. While the show has been said to not romanticize his story, the fact of the matter is that this piece of media adds to the ever-growing desensitization that we as a society are experiencing. This inappropriate response to the series speaks to an ongoing disconnection from reality that this type of media inspires, allowing people to consume these shows as if they were fictional. Navigating the ethical dilemma of the true crime genre as a whole is difficult. The genre faces constant allegations of glamorizing serial killers while they respond that they are just telling the story as it is. But the problem with that is that the events they discuss aren’t stories. True crime is the retelling of real people’s actions that resulted in real deaths. While the idolization of serial killers in media is nothing new, there is a clear separation between real and fictional portrayals of these characters. The condition of a fictional character that performs these same actions is just that, they are a character and there are no real consequences to their actions. But portraying a real serial killer in such a way that allows for them to become idolized by one’s audience is extremely harmful to the collective good and doesn’t take into consideration the real people who were devastated by their actions. This discussion is in no way ■ meant to be hostile to the actors ■ who take on these roles. There is an ■ understanding that they are just doing ■ their job to the best of their abilities. ; * I Instead, this is more so a criticism of J the way people enjoy and consume V^W^s^Sthis particular type of media. True ? fyTi’K Berime shows incites a very “all-orI n°thing” mentality encouraging people to justify and support the MONSTER: THE JEFFREY DAHMER STORY / W^NSi<Bach°ns °f the people who inspired ^ie events that they watch on screen, _____________ ’ ’ ^ ■ actions that, inxiiregular Accessed from https://www.netflix.com/title/81287562 ivguiaicircumstances, vnvi z iew as horrifying and immoral. But that’s what happens when characters like Dahmer ^reidlliSed______ andseUa ., ,. ,. , , 1 *---------- - are idolized and sexualized in the media: his actions seem less grotesque, and people are quick to defend him. Dramatic representation gives the audience an opportunity to excuse the real-life atrocities because they feel as if they know and understand One co and Law and C this and media charge of appn is the person c their psyche. Ii and while yes, complete wher The dif serial killers is be made in thi One co were not notifi public. These j court testimon on ads and bill It is val in the serial kil continues to ig Intentionally o —j ’£rnw is isiagf1/ cc DAHMER shows claim to be doing. pposite of what these types of Evil and Vile starring Zac Efron playing^heroTe of Ted Bundy/The adaptat!°n: Extremely Wicked, Shockingly murderer as an attractive actor, and there shouldn’t be any surnrk hran lntentl0nal decision in casting the even more apparent in Dahmer’s case because, unlike Bundy D & C ,§erous effects it creates. This is enough charisma to gain him a fanbase. Now after the show ai & mer]Wasn f known for having good looks or defend and fawn over the real-life killer. After the show’s prem^’ P ° are crawkng out of the woodwork to auctioned off for a total of one hundred and fifty thousand dollars ^asses drat Dahmer wore in prison were 12 Story Continued on Page 13 L EXTRE �Issue 17.2: Fall 2022 Serial Killer Sexualization Continuation of Page 12 I le ;• al 5, > One could argue that this type of media is nothing new and is all around us. Shows like Criminal Minds and Law and Ordei: SVU showcase the worst that humanity has to offer. But the difference between media like this and media that describes itself as true crime is the fact that viewers are meant to connect with the people in charge of apprehending the individuals committing the horrible act, unlike true crime where the central focus is the peison committing the crime by explaining their reasons and motives to better understand all angles of their psyche. In fictional crime media, there is a balance between gore and order that is built into each episode, and while yes, part of the intrigue comes from the disgusting lengths that the antagonist goes to, the episode is complete when they are caught and no real individual was ever harmed. The difference between being infatuated with dark characters and themes versus the idolization of actual serial killers is the real impact that they have had on actual people. There are more than moral considerations to be made in this argument. One concern is particularly poignant in regard to this show considering that the families of the victims were not notified of the show’s creation and found out about the project at the same time it was released to the public. These people watched as the internet tore into adaptations of their experiences and recreations of their court testimonies and saw some people side with their child’s murderer. They saw a portrayal of Dahmer’s face on ads and billboards and on people’s social media as they talked about how hot he looked in each episode. It is valid to criticize a production company that has made such an effort to firmly embedded itself in the serial killer docu-series genre. While it capitalizes on the popularity of serial killers such as Dahmer it continues to ignore the broader range of devastation that this killer caused after the murders had taken place. Intentionally or not this show sensationalizes a murderer who primarily targeted African American men and ”1 boys. And the damage to historically stigmatized communities KAW 5CQDELARID UPJOHN MAl KDVICH I doesn’t stop there. The harm that Dahmer has done to the *£fni.n iE SgVBpEl)’ I gay community and how people view homosexuality is I staggering, as homophobes continue to associate him and his I actions with the gay community. After his trial, there was a I significant rise in hate crimes against gay men in the form of I “vigilante justice,” as people thought they could prevent the I next Dahmer before he could strike. The number of murders I Dahmer committed can be attributed to the people he chose I to go after. These stigmatized groups were people who went 9 unnoticed and were uncared for by the authorities. It’s , important to keep in mind the cruel reality that this specific I story presents specifically to the black and queer communities. The adoration of serial killers is not a new i phenomenon sparked solely by this new adaptation. There 1 has been for years a strange kind of acceptance of serial killers and a fascination with their actions based in part on their J mediocre and white appearance. But in the wake of this show’s jOF RFftxINGFP i popularity, before Netflix rushes off to make six more docu.i series just like it, viewers should understand the impact of I their entertainment. The price of this media comes at the cost I of real lives that were taken, the real pain that the families are forced to relive, and the perpetuation of fame of a man who is W? MAY 3 I better left dead and forgotten. MlCf-AFl WFftW F OF BFR hf.FR EXTREMELY WICKED,r SHOCKINGLY EVIL AND VIL|^ Br:' <» aCLSCT ’HEATCftt Oil) C M j i Accessed from https77wv^nid^om7titIe7tt248M98> 13 �___ Hie Inkwell Quarterly A Deeper Look at the Round House Theatre’s Production of The Tempest Kevin Mambo (Sebastian), Cody Nickell (Antonio), Kenyatta Rogers (Alonso), and Naomi Jacobson (Gonzala) in The Tempest. Eric Hissom (Prospero) and Nate Dendy (Ariel) in The Tempest. 7 n Ro Boddie (Ferdinand), Eric Hissom (Prospero), and Megan Graves (Miranda) in The Tempest. Ryan Sellers and Hassiem Muhammad (Caliban) in The Tempest. re/The-Tempest I The Importance of Space and Being: The Modern Role of the Public Library' Continuation of Page 11 After having experienced covid shutdowns, as well as working or learning from home, loneliness has only mcreased. Even be ore covid, there were many instances where I spoke with people who expressed then loneliness as a phystcal weight on them. For most of Kentucky, the isdation is a huge factor in the other issues arising, such as poverty. Those conversations alone would illustrate how important a library’s in-house free, in the face of a society that often views them as a subscriDt°mnLUnit? buildlng and Personal enjoyment, OUU5,Lnpuon-based cost. 1. Course: Goth In a world wh< who follow toe 2. Course: Surv< (cover accessec In this moralit Deeds attempt 3. Course: Writi (cover accesse The song of th what must be. 4. Course: Medi (cover accesse Introduced in appear magic. 5. Course: Writi (cover accesse The exhibit of can we aim to 6. Course: Surv One need nev of Truthe. 7. Course: Goth Here, none ne �Issue 17.2: Fall 2022 Can You Guess Some of Our Titles from this Semester by the Cover? rzT_- • i L !i 3 1 \ iff - it 6 4 J £ fill Bra 7 F 2 j , the <est. 1 If® u* - I TS=~ in The empest. e id her use , more nt, for _____ Title Hints: 1. Course: Gothic Literature (cover accessed from https://shereadsnovels.com/) In a world where the ghosts are all too real, our sisters should pay heed to those who follow too closely. 2. Course: Survery of English Literature 1 (cover accessed from https://literariness.org/) In this morality play, every soul appears to hang in the balance while Good Deeds attempts to guide. 3. Course: Writing about Literature and Culture (cover accessed from https://abebooks.com/) The song of the siren requires the peeling away of what once was to become what must be. 4. Course: Medieval and Renaissance Drama (cover accessed from https://www.penguinrandomhouse.com/) Introduced in the eye of a storm, the tumultuous ties within this play appear magically tangeled around every new turn. 5. Course: Writing about Literature and Culture (cover accessed from https://www.barnesandnoble.com/) The exhibit of one’s intention in art begs many questions, one of which may be can we aim too far? 6. Course: Survery of English Literature 1 (cover accessed from https://amazon.com/) One need never fear Despair, or the grip of Error, so long as they ere on the side ofTruthe. 7. Course: Gothic Literature (cover accessed from https://goodreads.com/) Here, none need fear false ghosts, but rather, the tail of a Monk or Nun’s garb. The Inkwell Quarterly Staff Editor in Chief & Layout Editor Jessica Van Orden Copy Editors: Mya Corcoran & Daniel Stish Staff Writers: Caitlyn Bly, Alexis Charowsky, Em Cherkauskas, Bailey Dejesus, & Juliana Lueders Guest Contributor Darren Martinez Faculty Advisor Dr. Thomas A. Hamill Banner image page 1 by pvproductions, accessed from freepik.com 15 �r MANUSCRIPT UPDATE The Manuscript Society is currently accepting submissions for its upcoming 2022 2023 issue! The submission period will be open through 31 Mai ch 2023. If you are interested, please submit your work to magazine@wilkes.edu with youi Wilkes email. If you would like to learn more about The Manuscript Society or about upcoming Manusript events, please contact magazine@wilkes.edu. You can also stay connected to Manuscript by following our social media on Facebook (Mauscript @ Wilkes University), Twitter (@ WilkesMag), and Instagram (@wilkes_manuscript_). Writing Center Hours The Writing Center, located in the Alden Learning Commons, is open and offering support to student writers across the Wilkes curriculum. Throughout the Fall 2022 semester The Writing Center is offering inperson as well as online support for all members of the Wilkes community who need writing assistance. Stop by the Alden Learning Commons, or access online support via https://www.wilkes.edu/ academics/english/the-writingcenter/index.aspx Spring 2023 Upper-Level Class Listings Course Number/Name 16 Instructor ENG 202: Technical Writing MWF 10:00-10:50 Prof. Brown ENG 222: Intro to Digital Humanities TR 9:30-10:45 Dr. Kuhar ENG 234: Survey of English Lit. Il /WGS/&H MW 2:30-3:45 Dr. Davis ENG 281: American Lit. / WGS TR 2:30-3:45 Dr. Kelly ENG 324: History of English Lang. /DH MWF 12:00-12:50 Dr. Hamill ENG 336: Studies in Victorian Lit. MW 1:00-2:15 Dr. Davis ENG 397: Tenn. Williams & Contemporaries TR 1:00-2:15 Dr. Stanley Book Cover Answers For more information, contact: Dr. Chad Stanley email: chad.stanley@wilkes.edu Date/Time (ajuipptra uuy) iwjpu at/j. •/, (jasuads punuipa) auaanf) ajuaoj ai/j, '9 (aingpq ipn) sSunuJo adnifs-g (aaaadsajpeqs si/j. 'p (uoppM Xbh) /msg ’HS D/° S3't07 PUD ’HI '£ (snoinXuouy) uoiu/jaag (siMaq Maqum) ’I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, 2006-present Description An account of the resource The Inkwell Quarterly is a student-based publication circulated among the Wilkes population as well as prospective students who consider entering the English program. The IQ provides current information about faculty events and students active in the Wilkes’ English program. Creator An entity primarily responsible for making the resource Wilkes University's English Department Publisher An entity responsible for making the resource available English Department Format The file format, physical medium, or dimensions of the resource PDFs Language A language of the resource English Type The nature or genre of the resource Publication Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Inkwell Quarterly, Fall 2022 (Volume 17, Issue 2) Creator An entity primarily responsible for making the resource The English Department Date A point or period of time associated with an event in the lifecycle of the resource Fall 2022 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Publication Rights Information about rights held in and over the resource Wilkes University retains copyright of this publication. https://omeka.wilkes.edu/omeka/files/original/3ed26cb68e8f055eaf0f5e610fb5e582.pdf 5edf0a64ac1f46d336c3244f5d655308 PDF Text Text �■ MRD VD �2 Gr&l P加饵 in _ ； 砂仁2 '3-V.zc Milkes ]P^ogb-<am Wllkr . ( ol)c)!<' <,«•! ('.ipn) h.i. • .ippiilniincnt. <>! ibcrt S '• hm-iiwimhI Pri'ltil.ili "'* ■ii <F II.Kb.ii.i .(•. <ln < < ti>r "nd fiti >i. <4 < mill .clur cullcgc *. "li|iK.ird Bound" ii" < "gmin lipw.inl • h(Kii r Priifi ; h.ifilo a '.IM . <|rvvli>pinK Ihr > ill > >md nmliv.ilioii i： ''f MH »'< Ill < Mr”. M. ■ .Uh-nt, w.i , ” Kinji'.lnn i i I'.r v,|||||. 'Ihf L tu n < < ivrd ;■ H S ..here !.hc onimunilv ■ !' Vel<iprn<,iit/<!i\.i !i f in n li> f. lie l：i <i llK hil.t'i <>l I,bi K.>p|i.i hi'.I to furi' “m”” pfinr priii* I. f.< ihli. !ril .fu'l'nfi nr July 20, 1977 I ry： '■tu4< nt. live tin li c hllrgr ,—.. i .irninj". “，心“g <.ih»r : progi.irn Uic I；'.,!!'： (>.*)• ■ "■ r"1, wb>' li 11>«, nurn m«- srtsion i ci pftM-nrr. r-ix nncii ,>i v->enl .1|||»'11111111<1 ■M• ■ -r . itc ol Penn S'.He Inr.if.ity, •I f Idtlllll <>i v,'iiki Hl I'Uh. ■i yi-.'t Imith'd (i) Iwlp 1 hi".r Uudrntr . iildeil" <i'v th” 11H' ('pw< liouiiii Icil' t.illy und, Upw; ““d Hutii.i! Mi«' r.irt.- <； fl A In l.r>Klf.l> Irurn Mnl< : vilh- M it« < uiid I. ,ii !■ ,■ (,( phi 'ht llrbi l：.>) t'llrt . in llir .irti' ip.iliiij 'J 心 fAipt-n^fice j '.«ur pfi'j r<in '.I.: 11 b.i Ji • • -I ■ llu- '.lud< ：iiaiUi Hi；1, .Hid t n.iii .i lnif. *lnh .>ili i.'I < 1.1. ■ . ■ II.r II.' >1 ' »>■ riii Ibfi'n S»KH fv and *..>•. in .olved wilh )；<>；11 fi vuii'M . >...•» incG^ dz I iHh ' l* “Vvr (he p.r.l'fi ii . h-w ■,\•1 ••f'Mr：.. lutot d “• •< t wd I*r< lul.'k lukik uni-tix t li>r rrum, A. r u Wilfci-'. t>i ti.n l<H UpA.iKj |c( n ,j by th- jr Ih<- rctiitnii't. joining • t .. arc », -t-'ll <j! i if t “ t li t > f\tfr ."E il atquJiB' cm.,uiaj bll.< r . >ilh th" upplicunl JllY 翌.Q.： TIMES-L'fiADER, EVENING、少VS. RECORR. WILKES-B\RRI：. PA.. Il 1 ! I Bound Counselors Learn IFrom Assisting Underprivileged f . 1 ：. ■ . If you came from .i f.irnil v " . , >,i； f. of five sisters and tuo brothers :!hmk H's kilim,： m-?.'' 4. . : she - had the chance lo live h and you y And : 也 re br；ie-.es that 血 ha<i ■ "l!1； a arcuj." sjhI Clure o- ■- when tne'. 沁' that discovwtrd and it th-'l As a counselor fur Upv.ur.1 program .... Bound, "j i-ms go on fivld trips furlf■•- Investif； ite science wasn't ■* such u □ - u bad -J idea. J - □ ii . trip ,primarilv — , nd problems. lepoiited ■--- ；■ -» tc Cm One .such students • -J--• - and high school < cm -lors in the middle of rhe for underprivileged u^_.r. „ ■ 一 f ------- Donahue —…-was deep ':，ljr, . ；1> ；.(|, ：.,： students, Claire personally responsible for eight State :.<te Park , with a compass and ■' ' 1 from t:;e pr-.^nni to d，■ ■ y from home for the ;umTh，： kids in the program h i.e 'AjJer fighL3 u: Jam. and away mcr. would you^elect !o spend ，: -nini<!j' ：ses" in environw. r .. ：二■::二-二 ；：二.二■" they y dump 1;：-- water Jli o1. ：r yoj. 5p。—_ ； 项 ..a................................... month v.'ith 55 high ... school science. you )u项you sayju'Oh ■.•.>•11" and dry :、p students? Someone did just ___________ _ In addition to cbuses, the >cur hair. comms from r. I1 think I h.i. p-：.'., ajis given i^rsue wh*«n '' m:— i big f.imil} hi. ...'• .,-.... -r- ;hr a ne-A ipaper of tr>£； J- to ncre When az：- n a new 收 I I first ■Lj.-! "J. I i* wasn't sure i could handle it. : tualiy. Jliy. I wasn't 5 part reaJy . unpre. and her study the eHect of co/iI h-n co/iI m" mines counseling charges. on -a.i'er. _____ ______and Su ____” Students enrolled in the Up­ Barbara Greenwood ，.—Bound _______ l _____ P-tuluk_____ arcprogram du ■.ctor ward program were se- _________ lected from a large group of and assistant director applicants from Wyoming Vai- tivelv. They lived ley. e UPWARD BOUND GROUP — As a counselor for the ,Vilkes Project Upward Bound. Claire Donahue super- in the Wilkes - dormitories, attended classes dorn and field trips by day and par- girls. In .,ised a group of eightteenage ' ' " the group, outside Pickering Hall on the Wilkes campus, are, sealed on the E.^pated in other activities at r Singley; 5.p.〜， Debby Croop, Robin lary on the rock, ~ ground. Ma! ： standing. Kathy Elliot, Margaret 二iseyj,叫s.Donahue - a month. 1but the program continues for two additional weeks ^earjvjacky Burns, Rena Haas. Terry Eddy. ...ght. The Wilkes phase lasted in the Poconos and Southeast­ ern Pennsylvania. Claire, a Hazleton native who will complete her require­ ments for an English degree m August.; is the daughter of Thomas Donahue. 673 Alter St. The 23-year-old counselor noted- thht her day usually be­ gan afoumf id 8:30 a.tn.and' oiten 」until after midnight. didn*t end "Classes and activities end around 9:30 or 10:30 at night, then we round up the kids and by the time the counselors fin­ ish meeting, it's about 2 a.m. r，- ,pec- But n - what's it like to be in - ■ . : and ho-.v they think. Somctinp s I rall home ter adi.”.'’ Another of Cain?' ; uctr.itt- > to assist 3 quslifp^d m-tru<Mr in cli_> .( h rr.orn- ing. since she holds a b心 b』： in the sport. th*- to kerp in ：5txh *jth rhe girl *. girls, all about 16 years of age. instructions .......... * to "find way your pared forp.irwl the exp-ne:u fi.r the exp-rie:u :itnue ritnue ifenag? She recently completed four oui." Another excursion h.i<l i1 have have tee nag? sijters sijters at * home '■— weeks of"the program, livin? living them traveling to Eckley to So eo I'm us»?d us-?d to high htr：h -sche-il B girls with in ”*r. CiJ-r-： is con- but th-： more I = 1 �Wilkes Holds Prs-CeHege Program Girl FaUs Through Door at College ；girl of face, neck, arms and stomA Wilkes-Barre young_ ________ . 35 upproximalely 125 su- uch. rvctivi.,d U|1K tun ' 1 cluse lacerations she 5U>,tuine(! when she apparently I* tl thruunh a kIJ'、； door emly ,y.\ lr._ -Ijy morning <U Pi< I 'm;; 11.diet WilkesCoIIcrp \ pjia^jwas identified ....... < -• F rederica Het v •. NJ SI., .»■ !utl< 1 th* . jftf under Prujecl y.i'rd 通讪 She ii. '-un- ntly u itiaiif： in the dm mitrin'. rcniiivcd Io Tile pal wr； ri-ni ；;-.cd ::; Gf n.T.a Hibpital in the City ambulant 1-. She was discharged after being treated and sutured. According In police, Leonard Vtkkos, aLffl a student at the < utlfge. claimed the girl had „„water ............... 'thrown on him In .1 halland he started uay u! the dorm ' "said the to run after her. Hi kill attemiited lo push open one (l： a set of double doors. She “ppurently missed th'* frame «ml crashed through the glass pvi tion of the door. Victim sustained lacerations 尝w* OLL;二;; i I-■ • 二-I . ■, 1.Fifteen recent hlch scliool graduates have • been busy this Summer particlpitlng in □ -----■■------- ：---------at Wilkes College called pre>colle20 program tho “Brief".'' ；"-The ."Bridge" Is part of the federallj ：funded Upward Bound program which i .designed to turn high school sch??! studcnt3,*^ith :,'L :.special needs, on lo to learning. learning, ; The students aro are pictured at the UiBcej 'dormitory, from left, first row; rov Boh Hinkin, tufoG, Pat Ney, Adele Shibley, David Kriefier； Tonya Reeves, Andrea Burns, and Tri ns McCloe. . • Secwnd-rowr Bruce' Doucla.%,court” sely 'Harry'Pecha!, Pechal, Debbie Park. Park.Cathj (-一iy Schui ,Rosemary nary Cannella, and Pam . “,n Brown. MisouiFrom the photo were Marta Baker, Jeanette Photo^wcre j: Robak, Billy Whitt, and Lisa . 一L …一.......... 虻 The "Brid*c” ,tudcnt、sot u jump on the r ''i " r by :::Jr ,■ 1 in mathemalict, ------- '一 En English, ff" *- ,nnd" ''' hhtory. "'' 1 ：<h ctudent was required required 'to select * luo ~ enut jf 1 and spentI four " hour、In hours in c]n-.i c ich ..da? over five-v. ' addition, tuo linurt 1 .... week .eck perioc period. In -tuEring wdj available daily. ■' Wllkw faculty member: l;>•! v. 't：i the Summer pn.^ran wi r<- Dr. wire I.. C L k? !(<• Lord, Jack Meyers, Dr. Richard j： 1 Richard Jack Hardie. Tuelve of thf "UiiJ ： ' it： , . will continue their education ut W 11： 1 ：.lr" two other5 are headed for C!：cvn--, .： ” ,， East Stroudsburg State. One stud •■-.* 3 1 i； school senior, who is (sklng advanml course, and will return lo her fin d year nlth six college credits. 7/W/77 Fifty-six participating partidpatir Upward , - Bownd turn students 0On to the six-week Si Summer sAcctnn 二 ~*r *i,v '籍皿 皿 attend classes participating In PretS矽编乎｝be Program is Barbara Grec^膏湾，counselor, as wdl as by Wilkes 尸四 during while \许心加舟牌用留眺心 ds ted b; d facult 副故嚣曹:彝留佥蟹i您踏f?Ss % Sfark也成叫 Xiedzwiecki, and Dave 煽瀚ft聘髦得晋材KR斜器％mki, Lo?i 用*输衅*蜂 g* .gedgrgM rtedvon Uci. i__ < . .Missing 如 photo photo were w-efe -； Frederick Lenny Vekkos, ，counselor'； dbbie V1"' SheRletski, ' "I counse-———advisor. , �Upward Bound Program Barb.jro Greenwood, dlreclor at Wilken , Upward Bound Program, itiG.-yi； ui. an」'.'J'.-in Pretul.^k. Upward Botjnd c<,un-.-.-lar, ar<： Curr<-nJly conducting a rccrultfrK-nJ four of .>r<- > h.yti schools. Upw.ird Elound is .j y.-.ir round, f -J tur. i' a prcrjr.Hn (Jesifjned Io lurn -J jdcnti. L-jih dchtever . on lo hmrninq. Th。high •.5,3 有， *'v<- *,n c»amp'j\ during a ..x “”.‘h wrnrn”r 打:： and .iit .rrf ciaasei and other ,Ltivino, “nil” p-jr llcipalin i in .1 Unlqu-- eciucniional exper ,■-；-.<• Durg th.? school year, the high -ichool sfudenri 3nJ [j.ir.?nts mevt with The Upw.irj B'/jnJ 。:，-■' •' •/r. '. PrctuLik urc viJting will} -area l0：h .in J 11 in gd” studenB ；nd pr•，-rHmrj : '.nd ■ >n-J J Fur ther inforrii.'jicn •». _• .rogrjm may b-- obtained Ihrouqh h< jii school ，：侦unzclor弓 农 T»x； Up.7.1 r ： " '.- iff .7：；l b ■ il f-i!t .t'jr, Ar.- j on October 27 al UPWARD BOUND - Do you enjoy working with ’oung j.^iple? Would, '* you like to do something conetnictive in your span- lizic-.1 If c this type ot you are of person, Upward Bound may have a nich<- f，；r you to fill. Project Upward Bound is a remedial education program that is sponsored by Wilkes College and the Department of Health, Education and Welfare. It ia designed for local high school situdemtH who are disadvantaged for one reason or another; yet, y yet. have the 'l(^e. Because of their circumstances, they potcntial"■for collide. the may be . e of the basic skills necessary deGcieat in gome nccessarj* for success in i: such an imderEai^ng, T, . ' ' Special classes, tutoring sessions and careo* counsding daring the "school —', year and" summer are! just . some of the activities organized to hdp these students make• their dreams of college and a future career a reality. Upward Bound needs people )le to tutor in all high school subjects. subjects, Sessions can be arranged att the volunteer's convaiience, in evenings and after school. Limited white cord hours ore available *for eligible "，students, / *_ j, but but the the program is lurgay largdj- seeing seddng VGluntee' volun代 time. Interested people can contact Boib Greenwvod, director of Upvrard Bound, at the Upward Bound office on the second floor of Ross Hal] [251 South River St.), or call ext. 306. Msnbm of the Upward Bound stall include: Esther Harvey, Mary Lou Krysic [standing 1 and Cori-Edwards. "祠" Ik.-* I I'WUIO BOI ND - B.I! i. ifu <i!' '.■■■ : '；：.L . I the _•■•；■ I 1*1<luLik. Tpwrd L;，.u:：d 皇,.、■ i ■. ：，• “ i，■:. t-ir.d i'lir,: > !■■：■； ‘ M.hools : ', ;j!i i .., ifur .： J' .•: L'pu.jrd B >und i > a ye.it -round, <: swam prEH.im d( u siUfl*,d to turn Muden! >. b<>?h h：Rh and i ■•' ' achm rs, ，, ' i _____ r J j. ■Idl 顼 M - •• -■：；.. : on canipu i !； - .:， ,■•- r ，:',, un:q* eduta'i'-nal experp-nt'* year, the high ''■ _ ：r- sd-c-■:「 二一 。 schoc! atudezls asd : - ■：.' E the ：-：•- Upward : . . . . L -.，- - ：：：：(：: : j-. : P"'--，：：::上：二i I，-： ■- :. ■ ing a slide asd- sound show. Further information atwju? the program may be obtained thrcjgh high school cns~selors. Complete traveling schedule cf '.he Upward Bsnd 'omole staff, Oct. Oct. 220. Lake-Lehman, 8:30; Dallas. 10:30: TunkOcl 21. B.shB ；-： hann<x?k. 1 ]p.m.: O:t. ?s:： Sice Ti<b. Tech. 1 p.m : Cci 25. GAR. 8:40::Wes 12-40. ■ ess, 7r< a*ci-, a 口.： .'•urufiivst, Ch--.. Also. Oct 36. 3k NewtsvE :'：zw-.•斗 Jr. 5 45: Cc：;官E' t. tso. Oct2pm.; G-r. 24 .........i'.r _7. ?,：■< a.m; 、：，v、切"..：p "..H： , - ■- �S'二 COLLEGE DIRECTORS MEET - The dirocturs of Ari 101 programs at institutions of higher educatinn in Northeastern Pennsylvania nu>l recently ut thi* Luzerno County Community College for the purpose of planning and scheduling workshops and conferences for personnel administering tlie program. ParticipalinK in the program were representatives from: College Misericordia, University of Scrantnn, Marywood College, King's College, Mansfield State College, Wilkes College, Lirkuwanna Junior College, and Luzerne County Community College. the nsteps of the LCCC courtyard aiv. Ii om Shown on Ihc left, front row: Sister Ann •DtAaney, RSM, College Misericordia; Barbara Greenwoctfl, Wilkes College; Rosemary Marchese, University of Scranton： Mary Parcmba, Wilkes College： Patrick J. Sant.u ro< e. dirertoi >,! (j;, tion-GO at Luzerne County Community College Second row, Herbert Bickford. Act 101 Ea -terp R< presentntive; Sister Patricia IBM.....Mr. gion Rcpn ' -Burke. ............. Mary Longo, King's Colh . I ___ ^uilegc; wood Colit sell, Miinsfielil State College; Dennis O'N» HE I. .• k.i.-. <r;na Junior College. Ait 101 is administered slalewidt* bv th Bui，m, "I Equal Educational Opportunity of the Pern, yl' 'bi I•!><, " partnu-nt of Education. Conrad Jones 1、the buremli rWr： Tht» ..goal ol Act 1()1 is to help partjcipatinrf*f^t1tujrovide opjwrtunitics for non lradition.il tud<-nt tions pr seekingia college education. �12 CB 迎 Sun峋I 虫iillHin % 27. 1977 Skills, Confidence From Drexel Low Achievers Nudged to College BySAM W. PRESSLEY Of The Bulletin Staff Their grades in school arce imostly fair or poor. Their families' in incomes arc low. For such high school students, colIcec can seem remote. But for some(G0 "undenichleving'' 10th, 11th and 12th grade high school students enrolled. In an Upward Bound program al Drqiicl University, attain^ ing the academic success and money to go on to colJCge . “ „ is no *longer „ an impossibility. About 90 percent of the students who completed the thrce-ycar program have gone bn to college, according to Michael B. Hill, director of Drexel's Upward Bound program. "It's about motivation," Hili said in a recent interview. "We tell our stu­ dents that if they work hard in the pro­ gram to improve their academic skills, their chances of going on to col­ lege increase.'! proAt cdllege selection time, tho p rf^ 。 ____________ ，― the needy _ students its to gram also helps iu apply for scholarships or financial aid, Hill said. ■> Drexel recently received nn initial Upward Bound program at Drtxcl University is ground). Sindcm include (from grant of approximately $96,000, to be . -. (back-Bjuum, Norma Carter and Francine Bejtty. under ..................................... *the direction of Michael Hill renewed annually for three years, to fund Its Upward Bound program.' Currently, Drexel is the only college in Philadeiphia offering the pi which is geared to providing s of low-income and academic deficien­ cies with the help, they need to go on to college. The closest area college with 5 the “,“3, is 2 funded 7 ,„. of a pilot that has been program who!For thw Upward Bound students. ‘UH instruclon and Eg* ;二 ：.i program, which by i the w U.S. Department of Health. Education and ly funded by lhe university 1969, thJt extni " n a mdy Hill. _________ . sinceBl%9, Applica­ rhet of Francine Beatty, 15, a slud■泥 in the Welfare (HEW), is Swarthmore Col- called MAP — —Motivation, Applicaand confi J^ncc-build'i ' . tion, and and Preparation. Preparation. iege, in Delaware County. tion, ingcli- es at Drex !. <…，“z programs 3 Similar at Temple y” ~~ and After this year, he said, the |proDunnR ti- ■ >r. in West Philadfllphij. -j：4 U；。pre­ ---- …*-----•- 二写— ?, rmiy —一 gram 匝 already b?：ped her war: !；. Lincoln universities, for example, ram will mcc accept only 10th grade stu- the students , hour sessions after school at the un!- succeed. weren't funded this academic year, dents. — ■"---' help and 3, 3 35 。，funds 33,3 3"Wo realize that some students have varsity. In the summer, they will live due ,(ov “““ limited federal for Hie “ nar'ish I r?eded to 一 to " 一do …be?rer ta tional program, and alscf because the the potential to hccc局 in high school in campus dermitohes f~r rix r cc IIppp. " w !d Hill. • • hut Http hr^rs cf said Hill, "but due tn to to attCTci attend cix six hours of class da:lv daily tn Efl school,said M.：. Beatty, wbo college.' and co schools'，— proposals were •'inadequate,” 0 nncl Jefferscn n. Me: and pocr pre^rs- <uch basics as raathematics, sciencs, tha 57OT blra:k of motix said a HEW official in the Philadel­ lack of motivation „e„o__________ ____ Hiiladelphia. *'I can't want ths ■szt.i , lion, lhe students nc«I thsc ssnscCung ianguzge arts ard English. phia office. Ths T free " .program also ' provides for Spass rrsby." Hill said Drexel's program grew out ewra to achieve anderaic nfcce?s." �TU顷)AY, JANI AHY 3. 1 惴 i Jean Marie Narcum Finds Working With Young People Rewarding lixpern rience Iran Mur n 1 Niffrum i. .« rr Ifradujlr* *ho think, th. r. ts twirn to Hlr Ih.in m.iking .i h.t < ! mot：- v .Junu.ir'v Term Die tor of tin Wilk< . (<4h pro|ri I Bound, -.hf cunt •■ntr. ■Ipmg voung peoph、 I'px.ird Hound i f'un'l k-dtT.ill\ fu*'【pcitrani <b i.- '<!' in br a Unu|u>' fxperi«*n<r for (]ualifio<i high ,< •chorilil Mudmiv Mudfnl 'AV.irkinj： 5h in;：• ;3r• vpry rfurdiM With tn” ”，d <f Ltudr nni 、,N.trcum If' to tw- '"fli .nth dm、in Jan , from tN? ynungst(*r. grt .m. miih u-.ua! r«.viinK. w« and -tudy •kills .it it l'p ward Bound. Th” «',urh*-. in bt taught arc topic i the r > .!>•(! Some tnurs1'-, .mRicrl^rn d.inclnu. kdlhrr rr<rft.'. poetry, hiw ti> Ui quit smokin.*.. '.mokin.t. k «r ale. 1 ...,. For more than two working b-.m Narcum lu> hbeen•.=* ：：：：-, uiL>> "，un[ -.plf Tn“ dau►:hier <>t Mrs. Charddl Narcum. Forty Fcrt. ' he■ grJduu!' rl fr“m pr-fl ~ " ； with ■' degrees in King-?. Colh' >d criminal' ju. social wirk tice. She ( ouns>4-I> d .•!< drug iddlrU, . I < released frorti institution-, and ......... . counuelor hospitals. The .<:helped :，…： set up the Cabrim '* •> .... : Wilk<-. Colli'i，!.- s Upv/.ir<! H<-un4 l iiiuarv Term r)ir. a >r. h-m in*N trcum b>Gks over Ihn course '1 ' 1 Koch( r ind Lori Mulhern ;rnup Ml/ lor juvrnik of • ntirth rrlcn/d from iniUlu Th” KE；：r. prudu i1'- > i > ■ d t>dditi<(n^l •.•xp*,ri«-n«. c by wotk * Liu> rr- ( nun'\ m- t s!h v<,jn^ po p: ■ :rd «h- ；r [• <：, nt . pnividin^ guidance and mfor nwtinn ermernung pniprr '：< x rdu： >!i<jn urii pr，，h”nr, “dolrM rnt (ucount'T. in > ，EEAt I l<>r. .tl /i »,about i •:nn-. cor.( rrninj; ., "W* ha cum •Ktmh— 1 trip " In nrdrr s her Btud*ut«, thr run* thr** I-■ <! upward fundwi prq uniqu** rdu qu.)lif»ed biKh �A <• lit |.hif riot, Miin^ »p ft it IM i''' Th八 Don I Make Hrllrr 6/vn/rs. ^iml\ M a rd nouiKi in V.'A'.IIIN(< ION (AP) <ow mu lliph 1.( h< >I|| '.IIKlrilt hil'h i.< li<"il '.iu<l< nl . •'Im vim Hit l< >1 > l| III till l« ll* I .ll I f|l|i*'ill ' 11 mlllioii I IpWiH'l I'otitld |»> )tiol |f 1 b< llvr pi "l<1, bill llUlx t >>( Um'Iii，ii|<ml < < rut sludy f liow Ihr i<|»iit l)l>H t liu iirtl hy the U'， lil(c id I <llll alhiii (dIIikI ihr I ip .ti<l HoihkI p«vll< I|><ii)I'i hud |lil| iI|-Ili< h i llK Mlli'lliil i c LithHl1* Ihan li (Ill'll Un li lf.li ' i IiudI ilvtiPilfUlh". I lit V .il Ji <1 <, IIKHr ili'.|O uni led in ( ollvfv' I Kill I |>l Ohh'IH'i MH II |)m>r lii| li ograni (>O Oil tOS(||(l\ Aboui fi | • -..itii i： • i.'ii | I'.irP-oii r -' ：.< IkhiI. h'l1 ■.vur«l •-iH', <i! Il'<' i . i 「" Nl AMI Y U '• I： 6 - iV? WilMs - a Ar -- SVVtiAV FA.. A« ••• z: H ts 3 Students Take Part in Wilkes* Upward Bound Program -- -_■ .Swdcru pan旧jwg ia i&5 WLkrs r.w；u;.-J。二M V. .... t l ::-:-•-- --- -上S* E1 〜raw, 、「G〈浮氏忌玉艾： 状淫盐唯与盐芸n二七二援二 RiaU: aad Ria HsKskJ. Sensed S^jeed raw: Ete^ Bbm^ je^r <ac»e：.— EUe ；-：=3ci �iiLtcn^ gm ；Summer Jobs A vailable In Project 凰邵鼬施囱 If you are iniiierested in help.“ <5 others,such workii Ing ""uch as working with high school students, and like to make some rnonwould likt ey while having fun, then Project Upward Bound mlay have the perfect summer job for you. T,------- ： Bound is a program 'Upward I lomores, school sophr for nigh sc... jand sd seniors which ----- juniors, provides academic and moti­ vational counseling. couusi；”。 ~During "the 3 summer 60 high >nts will come on school students ' g jn campus and 1live in Pickering Hall. During the mornings "ill work worn and ； participate they will participt in suchi group activitiess as rball drama, karate, and vollejrL 一e afand tennis clinics. 一 In the ternoons they 二 will 2"take :二--four — — hours rsofhigh of high school sch------level ---------clas­ ses in subjects like reading, 'and science. In the evmath, i ___ the students wilbp^rti* enings cipate in recreational and cultural events such as concerts, poetry readings and the Also, senior* seniors and certain — gifted juniorss are allowed to enter the "Bridt -5 me 4ji *dge Program" if space . permits. This program a --- -i.tsstudents “m allows to take college level wilegc ' 'courses ffor cred­ it. Taken at Wilkes, these credits may be.transferred to other insitutions. There will *" 1be a cone-week trip at the end1 of the summer to either Washing ■ Ington --------------、or southeastern Pennsylvania. ■ylvanir Full-time summer jobs available to Wilkes students include sum m er tutor-counse­ lors and a night supervisor. The tutor-counselors will live in the dorni dormss with the :students ' and id counsel, supervi supervise, and tutor. They will also * o conduct morning group activities when their special talents permi.. lit. Counselors receive free room and board along with a salary. The night supervisor supci .does not have to live ir in, but must be at least 21 “years old, and preferably over 27. Hours are 11 p.m. to 7 a.m. — — _jjobs ——— Several1 par. part-time are— also avail-**'ilable. They include recreation aide, tutor,> photography assistant, ai -nd a nurse, who may be a 二二 nursing student. The jobs---- --availabk ------her through white car< -ird oor regular payroll. . Students may also earn < credits for their work by■ participating 'in.'tHd, :co-op proThose；'' interested gram. Those; should contact' Mr. Koester at the Co-op office. All.students - — interested *■ in workiicing 。... in Project , Upward 一 ° should -»j see Barb Bound Greenwood in FRoss Hall on South River St. t., or call at 824-4651, X 382. Louis Czachor N。皿 HifwtoT at Bound "I like working with young peoProject Upward Bound is » pie. If I could, I'd like tp> :serve ------ more students and makd thj community federally funded remedial a..u motivational program for the better aware of the:serv ■?rvices disadvantaged school high more kids could benefit,'* This students. It provides once a week .what Anne Graham 'had to s< remedial evening instruction, tutor...i ■一-asked 二二 J _____; her newl when about mg, experiences in decision makpointed position as director in i the ing, counseling, and career and col­ Upward Bound project. legeexposure. t Graham has been associated with Anyone interested in volunteerthe"■* project u-w years , J for one and a- half —tfor_ the program may get' in i coning before ____ the director's 咛 position — last1 —». According to tact with Mrs. Graham on the se— her,°>e " new responsibilities she cond floor of Ross Hall or call 8244651 extension 382. with 1 encounter will be a challenge. Mike Tobias CITIZENS' VOICE, WILKES-BARRE, PA., THURSDAY, MAY 气］979 _2】 The College Page Anne Aimetti Graham will become director of Wilkes kes College's Upward Uoward Bound Program on June " ■ S. Capin, ~ ~ * 1 according to Robert Wilkes College president. Ms. Graham succeeds Barbara Greenwood v. ho has served as director of the program since July 1977. Upward Bound is a year-round, federal- Wilkes ly funded program, designed to turn high school students on to learning. " The students live on campus during a sixweek summer session and attend classes and other activities while participating. in a unique educational experience. During the academic year, the students and their parents meet with ''s of the Upward Bound staff on a regular .. Graham, a native of Berwick, obtained r bachelor's and master's degrees in English Education at Wilkes College. She has served as a part-time oart-time Language and Literature Department faculty member, and was responsible for freshman composition and assisting in the reading laboratory, """ While an undergraduate at the College, Ms. Gr.aham was editor of the Wilkes College literary magazine "Manuscript," and was selected to “Who's Who in American Colleges and Universities.'' She ~ hast Jpublished * *' * ' several poems in the "English Joucri^l." nlalaiaMiilDltilai ▲ 3 4NNE GRAHAM and BARBARA GREENWOOD N 虹 ' 冬：A A n ? p e Y_______________ Hill由血□心亚四训匝阻 ��7独旎知如翊祯§郁 柚『（LJpwo『H旧啊电 Upward Bound 4-H ers Take Part in Consumer Bowl summer session. The Upward Upward Bound 4-H ers Bound 4-H Consumer Bowl Upward recenllv spent a week study­ participants enjoyed the 4-H ing how, to be a Smart Coa-Penny >enn? Wise" Wise*'project. project. ............ At the end of the week Other 4-H'ers participating the group participated in a L ：「、- ------ 1 Con- gram - -----------------------------f chat Linda Sue Evans. An； drea Flippines. Gayl Harmon.： ? :Carol Kopec. Mark Mutter,: Scott Olex. Yvonne: Brothers." included: Doug ; Witkowski. Lynda Zajac-) Hoyle. Bill Burrell, Dave ' : Parente and Jesse Evans. zzkou ski and Dean Harmon 4-H is administered by The ■ Using “buzzer boards'' to recognize the team who 】Pennsylvania State Universi­ buzzes in first, team members 1ty Cooperative Extension Ser­ of Luzerne County. Cour­ answered questions in the con- vice * $un?er area. “Areas focused ：thouse Annex. 5 Water Street, Wilkes-Barre. oa included： Bank accounts,' television school and college bowls. -The Consumer Bowl winning team, “The Doobie financing, budgeting, how to decide what to buy and credit card wisdom," remarked Hol­ ly L. Ostlund. Extension Agent —Urban Youth. Ttie Upward Bound pro­ gram st Wilkes CoDege is design^ to turn area high school students on to learning. These students are par-Uc切 ating in the 1973 six week ； Seven local high ochool students have been selected as permanent members of Wilkes College's Upward Bound Pro« gram, according to Ajwe Graham, Up­ ward Bound Director. During the summer, the students :parDurii ticipatcd .** in w^*ww**»* special •remedial ~-—二 - and motivational tiHh二二—1 programs 叱-了二二 for M high school - Their _ sptance as students. acceptance nsperma。小 „„ based on academic nent Eiembors was buocu mm uvuuk diligence and extra-curricular par* ; ticipation displayed during the term. Upward ------Bound -------------is _ a year-round vear-ro federally illy funded program designed designee to students on to learning. The students ' " live on campus durinr during a ~ six' •3 session and c*kvcuu att ttend week isummer and other activities while parclasseai — 'r _________ ini a unique '与____________ educational ' exticipating h.zxq tn0 penence. During tne regular :school id their year, the high school students anc parents m wtho ..w Upward staff on a regular basis. ~=-了 During October c and'I November t iro^ram 5will recruitt80 area «„一 high schc 一r--------------lomoros and ----- L二上 iuniort ra. Furth details mav be3 obtained ' ■arned by bj contacti the Upward Bou )und Office, Roos Hall, WUkea College., ShOWn QJT6 tho tku permament ^rv<uauxuouk U1Vlll Wm of the "Wilkoa Upr Upward，。 Bound' Program. First row, from left: Carol Coughlin; Karen Balberchalc, O'Reilly： L_. Dnrlona Caruso, M Valley _____ “ West; -. Victor TT_irmon, Lehman. Second..~+ row. from * ' ............—〜 Seco Graham, Upward Bound Jean .Narcum, KT--------------program caunseii JesseEvann, ______ ___________ TunKhannock; jock; and Mt ms …、皿 -Mutter, Bishop Hobi .Miqeir 。fphoto , . Tai Tau Fguyen, ' Hoban. left: Viclalunnn; S find r，3 .... ；. 吁气此 zabout ，-z °« "'"Mil 1h. :希 <»dtrally fundvrf.也**升 pr, .-.T in-. •南 ，峪y n> tn ,<nn ? N»y...................... finuvi-r rvr>»ne Witlnn'.>ki, llolinn； BHlb-rchak, joh|............ 'Ijirnon. and1 |IU*>| 1> V(i I n h： { 'h«'ry] r<- alM **0 0(|« red ，，v, ry顿 ssttoa. NdnVy tuifjr/coun '■ >kirr： ? -_n thv 1..,— ^ouu'. loc lulor/« m.l _ IM ( arol 匕 Kop<c. L.f …*"»；； I^iUKhlin 'rojjram 勺 心 junt.------- ---Kurpn L L ay> ：'*>. Northv.! Nonhwt bl P wut^Mie t 膈 ' hum」g CoUeu Anu, f nt«l €»ur«-« — »•—，；A H I曲(1住 Tsrihwsq MtJ.ovrj-,, __虹制 "萨:做 ""TV , ■, in o r<• ij x . Ilobiin； lh*nn -----------------------larnnn. WesL Ar«-u； |IClaino ....... v“,Te. li;： Bill Biin. Side Vo-Tcch Butr<dl, ll. KniMialiill. ■ P"即y B：iI1；ih； Chris WillimiiH. 。""叫讨山’G. il：： juh ； Bi^iliop Ilohan; Sn>l()】rx, G. a — ..n. J 111)|' G.A.ir 1C"urhlin; Mcyern; 一…，-…， Darrell .lolnihon. 膈Bishnp (i.A.H. " ： Diive Paranlo. Pit； Hoban |V; 湍:常；, Z 叩"1t Jm Lyticda Zniuc "' *;Vi>'la " 】；’ (in'g SwiiTivrk, h°P “JI" Hihh ，,hop lloljun, D rli m.'•八 f.P 顷;tutor/. . . ..................Cl .............. •/counselor: u nth1 D.irliml)arli-nc '、 Wyoming Liimon-iix. Ilunovcr: J",e V -.11.,,. Caruso, W.VQrniiig Valley H|(j,.cb u^r' l：ti ['"Lrichi … ............ '' . Putriciu Hi顿％ M , *»nop llnbiiri； j(m. Evubh, 'runkhunnQck; K<»lunki<>wicz, J'ilt SI 0II 渺冲.B)-I 思俄蜘戒悦陈膘漓; Ari'ii; -Inn Yohtriiin. I'iil，................. 、l”n Ami , .........； Gcni„....' .… ' elor; Tan Nguyen,.Bishop Hobnn. Bisl 炊曹*耽;n・礴'忡祁林 ��Wilkes Upward Bound Staff Attending Training Sessions The entire staff of Wilkes formation systems, and College Project Upward diagnostic techniques. Bound will be actively involv- Jean Narcum, program ed in professional develop- counselor, and Susan Donio, ment during i'is，the 由e spring program prograin assistant, aSaisiuni, wilftrain wiii irain semester. The U.S. V ---------"* *'the ■ •• • 以 of Colorado Depart- at University ment of Education stion is con- session on the counseling in in-­ ducting three training ses- strudion of minority and sions r. 一~ in leadership,manageother disadvantaged students. ment, counseling„ andi instruc- New curricula in delivery tion. The session will train systems, teaching techniques personnel in education who and student self concept and work v 1,*' disadvantaged J:~—1—」二三 一----------*' * *to- •-be with motivation are subjects youth. covered during this session. Anne Graham, director will Project Upward Bound is a attend the leadership session federally funded program to make it possible sponsored by Marquette designed financially eligible University and held in for Washington, D.C. Training students to attend remedial classes and participate in a will cover evaluation, educa­ six-week summer program of tional opportunity programs, classes and activities on cam­ and budgeting decisions. pus. Jackie Boyle, assistant Through the program, director, will participate in students improve in high the Atlanta University spon- school performance and sored project management become better prepared to and evaluation session in seek and achieve higher Hartford. Conn. This session education. will train supervisors in More information may be jement * theories and obtained by calling Ann manager practice. ue, management in- Graham at Wilkes College, >aG Jal ySC Job Opportunity Seminar . ,^outh Services Commission Luzerne and , 直 … ^uimaiiooiuii of ui uu4ciiie <iiiu Wyoming ivyuining counties cuunnes sponsored sponsored a job 何portunity panel with high school guidance counselors at Gies Lecture Hall frothy Dickson Darle Center at Wilkes WUkesCoilege^ the Porothy College. ，，0 *U* Panel represents agencies such as the Job Corps, Job Services (BES), Youth Employment Services. Services.((YES), YES), Project Upward Bound, and Luzerne County Human nacnqrces Development DevelopmentDepartment 。专室，…—sea Resources (CETA).、 Purpose lhAiieeting was to inform the area「high school guidance c ..一一 counselor the non-college bound “high school gws.au senior. Also, to ------------------------------vbvwvu„u 中 ovuuv. inforn^, - 一 」sac' several projects which may help to土 increase student's cess higher CUUUtlllUIJ. education. ------to V IllgilCl .-KT Panel members shown, from left: David Yonki, Youth Employment Ser心:一，一a Job job Corp?- jJean ean Narvicf Debbie Petei-son and Mary Ann Bulosky, Buloskj Keystone ce?7:Bebble Nar■-?! jmr^pward Bound: Barb Dillman. Educational Opportunity Jpportunity Center - W 2也七八；r hs" naval history and tradition.0 iFor example, …叶，— . the rpresent ship's The Constitution, well-known as wheel is a replica of that taken from "Old Ironsides, . •*Old Ironsides,"1 is open to the 山 比。 © British 一 ship Java after the public from 9:30 a.m. to 3尸0, p.m. American ship defeated the daily throughout the year. Between Britisher, but had its own wheel 4,000 and 7,000 peoplea day visit the hashed iri^he battle. <-x；r» ♦knfr -一 steam 〜 historic ship that hoc has honnmo become a3 nart part a* when began replacing cni] sail after the Civil Wan USS Constitution of America's heritage. 十 launched as the USS was used as a U.S. Naval Academy Although Constitution and carrying that name training ship … for several .years.5. It • j ，-♦*4/^1 *1 “Old. Iro?-servedras a~ barracks ell ship in today, 了its nick-name, sides," was actually the frigate's Bosttm stilHater in itscareer. blUCb, name for a few years. It carThe n s t of the ship*s former caplegal 〜 •. j . . "s «■». — -<• . legal 1 ried that name from 1917 to 1925 tains includes names that will live there'ls a U.S. Navy when the name "Constitution" was long as» tucic 打二 9.£. like Stephen Decatur,- Edassigned to a battle cruiser that was names li**w under construction but never com­ ward Preble, Isaac Hull and George pleted. . 、， Dewey. =. 一，一 ；„ 1-70*7 It is that history and tradition that Launched from Boston in 1797, USS Constitution was one of six is represented by USS Constitution, frigates authorized by Congress to a symbol of America. rebuff the attacks on American mer­ chantmen by the Barbary pirates of ZdVj Africa. Th — ship wrac North The v/as dpCliPHRti designed to " be “ pov/erful enough defeat k ”5 乙：---二.二to 土 "二 enemy ships of the same size and fast enough to outrun a stronger op­ ponent. …，. r Under full sail, USS Constitution carried nearly an acre of canvas. In more than 40 encounters, the Constitution never lost a battle and never suffered major damage.,, During the War of 1812, Constitin tion earned its nickname of "Old ，5eIronsides.1 * In fact, more peopl lan recognize the ship by that title tha by its commissioned name. The Th nickname v;as earned, legend had it, during the baltle with HMS Guer, -- The -- Britishers —•— — csorj fire riere. cannon Hre uie snip will weather evenly. I 蜿 0 seemed to bounce off Constitution^ tough oak hull, and a sailor aboard the frigate shouted, nHuzza! Her si独丽痴 J �Upward Bound Post Filled Marg'iret Barnes Esopi, a Graham, director; Jean 时邱 gradu商' of Pennsylvania cum, counselor; and Katie State t. niversily, has 专n Witkowski, secretary*1"' named curriculum codrdinatoj for the Wilkes College Upward Bound Program. The program, a federal program for high school students who want to go on to college, was * mded recently (or the acad( hie year 1980-81. In the grant award j the part time position of curriculum coor­ dinator was created by the Office of Education. The program offers classes, tutoring, counseling and travel Ms. Esopi will join other staff members: Anne 笛K理鹭踌福睥 ipwai involved in community Pse Ulises ( sniE reEy reprsenUh 语—ta ______ e l由.As serve is^to the main — g 32d and CDordinale extra-cumoilar Cities fcr te 受vHy 血心s Eved 通 陌 progrm .... Board is a program aeagnea q r^vidg &生e area high sch'Xl sad&is vjh a c^£ge 骂 . .^cEFwhidi raised over §100 for this fund. Members of the Student Government BrosS. Sue Wozniak, treasurer; l. niMlfr^ Judv ZaireUa. secretary;—E ToiV D哽也 viGp心ent; Jim Dou] Doughe中， Doug ― - 一一 ^AsntTamara Solt i虾； 」；；联咖 . a fnergrr.g 国 bi^h -——— Bogusil: Ms. Margie Esopi, program 一 *Jt2e* Yurch^ and Peggy ，二 ~二 Its 丈gevsme^i serves t: to =) help ordhator;)二 .:一^二 二 (feve^> leadership ~J ensi'Urage Miey. bri Ir^iruclltn durir 呼-the c J«cHe Bbyit held In various U.S. 如<7 / /冲 5。jldn rtarcum SeZoru Will be federally fundic 片d program designed for btudenU Io Improve hlg„ >gn school performance. mol perfc �25 1 c=-zens- vo-ce- w=kes.Barre, Pa Wednesday- June - Wilkes College Upward Bound Program celebrated its 20th year of providing area high school stu­ dents v/ith college lege prepara preparatory skills at itss recent graduation ceremonies for the Class of 1987, ward Bound at Wilkes College." ..… 3“ege.' ■ 'A. ~Graham, "director of…th( Anne Wilkes program, offered welcomIng remarks. Academic coordinalor Linda Scappatlnl recog­ nized the program's faculty and science teacher Sharon Sklancy The ceremonies featured "A presented the message from the ,Tribute to Twenty Years of Up- faculty. Other speakers included Angela Mazalaika, president of Upward Bound student govem------ c—n 二・_j, re_ ment, Christopher Zukoski, *turning “一!" 1986 "Upward1 Bound -grad­ uate, and Thomas J. Thomas, pro­ gram counselor. Members of the 1987 vui iiuss, Class, urbi first row, from left, are Julie Foimar, Folmar, Angela Scocozzo, Brette Hedrick, Becky Jenkins, Ann Nguyen, Anne Donna Scull, Cathy Troy, Marti Kilyanek, Kathy " J Sandra 。-一一 Brogan and Kim Goyne. ithy Gaydos, Groszewski, 一…，Maria M. Baranowski, Lisa Thomas and Elaine Altoe. Third row: Maria Pizzella, Jen­ nifer Gruenloh. Matt Hanlon. Mary Second row: Lisa Alaimo, John Ann Bobkowski, Dawn Miklich, Weida, John Mager, Lori Kochan- Danny Kreitzer, Ron Cupil, Karen ski, Michele Kondracki, Jo Marie Liebman, Joseph Zukoski, Kathy Mithelavagc, Debbie Paltrineri, Wiernusz, Angie Mazaika, 7.1987 Wilkes Upward IBotmd Program notes 20th yeesr �E - o TRIO Projects gt3 Will — 'vania Wilkes. 岐r Educaopportunity s D1Sa(L prwpet. -txai 广E・1 pgr �Sunbanffbam 11A an 界 Narcum, arcum, progruni program cuuugu*, counselor; Miss Nay, Shown are, from left, Margie Esopi, curriculum gram; Jean diredcr for the Wilkes College Upward Bound Pro- and Anne Graham, director of Upward Bound. IBl2iini(n)v®iF Airesi sttundlcffii'tt siWsehcHs 蜀die皿值鼬11 Clh能顶。⑪皿i 9 HANOVER TWP. - The Wilkes College Project Upward 2 “二 ^..zored B«jund sponsored Madelyn Nay of Askam recently to the annual "^reJdential Classroom for-Young Americans" in Washington, D.C. Mi：； Nay, daughter of Marty and, Patricia Demko, 血 and a senior was at Hanover Area High School, A： among;434 Gtudenk. from across )untry chosen to participate the cot in the 1Presidential Classroom Program. Miss Nay wag tjelected after her essay on the topic, r... "Why …，， I Want to .CA ：i- oom, (>rirn. '* Attend Presidential Classi judged the v. inner by Rep. Kevin Blaum of WilkesBarre. the . week-long Throughout event. Miss Nay and other " students ' '一 met with top spoljkesmen in federal government who lectured --------- on various branches of government and current issues. 。 Students met with congressmen and senators, and then were given juestion them. the opportunity to question them； Periods also rci luuo were — oO arranged "for open ditzufisions discussions and debates in «nen which :;students tudents could express 0" opin—■叫砒 J}-. ions on numerous controversial sues. Jn addition to t visiting v/ith governnient “Ides, the udxt group of macc in students toured historical sites in Washington. The Presidential Classroom, which.has been in existence since 1968, is designed to inform stuu- 7—cesses and dents about, *the functions of government. ore chosen from The speakers s various branches in order to pre^ from as many sent the2 government o— differentt angles,as angles-as possible. Each ycar students are selected from across the county to attend this special program in governfnoBrnmentt study. Wilkes College Project has sponsored a Upward Bound Doi student for the past four years. �爹一Section One Q<und&y, Indepehdegt. Wilkes Program Twenty-four area high school seniors .• graduated from the Wilkes CoIIlege l Project "、Bound after completing studies under unc. the program. . K si-uuies aduatio% address was delivered by James ■r c 信 Graduation Calderone, Supervisor of the (>〜〜 ，，，；♦.：Service Community --------- E'------------- .inn .-Department of Luzeme/Wyomin 厂诺Ml H*. ；kh r Center. .Project Upward Bound a federally funded educa­ . tional program, which te ready prospective col.lege students for life z .. Included in the list of graduates are, (from 1. !. to rj. r.). first row, Anne A. Graham, Director of Wilkes College 〜" TT WELKES-BARRE — —Thirtyirtysix students are participating this summer aer in Upward Bound, a « «•■«program £ at......... Wilkes College ~ designed . to provide them with instruction in preparation for their junior and senior years in high school. Using the Wilkes residence '' halls, the students live on campus during the week while they attend the special schedule of activities. Mondays through Thursdays each week, students attend three acade­ mic classes in the mornings where teachers provide instruction in mathematics, the sciences and ver­ bal skills. The math and science courses are taught to introduce students to the higher level of math or science tnat they 'iey will be taking this fall in high school. :hool. The verbal classes concentrate on sharpening the students' read­ ing and writing skills. students Follownng classes. Following classes, ---------attend study labs where they receive assign-­ tutoring in any of their assign ments. In the afternoon, they have the opportunity to explore their career volunteer interests by doing voli ------- work with organizations such as LUZARC, ±z Oslerhout Library, and WCLH Radio, or they can enroll in scheduled "special interest" class­ es. .„ .. -1 Bound is ner. ,• Upward This sumniJ also hosting 14 L ,■Bridge"'students "Bridge ” on the ' Wilkes campus,: students are £ iduates of Upward ull be continuing their Bound who wil fall. These stueducation „» in the I taking college dents are currently c—. ving^ college credit, wur^."receiving and preparing themselves for their freshmen year. _ l.t 理籍娑蛆哄您。， K，Janice ------ nPrado, -ado, Nancy Moore. Roberta ell，Eileen SuchoakL\and Charlotte Stanski. In th。00cond'rrow are (from、1哄). 1O.M,James 。 Calderone, Director of the3 Community SServices — — Center of Mental Health. Chris Chokola, TaiTan .«,uf ,、卜jyen, ~ . Tai Hoy •■— TDoug '…Hoyle. Mau Boatman, Mark Salman,]Harry Dewey, ---- ,Donna Chajko, Karyn Moore, Kevin u.u Pesotine, Thorne, Margie D. j.—皿 CoorCurriculum cdinator for Wilkes Upward Bound, and Jcaa Narcum, (Couaselor for Wilkes Upward Bound. Weaving instructor Nancy Baird, left, helps Valerie Wilhs. ��-—^7： 厂匚 lkes-barre. pa .thursd.e febrwe g ” Wilkes Upward and Outward Bound Participates in 'Pro衫顷 Ap以"' 普W工J™?畋也y炒 wppkpnrt h，rMrncnnM 6宅颇状,uk pdrucipanis Guides Guides led led them them to to an an enen•etTh be 曾件.wheth®r to conllnue trance of a series of caves. In.,e many things, but the hike immediately, or 心■■ or rest rest structed on g the ..<•» use n ofr cave definitely a ------holiday, and and lime hike UllUUgU through ulhe woods at •anterns they'd given, the ,,.. / not _ J-八 “ g auu definitely not a mmiEwent camping trip, night. When the p n av函 --sun v,f group stayed close together it wac ；noo t was work, grueling work work, down, the 二二 decision was made 'e The instructors explained ot mental, physical (or them. They hiked night-^ th lots of ;how the caves were formed, id emotional stress. By Jy the first, with no light and finally, how stalactites and stalgmkcs time they returned to Front the ... wu” came" uul moon Prnnt g EM out,,少-咕 giving were created and how many Royal, after being exhausted some visibility. "All you could millions of years the whole Hungary... hungary ,.. wonderful." wonderful.' hear iUUCa3 loU n, "But," said hearas aswe wefollov.'od followedeach eachether other Hprocess took, Jean, S> 严?气 Steve, Anne and the "woods— was,,'watch _ through ”二。d~"~ '二二:二二 Jean, "no one 5.0I ，ex 1ilalncd " * about * * expla.... stories 二 to 笠二己 that Tock ； I'there's had* Marie had various z^zrizz mxu FiC >>ad 二 票二二'二 二a Iree 二二 the bats'\Ve WLs lad topi practically "" tell about the trip as they sat across the path,。'watch out* crawl through some ime of the reminiscing at Ross Hal! and a lot of 'what is that openings into the series of recently. Steve said, "The pre­ sounds?'" said Marie. caves, until we found a room testing „ wasn't as bad as the The main event one day big enough for all of us. When choosing of food we wanted to was caving. This experience we got into the large cave, we take. were told to select for most of the“group, seemed could see bats hanging all from a general supply, to reinforce team spirit and over. They were sleeping," '1, "When our whatever food we felt we need- the feeling of comradery. Steve ed. But, whatever we chose had to bei icarried on our backs. It really kept you from dining After much elegantly."" discussion and a lot of fun, the choice consisted mostly of peanut butter, jelly, soup, ‘ and (would powdered drinks you believe?) soysauce, ! The area's participants shared the burden and took it all in stride, because the next thing on the agenda was to hike to the campsite. By this time, it was nearly dark, and The small group piled into since they received the letter theylookedfowardtothecomthe car on a cold moming last of acceptance. Paticipants (or( of conversation and a )fire. Not a chance! November and headed South were told they would be spenon a trip _.r which would take 3 “ e had our first test on ― ding three nights and four them to,^ie = Blue Ridge Moun- J days ,二了二 ：“二二 Hys in the rough country in group problem-solving techni­ Ilins in Virdinin Tha tains in Virginia. The four- Virginia, testing themselves ques," ques； said Anne.11 We had to f —J-'— of :: three on on survival survival skills and and learning learning get al! 10 people on a small 问 m巳 consisting — ea then had to — ecu ua.v 曲dents and one 5y ；s survival counselor techniques. ^They a4 square “.aft" r. and-frem lhe Wilkes College Up­ were to report to Front Royal, determine how we would cross 叮ni Bound Program, were located on the foothills of the 奇t” using three planks and ,vo boards. the select few invited rugged mountain range, two boards. When When we finaUy Ma =*wCpate tiepate in the popiuar popluar where they would meet other returned to camp we had to )】ecl Apollo," an Outward students and group leaders. put up tarps and cook supper. It was close Bead Program for Upward ciug to 3 1:30 ua.m. --------- when . They knew the whole con­ t finally bedded down m in Raiders from across the na^二；221 … was the：program cept of 上 一 they cold 18 degree Virginia Uon *t^vard 十 teaching the < geared Students 'eather. . Stephen1 methods of stress man- weather. (芝由5cz, Anre Simonson Early the next moming, me W Mar?腻辎严繇 agements through ^group Jacked throueh through back-packed and initiative and that it was going group learning 匕手如 learning •howv to 迥or Jean Narcum were »0 间 rouEh-eoing. But the woods, 田料participate as part guidesi explained that 1( wo .. woke the bats, they would lie confused and fly inii pair panic, and ..I IUI(1 probably,. cllluTbc:hurl or kill * thing 哽— ，… A funny happened. everyone was so concernril about the .he bats being belnu injured thatwe forgot ______________ about our (eart. of them." Once settled In the cave everyone turned ont the llght'i ' , very - reluctantly. ' ' *• ' they carried The silence and lhe dark were absolute. Acconllnj; to Jean, "you kept reaching out to of so, touch a sleeve or meone next to ; n,.i just to be sure you weren' alone in thnt darkness." "I nucs：; w(* were really starting to depend on , (See 'Project Apollo,* page 33) "Oops" Easy Does It -.-ears ago to assist and 任裁孝 high school S go on to college *农s program, under r-'：. dmWtup of Anne in Ross uiai "■ . when they reached beautiful, beaut fid.哩 Back spirits when said Jean. Bag joy able,' lesunauon. " 理 '如 ime heavier by the their destination. “3 asm !ong “It 牝 “ - D until we 嗽螺昨 looked 霹HE ''蜷［晶揽a延呸驾 w蜘, -- -------■ stopped calling Il it oul," said Jean. cample. At one started almost immediately, in...------ .all their gear into loaded and we were pre-tesied to find iTM v y •硕* ard— uxruuu bound ua* jgl Uvr* ----ex- uui out just for seven mi：二 hr _?L • ，，.，，、： •• .> ,t .■: i. .r.'. 1 *> -Li-! occasion after s*.-On another be®3 t— . . . _______ __ I c L.! " she Awarded CertificatesoWhievement af aehietemtnl - -Hleni * d呻0%•心州 ___ i,., A Sim 何Mnae Cheikie«jcz, Anne _ and 、ar<uni couil^lnr 投；My 加七印号 �(CoMiEMd from Page”) and trust each other." stated. L ,, As thev sat in the aarx , ■ ___ -•«■! trt guide( ___ aboutthesiseives. their 忌 and the program, ai ..一 “ «11 ihat de guides enthi staled that they Ihadn't oce c se of clausti ccm. n effect of ncn-exp^ienced | answered it was aryone with has already p tey turned off the lights. During r* -------- □embers cl the _group一 asked to do so many teiptfid tai do. One of which ing about how you felt and en­ ing a mountain B5 was clindrii^ you to do more than I fxt strait 15). and then rap- couraging thou呗 you could." Jean pdirg_ dawn. •,The climb3 was you scare)' siise you really didn't remembered. Inow aomit Noting from one Tte feelings of improved s^ptothe next. You just grab­ sell-esteem are still there for the foursome. Each of them is bed onio anjling you could sure^ 岩嵩瞿雄％瞬 fedin^-ill last. Proaiid ffent 四一“二_ said Jean. ■•The rappeling was ject Apollo taught not only sur­ worse, because you stand at vival io the wfldemess, it also the top of the mGuntain, hook­ forced participants to look in­ ed together with rope, and side themsdves to discover step off." Steve remarked. that, with the right attitude 孟漏航;anduithselfWdence, they . .. can ciTwiva survive whatever whatever dtnrawari is based. on your nan trust in the guy abov e you who challenge may come their is saying ,,Sure! you can!" The way. “Sure you can" attitude was co二listent throughout the weeke-1! “everytime you tboug!you . couldn't do someth ng, other members of tte group were there... car- c �侦 Shown prior to commencement ceremonies are,, from .. ............... 11UII1 left, 1U11, f* rs* row: 之 first Anne Marie Sehmizvr, Schartzer, Mary Aiicc Alice La LaFratte, Aid Antolik, —.f Gloria 六 、. 六 , 〜Eileen Annette Broski, Regina Bogumil, Borum, Molly Dana; second row： Laura Laura Wren, Wren Ann ------------Simonson, Sue I ’二二 HaH, Darlene Oliver, ___ Mary Ganaposki, Jcanine Bolinski, Lindasue Evans; third 二 二…二―二“..七：：.：.•！ row: Margie Esopi, curriculum coordinator; Jean Narcum, counselor; Pauline Szczempanski, Marie Washinski, Tony DiMito, Judy Zarrella, Tom Vest, Bob Lanning, Leona Kcatts, Irena Grabowski, Tom Estus and Ms. Graham. Not shown are Jesse Evans, Donna Holden, Judy Powell, Rebecca Wall and Virginia Wilson. "Upward Bound5 program offers high school students college insight WILKES-BARRE — Wilkes College agreed in 1967 to host a government-subsidized program called "Upward Bound." The program was designed to be both remedial and motivational for eligible high school students, offering encouragement during the transition from high school to college. Over 600 students have been served by the program at Wilkes. Now in its 15th year, the Wilkes Upward Bound program is di­ rected by Anne Graham and operaled on a year-round basis. High school sophomores and juniors are chosen for the program on specific guidelines for eligibility. C —C a + _ One night a— week.^students attend classes designed to improve acadeinir academic skills ^and and self-confi self-confi-­ dence through a highly personal­ ized approach to each student's needs. aspect of Another important i the programi is 一 the summer component. During the time of year when most students drift away from school, the Upward Bound student is involved in a six-week educational schedule of remedial work, developmental studies, ca­ reer guidance, social and recre­ ational activities. "These students live on campus for six weeks and it gives them experience the opportunity to 1 ' dorm life," said Ms..Graham, -portant ingre"That is an impc they choose to dient in success if th_, 一 live away from home after high school. The opportunity to adjust and grow on this personal level is just as important as the academic program.' Summer classes for students stress the basics — reading, mathematics, compostion and stu­ dy skills. Some of the students need and receive individualized remedial instruction. In addition to academic offer­ ings. students select life-skill courses such as decision-making, budgeting or even CPR. A graduation ceremony held recently in Stark Learning Center to honor the 28 high school students who graduated from - both high school and the Wilkes College Upward Bound Pro­ gram. Dr. Gerald Hartdagen, Wilkes* dean of academic affairs, addressed the graduates. Ninety-six percent of this year's graduates "-aduates have been accepted by •sieges or universities. colk .if �Service Aw&reis For 3b Students Kelley, grLultecl'from ih^Wilkcs Willi^ I.h>.l)°ScapWilliam Collie Upward Bound Pro- pnticci. paticci, curnculum coorSinator Sawn IPatterson, crani at commencement cuiumEncomont dinaton dinato*-： Sawn o<ivf Grabowski. Charlene exercises Jozef exercises held recently in J Kosior, "芯描 Ilich Kreitzer, John ' •nin<r Center. KoSlO Stark teurninB 嬴* 广湍前订" Several students were Riven'Vecognition during Brian Stanton Stanton., Coleen the ceremony, for academic Casey. Cuong Huynh. the ceremony, achievement, or service to Kebles Joseph Joheph ，, McndrMcndr--□ community, 二===史”-二 i<!,'hryn Nny und zycki, Kathryn campus and 」in- Quyen "'-― 1UUOC 占 …“ awards Trun. Those given eluded： Jane Powell and All thirty-four graduates I j OZef Grubuwoki, Jozef Grabowski, Academic hava have been accepted al Award; Marlene Cease, various colleges lor fall • to the Program： semester. Service and---AnCharles Zangillu ----;… 一 drea Lanning, Citizenship . Award, , d, Anne Anuv Marie Kelly, | Patricia 、2 Holden Jloldcn and Quyen 'run, , Erogress in the Du Tr^, a-m ; C h r i,s t i n c Pr ogr a'-jn.; '• "；、and Jean JeanPolRuschmBiep, ichmBief I1„..d 1. Cbiiir;but CSwituv.ributioh …lard, !1 - : to the " ,T…" Huynh -ynh a> and Lisa Arts： Dung H Cover ' v •rnrnent Fiorentino, « ip； Cuong IHuynh; ScholarshiL, * Student l>uucut> ui of'th< the tnu Year.-. t vai -■：. .' Director * Anne .-Graham 〜响 j awarded the d' the graduation o_____ ____m rqss was given by Dr； Patricin . f ---- --C! director of 归 Pisaneschi,. thq Educational 八 Opportunity Center. Members5 of the 'fluss of '83 and sttaff — froir Project Upward Bound:. —Ginji 5司 Pocceschi, .Jean ，ZAnn Pp.Uprd. '、 —Frances '' 1 T; Higgins -；-r Lisa Howard, Mary i-一，...... Ann......... Amesbury, Marlene Cense, Jill Mowery, y, • Jane Po.v.fel'l, May, Lis Valerie ,Lisn (, Fioren Eiorer ­ tino, Dung Huynh, Huynn, Patti raui Holden, W 'alerie Wills,, Rhoda Mill ,:'ler. - To Tom Thomas, is. program counselor; C Christa Iluschmeier, Andreau Lanning. Kay Faux, Debbie：Balia, nnntf Marie • Thomas J. Thomas and Linda Scappaticci have joined the Wilkes College Upward Bound Program to ____ ff 1—— c—Aand E'TTiEiluE nnnrHinnfnr serve as coun^lor curriculum coordinator respec• tiveLornas, a 1979 graduate of East Stroudsburg State College, wortod as a part of the residential staff of Upward Bound during the summers of 1980-81. Before coming to Wilkes he taught high school Social Studies for two years in the Unionville School District Ms. Scappaticci/ -is a graduate of. College Misericordia. Prior to her current position in the pro­ gram, she was director of tutorial services of the Education Associates in Hazleton. Ms. S河paticci • previoudy taught in high schools in York and Bergen­ field, NJ. The program at the college helps high school stiiBents devel呢 the skills and motivation necessary for success. From left to right: Ms. Scappaticci, Anne Graham, director of the Upward Bound Program at Wilkes and Thomas. • , ㈱； �Upward Boug Turns "Failure^ Inside Out 也f临蟠暨d (Editor's Note: 1 g『am is a federally funded educational" venture which gives g ”es nontrsditiohal'；students the equivalent preparatory cur商;•益斜”=京 life on e. students. Each academic yfa.r, students from local high schools are select then attend weekly.classes, tutorinj aS and counseling sessi。?： on CaJnPys，In I runner, th 皿v summer, residence halls on campus for the students move into a six-week intensive preparation for Fall 濯涔gWS By ANNE GRAHAM ~ Ipcclol lolhoailzons" Volco -i； .In June of 19791 began an adventure that would take me into heretofore unmapped terrain: I became Director of an Upward Bound Program. Adolescence — the ultimate frontier — can try the patience of Job, test the wisdon of Solomon and in the end, can reward the "sur­ vivors" with untold (and untaxable!) wealth. Students who I first knew in the program as "terminal teenagers" are now graceful seniors in college. Others are still climb­ ing the wrungs of the academic ladder — some seem to leap, others to still need a push at times. However, all the graduates are further ahead because of their commit­ ment to Upward Bound. Statistics can measure a great many things, and we do keep careful numbers and tabs on everything in the program from tutoring hours to G.P.A.'s. But the unmeasurable difference between Upward Bound students and many other high school youth is a spirit of determination. I have seen students face what seem like insurmountable odds against success and succeed. I have seen students not give up when the only '•sensible" thing seems to be giving up. I have seen students undo predic­ “52 that _ wouldagonowhere tions said they no-.vhcrcand anddoiznothing. 弄W— Butfthe incidents of of which which II s~~~' speak are nearly unrecorBut, the incidents dable. How do I document the change in the "angry y man" the program but lefton or less ”皿 who wuu graduated 5*533 from ___________ ___________ than friendly terms and yet came back a year later to tell ____ ，and ____ 1 his u:~ f. —cccc。ITntu rln me all about school success?^^ do TI Hcciimant document growth in the painfully confused girl who went far away away to w schooj because she wanted "independence, ----- «-----• •yet called long distance, homesick as could be, to ask did we think she should transfer to a college closer to home. How do I document the pride of a young man who came to who^camejo us speaking almost no English and who later ••recruited new students whom he introduced as needing to imDrove" their English? The list is endless endless. Again and again, I see failures failures turned inside out and successes bI°°Ther^ore,PI Sp two sets of statistics, onein 25 a black d^rts the progress of our work with our notebook neatly c“一- ----- - ----- "jumble of memories, „nfl the other o；；.ei is ；s aa jumble of memories, students, and flashbacks and special moments that would defy the most people《孵藉殷 nndexplain1 ardent statistician. 'When When I meet m*t new 皿沼宵 ardent statistician. i dv •—--—' myworLL#— ' rexci i ui»j comment Uiat my job must very Kg* 胃常胃 £? 螂mm 孺省黑 t：.~ 二' challenging I I y roadmaps for the nniHm-.fP frontier." Y«>u learn to read ；ind md follow MUm Hie he "ultimate frontier." You learn signs. i n■函her bar.-alniinntP ba< « al：»ur>-'t<- and (Anne Grphatn Mu^ct-.. d< <r( ' ” in ； ___________ pointed Director of Project l:pwa»«l lc舛，She was 叩pui to7!>at appointment,,bhe taught 一…in … Bound in 11)79. Prior al WilkM Coll!ir Hanover A. 拓d Literature.) k"哗炉哩郁席搭d . �■ — * t 2 going to Washington, D C. David Kashula, Meyers High School, and Matthew Majikes, Han­ over Area High School, were selected by Wilkes College Upward Bound Program to attend the annual presidential classroom in Washington, D.C. They are both honor students and were selected from semi-finalists through submitted essays and interviews. They have participated in the Upward Bound Program at Wilkes for three years and plan to attend college upon graduation. Kashula is the son of Geraldine Kashula, Wilkes-Barre, and Majikes is the son of Mr. and Mrs. Charles Majikes, Ashley. Shown are, from left, Kashula, Majikes and Anne Graham, director of Upward Bound at ..“L”,，2 —• V1O, Mil VVIU1 VI TVlllllg <111U Wilkes; standing: John 1>XVJ Meyers, director ofVevening and nccikvild weekend college, and Tom Thomas, Upward Bound counselor. &A 、钦 岑 i <r? Wilkes Sends 2 to Presidential Classroom /id Kacihnla Mov&rc U：nk m—i . ■ ... __ . . MU David Kashula, .. 3 --............. ；'牒源脚腮灌嘴况麟 Hanover Area High :School recently were cf M Anr.aal Presidential Classroom, in Washington D% 0Und Program>to attend the Kashula and Majikes, both honor students we* 烦1“戚1 r,r -through submitted essays and interviews. They have 离七哽气严mfinalists 责嶂*雨部嘘需,藏制灿尚 g m Kashula is the son son of of Geraldine Geraldine Kashula, Kashula wK^10 "罕啊版 、 嗯理怦；9呐A坷峭，曹毕t"**点.篇岩源席,、忡耿, Aniik* Auhlc” - . 1 'pi ior in Washington. From seatei --- ,left, —ed, — Kashuh, Majikes and An*I "V 岫。* For Wilkes, Star inding, from left, John Meyers, director of E懦菖省愣叫 at a member of the selection committee, with UB 顷此桁黑?：嘴*%end College, and 罅嬲瞄忠5祐 �Students complete Upward Bound Program J Twenty-seven high suuuui school biuucHib, students, who who compietea completed requirements in the Wilkes College Upward Bound Program, graduated recently in a special ceremony in the Dorothy Dickson Dartc Center for the Performing Arts. Dr. Eugene Hammer, chairman of the education department, delivered the address. The program, under the direction of Anne Graham, is designed to aid high school students in the transition from high school ' to college. "」〜 Shown are,，from ~ .一 lefg ", 一seated: ' Christine Rowlands, Sharon Elliot, Cheryl Lewis, Hedy Eveland, 氏三:亍二L」 Leigh Ann Miller, Colleen Slusser, Phuong Tran, Lisa Ciotola and Jean Powell; second row: Linda Scappaticci, curriculum coordinator; Tom Thomas, program counselor; Mark Balberchak; Todd Culver; Diane Esposito; Carla Watson; Cathy Hewitt; Fran Zimmerman, Juanita Maczuga; Linda Moore; Bill Holmes; Herbert Estus; David Kashula and Ms. Graham; third row: George Ceaser, Vi Gnu, David f ~ " and Matt Chiazza, ~Leonard* Hoyle, **Mike Btirnj ~ Matt Majikes Wall. P �No Limits。血 Leairinim^ by ThomasJ. Monsell Wilkes for 17 ycars.but this year is go­ ing "to be special'* according to Gra­ Every summer,an organization on ham because there will be a published campus helps to give high school stu­ poet on staff to "help the kids tu get ♦vnoriccro BUrifr." The poet IS dents some direction and"usually pro- experience . in writing.' ves to be a learning experience for Craig "L Czury — . who will Ibe here thanks *both * students 1 * * " ， , to a 。 ____ ,_____ and the directors of the a grant from ;__________ the Pennsylvania program. This program has been at Council on the Arts. Czury will teach W7HI ------ « z»Z- -.It • Wilkes since 1967 and has sent 95% and help with the literary magazine. of its graduates to college： 60% of While here,the students will take these srudents end upx o graduatingo classes that involve sut；“=二.心 ibjccts that th_y from college. This program is known have expressed interest in. • The "" : .stuas IProject Upward . 50 Students Named to Upword Bound Bound and is di- dents will also oget---------some-----------------first-handex­ __j u.. a —厂― -----j , . , ■-rectcd by Anne Graham. perience in what could be called "an. Fifty students from area high schools Bobkowski, Rance GerlachkRic^i« 甲2切 According , " to Graham ~ * Upward internship, but on smaller, scale," Dawn “Miklich, recently admitted to the Upward •Angela Mazaika, JJa»n w。—， Nadine A.-J------J c Graham. ' ?! •---ally ffunded B?und, a^fcdendly agency, said The students\ p, -• Tuan ~ •• 讨ill be Bound program at Wiikes College, designed Nagle, Ngu, Deborah Paltrineri, Lisa takes area high „ school students ,'with working at places dfiat arc if^ [incje with to help disadvantaged youth prtpare for Thomas. ° • liuuiaa. , potential to pv^(,uu<u vu uu do well, wcu, a acsiic desire io to ao do what they think Jicy might want to co?常.The following, students were adUpward ui u Bound uuuiiu has iiao become, j onfii of the . well, and puts them in a 6 week pro- get:umiu into someaayr someday ； : uuucu. q most successful federally funded actinties gram that helps prepare them for Along wirh the classes, trips have Bishop ^oban 一 Joyce Fornelt,' Michele in the nation, with the dual goals oi . ___ kinh cr*n whac college may,be — like." The —— - _ — —stu- been.----------------------scheduled. 血也毓矗Ng蹄):湍'㈱广心 assisting students to succeed in high school r TheT^dBo^ educaticm. dents come from families抑 that arc go on the road ro Bloomsk in'Proj^ 笋演削 &°乎 Coughlin - Kathleen Gaydos, Sandra and to pursue post-secondary educationThe program at Wilkes has served over 'lower income 一咬中 * :—& ----— — b *■ ,whoq burger? visit that universitys Up- Groszewski, Brette Hedrick, Jeffrey g "tt, 'visit universit' __>' students of ,these e," mothers or fathers have not graduated ward Bound program. pregrz:...八 ，〜“心 utrio £ro?os, Karen Leibman, Maria Pizzella, 2,000 students. Many s i Mvund Another :-the would often be overlooked from ° c- college. " "r ■will bring the students to Lancaster to . :-nts to Lancaster to Kathleen Wiemusz. the hand)iocmer;严 • underachiever, the late blocmer, L .-—主■ The students, of which there arc a ，It thP 二h”箜!T’ s*ghts and cultural 四落二野乎 DeFrantz, LiUian Mcin也 f理成 ni. Unique unique iin …二.. icapped student. "一 °凹 total of 55 participating in the sum­ ”吁成 the energy of youth and uie -------------wwuavci 5- Upgd Bound will.also travel C盟,LeslieRoberts, Tina Smith. program *tai s f ----… merprogram,，come from_15_____ area ________ ~high 5*1 x 5AJI2 develop 吧:; poten,resources f 3.3 vx uhe college coUege to to3 dev^P ro 山£env Pocono Environmental Educa~■ Matthew Hanlon, ol the lunkhanno k to '- tion schools ranging from Tunkhanno* par gws and and 2 to 0over 〜Center 论工… to participate in a “outtial, to correct deficiencies ， ­ Shickshinny. Out of the 55 student, door experience." conndewe.^^ come a lack of motivation or confidfi ftce盈潘票巴竺 ni 好 £ ~ 呼血 Baranowski, aawski, JenJen15 o£ them arc going to br attending The Upv/ard Bound Program ai . ^./tuiuii.ruuianamoreai Locally, only 20 percent of students ward Bound Program higher *erGryenloh, Paula Lamoreaux. Wilkes in the fall, and the other 40 are Wilkes found out in September that 'niLake Lehman — Donna Scull, lower-income families pursue .es 125 — 小心上 3-~ “wfr “er cnat going to be high school seniors. they will『be rcccivi"-------' " Lehman - Donna Scull. which sen( education. The program, wi .high 14 ：— TJ-»« *- o o------- uiu uiuiiit ruiuv, DLOOKe Miner Hall :is -• tthe spot where students from the various ar^ these for for the next three years. 啊 Brogan, Kimberly Goyne Kochan- schools, greatly increases the chancy* 55 summer students will live durinj ' ............ "g rx *» Ic. cCL：—L v ■ Skt-Jnhn ucc河 participants tn to,enter DartifimnK antar and anri be succesSUCCc ：ai 3 j 1 of UpEd may not have had the college. At least 80 percent ' 1] 17 through ^ough July 27. Resident Rc5ident AssiqA加- g, chance to go-to college. "We，re just ji，“ Bound graduates goto college. Bi；岫J 01'Reilly -妨 ad* yts ^chosen to live with the 河-here io 〜"叫 u allege. ••We're help them jS ； l g e Sco^o ChriSt0pher K0,0ie Participating students,and pam m find what they're t…, dents who "gt: 二 ： 二: 、 , Angel :呻; Al..* ; la Scocozzo. 莅 ；h'I RCl..2 可骚 dorm all about, and expose them to situaministrators; seated from left jfihliniltf" is all —I____ • Pittston Area ~ 〜〜 life all arviiif about,M1 r-.. saidJ C' Graham. Lisa Alaimo. Diane Manganello. tions that thej iwanganeiio, GAK; GAR; bandy Sandy uaus. GaLd, someday find Johnson, Am ohnson, Anne Kilyanek? ,3g， The National Upward Bound Pro- themselves in," Mnrilfn rI\ mlrla _ __ Marilyn Baloga, mhcc BishopUnhnn Hoban, ? ^^Wwnnock Area — Graham. gram began in 1965,and it has bet been at Coughlin. Standing: Linda S总PP3哈 Tom coordinator; Anne Graham, director. Wyoming VaUey West 叫评赢■渤惜骤盆/ y *畔旨沔侦尹箭 顷曹潘潘便e 念胳?蜀E&薰「必叩蜘Howe, 嗯尊■跚— ���I Appointed Teacher I — ?- 7 LINDA A. MOONEY !1 Linda A. Mooney, daughter of Mr. and Mrs. John Bennett^St., Mooney, 128 E. Bennett St., Jl Kingston, has recently been Notified of )ointment ；notified of her her 见 appo!"^ ont ,er for tho | as aa el elementary teacher U.S. u a Government VXUVDBU3•- Depart­ U.S. ment of Defense Dependents Schools. Ms. Mooney has been selected to teach at Osan Air Base, Songtan, South Korea. IJ Ms. Mooney is employed aa resident ^director director of Project Upward Bound at Wilkes ColLjpwuru uuu*»m wv ..—--------, iMa. <n Mooney fraHcrht lege. taught for for the Forty two years at … Vnrtv Fort us _ — id was an? /'Nursery School a first r 笋ade empiuycu as ? employed teacher in Tomon, Mexico. 7 Poetry reading at Wilkes Poet Daniel Lusk, left, held a reading of his work for students enrolled in Upward Bound on the Wilkes College campus recently. His visit gave students the opportunity to hear the poet's interpreta­ tion of his writing. The students have been studying poetry-南th Craig Czury, right, poet-in-residence for the summer program. Up­ ward Bound assists eligible high school students who need more preparation for post-secondary education. Anne Graham, center, is the program director. 4 〕 f 1/f 二二3Q" ' \\ Students take writing course J' . . _______ students Fts «ho Hho 虾牛蒙昏: are enrolled Shown … areonu«» ,Tjc.md uritine course. **■ College Upward R Meyers; Barbra Moure. seated: Eddie W? LuS，C ；h Wyoming Wyoming Valley West; Coughlin; QV*T?*k Disliop Hoban; #n£Jim Gray and Bnan I 皿由皿 Brobst, Tank­ ing. Leslie Jones, GAK. 亦。血眼"烹, g牌怒， konnnckt hnnnock. Kathi Kathi Colls-TaH, Colkfan, Co Coughlin; Sue Tokach. 履惴端、\'皿用 \\ esu kelle Klinw». Tuakhan\\vommg ' • -Brenda ' •'ifoa-io, nock; Esposito. Pittston: Janme H)de. West, Wyoming Valley W cSm and 2 Mrs. Barbara Quinn. instructor. ����Students experience college Fifty-five area high school students are experiencing college life for the first time through participation in the Wilkes College Upward Bound Program. The program prepares students for college, and ― — 'f * * the exploration of a variety of subjects, including art, science -"nee, 一math, theater, literature and photography. All services are proviik 4ded」 at no cost to the students, who live in Miner Hall, located on the Franklin Steet side of the YMCA. Meals are provided by the college at the Pickering Dining Hall. Shown during an art class are, from left, Cheri Kolesar, Pittston; Jenny Gruenloh, Nanticoke; Lisa Sokoutis, instructor, and Brenda Esposito, Pittston. �Local students completed Upward Bound Program at Wilkes BYJOHANNASCHMIDT Two Tunkhannock Area High School students participated in the Upward Bound Summer Program at Wilkes College. Tunkhannock Area High School juniors Trudi Harvey and Missy lived in the dorms Summa, both 16," at Wilkes for six:weeks from June 23 to Aug. 1. 〜.they attended high At the college, school level classes, sharpened their study skills, prepared for the Scholastic Achievement tests (SAT) and attended career coun­ seling seminars, said Anne Gra­ ham, Upward Bound Director. Missy, the daughter of Theodore and Barbara Summa of Tunkhan­ nock, said in addition to helping her with her high school classes, the program helped her learn belter writing skills and meet many new people. The career counseling helped her set a goal of attending Wilkes Col­ lege or the University of Scranton for a major in physical therapy. However, she noted she is not sure of her future -plans because she has not applied to any colleges yet. Trudi, the daughter of Elizabeth Shea of Meshoppen, said living in the dorms, which she especially enjoyed, was one way the program helped her to get a feel of what college will be like for her. Ms. Graham 手 said M 二another -------- way ,students are introduced to college *life is through activities such as those available on many campuses. Upward Bound participants attended cooking and photography classes that are not only fun but introduce students to various career fields. However, the summer phase is not the only time participants are helped to prepare for college, Ms. Graham said. There is also an academic phase, which is conducted during the school year. Students will meet with the Upward Bound staff to continue the ' work they did during the summer, she explained. Students continue with less in­ tense preparation for such things as career choices and SAT tests, she said. In addition, students may . re­ ceive help any school subject from tutors who are available to them every day after school. Students will also go on field trips to museums and historical sites, she added. Students find out about these op­ portunities through the Upward Bound program's active recruiting effort which targets high school sophomores, Ms. Graham said. Interested students are asked to sign up fifor an 'informative " presentation att which the .program's opportunities are discussed. Noting that 询 shejpand Noting/jj —J-fellow staff m ember Tom Thomas will be at Tunkhannock Area High School on Oct. 1 Ms. Graham said the prob .u available to students at­ gram tending high schools in Luzerne and Wyoming County, f Since " program Uie ~" is to help only potential first generation college students, students whose 舟parents ； have college degrees are ineligible to participate in the program, Ms. Graham said. In 二二: addition, students* families __,二二 ：二」'* :,:— must meet income guidelines established by the Department of Ed* 匹 " 一 J ucation in Washington, D.C., she said. 一 i - -J r7 - ： : I u， < - J STUDENTS PICTURED above recently completed the summer session of Upward Bound at Wilkes College. They are first row. left to right, Ju­ lianne Folmar, Lake Lehman; Lisa Thomas, Wyoming Valley West； Elaine Altoe, Myers； Le Tran, GAR; Huu Iluyhh, Wyoming Valley West： Angela Reiss, Hanover; Lisa Alaimo, Pittston Area； Angela Mazaika. Wyoming Valley West： Debbie Paltrineri, Wyoming Valley West; Maria Baranowski, John S. Fine, Danny Mello, GAR. Second row, left to right, Ann Nguyen, Bishop Hoban; Donna Prebish, Pittston Area: Kim Nickol, Hanover Area; Phan Ngu, Wyoming Valley West: Cathy Culp. Dallas Area; Missy Summa, Tunkhannock Area: Kim Nash, Wyoming Valley West; Al French. Mvers; Jew F'lynn, Bishop Hoban; August Bologa. ； Ron - Cuhp. GAR. Breit Hedrick, Bishop Hoban. Third row. left to right. Coughlin; Ton Du. Wyoming Valley West; Trudi Harvey, Tunkhannock Area; Doreen Miklich. Wyoming Valley West; Tim Lavelle. GAR; Eric Smith. GAR; John Gibbon. Bishop Hoban: Flayn Jackson, NorthAest Area; Mike Welch, Northwest Area; Kalhy Wiernusz, Coughlin: Tammy Kreidler, Meyers. �--------- ----- __: Students complete program Students from area high schools recently completed the Upward Bound Summer Program at Wilkes College. Shown are from left, those who participated: First row: Julianne Folmar, Lake Lehman; C, Meyers; Lc Lisa Thomas, Wyoming Valley West; Elaine Altoe, Tran, G.A.R^ Huu Huyhh, Wyoming Valley West; Angela Reiss, Hanover; Lisa Alaimo, Pittston, Angela Mazaika, Wyoming Valley West; Debbie Paltrineri, Wyoming Valley West; Maria Bar­ anowski, John S. Fine; Danny Mello, G.A.R. Second jow: row: Ann Nguyen, Bishop Hoban; Donna Prcbish, Pittston Area; Kim Nickol, Nn„. Wyoming Valley West; Cathy Culp, Hanover Area: Phan Ngn. Dallas Area; Missy Summa, Tunkhannock Area; Kim Nash, Wjoming Valley West; Al French, Meyers; Joe Flynn, Bishop Hoban; August Bologa, Bishop Hoban. Third row： Ron Copil, G.A.R.; Brette Hedrick, Coughlin; Ton Du, Wyoming Valley West; Trudi Harvey. Tunkhannock Area; Doreen Miklich, Wyoming Val­ ley West; 1 im Lavelle, G.A.R; Eric Smith, G.A.R] John Gibbon, Bishop Hoban; Ryan Jackson, Northwest Area; Mike Welch, vn»>' Wiernusz, Coughlin; Northwest Area ?a;." Kathy 一 Tammy Kreidler, Meyers. �The 3ial program .ey for specr *藏 l? gins with an intensive summer «s!on during which students *' administering 'the I **-<*,ng lotivatlon gins with an Intensive but . V. stu— J to stu* session during which 心on f° reside campus and and undercampus -Fdles In personal dcvclin personal ck stu* 林做 :泞 /.二还鬻" 舞藉呻， Wilkes to LgB*嘤 moy 籍膘”噂 略曹 t皓睥展畋 W 收F瓯 WlE )5 P-rC' the 2 l dejHcC' ― — 55 •J Instructors meet ~*nct with with stuearn a -jment. dents 膘 °o g。nb°Ut ' OP 役"throughout the year on .ent3 in ,rested i weekly basis after school how. _. ctq.Intel in"： J pro， college： ，•扣皿g膏7*1 ger Stu.竺喘e about lore -srinR, a 一,m no to 一心nnFel j. hours向。匕呼耳巾 ye ^ram sho^ncc counselor9j for 问衅驱students tMagte螺0心呻攵” or c迎“ the w in its a。 367. a t gy■黑，3亦珅 • The 吁斜 wilkes. 5% ，赠就迎— 部to， 代 h呻 湿噂好匕 “ 5“-u3%r 盘瞬 [.部焜 K氏 。8 Hdcrnblc 为呻 薰躅露 噩隅㈤皿。" 加ce叫 ，褊瞄 •―"榆心 CO呻施 密鞍瞄E 德W g 法 龄 叫垢"噂 a 啪回端s summer 理w忒5s.c： 盥明 for eligl Tue Wilkes Cn 滑j, 倏w Mtensii m蹒臆；n1濯典 ，^selves "；旗s C< 普& ”g；智「，-“ 踽睛脚 霁普加件g 点堀 Eg'Ti 尸确 虹"携 7rnn, ，-一 'J，8 \] m」uHuyKh, 跚盘艳 ”w：兰涂 >nna 电做 普f卷: 7Z 血Ur. Ngu ana �Upward Bound gets grant Congressman Paul E. Kanjorski has announced the award of $157,901 grant to Wilkes College to fund the in- �Upward Bound puts area students on road to success By VIRGINIA BYNOE SlnHWrtw WILKES-BARRE — To most high school students summer means tlie end of studying, but for 16-year-old Debbie Paltriner. it's only the beginning. Miss Paltriner. along with more than 120 local high school students, has given up the better part of three summers toi participate in the Upward program , Bound progr at Wilkes College. Paid for by the U.S. De­ partment of Education, the program helps high school students develop skills and attitudes necessary to suc­ ceed in college, according to Anns A. Graham, program directcr. The program, developed 23 year5 ago, will cost S157.901 far the academic year, which runs from June 1SS8 to June 1987. selected to enter the program are from ecodisadvantaged far:l；ies and could be the f.rs： M their families to go to coKege, Ma. Graham said. , These are students who Kgy ret akeiy be prepared for college ot have ths op­ portunity to be successful." she said. Students apply for the program through their high school guidance counselors during their sophomore year in high school and spend the next three summers in the program. '*If chosen, the students live in the residence hall on campus for six weeks just as they would when "they enter colh _ . t, she said. !ege, During the " course of-the " program, students spend four hours a day in classes such as introductory college physics and trigonometry, taught by local high school teachers. For students who need extra help there are also re­ medial math and reading courses, she said. The remainder of the day is spent in training sessions in such areas as career guidance, communication and study skills. Wilkes College Upward Bound has graduated more than 230 students since 1980, and 90 percent of the students go on to college, Ms. Graham said. What's , 。 more, 111171 G, she 9UJU, ailC said. "Sixty-five percent of the an oral communications class at Wilkes College. Shown clockwise: Teacher Doni Edwards, back to camera, Joseph students who go on to col­ lege from our program stay in college and complete whatever program they en­ ter." Regina Bogumil is one of those students. She partici­ pated in the program from 1980 to 1982 and has volunteered" this summer as a counselor for students. After graduating 一二 二 — from Wyoming Valley West High School. Miss Bogumil envicT rolled at Marywood M— College and recently ,ly graduated with a bachelor of <__________ music degree. Miss Bogumil. 22. of E5 Beverly Drive. Edwardsville, credits the program with zrci.tz tLe Hjnn, Kreidler,,Albert French, c •. .' Julianne . 「了. Folmar, Tammy * .25 “心，八"小 rrencn, Eric Smith Daniel Mello, x f .1 it - i » andi t . > . .................... Smith, Michael Welsh Barbara Mikolaitis helping her overcome shyness r --* difficulty ______ ) in getand ting along with others. -I felt the program gave me so much confidence in myself that I wanted to re— — turn some L of that by being a counselor,*• she said. Miss Paltriner. the daughter of Judy Paltriner of 74 W. Walnut St.. Kingston. said the program helped her raise her C average in high school to a B-plus She said she hasn*t decided yet ^rhich colic .................................... lege to attend, but added. *,]Tm not so scared about going to college now. I'm zz " actually looking forward to it." �坦蹶蹴瞄踽瞄龄螫5雄踢通 瞬 Si 'WMF磷5瞄瞄龄襟H—「《；瀚 ＞河，。海”|»。"( 'f "LM" 、 簧鬣炒做 二'.二 」",琮湖 _____ � 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 Upward Bound scrapbooks, 1970-2025 Subject The topic of the resource Scrapbooks Description An account of the resource A collection of photo scrapbooks from the Upward Bound program from 1967 to 2025. Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1967-2025 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Scrapbooks 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 Upward Bound newspaper scrapbook, 1977-1986 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1977-1986 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Scrapbook https://omeka.wilkes.edu/omeka/files/original/a4f38c4301942c9cf6e8613e4e241a61.pdf 42e1c6b4b419644893d6d748ddd03e08 PDF Text Text □■■a reason to be Fantasy ��������c^thU To •l 昭AHs TWt th6 ueUdejgs 一 -U-oLb Okj — To imagine the Death of a friend or person close to us seems almost impossible. We try to push the memories as far away as possible. This poem is about a friend who underwent a tragic death. For those of you who have never experienced those of you who -二u this, uiixo t and t have, this poemi hopes to change the way you feel about deatl :h. Read the words and if by chance, you meet this problem; try to apply the thoughts to the situation. -TO THE OPEKJ 7Z6Ab -TO -TO 了能 M6AM/U<^RJL so启乙5 虾口 I & I/JTO 判 SELF I ISUE +Ms 切知 Mr f?* …€UPn/ --■ - i ^l^ACE 顷心 M B TH d UA ts 切&* TH~SW V\jr7H MAKJi/ 0曜 77" UicfcMAMt Uusp。心 以北£亿\)'UcpW UP pHDMt pHDM& OMCH tied 12 ik)^ THAT Do&bS-i- W1W- HAS 溯 W 似 sN+ £5*>S ■gur Lf-Pr 利€瞄 Of -T^ LA-V^Hi^g D2GAMS ~TR& ^p&6/AL -+toLB 6K)_ 一 HO(J) 6K)~ JdbU 2AmlW ����������������� 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 Upward Bound Lit Journals, 1981-2016 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1981-2016 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal 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 Upward Bound Lit Journals 1981 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1981 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal https://omeka.wilkes.edu/omeka/files/original/f6184a16f97fc1d2b3fe0507c4aeee8a.pdf 156faba8a79c05f1130093ca3768fee1 PDF Text 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 Upward Bound Lit Journals, 1981-2016 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1981-2016 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal 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 Upward Bound Lit Journals 1982 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1982 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal https://omeka.wilkes.edu/omeka/files/original/1db5fd98d9362d5752d95f2fe6bfbf21.pdf 1dc5ecf527d50ee18626f63483070c5e PDF Text Text ���SUNSET As the sun drifts over the horizon, the sky begins to overflov/ with color： Orange, Pink, Red, and Yellow. Slowly the colors float and run together-... A sunset has been born LINDA MOORE FLOWERS OF DIFFERENT COLORS Green, yellow, and orange； Beautiful flowers blowing in the wind. The days pass on, and day by day they lose their color. Then it fades away. Fall has come. The leaves have fallen off the trees； There is a "brisk wind, winter is near. It gets colder and colder； the snow finally falls, Then spring comes once again? The sun shines £ . brightly, and the flowers bloom once again. CHRIS ROWLANDS o 0 ��THE FORGOTTEN MEMORIES The forgotten memories were stirred up from long ago pictures. Theo remind me 3 _: ： of times =past Th」happy and sad. They bring back thoughts that ■that are stored in my mind. CHRIS ROWLANDS [1 WE BECAME FRIENDS ALL OF A SUDDEN We became friends all of a sudden. Being friends, we laughed, argued； and cried. Developing such a friendship, we thought would never die. When we want cour — separate ways, we swore to be ct there 七 always. Eventually, we became distant. Years later we met again, and by this time we had become foes. HEDY EVELAND 『T ����������������心 T- o h <7v ^ L y- 7 p OY==^ T G 1 .K M s 5p TI € § ; f e y, I I5LnjBorh fei«6 脆 Foe, 硼 1€ u a dA ? rirk bullarn ��THE DEFEAT OF THE SPECOS His name was Kevin and his ancestral line could be traced back to the great dukes and duchesses, who once ruled over the great Marnot Kingdom in Ireland before they were over-thrown by the Spegos. Carnots are miId-mannored, blue-eyed creatures with dark brown fur. They are adventuresome and curious but also level­ headed and logical. Spegos are grey in color v/ith amazingly beautiful red eyes. They are bigger than the Mar nots in size and have imprisoned Marnots to work as slaves. Spegos are good fighters but they are lazy and irrational. Kevin grew up with stories of th6 battles that had been faught in the war between the Spegos and Llarnots. Little children who didn't listen were told that the Spegos were going to get them. It was a sad life because singing and dancing were not allowed. Anyone heard singing was immediately locked up. How can you dance without music? Kevin very much wanted to see the Marnots back in power again because his people used to be treated v/ith kindness instead of cruelty. Kevin v/as very wise but not many people thought of him as such. He began to get really friendly with many of the aristocrasy. I I He felt if he could gain their trust he could discover a weakness. L ���L ^putarb IBntnt3 'S3 SlitFrarg /Arts fflugazitie -. I L 1 I L T — ^T 1 7 1 I L — r SEAIW： Fachel Abrar i EMv EvelciM Kill Hclmei I irr： H^r^rellc Arrt Hiller SIlIi Hccre Ccliter Utlcaty If.^rre Xm&H Ctiii tc^lair H hwc&s fir r efi ir 1 • rurWTTWWI ^ 1 7 1 - 一 —— — 7 7 — T \ : Y 'r&r A. Hitci �� 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 Upward Bound Lit Journals, 1981-2016 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1981-2016 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal 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 Upward Bound Lit Journals 1983 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1983 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal https://omeka.wilkes.edu/omeka/files/original/53405178ce32eb4080372d871701e407.pdf 659e62a54a5604a9b4d832d626c83211 PDF Text Text �����������Merry Christmas Scene: In the hall outside Mr. E's room where the characters are exchanging period has just ended-the joyous holiday wishes. December 21st ,7th ~ 」…一 -day be-fore Chr>stnias vacation. MAN WITH NO NAME He si ts in huge room everyday ^rom the t ime he gets home until the time he goes _ to si eep. He i s a tai 1 , thin man, who has dark eyes. Uhen he looks at himself i n the mirror, he puts himsel-f down. This man is 1 onely because nobody euer talks to him. The little chi Idren make -fun o-F him. You see, his parents died when he was just a baby. He was then put in a . ■Foster home. INo one ever adopted him. He thought that he was a -freak Cast: Mr. £--teacher Daryl--sen i or guy Jackie--senior gal Eddie--junior fellow Daryl exi ts Mr. E-'s room and, walking, turns and waves his hand. because o-f this. Daryl: Merry Christmas, Mr. E. Mr. E: You too, Daryl. Jackie <turning): Bye Daryl , Merry Christmas. Jackie Clean _ ■forward i n ecstasy): He wi nked at me ! Eddi e (sarcast i cal 1y): Exc i ted? She glares at Eddie with i ndignant displeasure. cddie: Merry Christmas Mr. E, Jackie. She murn；urs likewise and the two 1 eave together. Eddie: Uhat i-F I winked at you? Jackie (going to other side o-f hal 1)! Bye G1 enn! The End -Edd i e Lud i co Ep i1ogue Scene: Third -f 1 oor main stairwell, January 2nd, the day after Christmas vacation. Hon>eroom has just ended and students rush joyously to class. Daryl 1eans on rail ii I talking to -fr i ends. By some -freak coincidence , Jackie and Eddie mee and descend together. Eddie: Hi Jackie! Jackie: Hi! Eddie: I wrote a play. Jackie; What? Eddie: 1 wrote m play about you, Jackie: About me? Eddie: Yeah, when he (points pen skyward) winked at you, I ran home and wrpte a play. Jackie: When who winked? Eddie thrusts his pen upwards conspicuously and slightly aggravated. Don't embarrass me! She laughs. He laughs. At the second -f 1 oor they diverge. The End -Eddie Lupico 20. l HHl w M M l ・ 1 Jackie (looking up): Oh! 皿 Daryl winks at Jacki& . At the age of 18 he was on his own. He neuer met anyone uho would 1ove him or whom he cou 1 d 1 ove, and he never made any -friends. And so, he lived as a hermi t most o-f the ' and.............. al 1 o-f the night. > -Kathy Thomas "Pigeon Lady" She si ts on the bench, twirling hergreasy hair. Just sitting there. 弓he braiding her hair? People walk by and she tr ies to speak to them, but they don't 1isten. Maybe she's trying ti > 9® t them to not ice her by twirling her hair. I wonder i i she does th i s everyday. A boy and girl walk ouer to her and say something; she 1ooks so happy. When they leave, she looks a-fter them, as if to say, "Please come back, children." Is that a tear I see in her eye? Talk to the pigeons, lady, they listen. -Jenn i e Gruenloh TEST You sit there. I si t here. Our stares and our glances at one another are not met. >n, waii, I wish, wait, tand wait. You, do you kn< know what you want? Me' Him? John Doe? Can't you see that I really love you? pat 'i ence? Are you testing me, tryi ng my L --- " the -game and I will win you. I can play , You will want me, not o-f -forced will, but o-f your own desire. For now though, the game goes on and Checkmate is g< y moves away. -Clido Gardjulis 21 . ��'EAR ~H= =_-2x D；HOND slop-o-1unch at Melrose Group Home for 一一 ci eaned UP 一. after . just You 一一 De-! and you're on your way to the Gateway Cinema wi th your J-_ £"七 J.D. '5 becau=-c 'esterday, after professional wrestling on T.U., Appleseed …’ J we all need OUT. ano Bubt-a basted the 1 iuingroom •furniture cress t?.e -.ch ；.eeds under the trestle and up the tracks until you come that huge old, D.a^iond Bridge crossing the Susquehanna E'】 ra.read br i dge has been the scene o-f many a -fatal falling, even not too long ago. You -feel the terror as you -foot -for the sturdy _ …一the •二 •：- _-： 、：-? — where there's any rail i1 i ng 一一 pl inks, )r.j that rusty railing and the river only ankle deep at the most. If you -fel 1 -from EDU'd = 一 ( = h& ! zr.z • z•_ 'd tr&aK yours&l -f up pretty bad. Yc.j rciteri-Dyt and the sight rdei teenagers drinking beer under the g i rders Tner e are ==.er J.D.'・ and throw you d-t ■ttem ni=ke= you suspect they'll side-up with your J.D. over — 1 i Ke the Hannon murder that one winter where he threw the Price -1 tr.-r stgr： the i ze 11 you-re the -first one ouer you can cal 1 out to the gang to come on you H you're not the -f i rst one over... ch ； ckens, ard de '： : z~t j n the i r -fear . Th i & i Sr j tlge. -r y living at Melrose Group Home, near The Black Diamond -Craig Czury to Dick Laur ie) (Thanl 27 _ ����������".. EI. . ����� 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 Upward Bound Lit Journals, 1981-2016 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1981-2016 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal 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 Upward Bound Lit Journals 1985 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1985 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal https://omeka.wilkes.edu/omeka/files/original/d74ae8f65cf75152634281fd71bfaace.pdf 88c187f1d3e00591b7fe4914f3390f05 PDF Text Text ��A LLttte Child 口 Quiet, gentle, Angelic face when sUeptn^. Crying he. waives up. Spoiled with toys and candy, His angelic face no Lon^zr angelic: Chocolate smearesL all otmr hia face, Hud and grass stains on his clothes. fiath: 6u&b£es, bubbles, bubMes. Clean, quiet, gentle, once a^ain. An^eLic face when ste^in^. W「 询：Ann Ngut^zn %iU '皿冲山， lite is a rainstorm, 朝iriugtinw, 务 flo旗t Wossoming, 恩 tttWwm bal诊 Wafeiu^ up in mevniug 织血快?ratou oi a ”伽3昭 魏:Sugda 曲笋（ifea 5 . ������������*-. 出 tflaB； &S 毗D □ gncoaff皿她扬。 [faO ai» artSJ toS® SP® fftre co gjro otho tto toto tar sHEanga 玄m abs 皿ms g 政股 ^bo3 g astaD ^ux& Endb sjajdJ secdd 僵斯 Jg 俾出WfaiEtefl G© 应& 职ib (LuujiJa Ryan Jackson B ^1 0 螂响嗨跑制电 V@s 60539日就印颇 国na低备 I 配®日踞脂b@晌il 伽四脆的嗨向ML d 显 峋1岳皿日鼬 刖略厕 监 翅， 如@曲血％施媚网邮b fto &路 D es契胸@刚。碰）湎 蹄畔1 <!□曲3 GvCOUc^ As可©a 口@ir@ ［欧潮吨. D 皿伽1R 017由地1日圆II目快］日哭酉篮 闻日2轴龊前E眺 8 wqqR Rq R酣可鲍 8 leva 磅' 眺 0 ffsair 醉 口航 leva E9 to. D 62011（3 jcaft 刖 R 圈！虱 Ai酒施州洞eg日泡・ I唾肪J0Q现戏4 心 M旅 辟］龄匚g Yer e您加. 8 ISvS萨 购 网3伽Oo lei学曰修。茧迎 轴 沮 8 £3" I Im弦。倒％ 63 EZ3 K） 8 BZL ������������������ 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 Upward Bound Lit Journals, 1981-2016 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1981-2016 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal 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 Upward Bound Lit Journals 1986 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1986 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal https://omeka.wilkes.edu/omeka/files/original/5fb9e3fe3a5d2d862a5fab452e909aa7.pdf 6e8c529362d7580cf4cbbc4623ba5db0 PDF Text Text ����������THEFT I once had a dream that was so relaxing I will never forget it It was) a dream about stealing. It was a dream with Q 】ot of action, but somehow very calm. The first thing I remember about the dreom was waking up in the middle of the woods. I was lying flat on my back. I woke up seeing treetops as I was lying in the leaf-filled grass. I rolled over on my stomach and I saw a big fence with borbed wire on top of it. There were people cheering and screaming inside. It was a concert. I walked along the fence to find a way in. After o long walk, I come tor on open gate. I paid six dollars to get in and miked past the bleachers. I saw a dusty track surrounding the stage. I walked onto the track and stored at the stage, waiting for the bond to come out. The bond entered in on motocross motorcycles. They were oil CR 500's. The lead singer almost ron me over. He stopped about twenty feet away from me ond gave the bike to some woman who was pushing a stroller with a boby in it. I begon to walk toward her and she begon to walk the bike toward the gate. I caught up with her ond asked her if I could toke o ride. She sold nothing ond honded me the bike. 22. As I sot upon the beast of o motorcycle, 1 felt completely relaxed. I started the bike and shot out of the gate. I went into the woods to a motocross trock. After obout ten minutes of riding, I said to myself, nobody knows I hove this bike. I could just take it home and keep it. Then I flew off the trock onto the street. I began to ride to mg house. As soon as I passed the first comer I realized I was being chased by the police, so I popped the bike into sixth gear and left them behind in a cloud of dust I was going about ninety miles on hour when I hit a huge speed bump. I was Hying through the air on mg bike. When I was just about to smoothly land the bike on the rood I woke up. -Doug Sokoutis -23, ����Marching, watching, I led my forces to battle. The climate thickened with showers of metal, which kept falling gracefully, like snow on a cold winter morning. I watched my flock as they began to wither away at the sound of the conflict, but for myself, I regarded them as leaves falling off an autumn tree. Through the bloody contest I encountered a feeling, not of dreadful fear nor frigid despair, but of inflaming courage, which spurred me on, to march on that path, that path that led my leaves to fall from the tree. ，冬 Im Trut The March n J h & AS- ◎ o ^ l ^ -Ron Stoker CALLIGRAPHY 3Z. -Phuong Ngu 53. ���TENNIS It is sometimes called sport of the pro. Players on court, always on the go. -here 1s women *s f mens *, singles , doublef Only one side, at the end, in trouble. In England, it is the largest bet ?o see who wins "Battle of the Ne t." The winners stand proud, and also fall, 3ut losers win as they take all. The best part is at the end, When rivalries become one friend. -Kimbo 言 ¥ i ■= s :: a !£» ■■■ ! TENNIS RACKET -Kim Kalinas ��CHANGES There vas a wise man . He came to the Well of Souls The re he found great joy but some hu urt *•r in mingling with the souls .. He changed for fv the better. There was a shy but smart gir1 She came to the Well of Souls . Th e re found great happiness in writing wh ich che souls had shown her. She 1ived forever. _ who came to the Well of Souls. He found how to be w great leader while at the same time have lov* ，ing subordinates . He left 1King • -Bill Specht ORANGE TEA -Bill McCabe ��JOHN John is very unique. He has a cute little physique. KIM Kim is a person with many moods. She is o tired ond quiet person in high school but o very lively girl that laughs at almost everything. She is always a friend to those who treat her like a friend. She is always down to earth and cares a lot for other people. She is not very big but that saying is true about her. It says that good things come in small packages. She always takes the abuse off other people but she still keeps going on. There are many people that are her friends while there are very few people you con count them on one hand - who dislike her. She is not o genius, but is for from stupid. So os you con see, this person is a very beautiful person to have around. She has tall the emotion and intelligence that are needed to moke life enjoyable. So don't pick on little people because they play o very speciol port in people's lives. -John Pelchar He's a fun kind of guy, And that's no lie. Even though he's shy, He's sweet as a pie. Ihat's because... John is very unique and He has a cute little physique. He likes to bowl. That's no bull. That's because... John is very unique and He has a cute little physique. Every morning , rain or shine, You can count on John's smile As he goes that extra mile To give you your paper. Then he starts on his .way Until the next day. That1s because... John is very unique and He has a cute little physique. -Sherri Marabell ������ 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 Upward Bound Lit Journals, 1981-2016 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1981-2016 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal 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 Upward Bound Lit Journals 1988 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1988 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal https://omeka.wilkes.edu/omeka/files/original/82a8279160b35124331b87d3c9d8bcd3.pdf cb6a0f2e9df3f3553d808f522813bb37 PDF Text Text ��FREEDOM Freedom at last pt human right, Freedom is ni Like a bird's fIight. On a sky high Do whatever you like. Wi thout freedom There is no right. Like my family. We left our country To find the freedom door. At least ue found Red. white, and blue Wlth fifty stars. w Freedom has a limit Like a man driving drunk. Dumps down the sidewalk His 1ife becomes reborn. -Viet Hung '少 . » • • ��THE ATTIC The young girl smiled as she wiped the dust from the first of many boxes In the old As she looked around the room she attic. noticed that everything reminded her of her grandmother. Although the place was dirty. with a musty snelI dominating it, the attic evoked feelings of contentment and still warmth. On the wall, right in front of the girl, hung a picture of her grandnother. The picture made her remember the spaghetti that her grandmother was known for making. She could almost see the steam rising from the pot pasta and smell the garlic, parsley, of oregano, and sweet red wine from the tomato feel her almost She could sauce. grandnother's soft, gentle, but strong, hand coaxing hers to help mix the Ingredients. Irrmedlately, a genaation of deep satisfaction swept over the girl. Opening the 1 Id of the box revealed many The most of the old woman's possessions. ~ her embroidered cherished Items were The girl recalled that the tablecloths. grandmother made one for each grandchild. They were always made with thread of bright, warm colors, such as red, yellow, fushia, and mauve, along with plenty of orange,. patience. The complex patterns of iIowers were reflections of her love for the children. As the girl turned away from the box, she waw a beautiful whi te taffeta gown; it was her granctnother's wedding gown. The top of it had antique lace and pearl buttons, and the train was ful1 length, with intricate designs around the edges. She held the gown close to herself and could smell the faded scent of her grandnother's perfume. She seemed also, to feel the pale, baby-skinned arms around her. It was just as if she were hugging the plump, Qrey-haired uocnan right then. The young girl smiled as she put the !id Back on the dusty box in the old attic. She was content now. A tear welled up In her eye, but it wag a tear of Joy; she knew that her grandmother could never be forgotten. The memorIea of her grandnother scattered around the attic gave a sense of warm love and gentle happiness to the girl and kept those feelings in the room forever. -Lisa Madden •Landscape" -BI 11 McCabe ��REALITY I am sitting lonely in the night， With no one to share this heart of might. It is dark and gloomy here. I sit in fear. THE WINDOW I sit at my window as the rain trickles down. At first It was slow Enough to make a child frown. The delicate drops slide down the pane As the fierce thunder roars, and It's all go untame. As frightened chiIdren wish for ■Never More* -Lisa Romashko -Jim Gillespie FOR THE 'DEAD (but especial)y, for the Iiving) POETS", AND FOR THOSE OF US WHO COULD BE AMONG THEM f f / "Darte Center" -Bi 11 McCabe Carpe Diem! Grow into who you know you are. Be unbound from the tethers of Mat you think you shou1d be. . Be yourself, but donzt concentrate on yourself too long. Look at the world in a new light. Your own. Scream. Yell. Love. Live — because one day you wi11 no longer. Dance. "Gather ye Rosebuds." Don't give up. There is no easy way. 'til it no longer does. Life goes on Study — Pray - Cry Dream Live Follow in your own footsteps, but heed good advice. To everything there is a season. Know the season. Seize the day! -Jennie Gruenloh ��AN EXPERIENCE The fish wondered what I was doing there. A human invading their territory as I swam around the waters of Harvey's Lake. Not just swinining, but breathing under water Just like them. Well, Self Contained Underwater S.C.U.B.A.: almost. Breathing Apparatus is how It's done. And what a Being able to breathe and survive in an concept. environment where I would otherwise suffocate. Seemed I ike a lot of equipment was involved at first, but each piece was much needed and not difficult to use or put on. First the wetsuit, covering the torso and arms, to keep the body warm in the cool depths. The wetsuit hood muff I Ing the outside sounds while providing grateful warmth. The oxygen tank, fire-engine red, strapped onto my back, it's hose supplying the vital element through a mouthpiece. The fins provided the universal power through the propulsion solvent. A belt of Iron weights carefully proportioned to keep me from floating upward, yet not too heavy to slow me down. Last, but certainly not least — the mask -my window to the underwater world. As I swam around in the sha)low water of the lake, I practiced al I I had learned in the pool the day before. The movement of the fins stirred the bottom making vialbi1ity touah. I was anxious to get to deeper water. I didn't have to wait long. Before I knew It. we were diving to the depths. The hardest part was trying to equalize the pressure created as I went further down. Sometimes my ears would -pop" as they should, other times I really had to work to get them to equalize properly. I saw al 1 kinds of interesting things down there: old rusty sunken boats, a few more fish, and even an old wooden to!let seat. At that level my legs were rather cold, but the rest was well protected by the wetsuit. There were all kinds of welcome sights, sounds and feel Ings： seeing a few fellow divers after being separated (If only for a few seconds), or even their bubbles rising nearby; feel Ing the water get warmer as I rose fron the colder depths; my ears popping, thus relieving the pressure; the si lent communication wlth a friend. "Itzs cold,* or GThat's heat." Without a doubt, the most satisfying stimulus was the sucking sound of the oxygen entering the mouthpiece and allowing the uderwater exploration to continue. In a sense it was a whole new world, yet one with many elements of our own; fears, doubts, warmth, Joy, lonlIncss, cold, and certain necessities. 1 Ike life. Something to live. Something to love. Something to experience. -Duffy Whitmer _；- o O 0 D a \ o V. o ����HOW TO MAKE A BOING ZO 1. 3. 4. 5. 6. Take a ruler ana squash paper around it, forming a ball. Use a rubber band to keep the bal 1 bound together. Draw funny face on doing 'o. Let features dry. Beat teacher over head with boing 'o. Cry when teacher takes boing 'o away. -BUZ BUZ Circus The child smiles, grasping the mother 1 hand, His eyes twinkle with delight ・ The unny, men tumble and jumble, The animals roar and neighz obey the whip， The bar swings up high, carrying the ro. passenger to ” and Popcorn and candy abound, sticky and gooey 〜 , But the child leaves with a smile, a balloon, and a story for all. -Michele Fine — <o; O J I c s — 0C T C o-r -t =20= ��THE PAPER LESSON ,So anyways,* Chelsey continued, 'as I was saying before Brenda Interrupted, there was no paper back then 1 Ike there Is now, so these monks and al 1 had to make It on their own.' ,VIth what?' asked Robin curiously. Chelsey smiled and said, 'Anything they could find. They would use bark, pieces of wood, all kinds of little garbage." The other girls' faces twisted in disbelief as Chelsey continued. 'You see, they would take all this stuff and mix it in with water until it was al 1 soaked. Then, taking a screen of some sort, they would put it on a container and then put a hoi low square on that. After that, they dip the container In, scoop up the mixture, and let the water drain out. The residue, which was the stuff they put In the water, would remain on the screen and It would be set out to dry. After It was dry, a weak form of paper existed.1 ■Vouldn't It be awful rough, or worse yet, real thin?' asked Brenda. ,Wei】，yeah, It was, but they just took their time writing and went real easy on the stuff," repl led Chelsey. 'They must have used awfu 11 y light pens/ giggled Robin. •Actually," Chel?' announced, 'they used feathers to write with. =24。 Brenda looked at Chelsey wlerd. 'You mean to tell me that they went out and plucked feathers from birds to write with!?' Chelsey nodaed and said. 'Yep. You see, they would cut the end at an angle, file the tip to_ the shape they wanted the letters in, then make a tiny slit in the end., •What was the slit for?* asked Brenda. *To keep ink running down the t】p,"" answered Chelsey. •Hey,1 Robin said as her face 111 up, "do you think we could make our own paper? We could use newspaper bits and lhere's wood shavings out In the clearing from my dad cutting the trees.' "Where are we going to get the feathers?" asked Brenda. .… down the road has some old ■Mr. Harris quill pens. I saw them once. Maybe he would Iet us borrow them,* added Chelsey. "I have ink bottles too, at home.' The girls smiled at each other, jumped ran out of the room, and went to make their 'paper' and get their 'pens'. -Michele Fine ��PERSONALITY PROFILE By Michele Fine She I Ives in a smal1 room (for now). but ! t does have,, a certain homey aspect to It.Her " casual — black are clothes plaid shorts, white t-shlrt, moccasins •- but comfortable for .her …一. She's fighting with her hair though, because i t won't go right for her. Mary Jean Baird, 17, may have given the impression that she is preoccupIed with herself, but i n all actual 1ty, she is concerned the Upward Bound about more program and its people. the a member of ,Being she says clearly ana program,* , is a chance of a definitely, lifetime and 1 appreciate it very be a senior next much. I'll school year,,the busiest year of I am very happy for all my life. …一 help Tom Thomas, program the counse1 or and Anne Graham, program director, have given me. Without them, I know I would have been confused about choosing a college, like and everything applying, They are here for me. to that. help me, and I thank them for that." She goes about her business 1 ike everyone else in the program: puts on her radio, straightens her room, things of that nature. matter-of-factly, She adds5 sunmer here, •This is my second : ana the program has changed in last year's. some ways from Students weren't as pleasant and frindly as they are this year. Last summer there was a lot of rowdiness and some people were enjoying this out. kicked summer more because the people are nicer, calmer." program Many say the director, Anne Graham, has one of the hardest Jobs jobs around. around, Mary Jean agrees. agrees, but al also says respectfully, * If Anne's posi tion needed to be filled, I'd apply in She works with so many a second. people, she tries to give us kids a chance ''''" !ri life. I think that's great and I give her all the credit in the world for what she I think she's does for us. really great lady." Mary Jean sees the program i very in its people and notices She way. adult-1ike things that most other students don't concern themselves with. "In my stay with the program, . I' ve noticed a definite pattern of the attitudes of the students,* _，— "They come in wild and she says. rowdy ana, through their stay, become settled, mature." She adds aefInitely, ■I think they realize responslbi1i ty to have they themselves now, they've broadened I' just wish their horizons. ' ' that so many people« didn't have to be There are so many turned away. ' that aonzt get this opportunity and i f s real)y sad." Bound"s Upward of Part chance for the tealures scuaents to offer something to the Be It volunteer work, program. representative . of students, and so has a chance to ' -every student stu on give something back. Jean says without Mary ,They (Upward Bound hesitation, people) want us to get a good education, to make something of go to can I ourselves, If grades, good get col lege, graduate, and succeed in life. I think that's the greatest thing I can offer the program.* �But her personality, compassion and concern go beyond the program. "She tries to give advice to everyone, always Is there to help others. She has to be one of the nicest people in the program, says Sara Mai kernes, a fel low student. Mary Jean also 1 ikes to keep herseIf busy. She usually 1istens to music, dances around and sings. But that, _ besides she enjoys playing soccer, basketball, and sof tt)al 1. •Tm very energetic," says Mary Jean. * I can't sit still for two minutes. I guess I'm hyperactive, but I'm always having fun.' SHOULD ROCK 'N ROLL BE BANNED? By Sara Mai kernes One night ini a sna11 town in Seattle, a; teenager committea suicide, The parents in the town blamed the song "Suicide Solution* by Ozzy Osbourne for the death. though the song even disapproves of the idea, the parents petitioned to have the song removed from the radio and record stores, Was this the first step for the censorship of rock 'n rol1? A small group called the Parents' Music Resource Center Is trying to persuade the Supreme Court to vote on an act that would put warning labels on records. According to the PMRC,. those records have vulgar or crude lyrics or pictures. The PMRC also wants to ban offensive songs from the radio and record stores. Among the 'offensive* records are 'Faith* L by “ George —一 — 'a "Like 'Likp A Michaels and Madonna's Prayer." These records plus many heavy metal records are said to be * inappropriate for sensitive or impressionable Iisteners," _ to according Tipper Gore, the organizer of the PMRC. The PMRC blames the music for the Increases in teenage pregnancy and suicide. They be]ieve a song would be more likely to cause a problem than deep emotional troubles would. Come to think of it -what does TV cause teenagers to do If the music causes pregnancy and suicide? With TV kids are exposed to sex and violence everyday. Before parents push any more to destroy an art form they clearrly dislike, they shou1 a attack the things that wi]1 have a bigger impact on …一 future such as nuclear war the ana the ozone depletion. JOB PLACEMENT： OPPORTUNITIES FOR THE FUTURE By Michele Fine Every Monday and Wednesday or one Tuesday and Thursday at o'clock p.m., they faithfully walk to wherever they must go and begin to learn something about a career, an opportunity that )asts forever. They are teenage students at WiIkes Co)lege Upward Bound Summer are Program who part of the Volunteer Job Placement Program. one From o'clock until three-thirty p.m.・ they interact with the adults of the community the on their (adults'〉 turf workplace. �■My opportunities are countless," says Krisann Jackson, 17, who works at the Medical Society on Tuesdays and Thursdays. ■Mr. Kersteen, my supervisor, has told me many stories about the history of the medical profession and of the Society, which is where doctors come to join the American Medical Association and have meetings. Since Izve been there, I've met quite a few area doctors who I may be able to use as references later on when rm studying to become a doctor.H aren't But if students 1 earning the history of a career, they're becoming a part of 11. Christine Okrasinski, 16, works for the Child Development Counci 1 at one of their local day care Whether she is watching centers. chiIdren or changing diapers, she is Hgetting closer to the kias. developing relationships. relationships, and learning about kids in general. I'm not exactly sure what I want …it will be but to do later on. 一 something to do_ with kids. This is giving me tthe ；~ headstart I need to get along a；—p better with them in < the future.*1 And even those who are in a career (other than their desired one are learning something. Sara \ works in Aamissions Mai kernes, 16, for Wilkes CCollege on Mondays and says, ""■■■ "Even She Wednesdays. though I want to be a doctor, Admissions gives me a working In chance Vo talk to many people that the at rank important hold I may have to go to them col lege. Iater on in life for entrance to It another co)lege, or this to develop social me a 11ows relationships and gets me to talk more.* Opportunities last a lifetime, and Mary Jean Baird, 17, still draws on her experience from last year. . ,I worked at Victims' Resource Center, and from there *I learned responsibility for myself and my — -work, and•-I got to know and meet people in the conmunlty. I use all of that to help me get .. along with people . now.• Upward Bound Program Counselor Tom Thomas says, * Job placement is an excel lent opportunity for the students to experiment wi th a career. learn responslbl1Ity, and to use the experience to decide on a career for the future. Al though a few have said the Jobs can get du 11 and boring at times, they do enjoy the opportunity and are taking advantage of it.' So even though it sometimes can be 'dull and boring," these students are receiving opportunities that r many adults aian'i, and they arei getting a 「— ■— ' in headstart the fast-paced working worId. MALE STUDENTS RAID GIRL'S FLOOR By Michele Fine Panaemonium broke 1oose 1ast night when a group of Upward Bouna the girls" fourth boys raiaed rooms at Miner Hal I, floor yielding water guns and ba I loons and yelling various comments, an unidentified inside source reported late in the evening. According to the source, the boys raided the floor around 10:25 p.m. when most of the girls were already in their rooms. The raid lasted only a few moments, but there was a considerable amount of mess left behind. One of the floor's counselors, Jenny Gruenloh, is as quoted saying, ■This 'This was unnecessary and childish, and I wi 11 see to it that those involved are given a strict punishment." ���������� 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 Upward Bound Lit Journals, 1981-2016 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1981-2016 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal 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 Upward Bound Lit Journals 1989 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1989 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal https://omeka.wilkes.edu/omeka/files/original/85f59a917e0f3d84e577d610decf6bdb.pdf 022a5b164270ca438998617a2693dc0f PDF Text Text ����VALARIE KLIAMOVICH AMY ZUKOSKI Knock! Knock! ShouId I answer it? How do I know who is there? Dong! Ding! Should I answer t? they bear? How do I know what t! bullet inside a They may be carrying a metal gun their heart... They may oe offering me heart ful1 of 1ove. Knock! Knock! _ out there? How could I tel 1 what Is Should I open up and see? — Dong! Ding! __ cannot tel 1 what is out there, You unless you open your heart and see. terra WILUSHEWSKI uLaughter一My PrescrIpt ion" Instead of frowns That wrinkle your face， Put a smlle In Its place. Instead of tears From a broken * *heart, Shead tears of Joy, Come one ,be smart! Isn't laughter Sweeter than crying? Doesn't it make 1 1 fe Worth the trying? So giggle, And smile~ at things, Instead of always crying Over what life brings. "Don't Leave Me Now!" 111 wish Mom wou 1 d get _ cold over__her already," I said to my father. He Just I ooked at me wi th a stern and somewhat scared face. I didn't real 1y understand why he looked that way, but then again I didn't real 1y care. My family wasn't too close, but lately my parents and the rest 一 of the family seemed to want to spend as much time as they cou1d together. My parents were on the phone a] 1 the time. 二 My parent's friends brought al】 kinds of th 1ngs to the house 1i ke f1 owers, cards, and food. “Wow," I thought to myself, "these people are strange! I wonder what's going on?" That night I began to wonder. My grandparents and parents sat me down at the kitchen table. "There is something wezve got to tell your" my grandmother said soft 1y. Everyone was silent, you cou1d even hear the dripping faucet. Then my mother began to cry. "What4 wrong," I asked, confused and sympathetic everyone at the tab 1e. "I have cancer," my mother sobbed, "What are you talking about? Things 1 Ike this don't happen to me or my fami 1y, I said to myse 1 f . Is my mother going to die?" As the days dragged by, I would si t and think abou t the t imes I … dl 一 d something wrong that disappointed my mother. All I wanted was for her to be happy. I often would stop and pray to God that He would spare my motherzs life. I wasn't real young at the time, , but too young to real what -''1 y 一 know ' -—was going on. Al 1 I knew was that I could 5 ������STAN MADERO "Fee 1 Ings for A IH15F p MS Dll bean one wrd 血 Friend" Hr： who was real 1 y bol d There was a girl and now It's cold, She broke my heart、— The feel 1 ngs we shared were somet imes sad. They broke my heart and made me mad. I often wondered really why Some feelings we shared make me cry. rea 11y great. The friendship we had was r --^-7 hate. Then when 11 stopped 11 made me 二二二二二 When feel Ings for a friend make you cry, All you can do Is wonder why? AMY ZUKOSKI "Sitting on the Sand" Provfrb 顼gphy 口y I was sitting on the sand one day, watching the boats dock In the bay. This little boy --------切二7 came up to me. I suppose he wanted to play. I was sitting on the sand one day, with this boy for a while. Sudden 1y he stood and 1ooked and gave me a smile. I was sitting on the sand one ― day, watching the birds fly high.' This little boy came up and said, "I have to say good-bye." I was sitting- on the sand. .一 years 1ater. watching the boats dock In the bay. This man came up to me. But had noth i ng to say. ��巳KIN NEWSUN BuriNic "The Waiting Room" "Mother's Hands" Go f i nd an i nsp icing pI ace to write something creative." she said to her 1i terary scholars. She paired us up We al 1 went and sent us off. di ffecent direct ions, not knowing where we'd end up. the two of us, Amy and We I, wandered around the campus, about couldn't make up our minds inside or anyth 1 ng--shou1d we go outside, be in a c 1 assroom or out in a hal 1 , sit at a desk or on the f 1 oor, write about this or that-一and I cou1d go on forever. Final 1 y, we sett 1 ed In the 1 ast place on earth you'd expect us to be Inspired by (Yet it was convenient)--the ladles' bathroom! Amy spread out on the floor and I curled up in the 1 ounge chair, my pen and paper ready to go, Just waiting for that moment of inspiration to fal1 upon me, however the only thing that did fall upon me was that stingy strong sme11 of ammonia. It did wonders for my stuff nose, though! But I was p] eased to know that the their job thorough 1y, Jani tors did because at my high schoo), our bathroom was filled wl th a 1 ots of odors.. .but, unfortunate!y for us, ammonia wasn't one of them. Anyway, we signed, scribbled, and shifted about trying, to come up with something interesting to write, and i f I was inspired by anything, it was the atmosphere of my surroundings, The ladies, waiting room Is not quite your average creat1ve thinking room, but donz t knock i t z t i1 you try i t! 2u , The smooth, creamy potatoes3 are tcrcd and dropped 2^1*. into the pot. quartered e...- ― —a hill hix • > of smooth ---- white stones. 2L3 small, strong hands My mother's quickly to carry the vegetables •、 the stove. Nimble fingers fasten the I Id. Her weathered hands were smooth and young 11ke mine once, and she doesn't mind. Those scars and wrinkles are beautiful to me. They are the signs of loving us. JOE FLYNN "Count Thy Blessings!" Count thy blessings! Listening to the waves crash against the rocks can be peaceful and calm and glorious. But be very .careful* because ous. the ugly wltch of the sea can appear and the ears cast a spel 1 on some of* you. of 1 Ife or the eyes of eternity can be gone 〜 forever forever.. The The lucky lucky ones ones who survive the spel1 must be willing to aid They are life's real their fe1 low man. Many t Imes we take 1 1 fe for heros• granted, but Count Thy Blessings! �BONNIE OAKES • Bob 、 pa E e T W《 F □ Z O Mh 3 T n s e —3 1ooked The boy wlthout ears the edge Down as he sat cn on the roof Of a big city r" , disturbed cr ime and With the violence^ below. Poverty which existed < a 2 the crying He was deaf to screaming of the tiny Visions beneath, He did not near the traffic on the Street. The only thing He heard was the pain, --- confusion the anger andI the 〜 j from h 1 s heart Screaming Am .. As ha he soared into the Violence, crime and poverty Which puzzled him so. ���THE MOST ToL ove. I。^/o 侧JJA凯£ OF A』re \/\!\「IK MLW£NT5 The H .<&a ct; ~lo AdmireZs To L.owe. cj 6 IHM OF NEVER USING With T槌 Mj nd_ TWO WORDS wra owe TMEODAHLE GIMEeR c.Au_DG,mphy BACy SCOTT WILL DO By'.TVrcvq^ 晶G C ugg 仕公\'\客 jpN： Cjxxc 29 28 ��������� 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 Upward Bound Lit Journals, 1981-2016 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1981-2016 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal 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 Upward Bound Lit Journals 1990 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1990 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal https://omeka.wilkes.edu/omeka/files/original/6a6478fa31abc93f354af26a2e2e9cee.pdf d92ef6e67730731e7c28ba442dc5f23b PDF Text Text WiXLes Universtty UPWARD BOUND 25TH RNNIVERSRRY Literary Anthology �SIX WHEKJ Six weeks? I'll never make i t Chat： long. I 'm coming home foniorrow I tell you!! Oh. Good! A weekend. chance to see my fri〃nds! Time to start another week. Mom ' s here to visir me! Can my new friends come wi th us? ■■ You know this acci (. vi ty isn't ----- … ―was. as bad as I Chough t: it … Can we do this into free Cime ? Chrisrmas week, how stupid! I gof another noce coday. Ic made me smile. Only one more week. That 's sei'll a 11 tele ways off. Oh. oh, exchanging pre senCs. re days lefU Celebra cion of Achievemenr, boy it: came fast.. Time co say "Bye.' I wi sh i r woul d never end. Chris Zukoski 1989 1 ��ANOTHER VIEW YOU SLEEP. STRETCHED ACROSS THEFLOOR ON YOUR STOMACHUKEA BEAR RUG. YOU LOOK SO INNOCENT AS A BLONDE CURL HANGS OUT OF THE COLLAR OF YOUR JA CKET. YOUBREA THESOFTLY, YOUR LIPS PARTED SLIGHTLY ... YOURARLISFOLDED BENEA TH YOUR CHIN. AND THEN I SEE THE CHAIN ON YOUR BOOT, AND RECOGNIZE THESCAR ON YOUR CHEEK AND REALIZE YOU'RE NOT AS INNOCENT AS YOU SEEh-I. "The landscape of t/ie cify is purely fabricated," thought Racine, as she satpegging pigeons with bread crumbs in the midst of Cen tral Park. She ran her fingers through her ra ven hair and puffed indignantly on her cigarette. "It's all a charade." She dre w a quarter out of her jacket packet and strolled out of the park onto 81st Street. Plugging the quarter into a ne wspaper vejiderbox, she grabbed a copy of the "Post" and kept on walking... not looking at it or at anything else except her own feet pounding the sidewalk. softly behind him jnd made his wjy to the bathroom. She knew he'd returned, but wjj too involved with gathering her thoughts A moment Idler fie stared at her iivm the bathroom doorway. 'You're too quiet tonight, what's ejtm'you^ n "Cmere." she said clearing her throat He sighed and trudged into the cramped room 'Whjf" he sjid irritated by the tone of her voice. ^hce jacket, "she】 add. yanking it out from under the table ^Wjhhj tell me who S. Sherman is俨 She got up and threw the jacket at him. "What,s it this time. Sandy or Stanley?" ^What is this. The Grand Inquisition orsomenung^" he erupted. >n "I don't need to inquire, Ejby ..一 See ya later..." She picked up her bags and walked out. Shs sat in Central Park, pelting pigeons with bread crumbs, curbing the djrkness as it started to rain. Eddie Lupico Sc Janine Hyde 1985 Her apartment door opened without a key into a dark room. Only the dim Ugh tafa teJe vision Illuminated the four bleak walls. Mitchedl sprawled indifferently on the floor like a bear rug, empty cans and dirty djs/ies littered the floor around him, while a cigarette lay burning in the ashtray. She stared at him as he lay motionless in sleep, and began to bend orer him. She tapped him sharply with Zier 血& "Areyou working tonight, or jr/iat?" He rolled over and glared at her, watching her disappear into the darkness of the bathroom. The door banged shut. He fadedlyliftedhimslef off t/ie st^jned worn carpet... She came out afterMitchell had left and flopped an the unmade studio couch. "Crud..., “ she moaned, and removed Mitchell 'sjean facket out from underneath her. uWhat a grime.,. " She took another look at the jacket and realized it wasn't Mitchell's. "Crud... " She sat up and Jock again. She fumbled curiously through the pockets, removinggum wrappers, miscellaneous paper scraps and their address scribbled an t/)e back nfa ticket stub. She flipped the jacket around and found a name on the collar. "Who the_ ' • isM Sherman?" She de/nanded from an empty gm. She satin i in ujc the njit-jjcjj, kitchen, me the Jredglow cu ^durr uicite of her cigarette ujc the only light in the apartment. Mitchell closed the door softly 4 'F /^College 京 ����������What To Be A beautiful petal, part of a flower. One of na tare's gifts, from only one rain shower. A son^ it sings of perfect scent. The listener knows texactly ''what …心一 is meant. Sametines cruel things them bend. They are so delica. te they won Y mend. OLLEGn} THE FLOWER Many [any times I wonder W1「hat it's like to be An artist able to paint Everything I see. Other times I ponder How it feels to be A dancer leaping through the air So careless and so free. At times I often muse How it would seem to be A captain of a giant ship Sailing over the sea. There are so many things I'm able to be But for now I'll try and concentrate On being the real me. summer Tara Hill 1989 If you pick them, their life will end. Then fare ver gone is your friend. 1934 ACCOMPANIMENT Him bo TOSSING A BALL, HAVING IT RETURNED. SITTING UNDER A CHESTNUT TREE, BUT NOT ALONE. SLEEPING IN BED, BUT STILL ACCOMPANIED. RISING IN THE MORNING, TO BE GREETED ONCE AGAIN. THINKING OF YOU TERROR STRIKES. PANICKING. just sitting here in this empty room STARING AT MY PUPPY LYING MOTIONLESS UNDER THE CHESTNUT TREE staring at four bleak walls THIS WAS TO BE THE END OF MY ACCOMPANIMENT. BUT I AM STILL ACCOMPANIED IN SPIRIT. -thinking of you. just sitting here watching tears drop one by one on an empty white page ANNE MARIE KELLEY 1982 -thinking of you. Just sitting here -watching, waiting, wondering ... Wondering it you're thinking o( me! Lynn Sedmina 1982 27 ��z VIET HUNG HUYNH 1989 #¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥¥〃 l h xguH FREEDOM HAS A LIMIT LIKE A MAN DRIVING DRUNK DUMPS DOWN THE SIDEWALK HIS LIFE BECOMES REBORN. d o n /n b 塞 LIKE MY FAMILY, WE LEFT OUR COUNTRY TO FIND THE FREEDOM DOOR. AT LEAST WE FOUND RED, WHITE AND BLUE WITH FIFTY STARS. .w <!>£ E 。 二出 Inq 」 」 JO twu m e ide £ s. e s r X a U E OJ e E « J H B-SU 0 nl <D5 2 Mca M s 2 p ra0 S <UMu J £ 2 M<C j J ca >M s Jo £ OJ£ Us 2 M ' Te sU m CUI s <s r < ue p m je ON A SKY HIGH DO WHATEVER YOU LIKE. WITHOUT FREEDOM THERE IS NO RIGHT. L - 竺 FREEDOM AT LAST OF HUMAN RIGHT. FREEDOM IS NICE LIKE A BIRD'S FLIGHT. tjo o s ouesLH FREEDOM J luT nb I « 8£J9JJne 苛 ★★★★★★★★★★★★大女大女大大☆☆☆☆大☆女☆女☆☆女☆☆女女女女☆女 s. 矛 ln a 0 6 2 ��呀J 一所2排JOL? %1叫 曰JMLq乡灸1#顶$i 皿一兀 WHY??? September 1988 was my first dny nt Northwest Aren Hi3b School. Along with local people were some foreign students who had shown interest in studying at Northwest. I didn't know wha t kind of an experience I would have ar n new place. 祯?』T BfZL 27-^2/77^- E吻皿鹿y份寸^&以匆 The first day of school I felt different and nervous. I wondered if 1 would meet many people. Most of the 一 ____ time,,____________ I felt same people looking nt me strangely. It seemed as if they•thought thought that I wus an alien ~ been use I came cume from a different country, tind find a different background. A couple of weeks went by. While 1 was in my class, I could hear some students criticizing me because of the way I read and spake. I had a difficult time expleiinins my answers to the questions asked in class. In this situntion. I felt that I was useless, and not ns well educated as everyone else. When my classes had tests ar quizzes, I ttstta'" illy gut lower grades then everyone else. I also noticed tha t people judged me by my physical ' appearance. —They looked 1 at me niysteriously been use of thej way _ / dressed, and my mannerisms. It was very hard for me to understand why people treated me like an outsider. Sometimes, / put myself down, and J I' felt wanted to give up7 on everything; , " /ike a failure. I sometimes wonder why ， people have to judge other people. They dan't understand haw much their wards hurt me. Maria Elena Coniillo 1992 msg ��� 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 Upward Bound Lit Journals, 1981-2016 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1981-2016 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal 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 Upward Bound Lit Journals 1991 Creator An entity primarily responsible for making the resource Provost's Office Date A point or period of time associated with an event in the lifecycle of the resource 1991 Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Journal