Congratulations to John Hoppenthaler who has recently received residency fellowships from the Virginia Center for the Creative Arts and the Weymouth Center for the Arts and Humanities.
The Fall 2016 Common Reader is now available, thanks to Editors Cheryl Dudasik-Wiggs and Donna Kain.
The Common Reader 33.2 (Spring 2016) is now available, thanks to Editors Cheryl Dudasik-Wiggs and Donna Kain.
Stuart Wright Collection
Byline: Jonathan Dembo
The Special Collections Department has recently completed processing the Stuart Wright Collection, J. Y. Joyner Library’s largest and most significant literary collection. Acquired by the Library from Stuart Wright in 2009, the collection contains a large number of historically valuable published and never-before published works of 22 world-renowned American poets and novelists. Included are portions of the private libraries of Richard G. Eberhart, who taught for many years at Dartmouth College, and of such noted Southern writers as Randall Jarrell, John Crowe Ransom, Peter Hillsman Taylor, and Robert Penn Warren. Also included are the papers of the English poet Donald Davie, who spent most of his working career in the South. The collection contains many significant manuscript items never before available for research, including notebooks, letters, photographs, drafts, and proofs of published works by Madison Smartt Bell, Fred Chappell, John Ciardi, George Core, James Dickey, Andre Dubus, Richard Eberhart, George Garrett, William Goyen, Randall Jarrell, Andrew Lytle, Merrill Moore, Katherine Anne Porter, John Crowe Ransom, William Styron, Allen Tate, Peter Hillsman Taylor, Robert Penn Warren, Eudora Welty, Tom Wolfe. The Wright Collection consists of more than 7,000 manuscript items and 3,000 printed works. The manuscript collection, alone, contains more than 100 containers and more than 40 cubic feet of material.
Among the other writers represented by manuscripts in the collection are such famous internationally known poets, writers, editors, publishers, and teachers as John Berryman, Cleanth Brooks, Malcolm Crowley, Robert Graves, Robert Lowell, Archibald MacLeish, Theodore Roethke, and hundreds of others. The materials in the collection provide valuable and intriguing insights into the lives of these men and women whose works have inspired and educated more than three generations of readers throughout the world. In these collections researchers can trace the evolution of each writers thought processes from notebook entries, to multiple draft versions, edited and re-edited, to publishers proofs, to final published version, to edited and corrected second and third editions. They also open a window into their personal lives and friendships, hopes and ambitions, personal and emotional trials and difficulties. In this collection, researchers may follow their childhoods, high school triumphs and disasters, loves, marriages, infidelities, and divorces; their struggles to make a living and to deal with success and failure; their health and their struggles with disease both mental and physical; their retirements and final years and deaths. In addition, the researcher may follow the impact of each author in the resumes, reviews, comments, dust jackets, biographical articles, clippings, and obituaries in the collection. The collection includes numerous contracts and business letters documenting the authors’ relationships with editors, publishers, universities, and other professional bodies. No collection can provide a complete description of any man or women but the Stuart Wright comes extraordinarily close to achieving this goal.
The collection includes such a vast array of new material that it would be impossible to give more than a few notable samples. The Richard Eberhart Papers includes his photographs of his dying mother and a file entitled “Robert Frost’s Comments on Poems by Richard Eberhart” (ca. 1958) in which Frost writes in the margin: “Richard, sometimes your rhyming makes me frantic.” The Randall Jarrell Papers includes a photograph of possibly the Gotham Book Mart Party for Dame Edith Sitwell in 1948, possibly the most important birthday party in American literary history. The photograph features many of the most prominent contemporary literary figures including: William Benet, Charles Ford, Delmore Schwartz, Randall Jarrell; Stephen Spender, Sir Osbert Sitwell, Marianne Moore, Elizabeth Bishop; Marya Zaturenska, Horace Gregory, Tennessee Williams, Richard Eberhart, Gore Vidal, Jose Garcia Via, and W. H. Auden. The John Crowe Ransom Papers includes a letter Ransom sent during World War I, when he was a lieutenant in the Field Artillery. He wrote to a fellow officer named “George”, in December 1917, when he feared being court martialed for desertion. The letter begs his friend to write a testimonial on his behalf. The Robert Penn Warren Papers includes a bound copy of the script for All The King’s Men that the Screen Writers Guild presented to Warren when he won the award for best written drama in 1949.
The collection was compiled by Stuart Wright, a noted bibliographer, editor, translator, publisher, and collector of literary manuscripts and books worked closely with many of the literary figures represented in the collection. A native of North Carolina and a graduate of Wake Forest University, Wright currently resides in England. His published bibliographies of American writers A. R. Ammons, James Dickey, Richard Eberhart, George Garrett, William Goyen, Randall Jarrell, Andrew Lytle, Walker Percy, and Reynolds Price have received the most public attention. During the course of his work, Wright developed close relationships with some of the writers represented in the collection.
Appraiser Lynn Roundtree of Chapel Hill, North Carolina, recently described the collection as ― an extraordinary accumulation of rare literary papers of many of the finest American poets, novelists, and short story writers of the twentieth century. The inclusion of materials by five poets laureate makes the collection of great value to students and scholars who will be able to see the creative process on display through the manuscripts and published works of these great poets and writers. Numerous academic researchers who have viewed the collection have agreed on its great value. Prof. Stephen Burt, of the Harvard University English Department, recently wrote that
“the Stuart Wright collection in general . . . will continue to be an extremely important resource for critics, scholars and future literary figures who want to know more about [Randall] Jarrell, about A. R. Ammons, about Robert Penn Warren, and about the other major figures of Southern letters whose papers, books, and other material Wright gathered over several decades of his own research. It is a delight and a triumph to find that material at ECU.”
The staff of the Special Collections Department has completed preliminary inventories of the collection, but additional work must be accomplished before the collection can be made fully accessible. For more information, contact the Special Collections Department at (252) 328-6671.
Composing the White House
This article is republished from Stephanie West-Puckett’s Tales from the Nondescript October 9, 2011 blog entry.
A big thank you to our friends at Wellstone Action! for inviting us to the White House to talk about education, literacy innovation, and achievement and a special recognition of the Thomas Hariott College of Arts and Sciences at East Carolina University who funded our work. Dr. Will Banks, Writing Program Director at ECU, and I, along with other representatives from both the Council of Writing Program Administrators and the National Writing Project, met in the East Wing this past Friday, October 7 during the Community Leader’s Briefing Series, listening to the administration’s education priorities and talking about our own work with writing, literacy and professional development in Eastern NC and across the country.
The White House Community Leader’s Briefing Series, an outreach of the Office of Public Engagement, brings local leaders to Washington to learn about the president’s agenda and speak with senior White House staff about how the administration’s initiatives and policies affect our work and our communities, and in this case, our teaching and our schools. Morning presentations in the Eisnehower Executive Office Building included economic updates, schilling for the American Jobs Act, and an overview of administration initiatives such as Joining Forces, a program that provides additional support to military families and Let’s Move, Mrs. Obama’s campaign to prioritize exercise and provide healthy, fresh food in low-income neighborhoods and communities. In addition, we were encouraged to review the website and submit profiles of our work to Champions of Change, a campaign that spotlights community leaders and innovative projects that “out-innovate, out-educate, and out-build the rest of the world.”
During the afternoon breakout session, our groups met with Department of Education (DOE) policy advisors to discuss the administration’s education policy, specifically the re-authorization of the Elementary and Secondary Education Act (ESEA), Common Core State Standards (CCSS) and Assessment, and state waivers which allow for more local control in school transformation and reform, and Sponsoring Effective Educator Development (SEED) grants that congress has set aside out of Title II funds for teacher training and development.
Linder Adler-Kassner, Past President of the Council of Writing Program Administrators (CWPA), applauded the inclusion of writing in the CCSS, considering that the previous administration’s No Child Left Behind focused on reading instruction at the expense of writing instruction. Linda, however, went on to critique the narrow bands of writing that are prescribed by the CCSS, saying that drilling students for twelve years on the three modes–argument, description, and exposition—does little to prepare them for college and career writing readiness. Fifty years of writing research, she and WPA Vice-President Rita Malenczyk argued, shows us that good writers are flexible. They can perform in different writing situations—writing for different audiences and for different purposes—and possess habits of mind that are explicated in the newly released CWPA Framework for Success in Post-Secondary Writing, which we shared with DOE officials.
We asked Karen Cruz and the other DOE representatives why writing teachers, writing scholars, and organizations such as CWPA and NWP were not invited to the table to give input in the drafting CCSS for writing. She answered by noting that CCSS is a federated approach to curriculum reform and that our groups should move forward by reaching out to the assessment consortia (Smarter Balance and PARCC) as well as state-level education departments to create sustainable partnerships between writing teachers, writing scholars, and those whose work will define the implementation of CCSS.
Obama’s education policy advisors lauded the administration’s investment in the $86 million initiative, College Pathways and Accelerated Learning, that expands Advanced Placement, International Baccalaureate and dual/early enrollment programs which drew sharp criticism in the room as Writing Program Administrators including Dr. Kelly Ritter from University of North Carolina at Greensboro pointed out that these programs encourage a hurried approach to reading and writing instruction with the goals of memorization and completion as opposed to engagement and metacognitive reflection on writing and learning. Advanced Placement course work and assessment, CWPA members argued, does little to develop effective writers as those programs have little basis in research-based practice and little or no input from writing teachers and scholars in the field. Dr. Will Banks also pointed out that we need to support good reading and writing practices not merely for the “talented 10th” who are served by these programs but for the ever-growing numbers of students from rural, first-generation, and under-represented groups who now, more than ever, need access to higher education.
Leaders at the table discussed the imperative for higher education faculty to get more involved in K-12 education reform and discussed creating spaces and coalitions for articulating a vertical writing curriculum that would foster career and college-ready writing instruction. Elyse Eidman-Aadahl, Programs Director for the National Writing Project, reminded folks that this cross-pollination is already occurring throughout the NWP network as K-16 faculty are engaged in collaborative professional development experiences such as Invitational Summer Institutes and school embedded professional development programs. She applauded the congressional set-aside of SEED funding that will enable NWP to continue some of this work, despite losing its federal funding when its status as an authorized program was misconstrued as an earmark, and underscored the significance of assessment in these discussions. Machine-scoring of writing, she noted, is both efficient and cost-effective; however, the value of writing and making meaning with real audiences is undercut when machines focus on surface-level correctness as opposed to knowledge-making, learning, and communicating in authentic contexts.
Our trip was successful in that we were able to share our research, talk about our work, and highlight the role that teacher and research-based networks like the National Writing Project and the Council of Writing Program Administrators can play in reshaping both local and national responses to literacy innovation and achievement. In addition, we were able to network with other organizations and to brainstorm ways to bring federal dollars to North Carolina to support reading and writing and address the particular concerns of students and teachers in the Tar Heel State. As our University’s slogan touts, Tomorrow starts here– but it doesn’t start without vision and leadership. There are many organizations, small and large, that will join this sort of work and we know that with the right leadership we can locate those donors. The same is true for the connections we need to make among our universities, our K-12 schools and our community colleges
Sir Salman Rushdie Connects with Class
BYLINE: Jewel Williams and Katie Sinor
Everyone should be aware of East Carolina University’s Voyages to Discovery, a lecture series supported by the Thomas Harriot College of Arts and Sciences, which has been an indispensable academic event for ECU’s students, faculty, and general public for the past four years. In fall of 2011, ECU hosted award-winning novelist, Sir Salman Rushdie, who in turn went above and beyond the normal expectation of giving a simple lecture.
ECU’s English Department created a graduate course devoted solely to Rushdie’s works. This course, led by Dr. Seodial Deena, started with Midnight’s Children, studied the majority of the works written by Sir Rushdie, and ended with Luka and the Fire of Life. The six students enrolled in this course (along with their professor) had the unique opportunity to engage in conversation with Sir Salman Rushdie three times in three months. The class had only covered Midnight’s Children and Imaginary Homelands when they had their first conversation with him over Skype on September 15th. Rushdie answered each question in length, although the meeting lasted only an hour and a half. The students were clearly charmed by his openness and wit toward their discussion. Each student asked one question, varying from the creation of his narrators to his political views of the world, which was kindly met with a thoughtful answer.
The second meeting was quite significant. On October 5th, Salman Rushdie came to campus in order to give his public lecture, “Public Events, Private Lives: Literature and Politics in the Modern World.” Before the lecture, set for 7pm in the Wright Auditorium, Rushdie met first with the class that he skyped with one month prior, and then with interested faculty from various fields of study. The students were both nervous and excited to finally meet with him face-to-face. Having read The Satanic Verses and The Moor’s Last Sigh, they were even more confident in the questions that they asked. “Is the narrator in The Satanic Verses Satan or God?” asked PhD student, Randy Marfield in conjunction with Masters student, Jewel Williams. Rushdie quickly replied with, “Well, I’m much more interested in your opinion on who you think the narrator is,” which began a whole discussion on the various theories concerning the narrator that would never be solved. The students quickly learned that Rushdie, although always genuine, would not always be so direct in his answers.
After the personal meetings, students and faculty joined the general public in Wright auditorium to listen to Rushdie’s lecture, which focused on the various reactions to his ‘controversial’ novel The Satanic Verses, but whose main highlight was the amusingly shocking statement, “There is no God.” By the third meeting, another Skype call held on November 3rd, the students added The Ground Beneath Her Feet, Fury and East, West to their working bibliography of Rushdie novels. Since they only had 45 minutes dedicated to this conversation, they quickly asked their questions and still received genuine answers from the novelist. They ended with expressing their gratitude for Rushdie’s openness to student discussions and their hope that he would visit them again.
National Day on Writing
Byline: Christina Bethel
In Fall 2011, the Tar River Writing Project, the University Writing Program, and the English department at ECU joined with colleges, universities, schools, and communities all over the country in celebrating the third annual National Day on Writing (NDOW). Through the efforts of the National Council of Teachers of English (NCTE), October 20 became a federally recognized day for celebrating writing in all its forms. While members of English departments everywhere already understand the value and joys that composing brings, we often struggle to kindle the desire in our students’ hearts. Stephanie West-Puckett, Will Banks, and Michelle Eble recognized ECU’s need to spread the joy in a new way. They challenged two graduate students, Matthew Herrmann and me, to take charge of planning a campus celebration. With only a month to plan, we collaborated to create a celebration in which nearly 200 local school children and teachers joined us on campus for an exploration of the various pleasures writing has to offer.
Two Pitt County Schools accepted our invitation to celebrate the National Day on Writing at ECU. Jennifer Anderson brought seventy-two fourth grade students and three teachers from W. H. Robinson Elementary to campus that Thursday morning, and Rob Puckett of J. H. Rose High brought over 90 high school students and 6 teachers that afternoon. Matthew, graduate volunteer James Cardin, and I shuffled students among the three stations where activities were planned, meeting at the cupola between each session for a quick reflection.
Stephanie West-Puckett transformed the First-Year Writing Studio into a one-day Digital Studio to offer our visitors a place to explore four online writing tools: Storify, Xtranormal, VoiceThread, and Wordle. English graduate assistants, who normally help our first-year students negotiate the complexities of the writing process, demonstrated their flexibility by helping students negotiate these new technologies. The Digital Studio provided a space for elementary and high school students to compose fun and original works, engage in thoughtful discussion about copyright, and celebrate their creativity.
Thanks to Dean of Academic Library and Learning Resources Larry Boyer and Assistant Director of Public Services Mark Sanders, we were able to host multiple events in Joyner Library. In the morning, volunteers Samantha Settimio and Jewell Williams introduced young writers to Beedle the Bard, as Will Banks performed a selection from J. K. Rowling’s Tales of Beedle the Bard for several groups. Following the reading, students participated in a writing marathon during which they wrote their own tales. Each time I popped in to observe, I saw young writers engrossed in their creative processes, writing thoughtfully and furiously. When it came time to share, the fourth graders were eager for their stories to be heard.
In the afternoon, high school students were captivated by Rick Taylor’s readings of an excerpt from The Princess Bride. They were so inspired that one group requested more time to write at the cupola before moving into the Digital Studio. English faculty member Randall Martoccia contributed Halloween-themed prompts designed for students in both age groups. In another session, we introduced the high school students to two professional writers, who are also graduate students in the English department. Brandon Sneed, a sports writer, and Amber Carpenter, a political poet, volunteered their afternoon to engage in a fruitful dialogue with our visitors about what it means to be a professional writer.
We also established two student writing exhibits in Joyner: a gallery sampling in the study area beside the circulation desk and a full gallery in one of the library conference rooms. Assistant Director of the University Writing Program Kerri Flinchbaugh curated the National Day on Writing Gallery with help from volunteers Jenn Sisk and undergraduate student Jaden Little. Works on display included several issues of The Rebel and Expressions, two of ECU’s publications that showcase student writing, as well as academic, professional, and personal writing samples from the graduate students working in the First-Year Writing Studio. Joanne Dunn brought her first-year composition students to view the gallery, and they enjoyed reading student work and contributing short videos to the National Writing Project’s “Why I Write” campaign.
While students enjoyed all of these activities, the favorite activity of the morning was the graffiti wall they built at the station led by Cyndi Gibbs, an art instructor from Coastal Carolina Community College and former ECU art professor, in the Mendenhall Social Room. Three graduate students – Therese Pennell, Michael Brantley, and James Cardin – volunteered more than half of their work day to make this potentially messy station a success. Students enjoyed learning about using symbolism to express themselves, collaborating to create a unified collaborative work of art through writing, and playing.
As we do in academia, we requested feedback from our participants, and they had wonderful comments about the activities as well as some great advice for future celebrations. The two most common requests were to add spray paint to the graffiti wall supplies and for more time to write! In light of the successes and suggestions, we’re starting early with grand plans for next year. We would like to expand the celebration to include lunch for students so that we can bring them to campus for the entire day, which will provide more time for them at each station and a greater variety of writing activities to engage in. We also want to spread the celebration campus wide and include more events for our on-campus and distance education students. Events already under consideration include an on-campus and virtual open mic night, a virtual gallery, a more elaborate graffiti wall, and a writing flash mob.
Please help us celebrate by donating time, resources, or some of your own writing to make ECU’s Second Annual NDOW celebration a success!
Peter Makuck Visit
Byline: Meghan Palko
Learning can be a solitary practice. Academic growth often means spending a lot of time alone, studying and reading books and writing papers to be graded. But sometimes, learning is a communal activity, something that comes from interacting with one another.
Because learning can (and should) involve much more than reading books and writing papers, East Carolina University’s English Department strives to make each student’s academic experience as interactive as possible by bringing successful locally- and nationally-renown authors to campus for readings, interviews, and personal classroom sessions.
Fall 2011 brought an influx of such activities to the department. One author who came to visit ECU was Peter Makuck, who visited in November for a reading and a classroom discussion. Makuck spent 30 years teaching and championing poetry at ECU. In 1978 he founded Tar River Poetry, a renowned poetry journal dedicated to publishing beautifully written narrative verse. He was the English Department’s first Distinguished Professor, and he has five poetry books, four chapbooks, and two collections of short stories to his name. His work has also appeared in a number of journals and magazines, including Poetry, The Hudson Review, and The Georgia Review.
Makuck took one chilly November evening to stop by Alex Albright’s Nature Writing class to read a couple of his own poems and to entertain student questions regarding his own writing process. He spoke about the technical aspects of poetry in a non-technical way and addressed everything from inspiration to drafting to revision.
“Why not write about something that happened to you, something you’re passionate about?” he said after reading a snippet of his work and discussing his own experience and relationship with writing. He spoke casually but passionately about poetry. In doing so, he made an often-overlooked art form seem much more accessible and, yes, even enjoyable.
Later that evening, Makuck gave a reading on campus. Students and faculty shuffled into the intimate auditorium in the Science and Technology Building to hear his work. He began by reading a quoting a few different news and literary sources before delving into his own work. He read mostly from Long Lens, his latest collection of new and selected poems.
Many of his poems were clearly grounded in eastern North Carolina’s landscape, and he detailed everything from his daily commute from Bogue Banks to Greenville to his more whimsical wanderings through the lesser-known parts of the state. His familiar setting, as well as his mention of the Neuse River, cotton harvesters, brown fields, pine trees, and hot “blowtorch days in July,” made his narratives seem natural and easily relatable.
Though Makuck is not a North Carolina native, he epitomized the atmosphere of the coast in his writing. He has, however, spent a large part of his life here, and his time at ECU has made him a literary staple.
Andrea Kitta’s Book
Tenure-track faculty member, Andrea Kitta, has recently been published by Routledge Press. Her book, Vaccinations and Public Concern in History: Legend, Rumor, and Risk Perception, investigates vernacular beliefs and practices that surround decisions concerning vaccination. The research on which the book draws was designed to understand not only patients’ fears, understandings of risk, concerns, and doubts, but also explore the reason why people choose to vaccinate and understand why vaccination is so important to medical culture.
Andrea Kitta used a variety of techniques to explore the discourse of vaccination. First, using a similar model to that of John Dorst in The Written Suburb, she considered the texts that the medical field provides for itself, mainly found in medical journals. In this literature, the concept of “compliance” is crucial. Although medical journals are not necessarily demonstrative of the beliefs of the entire group, they are important to consider because they set the standards for what the group should believe. Second, she examined the media. The lay public typically uses the media, such as newspapers, television news shows, and radio news shows, as important sources of health information. Oftentimes, especially in the case of vaccines, the information from these sources is frightening (although the lay public does not accept everything it reads and sees as being true). Additionally, Internet sources were considered. Recent research has found that anywhere between 40–80% of adults with Internet access use the Internet to find health information. Medical professionals identified in this research estimate that at least 60% of their patients make decisions based on health information found on the Internet. Therefore, it is important to consider Internet sources and explore the quality and content of information found in those texts. The Internet, however, is not a single entity, but rather consists of various communication methods within the same medium. Finally, this work draws on ethnographic research conducted through surveys and personal interviews. Overall, she collected 637 survey responses, conducted sixty-seven interviews, and investigated over 500 websites, online forums, and message boards, and watched hundreds of hours of videos on both anti- and pro-vaccination topics.
Exploring contemporary (urban) legends, rumor, gossip, and conspiracy thinking was an important aspect of this research which helped her to understand the nature of inoculation distrust and miscommunication. Without a careful understanding of local concerns, cultural memory, and folklore, it is easy to see how risk communication strategies can fail. Kitta’s work hopes to help others understand the complications of the issue, avoid stereotypes concerning both patients and physicians, and engage in better communication practices.
9th Annual TALGS Conference
The 9th Annual TALGS (TESOL/Applied Linguistics Graduate Students) Conference will be held on Saturday, February 18, 2012. We are very pleased to announce that the 2012 TALGS will be hosted by the Graduate TESOL program at Western Carolina University in Asheville, North Carolina. Our new partnership will continue into the future with the conference venue rotating between WCU and ECU on alternating years.
The conference provides a stimulating forum for graduate students and professionals working in a variety of applied linguistic fields to present their work, receive feedback, and network. We welcome cross-disciplinary proposals with relevance to language use, language learning and/or teaching from a variety of fields, including, for example, English studies, education, discourse studies, foreign languages, anthropology, communications, sociolinguistics, psychology, and sociology. Proposals reporting on action research (inside and outside the classroom), works in progress, submissions based on successful term projects, pilot research, as well as proposals for discussion sessions, workshops, and posters are welcomed. For more information and to submit your proposal, visit http://www.ecu.edu/cs-cas/engl/talgs/proposals.cfm. Proposal submission deadline is December 1, 2011.
Internationally Recognized Project Comes to ECU and English Department
Contributed by Lorraine Hale Robinson
Portions of this article come from Cornerstone, an online magazine published for the alumni and friends of the Thomas Harriot College of Arts and Sciences.
With the 2010 arrival of Dr. Jeffrey S. Johnson as chair of the Department of English came a major collaborative literary scholarship endeavor, the acclaimed variorum edition of the work of English metaphysical writer John Donne. And with the selection of Dr. Gary A. Stringer, founder and general editor of the Donne project) as the David Julian and Virginia Suther Whichard Distinguished Chair in the Humanities, Harriot College has become the project’s institutional headquarters. In addition to a planned 8-volume, 11-book print edition, the project (which involves a cohort of over forty scholars from around the world) provides broad public access to many of its materials through the website, DigitalDonne: the Online Variorum.
Gary Stringer began his work on Donne in graduate school, and his dissertation focus was on English Renaissance literature. A desire to expand his 1970 dissertation, “The Biblical Element in Donne’s Poems of Sacred and Profane Love,” into a book underscored the need for a variorum edition (from editio cum notis variorum: an edition of an author’s texts with the notes of various scholars and editors). As a graduate student, Stringer was involved as a “logistics/go-fer” in the foundational meeting of the University of Oklahoma’s Chaucer Variorum, so the scholar became acquainted first-hand with some of the complex but rewarding challenges posed by this sort of work. Attracted, too, by the collaborative nature of such projects (which are typically not housed within one department or institution), Stringer held a three-day planning conference in 1981 at the University of Southern Mississippi where he was an associate professor of English. Out of this internally funded conference grew a project eventually supported not only by numerous educational institutions and private donors, but also by a series of ten National Endowment for the Humanities grants that over the past thirty years have assisted in bringing to the world a treasure of print and online resources. Announced by NEH and the office of North Carolina’s third district Congressman, Walter B. Jones, the most recent NEH grant brings over a quarter million scholarly support dollars to ECU and increases to $1,595,869.00 the total of NEH funding awarded the project.
In addition to engaging the efforts of Stringer and Johnson, the Variorum project offers multiple other opportunities to Harriot College faculty, staff, and students. Teaching assistant professor, Sean Morris (English) will assist with compiling commentary and textual editing, and the project will employ a full-time editor for technology whose duties include development and maintenance of databases, website development, typesetting the completed volumes, and textual editing. Both graduate and undergraduate students will also be provided opportunities to learn the project and participate in the research.
To date, four volumes of the edition have been published; and The Satires has just gone to press. The major focus of the 2011-2014 NEH funding cycle will be the three-part edition of Donne’s love lyrics, his most widely read poems.
The online component began as a site devoted to tracking the progress of the print edition; but in 2005, the site began to be expanded to include analytical and bibliographical tools, an archive of downloadable transcriptions of source texts, collation and transcription software, various cross reference and finding aids, and a comprehensive concordance to Donne’s poems. A recent innovation is the archive of “Digital Facsimile Editions” including the most important manuscripts and early editions of Donne’s poems. With the click of a mouse, interested readers anywhere can now examine on their own computer screens rare artifacts (located in repositories scattered around the globe) that were formerly available to only a few scholars.
Quality Enhancement Plan: Improving Writing Instruction Across the Curriculum
Contributed by Wendy Sharer
The university’s Quality Enhancement Plan (QEP) Council, a group of more than 35 faculty, staff, and students from across the university, met for the first time on Friday, September 9, 2011. Led by QEP Director Wendy Sharer, the group spent the 2011-12 academic year developing a focused set of initiatives to improve the continuity and effectiveness of the writing instruction that students receive during their degree programs. The QEP is a required part of the university’s reaccreditation with the Southern Association of Colleges and Schools and, as such, it provides faculty in the English Department and across the university with a unique and significant opportunity to improve how we support student writers.
Over the course of the academic year, the QEP Council has investigated the structures and processes that ECU currently has in place to teach writing, researched best practices and models of writing instruction, and developed initiatives that ECU can implement as our Quality Enhancement Plan to address any gaps that are revealed between what the university currently does to support developing writers and what research-based best practices suggest is most effective for today’s students.
This work will be accomplished largely through three subcommittees:
- The Writing Foundations Group, led by Sharer and comprising faculty from various disciplines (including several experienced instructors of English 1100 and 1200: Cheryl Dudasik-Wiggs, Grace Horne, Randall Martoccia, and Stephanie West-Puckett ) and representatives of relevant campus programs and offices (the Office for Faculty Excellence, Joyner Library, the University Writing Center, the Academic Advising Collaborative, and several more).
- The Writing Intensive Group, led by Will Banks and comprising faculty from various departments and colleges who regularly teach writing intensive courses.
- The Writing Beyond Group, led by Michelle Eble and comprising faculty from various departments and colleges, as well as representatives from various programs, both on and off campus, that deal with career placement, professional accreditation, graduate programs, and community engagement.
Several events were held during the Fall 2011 semester to help QEP Council members and writing instructors across campus explore best practices in the teaching of writing:
- On September 26, Dr. Michael Carter, associate dean of the Graduate School and associate director of the Campus Writing and Speaking Program at NC State, conducted two sessions focused on his research into how the concept of genre can be used to introduce students to academic writing and to guide the teaching of writing across academic disciplines.
- On Friday, October 7, Dr. Elizabeth Wardle, associate professor and associate director of writing outreach in the Department of Writing and Rhetoric at the University of Central Florida, led two sessions about teaching to enhance transfer of writing abilities. In addition to conducting research on teaching for transfer, Dr. Wardle oversaw a major revision of the writing curriculum at UCF just a short time ago.
- On Tuesday, November 8, Dr. Georgia Rhoades, professor of English and coordinator of the Composition Program, and Dr. Beth Carroll, associate professor of English and director of the University Writing Center, visited to talk with QEP Council members and writing instructors about recent revisions Appalachian State has made to its writing across the curriculum and composition programs. These changes were based in large part on research into learning transfer.
For more information any aspect of the QEP, contact Wendy Sharer (email@example.com).
English Club: Students Talking, Listening, Learning
Contributed by Samantha Settimio
“Kindle or Nook?”
“I like the weight of a physical book.”
This debate continued amicably for almost an hour. The discussion, however, was also frequently peppered with remarks about free electronic versions of Jane Eyre, book downloading speeds, and a distinct distaste for teen, vampire romance novels. In the time I spent observing the English Club, no one person seemed to dominate the dialogue, nor did anyone seem to feel obligated to redirect thoughts-on-hand toward an idealized or narrowly focused topic.
Rules for club interaction were few. Have an opinion? Voice it. Want to quietly observe? Sit back and relax. Disagreement was present of course, but never mean-spirited. No competitive classroom stress levels – just good thoughts and feelings all around.
“We’re a really laid-back group,” stated English Club President Rebecca Blanchette. “Professors will come in and out, now,” but, “it’s not a strict or confined atmosphere.”
When the club was established, guest faculty members were almost always asked to speak at the bi-monthly meetings. However, it was quickly discovered that students wanted to run meetings by themselves, to talk about whatever they wanted to talk about. Less instruction; more conversation. In fact, the English Club began as a student initiative and remains student-led to this day. Dr. Marianne Montgomery, faculty advisor of the English Club since its inception, explains that, “The students actually wanted more of a student space.” Now, while faculty members often drop by for a friendly chat with students, it is only occasionally that the club leaders request faculty to lead discussions.
Student leaders and other members choose issues for discussion. Some topics are decidedly more academic while others are more social. Fall 2011 topics included a pop-culture forum discussing television shows; course previews for which information about all courses offered, as well as books and meeting times was provided; Halloween readings for which students brought in their favorite scary stories, ate candy, and had a good time; an alumni-directed career seminar for those pursuing a BA in English; and a film night. In addition, the club is planned a trip to Stauton, Virginia to visit the Blackfriars Playhouse to get a taste of Shakespeare.
Anyone from any major is welcome to join the club. Blanchette states, “It’s a place where we can talk about literature and pop culture with like-minded people, while trying to keep it fun and light-hearted.”
“The main goal of the club,” according to Montgomery, “is to create a sense of community among our undergrad students who like English.” Club members and leaders hope the casual communal atmosphere will continue to endure for many years to come, providing a place where students of any major can collaborate and converse about a variety of topics, a space where students can form friendships, and a community of English lovers whose thoughts and opinions are not only welcome, but embraced and enjoyed.
ECU’s annually published North Carolina Literary Review (NCLR) won the Council of Editors of Learned Journals competition and the 2010 Best Journal Design award. Dr. Margaret Bauer points out that the primary contribution to the success of the journal comes from Dana Ezzell Gay, the NCLR Art Director, for her initiative in redesigning NCLR in 2009. Other persons responsible for success of the journal are Stephanie Whitlock Dicken of Greenville, Pamela and Dave Cox of Five to Ten Design in Washington N.C., and art editor and ECU English department faculty member, Diane Roberts.
Department Pig Pickin’
Remarks from Jeffrey Johnson
What a fine pig pickin’ we all had this weekend. Thank you to Michelle and her husband Shane for their bravery and generosity in hosting the department pig pickin’. And, of course, our thanks also to Will for cooking and chopping the pig to such perfection. Finally, thanks to all who attended and who brought such wonderful sauces, side dishes and desserts. It was another delightful department event. It was great to see all of you and sample your excellent food. It’s such a pleasure to work with colleagues who have culinary skills.
I have to mention that Michelle and Shane not only hosted the event, but because we cannot use department funds for such food events for just ourselves, they paid for the pig, the rental of the cooker, the plates and cups, and the “bouncy castle” all themselves. They did this because they wanted to, but I’m sure that they won’t mind any donations that we might wish to offer them to offset their expenses.
This fall, we started offering the new undergraduate minor in Linguistics, a field focusing on the scientific study of language, of the common properties shared by all languages, and of the functions of language in human life and society. The minor in Linguistics provides a solid background for work in any field in which communication is important, but it is particularly valuable for students interested in such disciplines as anthropology, communication, computer science, education (language, literacy, and culture), speech and hearing sciences, languages, law, philosophy, psychology, or in teaching English as a second language.
This inter-disciplinary minor will help students establish connections between a wide variety of classes, ranging from core courses on theoretical linguistics to classes describing and practicing more applied uses of language in a classroom setting as well as in other social and cultural contexts. Additionally, students will benefit from course offerings from different departments and schools, including English, Foreign Languages and Literatures, Philosophy, Anthropology, Communication, and Communication Sciences and Disorders. Minimum degree requirement is 24 s.h. of credit. For more information, please contact Dr. Michael Aceto at firstname.lastname@example.org or Dr. Marianne Montgomery at email@example.com.
Departmental personnel update
Shannon Cox, the Administrative Assistant to the Director of Graduate Studies in the Department of English acts as a liaison between the department and the Graduate School. She graduated from East Carolina University in 2010 with a B.S. in Apparel Merchandising and a minor in Business Administration. She addresses the needs of over 150 students and numerous prospective students, including answering frequently asked questions about the English Graduate programs, sending correspondence about departmental and university event, deadlines, scholarship and job opportunities. Shannon also assists with graduate student registration and graduate assistantship assignment. Furthermore, she assists with securing financial assistance for eligible students. Shannon was born and raised in Greenville, NC. She is the youngest of five children and has a fraternal twin brother. When she is not at work she enjoys spending time with her family and friends, going to the beach, good music, reading, and shopping.
Originally from Lake City, SC, Rachel Parker received her MA in English from Clemson University in Spring 2011. She currently works as the Administrative Assistant in the First Year Writing Studio where she manages the day-to-day activities of the studio, the graduate student staff, and the computer lab located within the studio. She also serves as the liaison between tutors, students, and faculty/staff. Rachel has previously worked as a writing center tutor, an English rhetoric and composition instructor, as well as various assistant positions in libraries and on college campuses. She spends her free time writing a food blog, biking around town, and teaching herself how to sew.
She serves as the Administrative Assistant for the English Department. She plans and organizes departmental graduation ceremonies and assists the Assistant Chair of the Department of English. She also serves as a terminal operator during registration. Brandy holds a B.S. in Elementary Education (ECU) and an M.Ed in Higher Education Administration (NC State). In her spare time she enjoys spending time with family and friends, reading, traveling, and helping others less fortunate.
She transitioned to Director of Graduate Studies from Director of Undergraduate Studies over the summer of 2011. Her responsibilities are varied and include coordinating recruitment, advising, and retention of MA and PhD students and chairing the graduate committee. She feels that the transitions has given her much to learn and adjust to, not the least of which is daily interfacing with the graduate school and leaning new policies, procedures, and technologies. She is excited to be working with a diverse set of students seeking an advanced degree in English.
Another of the more noticeable transitions of faculty and staff moves is that of Marianne Montgomery, who has taken the role of Director of Undergraduate studies. As Director of Undergraduate Studies, she will be taking on the responsibilities left behind by Michelle Eble as she transitions into her new position as Director of Graduate Studies.
Additionally, Jeffrey Johnson remains as Chair of the English Department, Donna Kain as Associate Chair, and Wendy Sharer as Director of Composition.
Liza Wieland article
Steve Tuttle reflects on the life and works of writer and faculty member Liza Wieland.
My Life in Books
Andrea Kitta article
Joy Holster of ECU News Services reports on Dr. Andrea Kitta’s research on the fears and controversy surrounding vaccination.
Link to Article
English Department Graduation Celebrates Student Achievements
At 5:00 P.M., May 6, 2011, forty-two students completed their studies of and received their Bachelor of Arts in English. Twenty-five students attained their Masters of Arts in English. At the ceremony, held in Hendrix Theater, Brent Henze shared his thoughts about the Outstanding English Senior of the Spring 2011 graduating class, Max Lemanowicz, and the Outstanding MA in English, Ivory Kelly.
Henze praised the commitment of both honorees to the discipline, speaking to Lemanowicz’s enthusiastic engagement with faculty, students, and texts and praising the breadth of Kelly’s participation in activities that strengthen her acumen as an instructor, writer, and editor.
Spring 2011 Outstanding Senior in English: Max Lemanowicz
Remarks by Brent Henze
On behalf of the Student Scholarships and Awards committee, I have the privilege of introducing the Outstanding Senior of Spring 2011, Mr. Max Lemanowicz.
Max is one of those students whose engagement with the English major seems to grow with every encounter. All English majors have their origin stories, and Max notes that when he became an English major, it wasn’t simply because he liked reading, or because he was good at it, but because, in his words, he needed to do it. Like many of us who find our vocation in English studies, Max is a guy who makes sense of the world through the written word. Reading and writing aren’t about a means of escaping the world, but encountering it, through philosophical inquiry, through social interaction, and through experience.
Max’s faculty recommenders praise his ambition as a reader and writer: one professor notes his “remarkably dogged reading, [his] intellectually incisive criticism,” his “boldness and remarkable freedom of imagination.” Another recommender notes that Max “thinks philosophically and theoretically, and he isn’t afraid to engage with big ideas.”
But, far from building an intellectual edifice for himself alone, Max is fully committed to literature and philosophy as tools of social connection. With his colleagues in English, Max created a literature and philosophy reading group; he’s an active participant in the English Club; and he enriches the conversation in any class that he takes. As faculty, we do our best to instruct students in our classes. But what we’re secretly hoping is that students will come to their own realizations about the formative value of texts and ideas in their lives, and that that will become one of the ways they share their worlds with others. In Max’s case, we’ve seen it happen.
Along with his professors, the members of the Student Scholarships and Awards committee are very pleased to recognize the Spring 2011 Outstanding Senior in English, Mr. Max Lemanowicz.
Spring 2011 Outstanding MA Student in English: Ivory Kelly
It gives me great pleasure to introduce this semester’s Outstanding MA Student in English, Ms. Ivory Kelly. Ivory entered our MA program as a creative writer who had already published one collection of poetry and fiction. Not surprisingly, her professors have praised the quality of her writing. One instructor describes her work as “simple and clear, but, beneath that simplicity, [it explores] important questions about culture and progress and globalization, as well as love, parenthood, and other family bonds.”
Several faculty recommenders also highlight her investment in others’ work in the community of writers. One professor called Ivory “the kind of student you wish for all your teaching life”: an “excellent reader [who] has the wonderful and rare ability to talk about her peers’ work honestly and specifically, with humor and…tenderness.” Other recommenders note her “extraordinary empathy,” her “astute critical eye,” and her ability to model her expertise “in a manner that invites discussion rather than closes it down.”
Ivory has demonstrated these strengths not only as a student in courses and workshops, but also in her own classroom, in her editorial work, and through her participation in the broader intellectual and social life of the English department. Ivory is one of the very few students ever to serve as assistant editor of the North Carolina Literary Review, an award-winning journal edited here at ECU. She’s an active participant in the many guest lectures and readings hosted by the department. We keep students pretty busy around here. But, in addition to attending her own classes and doing her own work, she’s the sort of student who sits in on other courses simply because she’s interested in the material.
Ivory’s professors have praised her recent writing and fully expect to see it in print. We feel an anticipatory pride in knowing that ECU has played some small part in Ivory’s future achievements, alloyed by gratitude for the contributions Ivory has made to our family here at ECU.
On behalf of the department, I’m pleased to recognize the spring 2011 Outstanding MA Student in English, Ms. Ivory Kelly.
Collaboration, Education, Reward: Two ECU Educators Work to Improve NC Schools
Contributed by Debra O’Neal
Debra O’Neal (English) and Marjorie Ringler (Educational Leadership) were awarded a North Carolina Quality Educators Through Staff Development and Training (NC QUEST) competitive grant in the total amount of $400,000 for Project CEO for the 2009-2011 academic years. The NC QUEST grant is a competitive process though which funds are awarded to Schools of Education and their partners in North Carolina for use in providing staff development and training to personnel of targeted North Carolina school systems.
Project CEO brought together the College of Education and the College of Arts and Sciences at East Carolina University with Tyrrell County Schools to change the perceived role of school principal from the “booking agent,” the one who manages the building, the schedule, and the professional development, to the “CEO,” or “chief educational officer,” the instructional leader who facilitates, leads, and participates in professional development for his or her school with the goal of improving student academic literacy across content areas. As a learning community, ECU faculty and a team of principals and lead teachers from Tyrrell County Schools implemented and coached content-based instructional strategies through implementation of the Sheltered Instruction Observation Protocol (SIOP) Model.
The SIOP focuses on improving academic literacy for English language learners (ELLs) and standard English learners (SELs). It is designed to be used with ESL students as a means to teach students content while simultaneously promoting language development in second-language learners. This grant treated academic language, considered the language of texts and the school, as a second language, and used the second-language teaching strategies as the means to promote academic language proficiency across the curriculum with native English-speaking students. After the first year of the grant, great strides were seen in the academic achievement of the lowest students. These students exceeded their expected growth predictions and seemed to be the ones who benefited the most from the focus on academic language proficiency. The work continued in its second year, with a focus on bringing up the scores of the higher level students by challenging their higher order questioning along with developing their academic language.
By Sam Settimio
As a part of the endeavor to pursue diversity at East Carolina University, the Office of Equity, Diversity, and Community Relations (EDC) strives to implement and support a number of campus-wide initiatives. Organizations such as the Black Student Union, the LGBT and Ally Student Union, the Asian Student Association, and resources such as the Ledonia Wright Cultural Center also work to generate a comfortable, welcoming, and accepting environment for students of underrepresented backgrounds, classes, orientations, and abilities.
Such organizations serve the purpose of not only providing a place of comfort and safety for ECU’s student population, but also the opportunity to learn about diversity and difference. The EDC states that it supports a variety of initiatives intended to generate, “culturally competent students, faculty, and staff prepared for 21st century teaching.”
Founded in fall 2010 by English Department Chair Dr. Jeffrey Johnson, the English Department Committee on Diversity was established primarily to encourage diversity in faculty hiring. The concern has been that the department’s faculty does not accurately or proportionally represent the diversity and differences of the students at ECU or in the community. Joyce Irene Middleton, associate professor and committee chair, echoing the views of other department faculty, points out that the strongest representation of faculty diversity is most visible among the teaching assistants in the English department. Middleton states, “Taking 1100 or 1200 classes presents the greatest opportunities to encounter instructors of color and difference…Otherwise most students don’t get to see much diversity of underrepresented groups among the faculty in the English department.”
Since its inception, the committee has been focused on developing faculty searches specifically geared toward attracting candidates that represent the diversity of the ECU student body. However, due to the difficulties of the recent budget crisis, the searches had to be called off last year. Hands tied by finances, the Diversity Committee focused on alternative ways to address some of its charges.
A series of diversity lunch forums were developed by the Diversity Committee in the 2010-2011 academic year. According to Middleton, almost every one of the forum meetings “had packed audiences” last year, and some were “standing-room only” events, demonstrating the deep support for diversity across the department. Throughout 2011, faculty and committee members became increasingly engaged in diversity events, and many of the committee members also attended the campus-wide seminars on diversity. Department Chair Jeffrey Johnson believes that the momentum of diversity in the department, so far, is promising.
The Diversity Committee is more dedicated than ever to its efforts for greater departmental outreach and support. As Middleton states, “One of the strong features of any diversity committee (at any school) is its commitment to communication and to sharing the explicit discourses of diversity and difference within a department or program.” By providing a resource and a platform for serious discussion on inclusion and diversity, the Diversity Committee has taken the first steps towards creating an environment where often-avoided, yet very real issues can be constructively addressed.
Although founded out of need to diversify hiring, the Diversity Committee can and has expanded into a much more holistic creature, one that can indeed reshape the discourses of diversity within the English Department at ECU.
Style Is the Man
Contributed by Thomas Herron
Associate Professor David Scott Wilson-Okamura has recently published his first monograph, Virgil in the Renaissance, with Cambridge University Press (2010). It represents a landmark addition to the field of Renaissance studies.
Virgil in the Renaissance is the culmination of over fifteen years’ work, beginning with Wilson-Okamura’s dissertation (Spenser and the Renaissance, Aeneid, 1998) at the University of Chicago under the direction of Michael Murrin. The book provides an overview of 1200 years of scholarship on the entire corpus of one of the most complex and canonical, as well as popular, writers of all time (Virgil). The book surveys this great author’s influence from Servius to Edmund Spenser, approximately, with plentiful references to pre-Servius classical writers as well. Wilson-Okamura’s analyses include in-depth, provocative, and evocative readings of Virgil’s own writings, from the religious underworld of Book VI, to the rage of Turnus, to the sexual orientation of Nisus and Euryalus.
No book like this has been attempted before in English. The last book to try in any language was Domenico Comparetti’s Virgilio nel medio evo (1872; trans. 1895). By his own admission (pp. 1-2), Wilson-Okamura does not have Comparetti’s breadth, but Comparetti did not write a sequel that covers the entire early modern period, as Wilson-Okamura has now done.
Virgil in the Renaissance demonstrates great erudition, covering the fields of medieval and early modern English and Continental European literatures, along with the classics. Tedious labor is the good scholar’s constant companion, and thanks to Wilson-Okamura’s patient garnering, the book has many valuable appendices with tables on publication statistics. For this reason alone, not to mention its strength of analysis, the book will serve as a benchmark reference work for future studies of the subject.
Like its author, Virgil in the Renaissance shows profound learning and patience, and great polish. It uses sources in at least five foreign languages (French, Italian, Latin, Spanish, German), thus demonstrating the global reach and cultural diversity of renaissance studies then and now. It is written in highly accessible prose with subtle, allusive wit and (as Neo-Latin scholar Lee Piepho remarked when visiting ECU) is remarkably well-organized given the range of topics involved. It also focuses on a topic, style, often pushed to the margins of the academy, but, hopefully, to come roaring back in strength with such publications as this. “Style is the man.”
In the middle of his career, Wilson-Okamura has written a scholarly epic, which is likely the stage for other, more specialized flights. He is currently well-advanced with a second monograph on Spenser’s style. Dr. Wilson-Okamura recently won our departmental research award on the basis of his fine book. In teaching, service, and scholarship, the modest Wilson-Okamura does our department, and Virgil, great honor.
Spring 2011 TALGS Conference
The 8th Annual TESOL/Applied Linguistics Graduate Students (TALGS) Conference, held at East Carolina University on Saturday, February 19, 2011, welcomed graduate students and professionals alike to share their ideas and practices about TESOL and other aspects of applied linguistics. This conference, which is organized by the Linguistics and TESOL graduate students and faculty in collaboration with the Department of Foreign Languages and Literatures, “aims to provide a serious yet relaxed environment for graduate students and professionals to present their work, receive feedback, and network”, according to their website.
In addition to a variety of presentations and posters, I had the opportunity to interview keynote speaker, Dr. Ofelia García, who talked about her interests, how she came to the field, and common misconceptions about billingualism. (Full Interview with Dr. Ofelia García) I also had the pleasure of attending Dr. García’s plenary address entitled “Negotiating Bilingualism in Education: Deconstructing structures and pedagogues,” which was an eye-opening discussion on language policies and emergent bilingual education.
For more information on the TALGS conference: including abstracts, past conferences, and their recent partnership with Western Carolina University, visit the TALGS website.
Majors and Minors
In January 2011, Brook Bailey, currently completing her MA in English, concentration in Technical and Professional Communication, was approved by STC Board of Directors to be a member of the honorary society Sigma Tau Chi. Bailey was awarded the honor for demonstrating academic excellence and possessing the potential to distinguish herself as a member of the technical communication profession.
Brittany Beck presented the paper “‘[L]ike vanquished Kings whom Fetters bind’: Denaturalizing Gender Hierarchy in the Poetry of Mary Collier, Anne Finch, and Sarah Fyge Egerton” at the Southeast Women’s Studies Association (SEWSA) conference in Atlanta on March 24, 2011.
Elizabeth L. Kent, graduate of the MA in English program, concentration in Technical and Professional Communication, has been named Associate Fellow of STC. Her citation reads, “For her commitment to promoting the profession of technical communication by selflessly mentoring others, promoting lifelong learning, and serving for over 10 years on the STC Carolina Competitions Committee.” The rank of Associate Fellow is awarded to senior members who have attained distinction in the field of technical communication.
In November 2010, Jim Metzger published “Disability and the Marginalization of God in the Parable of the Snubbed Host” in The Bible and Critical Theory, and “God as F(r)iend? Reading Luke 11:5-13 & 18:1-8 with a Hermeneutic of Suffering” in Horizons in Biblical Theology. He also presented the paper “Reading Matthew’s Healing Narratives from the Perspectives of Caregiver and the Disabled” with Jim Grimshaw at the Annual Meeting of the Society of Biblical Literature in Atlanta, GA.
At the Podium
In March 2011, Anna Froula presented “Rob Riggle: Alpha Male, Veteran Journalist” at the Society for Cinema and Media Studies Conference in New Orleans, Louisiana. This presentation explored the ways in which Rob Riggle synthesizes multiple identities into his onscreen personas. In particular, his character challenges the deification of military masculinity by contrasting the war veteran mythology in the diegesis with the authenticity of his extradiegetic military service. A decorated Marine Lieutenant Colonel who has served in Liberia, Kosovo, and Afghanistan and remains in the Reserves, Riggle incorporates authoritative combat service into both his straight comedic performance and his self-referential satire.
Brent Henze and Wendy Sharer were keynote speakers in December 2010 at a professional development symposium, “Preparing for Multidimensional Careers,” hosted by the PhD program in English at Old Dominion University.
Michael Albers’s essay, “Design and Usability: Beginner Interactions with Complex Software,” appeared in the Journal of Technical Writing and Communication. In addition, Albers and John Marsella published “An Analysis of Student Comments in Comprehensive Editing” in Technical Communication.
Anna Froula’s essay “‘America, Fuck Yeah!’: Patriotic Puppetry in Team America: World Police” was published in Iraq War Cultures, edited by Cynthia Fuchs and Joe Lockard. Released mere weeks before the 2004 election, Team America received mixed reviews from critics attempting to polarize the politics of South Park creators Matt Stone and Trey Parker…Yet as it satirizes both the warmongering of Bush administration neoconservatives and the futile peacenik stance of liberals, the movie stands as resistance against a sharply divided American response to the “war on terrorism” and hyperconsumerism as a way to fight it. Toby Miller says of the collection, “The editors and authors have done a marvelous job in excavating the horror of American empire. And despite our belligerent history, books like this one show that another America can come into being.”
Brent Henze and Debra C. Andrews’s essay “Teaching Professional Writing in a Study Abroad Program” was published in Teaching Intercultural Technical Communication from Baywood Press. The collection was edited by Kirk St. Amant and Barry Thatcher.
Randall Martoccia had his poem, “War Cam,” accepted for publication by the journal War, Literature and the Arts.
Joyce Irene Middleton was invited to contribute an essay to the English Journal (an NCTE publication) in celebration of the Centenniary Anniversary for the National Council for Teachers of English in 2011. Her manuscript entitled, “Rhetorical Listening: When the Eye Defers to the Ear for Civic Discourse,” was published in the fall.
In addition, Middleton’s essay, “The Hyperlink Film: Visual Rhetoric and Identification in Film,” was accepted for the Kenneth Burke Society Conference at Clemson University in South Carolina in May 2011. This paper and her other writing about film will contribute to Middleton’s book on the topic of film as a rhetorical text, which she expected to finish by the end of 2011.
Digital English: Web Portfolios
Contributed by Gabrielle Freeman
Many faculty members rely on portfolios as a crucial tool for evaluating student progress in composition classes. In the following video, Gabrielle Freeman demonstrates the options Google offers instructors of English 1100 and 1200 who want to move their students’ portfolios online.
More Recent News
Mike Albers was named a Society for Technical Communication (STC) Fellow at the STC conference in May. The rank of Fellow is conferred upon Associate Fellows who have attained a distinguished level of eminence in the field of technical communication and is awarded by a two-thirds vote of the STC Board of Directors.
Kirk St. Amant was named an Associate Fellow at the May 2011 STC conference for his contributions to the advancement of research and teaching in intercultural technical communication and for contributions to academic editing and publishing in technical communication.