All posts by Julie A Henderson

Joining the Student English Association

The Student English Association (SEA) is one of Purdue University’s nearly 1,000 student clubs and organizations. As Purdue’s Admissions website indicates, “One of the great advantages of a large university is the diversity of student activities. And participating in student organizations is one of the many ways you’ll be able to make your Purdue experience your own — by finding your niche among students with similar interests or goals.”

Dedicated to undergraduate students with a love of English literature, SEA welcomes all Purdue majors, providing them with opportunities to share their interests and passions. It also lets them collaborate to produce Purdue’s only undergraduate literary magazine, The Bell Tower, which is affiliated with the English Department and has been published yearly since 1995.

Brooke Dudzinski, an English Education major and former secretary (2017-2018) and treasurer (2018-2019) for this organization, breaks down the responsibilities of the Student English Association and tells us why English majors, in particular, should consider joining it.

Why should students consider joining the SEA?

Students should join the club because it offers Language Arts-loving students a chance to share their passion for reading and writing, a task that can be difficult to do on a STEM- focused campus. The club is always re-inventing itself and looking for people to fulfill leadership positions (a great resume builder!). Also, working on The Bell Tower is an extremely rewarding process. It is difficult and time-consuming during some periods of the year, but, worth it in the end. Working as a staff member on the magazine also makes for a great resume line.

When I was a part of the club, decisions were very democratic. Everyone’s opinion was taken into consideration. Feel free to speak your mind. The officers often wait on planning an event or a making a Bell Tower choice until it is clear all members will feel confident about it.

If you are curious, search for the club on Instagram (see our handle: @purdue_sea) to see announcements for past or future events.

What is The Bell Tower?

The Bell Tower is Purdue’s only undergraduate literary magazine. SEA publishes it at the end of each spring semester. The Bell Tower has essays, short stories, poems, and photography. In the past, it included winning entries from the English Department’s Literary Awards contest (held each April).

Everything in the magazine gets chosen through a selection process that eliminates or accepts pieces based on a set of criteria. The competition for pieces to be submitted typically gets announced through flyers at the start of winter.

All undergraduate students registered for an academic term at Purdue are welcome to submit their work to the magazine. The general reading period, during which the SEA reads and selects original pieces of poetry and fiction, occurs between the late fall and early winter, but the club edits and works on the magazine throughout the spring semester.

What does a typical SEA meeting look like?

Usually, there are two types of meetings, all of which typically occur on Thursday evenings.

During the first type, the club meets in a room in Heavilon or Beering (wherever is available and can house the amount of people we have signed up for the year). Either the club discusses and works on The Bell Tower, or it does other literary-themed activities, like black-out poetry or a discussion relating to our favorite quotes or authors.

Recently, SEA hosted an undergraduate internship panel, with student interns from the Purdue Writing Lab, The Exponent, and the English Department blog discussing their workplace experiences.

During the second type of meeting, club members attend the English Department’s “Visiting Writer Reading Series.” The series occurs on campus in Krannert. Free and open to the public, these events incorporate and highlight a visiting author, allowing them to read some of their work, answer questions, and even sign copies of their books for attendees. I actually discovered one of my new favorite authors, Kaveh Akbar, while attending the reading series and got a signed copy of his book.

The club has traveled off campus to attend book readings at Second Flight Books, a local independent bookstore. (You can check it out at: secondflightbooks.com).

Do you have any advice for students considering joining this organization?

As a senior, and as someone who knows a lot of other seniors studying English with similar experiences, I sometimes feel reader burnout. If you told me that four years ago, I would have been baffled, saying that I would never experience anything like this because I love reading so much and can finish a novel in a few hours. However, it is okay if you start to feel burnout when it comes to reading. That does not mean something is wrong with you or your passion is fake. College demands a lot of academic reading.

Regardless, you should nourish your passion. Take care of it when you can. Reflect and learn when you need to add recreational reading to your life and when you should temporarily eliminate it so you can better focus the next time you pick up a wonderful piece of literature.

If you do find yourself itching for a good book in the near future, here are a couple recommendations: The Things They Carried by Tim O’Brien and Dear Evan Hansen by Val Emmich.

Ally Geoffray is a junior majoring in English Literature and Professional Writing at Purdue.

Writing, Editing, and Publishing with The Journal of Purdue Undergraduate Research (JPUR)

Undergraduate research at Purdue helps students become published writers. The mission of the Journal of Purdue Undergraduate Research (JPUR), in particular, is to showcase undergraduate research happening on campus. “It’s really part and parcel of the educational mission of the University,” says Professor Kristina Bross, an English Department faculty member who as been a part of the Journal’s advisory board for many years. “It’s designed to help you all take the cool work that you are doing and bring it to the world.”

JPUR is an open-access journal run by Purdue students that publishes about 2,000 faculty-mentored research projects each year with the help of the Purdue University Press, Purdue University Libraries, Purdue Marketing and Media, and the English Department’s own Writing Lab. Since it is open-access, one of the Journal’s best features is that it does not charge institutions or the public for its use; readers can read, download, copy, distribute, print, search, or link to the full texts of JPUR’s online and print articles for free. The Office of the Provost sponsors the publication.

Whether you are interested in getting published or joining the editorial board, you’re probably wondering about the process that articles go through. Professor Bross says that the Journal’s process is much shorter than other journal proposals and it is designed to help students come to publication quickly. JPUR doesn’t just look for the person whose piece is already polished and ready for publishing; they also appreciate the developmental nature of research.

When a student submits an abstract, the abstract goes through a blind review. The writer of the abstract does not know who is doing the review and the editorial board does not know who wrote the abstract. The editorial board often makes suggestions for strengthening the work and sometimes, when they do say no to a piece, they ask the writer to revise and resubmit it. The review process has two tiers. The first tier is when the proposal is sent out to a subject specialist and that specialist tells the board if it is good work. The question asked is, “Will this have an audience that seems like a good fit for the Journal?” Then, the editorial board will look at the abstract and advisory board members like Prof. Bross will make a final assessment about what to do.

As of now, not as many English students submit to the Journal compared to those in other disciplines, but Professor Bross believes that English majors have offered some of the most accessible articles. “The interesting thing about JPUR is that it came out of a project promoted by the faculty on the more STEM end of things,” says Bross, “Then, under the previous director of the Press, they wanted to make it open to all disciplines…. I think it has been successful because it’s a general audience journal.”

“Get involved on the editorial board, absolutely, but our students should also be proposing,” she adds. “You get a great experience of taking a project that you’ve worked on and really pushing yourself to polish it, finish it, and make it with a real audience in mind that’s really going to read it.” In other words, the Journal distributes your work broadly beyond class where the general public can access it. Publication looks great on a resume regardless of career interest. It can also be a stepping-stone to other kinds of publications.

JPUR is also open to English majors interested in serving on its student editorial board. “There’s nothing that helps you refine your own practice more than looking at examples by so many others and trying to help them refine and sharpen their work,” Professor Bross says. The editorial board is involved in both making constructive comments and the publication decision process. Students are given the opportunity to gain experience in formal reviews of interdisciplinary writing. Being on the editorial board is a reciprocal experience; you bring your expertise to help others but you also can reflect on our own work, helping you to improve your own writing over the long term.

One such student is Eliza Van, a senior in English Literature who was the journal’s coordinator from August 2017 until August 2019. “The experience of working with JPUR isn’t just a resume-booster. It really helps you become a better writer, reader, and well-rounded English major,” Van says. “Being on the other side of the submission process, helping authors develop their articles was a great opportunity to learn how to match [readers’] expectations in writing and use the knowledge I had from English classes.” English majors, in particular, have the opportunity to take 400-level literature capstone courses, out of which great research essays for the Journal could come. “I’d encourage students in 400-level courses … [to] polish up and propose” something, she says.

As Journal Coordinator, Van’s duties varied, but her primary job was to oversee the journal’s operations. She was responsible for a long list of tasks: recruiting, leading, and training the student editorial board; mailing journals across campus and the country; managing emails and social media accounts; communicating with potential and accepted student authors; and accumulating faculty reviews for each submission. Basically, Van got experience in a little bit of everything, and then, in her second year, JPUR hired a marketing coordinator who took over distribution and the social media accounts. “Coordinating an entire volume of a full-length academic journal is hard work, but the satisfaction at the finish is unbeatable,” she says. Not many college students can say they had these many responsibilities in a position.

In short, JPUR leaves room for students to use their talents in a professional space, while also working on new skills. “No matter what your background is, you will encounter research from fields you didn’t know existed,” Van says, “It is enlightening and challenges you to get outside of your comfort zone and learn as you go.”

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Libby Joson is a sophomore majoring in Professional Writing at Purdue University.

(Soon-to-be) Alumna Spotlight: Manuela Gonzalez Y Gonzalez

Hello, my name is Manuela Gonzalez Y Gonzalez and I am a graduating senior studying English Literature at Purdue. My journey has not been a linear one; I have had many majors prior to selecting English as my final destination, but I am fortunate to say that I am graduating with a full-time position lined up at Microsoft.

What was your path to and through the English major?

I always loved literature growing up, but I was really confused about what I wanted to major in when I got to college. Somehow, I ended up choosing Biomedical Science as my first major. One science major led to another and another. While taking the classes for one of these majors, which was Physics at the time, I decided to take a course for fun called “Great American Books.” It changed my whole perspective on English.

The class helped me realize that, sometimes, it’s okay to follow your passion. That semester, I decided I was done with science. I have always loved reading, talking about books, and asking big questions; the English major aligned perfectly with these interests.

By the time I became a junior, I decided that I wanted to see what I could do outside of college. I did not want to go to graduate school. I also did not want to be a teacher. One day, I decided to look at Microsoft, because I always loved technology. As I was looking into their internships, I found a position called “Programming and Technical Writers” and I decided to apply.

What was the application and interview process like for your internship at Microsoft?

The week after I applied online, Microsoft emailed me for a phone interview. They wanted to learn about my passions, why I was studying English Literature, what kind of writing I was doing, and if I liked creative writing. They also let me know that the position that I was interviewing for was actually not as a technical writer; they were looking for a content publisher intern, which basically means writing all kinds of stuff for Microsoft.

A week after our phone conversation, Microsoft asked if I was interested in flying to Seattle and doing an on-sight interview. They emailed me on Monday, and I flew out on Wednesday.

My interview was from 8am to 5pm. In the morning, I had to do an hour-long presentation about myself. They asked me for a portfolio of my writing, and they wanted me to talk in-depth about three of these samples. Then, I had lunch with the recruiters and, after that, I had three back-to-back interviews. Every interview was so different. In one of them, I talked about my passions the whole time. They wanted to know who I was outside of school and work. I found it interesting that they were really trying to get to know me. My second interview was full of mind-trick questions. There were a lot of extremely weird hypothetical situations proposed. My third interview involved brainstorming, talking about features from my favorite technologies.

What was your day-to-day routine like while you were at this internship?

My job was divided into three main tasks: working with marketing, writing, and program managing. I had to balance all of them, but every day was different. One day may be full of meetings where my team was trying to solve a problem or decide on specifics for a product. The next day, I might be writing the whole time. I also had to compromise a lot because I was working on a team. Everyone needed to be involved and everyone’s ideas needed to be heard. Just knowing that it was a safe environment to do this was amazing.

My team never had an intern before so I was like the guinea pig for them, which was actually good because, instead of treating me like an intern, they treated me like an actual employee. The expectations were the same. They gave me authority and freedom. By the time the other interns got there, I was someone they could come to if they didn’t know what was going on.

By the end of week 12, which was my last week, I had a finished prototype. I was really excited but scared at the same time because I had to present to my manager and my manager’s manager and the manager of my manager’s manager. They were all watching my presentation for this product. I truly felt like it was a great end for my internship. And, from there, Microsoft decided that they wanted me to come back as a full-time employee after graduation.

Is there anything that you learned through your internship that you want to share with other English majors?

One of the most important things that I learned is that there is a place and a need in the tech industry for liberal arts majors. Really, it was incredible seeing 1,200 people all from liberal arts backgrounds at Microsoft working together to advocate for tech. In the past, this was not that common, as companies tended to believe that their products would speak for themselves. Now there is a shift where companies are recognizing a need to have a voice for their brands—a bridge between the engineers and the customers. That’s what we do as English majors; we tell stories. Companies need that. Otherwise they don’t survive.

We are the voice of the company. What we write, everybody reads. Learning this was empowering for me. I really wish more liberal arts students would realize that, if they are passionate about technology, there is a place for them in the industry. I hope that, with my experience, I can shine light on opportunities for Purdue students. I want people to understand the prospects an English major can have after graduation. I want them to realize that we have valuable skills that can be applied to any field.

I encourage students to do internships. I feel that getting real world experience can make all the difference. Don’t be scared to apply to things. I never thought I would get this opportunity, but I did. Don’t be discouraged. Just keep trying.

Ally Geoffray is a Junior in English Literature and Professional Writing at Purdue.

Station Eleven: “Survival is Insufficient”

Emily St. John Mandel’s Station Eleven begins with a modern world much like our own, filled with celebrities, paparazzi, and child actors as well as normal people just struggling to determine their place in life, hopping from one lackluster job to the next, until finally achieving an idea of what fulfillment might look like. But suddenly the familiar, handheld smartphones and the nightly theatrical performances of King Lear fall silent as a devastating outbreak of what the novel calls “Georgia flu” decimates the global population. Tracing the resulting chaos, and following a revolving set of characters, Station Eleven depicts groups of Midwestern residents (locals as well as those stranded in the aftermath of the pandemic) in their attempts to come to terms with what it has lost, figure out how to rebuild, and recover a sense of normalcy.

In Station Eleven, St. John Mandel depicts a post-apocalyptic world unlike many of her predecessors’ in that she focuses on a divide between before and after: how adults cope in comparison to their children, how the memories that only a few retain begin to slowly fade, how quickly any sense of normalcy disappears. And yet, it remains remarkably hopeful, with the Traveling Symphony’s (a small troupe of Shakespearean actors and musicians) tagline reminding the reader, “survival is insufficient” (119). Even in this ravaged world, art persists. The novel urges us to seek out beauty in the world. It exhorts us to not take modernity’s benefits, such as electricity or communication across oceans, for granted. For who’s to say that some pandemic won’t wipe away all trace of the technological wonders we forget to marvel at: “[N]o more internet. No more social media, no more scrolling through litanies of dreams and nervous hopes and photographs of lunches, cries for help and expressions of contentment and relationship-status updates with heart icons whole or broken” (32). The novel’s lists poetically enumerate the familiar social exchanges rendered impossible in this dystopian future.

Frequent callbacks to the time before civilization’s collapse also provide relatable insights into our fractured relationship with the modern world. One such moment appears in a flashback scene between Arthur Leander, a famous stage actor, and Clark, one of his old friends. The two meet in a restaurant, large and dimly lit. Almost immediately, Clark notices the disconnect that had grown between himself and his friend. As they catch up, Clark notices the way Arthur expresses himself, repeating phrases from recent magazine profiles, broadly emphasizing his exploits through loose, animated gestures. He is struck by “the terrible gulf of years between eighteen and fifty,” as he recognizes that “Arthur wasn’t having dinner with a friend…so much as having dinner with an audience” (112). Through subtle scenes such as this, St. John Mandel navigates the blurry space between performance and reality, revealing what can happen to friendships in a celebrity-obsessed, digital culture mediated by omnipresent camera phones. St. John Mandel also critiques modern culture when, in another scene from Clark’s life before the apocalypse, he sees himself in colleague’s description of “high functioning sleepwalkers” who “‘think work is supposed to be drudgery punctuated by very occasional moments of happiness, but when I say happiness, I mostly mean distraction’” (163). Indeed, she questions the very nature of what we call happiness, leaving the answer ambiguous at best—up for audience interpretation and contemplation long after the 333 pages have been read.

Such open-ended questions only add to the intrigue of the novel, especially as the reader notices the delicate balance and meshing of high culture and pop culture references in the text. Kirsten, a pivotal character, performs Shakespeare as a member of the Traveling Symphony, and yet “‘her favorite line of text is from Star Trek’” (120). Kirsten was a child actress when the world collapsed She now travels along Lake Michigan, performing to audiences in rapture at entertainment recalling better days. In fact, the significance of art is a pervasive thread throughout the text; in the time after the pandemic, characters struggling to come to grips with all they have lost begin to memorialize artifacts in a “museum of civilization,” regardless of whether or not these remnants help with their survival. Instead of focusing on mere existence, then, the characters ponder what it means to be human, and wonder whether art and culture are essential to human identity. The Traveling Symphony, for instance, sometimes “thought that what they were doing was noble. There were moments around campfires when someone would say something invigorating about the importance of art, and everyone would find it easier to sleep that night,” but then the difficulties of collapsed civilization return, and “it seemed a difficult and dangerous way to survive and hardly worth it” (119). This grappling between nostalgia for a past world and embrace of a new order structures the novel, as its chapters move forward and back in time; still, its plot progression depicts characters’ reinvigorated attempts to retain that past while adapting to current necessities.

For fans of post-apocalyptic, dystopian fiction, Station Eleven provides a fresh take on the genre. The diverse cast of characters the story develops and then intertwines allows readers to relate and empathize with a broad spectrum of experiences, regrets, and ideals. Kirsten is one such character, and, throughout the novel, she carries with her a reminder of the beauty of the past world: a scrap of paper, a scene from a comic called Station Eleven, the novel’s own namesake. Though she only holds one page of this fragmented text, it captures her own longing, its dialogue poignantly stating “‘we long only to go home…We dream of sunlight, we dream of walking on earth…We have been lost for so long…We long only for the world we were born into’” (302). Kirsten, like the rest of the characters, confronts her own legacy, the narrative telling us, “first we only want to be seen, but once we’re seen, that’s not enough anymore. After that, we want to be remembered” (187). Throughout the novel, the lines between performance and life blur, but though these characters have been forced to trudge their way through a tarnished world, they retain their ability to find and create beauty independent of the catastrophic event that seeks to define them.

Ally Geoffray is a junior majoring in English Literature and Professional Writing at Purdue.

 

Purdue Exponent: An English Major’s Playground

HISTORY

The Exponent has been a significant news source at Purdue since 1889. It was originally a monthly magazine but became a daily in 1906. The Exponent remained in the Purdue Memorial Union’s basement from the 1930s to 1989, when it moved to its current location at 460 Northwestern Avenue, becoming the first college publication to construct a building from its own funding. Today, it is an independent newspaper, primarily run by students and published by the non-profit Purdue Student Publishing Foundation. The web magazine began in 1996 and the daily print changed to two days a week, Mondays and Thursdays, in 2017.

MISSION

As both a business and an educational institution, the Exponent’s mission is to serve undergraduates, graduate students, faculty, staff, and local residents. The newspaper has seven full-time professionals who work with its many student employees, and all student staff members receive stipends for their labor. Reporters and editors cover the campus, city, and sports news, alongside editors for copy, design, photos, and graphics. There is something for everyone at the Exponent. Its alumni have gone go on to be politicians, lawyers, professors, judges, advertisers, executives, journalists, and more. This student newspaper provides real experience and has produced Pulitzer Prize winners, as well as Emmy and Oscar winners.

Among the one hundred students employed by newspaper, English majors stand out. Below are just a few of them:

ALISA REYNYA, ENGLISH LITERATURE

Alisa Reynya, a junior studying English literature, has been at the Exponent for about two and a half years. “I couldn’t imagine myself doing anything but English,” she says.

Alisa is the editor-in-chief, overseeing the newsroom that consists of campus, city, sports, photos, graphics, and copy desks. The students at the Exponent have complete creative control over the content. Alisa decides what stories and visuals will be front page, when to use or not to use a source’s name and information, and what areas of coverage editors and reporters focus on. Alisa’s leadership requires her to answer a lot of questions and make many final decisions, something that most college students do not get to experience.

As editor-in-chief, Alisa has moved on from reporting, but she has written a few editorials when the senior staff has taken stance on a pressing issue at Purdue or in the larger journalism community. For instance, Alisa wrote an editorial on behalf of the editorial board when Purdue announced, to much controversy, that it would be allowing a Chick-fil-A on campus in September 2019: https://www.purdueexponent.org/opinion/article_50a744e3-c585-5993-8eab-9a9fbcb01fbe.html

Alisa says that working for the newspaper has “taken me further out of my comfort zone than I ever imagined possible. I’ve learned to talk to complete strangers, make fast and strategic decisions, take risks, and experiment.” Even students who do not pursue a career in journalism, can learn a lot from their experience: “It teaches you to actively listen and ask detailed questions, to consolidate information, and to write quickly, concisely and accurately under a fast deadline.” Reporting for the Exponent looks great on your resume and it also gives you the chance to work with people who are really different from yourself. This is a significant advantage to possess going into a post-college workplace.

JACKIE LE, ENGLISH LITERATURE

Jackie Le, a senior in English, is the campus editor of the Exponent. Jackie has been at the newspaper for a little more than a year, bridging reporters and upper staff members. Some of her duties include keeping track of reporters’ progress on stories and relaying that to the editor-in-chief. Jackie also provides edits and does reporting. Although she has less time to report stories, she averaged about two stories a week last year.

The Exponent has provided her with opportunities to talk to brilliant people, including the Apollo 11 flight director, Gene Kranz. Jackie met him when he visited Purdue and asked him questions during a media Q&A. “I wouldn’t really have the opportunity to do so otherwise,” she says. You can find Jackie’s article on the event here: https://www.purdueexponent.org/campus/article_aa9d353a-f440-11e9-981a-ef9935c0efe2.html

Basically, the Exponent provides credible journalism for a wide-reaching audience. “Everything we do is essentially what is done at any other print organization, and this is a good stepping-stone for students to get a taste of the ‘real world,’” says Jackie. “It’s a great place to build writing and social skills, and connect with the community all while having fun.” If you’re looking for something to make your resume stand out, the Exponent provides the kind of professional experience that English majors at many other colleges just can’t get.

JULIA TAYLOR, PROFESSIONAL WRITING

Sophomore Julia Taylor, a double major in Professional Writing and Spanish, has been a copy editor at the Exponent for over a year. In her time at Purdue, she’s found that the English Department provides many beneficial career opportunities, including the chance to network at outlets such as the Exponent.

Julia’s duties include coming in once a week for print night to read over reporters’ articles, ensuring that they are without grammar, spelling, or punctuation mistakes. Julia also fact-checks the articles to confirm that the stories and the headlines are cohesive. Additionally, copy editors are required to come in once a week during the day to read over stories that will be published on the website and write staff reports on notable events and research. While Julia isn’t a reporter stories, some copyeditors are. Students are given the opportunity to do both, if they are interested.

“The Exponent has allowed me to gain experience in copyediting and understand the inner workings of a newspaper,” says Julia. “I’ve been able to meet like-minded people with interests similar to mine on a campus where students interested in English and Liberal Arts are sometimes hard to come by.”

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Libby Joson is a sophomore majoring in Profession Writing at Purdue.                                         

Hurrying Slowly to My Future

In Letter Nine of Reader, Come Home: The Reading Brain in a Digital World (2018), Maryanne Wolfe describes what it means to practice “festina lente,” which she translates as “to hurry slowly,” analogizing it to the development of “cognitive patience” (193). Festina lente embodies the cohabitation of digital technology and print reading in our world; we need to be able to quickly and efficiently assess information (a skill gained through technology use), but we also need to be able to slow down to perform deep analysis of information (a skill gained through deep reading). As I walk through Maryanne Wolfe’s ideas (she is a cognitive neuroscientist with a doctorate in Human Development and Psychology from Harvard University), I find myself reflecting on how I became a reader (and English major) as well as using the concept of festina lente as a framework for my post-college job search.

Many of the letters in Reader, Come Home deal with how adults engage in deep reading; however, other letters are about how technology may be impacting (both positively and negatively) children’s ability to read deeply. Wolfe’s research on children learning to read leads me to reflect on how I became a reader at the dawn of the digital age. In Letter Five, “The Raising of Children in a Digital Age,” Wolfe cites a statistic from the 2015 RAND report, which states that children ages three to five spent an average of four hours per day on digital devices (108). I was unsettled by the RAND statistic and also surprised at how far our culture has shifted since I was a child. Part of my shock is probably because my parents were careful about digital technology use when I was growing up. My younger brother and I were not allowed to have video games, were granted limited computer time (which had to be matched with reading time), and were not allowed to have phones until we could drive. I bought my first smartphone when I graduated high school. However, just as my brother and I were raised by booklovers, so too did we both grow up to be avid readers.

Some of Wolfe’s research and hypothesizing even supports my parents’ luddite ways. In Letter Five, she describes how stimulation from screens triggers the short-term focus reward centers in the brain; stimulation at a constant rate floods young brains with hormones that reward short-term focus, leaving little room for children to develop the attention needed for long-term focus and deep reading (109). Later in the same letter, Wolfe cites several research studies that show how children’s reading comprehension is better when reading print books rather than reading on screens (116–117). She hypothesizes that reading comprehension is lower for on-screen reading because the constant scrolling tricks the brain into processing what is read on a screen like a film—the brain becomes too overwhelmed with information to accurately process and remember everything (118).

With these thoughts in mind, I recently saw a commercial for Google Nest Mini (a Google Home device) proudly proclaiming that the Nest Mini could “entertain the whole family with new stories from Disney’s Frozen 2.” Similarly, Google Home Mini, in concert with Disney’s Little Golden Books, will play sound effects that go along with certain golden book stories when read aloud. The lack of reading comprehension Wolfe warns against is exemplified in smart home devices that could inhibit children’s reading comprehension if relied on too heavily. Kids might love the visual and aural gimmicks, but they may be unable to retain plot and character information crucial for triggering other important parts of deep reading, such as empathy and perspective taking (116). Perhaps my skepticism towards Google Home is rooted in my growing up years. Every evening for most of my childhood, my parents would read to my brother and I before bed. My mom would read a chapter or two of fiction, and then my dad would read a story from the Bible. I vividly remember being transported to the American frontier as my mom read the Little House on the Prairie series, and I also vividly remember being swept up in the magical whimsy of Harry Potter and the Sorcerer’s Stone. From my father’s reading, I began to internalize and remember important biblical stories that would shape my understanding of my faith as I got older.

In Letter Seven, “The Science and Poetry in Learning (and Teaching) to Read,” Wolfe writes, “Empathy and perspective taking are part of the complex woof of feelings and thoughts, whose convergence propels greater understanding” (162–163). Wolfe goes on to describe how empathy and perspective taking lead to one of the most important components of deep reading—the ability to make connections (163). When I spent most evenings of my young life huddled on the couch, my parents’ voices washing over me, they were giving me an important gift: a swelling cadre of resources to pull from to understand and analyze the world. They were encouraging my brain to mimic the feelings of Laura, Mary, Harry, Hermione, and even Mary, Joseph, and Jesus by triggering my mirror neurons, as Wolfe describes in Letter Three (51). “In this sense,” she writes, “when we read fiction, the brain actively simulates the consciousness of another person, including those whom we would never otherwise even imagine knowing” (52).

In addition to empathy, reflection is another important part of the deep reading process, and a crucial part of practicing festina lente. Deep readers have to develop “cognitive patience” in order to reflect on and then process what they have read (193). An example is my writing of this essay. Through reflection, I am processing what I read in Reader, Come Home, which leads me to make connections between the book’s content and my own reading development as a child. In practicing festina lente, I learn how to “hurry slowly” into cognition: “You read quickly (festina), till you are conscious (lente) of the thoughts to comprehend, the beauty to appreciate, the questions to remember, and, when fortunate, the insights to unfold” (Wolfe 193). In relation to new digital technologies, Wolfe argues that we should hurry to meet the future but take the time to examine and research its potential hazards (194). In relation to coming “home,” we should hurry to get to the place where “perception becomes transformed into concepts, when time becomes consciously slowed, and our whole self becomes suffused by the mental cascade where thought and feeling converge” (194).

With my own graduation now on the horizon, I see my task as applying festina lente to the job search. I have identified several potential professions where my deep reading and other soft skills would be useful. While one of my earliest career interests is editing and publishing, I only realized this semester that the reason I enjoy editing is because I like mentoring other people. My involvement in Reformed University Fellowship (RUF), a Christian community on Purdue’s campus, and my past involvement in other Christian groups has often involved leading or mentoring others. My leadership experiences in Christian groups led me to connect activities in my personal life to my professional life during my job search. As an editor, I want to help authors become better writers and encourage them in their writing process. In making these connections between editing, mentoring, and other areas of my life, I’ve had to slow down to process what these connections might mean for me personally and professionally.

My current career focus is nonprofit work, which is also connected to my desire to help others. In the nonprofit sector, I am interested in grant writing, fundraising, development, and event planning. Through research, I learned that many of the positions related to my areas of interest are mid-level to senior positions, so starting out, I need to gain experience simply working in a nonprofit. As I explored my nonprofit interests, I made another connection between my personal life and professional life: In RUF, I co-chair a small team responsible for event planning, and I love helping put on these events. As I’ve explored nonprofit areas and talked to my mom, who directs a nonprofit, I realized that event planning is actually an important role in many organizations. Event planning, whether for one of the nonprofit’s programs or for fundraising purposes, is an important task that many high-level nonprofit administrators find time consuming and exhausting. Someone who enjoys facilitating events would be a valuable asset. To come to this conclusion, though, I had to quickly process large amounts of factual information about working at a nonprofit and then slow down and decide which pieces of information would be helpful to me and analyze how that information would change my course.

Another potential area of employment that could involve leadership, helping others, and event planning is the library sector. In high school, I worked in the children’s room at my local library, and to this day working at the library is one of my favorite jobs that I’ve had. If I worked in a library, I think that I would eventually want to become a head librarian, probably in youth services, which would require some additional schooling. Librarians do many things in addition to ordering books, checking out books, and shelving books. A lot of librarians, especially youth librarians, put together programs for people in the community. If I were a librarian, I would be on the front edge of helping mitigate the effects of digital technology on children’s deep reading, as described in Reader, Come Home.

Regardless of what job I pursue, I have learned how to identify and articulate the skills I’ve gained as an English major. The skills required to perform the deep reading Maryanne Wolfe writes about are just one example. I can explain to employers how my ability to empathize is applicable, whether that be to empathize with an aspiring author, a nonprofit client, or a library patron. My ability to make connections between stories means I can help an author move their plot along, I can see the big picture of social issues affecting nonprofit clients, and I can help people find the stories they need to hear. My ability to practice festina lente means that I can easily identify when the processes of deep reading might be valuable, and then take the time to engage in the kind of deep reading that leads to complete analysis and thorough understanding of a topic.

As I look towards the workplace, I want to hurry slowly into my job search. I know that I need to “hurry” in that I need to be actively working on the various components that help someone get a job: a good resume, a LinkedIn profile, networking, etc. As I hurry to complete these tasks, however, I need to be able to slow down as I accomplish each task. As I revise my LinkedIn profile, I need to take the time to thoroughly read and proofread everything I write and evaluate how I am marketing myself to potential employers. Similarly, I need to look at the big picture with my resume as well to see how it fits into my marketing strategy. And while I may hurry to find people to conduct informational interviews with to add to my network, as I am doing an informational interview, I need to slow down and listen to the advice and wisdom being offered by my interviewee. And I know that once I find a job, the practice of festina lente will not be over. The dance of quick information processing and in-depth analysis will be something I perform all my life, whether that be in a work setting, personal setting, or in my own deep reading as I live my life of letters.

Works Cited
Google Nest. “Disney’s Frozen 2 Stories on Nest Mini.” YouTube, 4 November 2019, https://www.youtube.com/watch?v=xuRWUwUSlZk

Made by Google. “Read along with Google Home Mini and Disney’s Little Golden Books.”   YouTube, 29 October 2018, https://www.youtube.com/watch?v=NH7HI2BW6aE

Wolfe, Maryanne. Reader, Come Home: The Reading Brain in a Digital World. HarperCollins,    2018.

Hannah Spaulding is a senior at Purdue majoring in English Literature.

 

 

 

 

Delving into Von’s Bookshop

It was the icy winter of 2016 when I visited Purdue’s campus for the first time. As a junior in high school, I knew that it was time to look actively into colleges. Wanting to stay in Indiana (it would come as a shock finding out that my family would be relocating to the Pacific Northwest, leaving me behind in the crossroads of America), I began to take more interest in Purdue. However, I knew that I was not a STEM kid—mathematics gave me a headache and complex physics made me want to switch places with the person in the word problem whose equation that I was supposed to calculate—the one driving her car off a cliff. Why would I, a student who wanted to study English, want to attend what is primarily an Engineering school?

Entrance to Von’s Books [source: https://www.facebook.com/vonsbooks/photos/a.368678106509814/628394817204807/?type=3&theater]
As I began to explore the campus for the first time, surrounded by other prospective Purdue students on the undergraduate-led tour, I wanted to know more about the aspects that made this university unique from others. After the tour, my guide recommended visiting Chauncey Hill, the home of the famous Discount Den (which has since relocated to the other side of campus) to stock up on Purdue merchandise and also an incredibly inexpensive combination of sodas. Walking towards the Den, shivering in my fluffy parka and attentively listening to Google Maps so as to avoid wandering astray, I noticed a strip of stores labeled “Von’s.” After a slight distraction stemming from my love of sugar and the line wrapping outside another local landmark, Harry’s Chocolate Shop (I was devastated to learn that it was a bar, and did not in fact sell chocolate), I refocused on the brick buildings advertising a vast variety of goods: books, records, beads, jewelry, cards, t-shirts, comics, posters, movies, and more. I had not expected to find such an eclectic shop anywhere in West Lafayette.

Although each of the storefronts held appeal, as the little bookworm I am, I convinced my parents to wait for me “for I promise, just five minutes,” as I went to explore the used bookshop. After descending the semi-perilous staircase into its basement (make sure to watch your step), I found myself face-to-face with oversized anthologies, vintage Indiana authors, obscure science fiction, and my personal favorite and first purchase, “Los poderes ocultos de la mente” (The Hidden Powers of the Mind). The array of shelves piled high with novels and the overflowing stacks of precariously piled books set aside to the back edge of the store immediately made me feel at home, confirming I would be content studying liberal arts at this STEM school. An hour after I started browsing, my parents finally dragged me out of the store. Even now, in my junior year at Purdue, Von’s remains a calming place for me in the midst of stressful assignments, group projects, and finals.

Killing time (and gnomes) in Von’s Books [source: https://www.facebook.com/vonsbooks/photos/a.286981788012780/1539654102745536/?type=3&theater]
An independent shop established in 1968 and now the area’s oldest bookstore, Von’s is a cornerstone of the Purdue student experience, with numerous professors providing course materials through it in addition to other stores such as Follett’s and the University Bookstore. The store is divided into multiple segments based on the merchandise within that particular area—though all of them remain connected. In the brutal winter one need not venture into the icy unknown to travel between the fascinating assortment of beads and the seemingly endless rows of books. The different sections include the bookstore, which holds an amalgamation of new and used books, a bead and jewelry store, a clothing store, and a section for records, comic books, and posters. Be sure to take note of the staircase in between the clothing section and the record shop, as this leads to quite possibly the highlight of this store—an enormous, city-block-sized basement absolutely stocked to the brim with used books. If you intend to venture into this wonderous trove of treasures, you may want to clear your schedule, as you may find yourself lost in a maze of novels, searching through shelves to find something truly special. However, if you do not have endless hours to explore Von’s basement, you can still sure to look out for its various sales. Usually, there are used books and beads for incredibly low prices sitting just outside of the shop in bargain bins. These sales, along with the annual West Lafayette Public Library book sales, are what sustain my bibliophilia even as a stereotypically broke college student.

A typical sidewalk sale at Von’s Books [source: https://www.facebook.com/vonsbooks/photos/a.286981788012780/2053797531331188/?type=3&theater]
Von’s serves not only as a unique part of the campus ecosystem, but also acts as connective tissue, facilitating conversation between bookish Purdue students. Recently, I mentioned the store offhandedly to a fellow English Literature major, Isaac Pickett. It sparked conversation about our mutual love for Von’s. He shared his affinity for the books in the semi-hidden basement, stating, “It’s nearly always empty when I go down there which gives it this very mystical quality, like it’s a secret book tomb or something. Sometimes you’ll find first editions of books that look like they haven’t been touched in years. I found a 1954 edition of Brave New World last week that has a silly, dramatic, science-fiction cover.” Isaac expanded further on why he likes the used book section so much, saying, “I love reading old notes written in the margins or seeing what someone saw fit to underline. Sometimes, you’ll find odd things in them. I remember once I found a coupon from 1988 in a copy of Vonnegut’s Deadeye Dick.” While I have yet to discover any coupons myself, I did recently come across a vegan cookbook that has proven to make wonderful, edible meals for both my roommate and I to enjoy. Appealing to the masses with its various odds and ends, Von’s similarly proves to be an essential part of Purdue for its English majors.

Ally Geoffray is a junior in English Literature and Professional Writing at Purdue University.

Alumna Profile: Stacey Mikelbart

Hi, I’m Stacey Mickelbart, and I’ve taken a circuitous path from graduating with my English degree in 1995 to my current position as editor of Envision, the Purdue College of Agriculture magazine—but I’ve never been unemployed!

I’ve worked in tech publishing, editing books in the “for Dummies” series, edited scientific journal papers and grants in a number of fields, worked in managing and communication in the performing arts, created and edited university magazines, and have written arts criticism for outlets including NUVO in Indianapolis and newyorker.com.

While I know a lot of people don’t automatically associate Purdue with the liberal arts, my training here was solid. When I attended NYU for my master’s in journalism, two people in my program were chosen as assistants to the director, and it always made me smile that one was a New Yorker who attended Michigan and the other was me. I think the Big 10’s reputation for graduating smart students who know how to get things done is often true—and includes our liberal arts graduates.

While in New York, I interned at The New Yorker and wrote for the book blog. Every day was an exercise in, “Can I write well enough to meet the standards here?” I highly recommend working places where you feel that challenge. Being in a room full of people smarter than you is a great way to grow and expand your skills.

The range of work you can take on with a degree in English is wide, and while that’s a selling point, it can also be a bit intimidating as you seek your first couple of jobs, when you really want to pin down the “what” instead of being told you can do anything! If you’re unsure, I recommend that instead of looking for specific categories of jobs, you think about your skills—the ones you think are your best and that you enjoy the most—and apply for jobs that require those skills. That makes selling yourself for the job easier, as you’ve already thought about why you’re a good match for what the employer needs.

Who is/was your favorite English professor at Purdue?

I was fortunate to take class with so many great faculty members, but David Miller, who died a few years ago, was one of my favorites. I finagled my way into three of his classes (at least two of them on Shakespeare), and he was supremely skilled at leading a smart and interesting class discussion, regardless of the material. Barbara Dixon has also influenced my career as a student and professional. She was my academic advisor for a short period, taught a great survey course I took, suggested I attend the graduate seminar that launched my editing career, and later became my supervisor when I edited the College of Liberal Arts magazine, THiNK, for a few years. She’s been a fantastic mentor and friend.

What is an interesting Heavilon Hall memory (or just one from campus generally)?

One semester I had FOUR classes in Heavilon 120, so I felt like I never left that room! I sat in a different corner of the class for each of the four to help me distinguish them from one another.

How has your English major helped you in your professional career?

It seems so obvious, and it’s true: reading and dissecting great works, as well as writing about them for challenging assignments, really does help you become a better writer, editor, and communicator in general. Learning how to interpret a difficult poem is great practice for learning how to read a molecular biology paper. Each requires patience, the curiosity to look up information you don’t understand, and the recognition of a new type of language and its conventions. (Some background on the scientific method, logic, and statistics help, too—so don’t neglect those!) My English degree also gave me the skills to organize and structure information about any topic when I’m writing, as well as the confidence to be stylistically creative when that’s appropriate.

Who is your favorite author and/or what are you currently reading?

I’m never sorry to pick up a book by Hilary Mantel or Ian McEwan or an essay by Zadie Smith or George Orwell. Right now I’m reading Emily Wilson’s translation of The Odyssey, since Wilson visited campus, thanks to the English department’s Big Read. I’m also reading some modern takes on these classic tales. I just finished Madeleine Miller’s Circe, and I’ve got Margaret Atwood’s The Penelopiad lined up next. After that, it feels urgent to read Chanel Miller’s Know My Name.

Romantic Ireland: Studying Abroad with the Purdue English Department

Study Abroad at Purdue

Purdue University offers a large selection of study abroad opportunities, ranking nineteenth in domestic student participation in study abroad. Of the multitude of possibilities, “Locations that attracted 100 or more students in 2016-17 were Australia, China, France, Germany, Ireland, Italy, Spain and the United Kingdom” (Oates). For a long time, study abroad seemed oriented primarily to foreign language majors, but, in actuality, “students in most academic backgrounds can find programs that meet their academic and career goals” (Mohajeri 382-383). These experiences are highly recommended. Studying abroad allows students to develop new skills, oftentimes influencing their future professional aspirations, as “the more international experiences one has, the more likely one is to develop a globally-oriented career” (388).

Romantic Ireland

Trinity College, Dublin

During the summer of 2019, Professor Maren Linett led an incredible study abroad entitled “Romantic Ireland,” one of the English department’s annual summer programs in Dublin. It boasted the opportunity for students to gain a more global understanding of Irish literature, offering six credits of coursework over the span of three weeks. During the program, students resided at Ireland’s most distinguished university, Trinity College Dublin. With 17 nights in Dublin, 2 nights in Galway, and 1 day spent exploring Sligo, the program allowed students to immerse themselves in another culture, visiting “key Dublin literary and historical sites such as the Dublin Writers Museum, the Parnell Monument, The James Joyce Centre, Trinity College Library, and the Abbey Theater.” These daytrips, as well as evenings in local pubs, allowed for engrossing experiences upon which the students would later reflect, turning in self-reflection essays on their time abroad.

Crystal Webb

After learning about this study abroad through her academic advisor, Crystal Webb, an English Literature major participating in Purdue’s Degree in 3 Program, realized that it would be a convenient way to travel while still progressing towards graduation. Webb also highlights how her experience in Ireland enhanced her understanding of Irish authors and literature by “bringing these stories to life.” Webb similarly credits it with helping her better understand how important a global perspectives is to any future career plan. Seeing her own culture through the eyes of another was an eye-opening experience, teaching her how often we, as American citizens, tend to assume that we know enough about the world, when we don’t. Basically, Webb claims that her experience was “globalization in action.”

Malahide Castle and Gardens, Near Dublin

Nyke Bounket, a double major in English Literature and Anthropology, also spoke highly of his experience. First, he mentions the workload; participants were expected “to read probably 30 poems, a couple dozen short stories, several plays and even a novel. All within three weeks.” Bounket humorously quips, “I’m not sure I even remember as much of U.S. history as I do Ireland’s.” He also stresses that exposure to such a different culture would be difficult, if not impossible, to simulate in a classroom setting. Bounket mentions meeting various types of people during his time in Ireland, including “a French philosophy professor, a woman from D.C. who used to serve as a Senator, a group of friends from Russia who were biking the country.” This eclectic group, along with the immersive nature of the trip, allowed him “to reflect on [his] own culture, behaviors, and values.” Finally, Bounkett identifies the natural beauty of Ireland as his favorite part of the experience; the group took a 40-minute train ride to Howth, a town “rugged with history.” He’d “never seen ocean water so clear. It was brimming with brightly colored sailboats, and in the distance were massive, jutting cliffs.” This idyllic scenery must be experienced in person!

Both Webb and Bounkett emphasize communication skills as a major aspect of study abroad. They recommend that other undergraduate students participate in either this particular opportunity, or some study abroad experience during their time at Purdue to develop their communication skills in a global context. Both also express their appreciation for Dr. Linett, who in Webb’s words is one of Purdue’s “hidden gem professors.” Her program class helped Webb to communicate her exact ideas, emphasizing precise writing as key to disseminating knowledge and connecting with other people. Bounkett agrees, identifying Dr. Linnet as “a powerhouse of knowledge and the most intelligent person [he’s] ever met.”

Other Benefits of Study Abroad

The Organization for Economic Co-operation and Development (OECD) stating that “over the past three decades, the number of students enrolled outside their country of citizenship has risen dramatically, from 0.8 million worldwide in 1975 to 4.3 million in 2011, a more than fivefold increase.” As technology continues to advance, the world becomes more interconnected and workers with the ability to understand global perspectives increase in demand. Employers desire students who can travel beyond their comfort zones—students who readily embark to new frontiers. Although possibly daunting, study abroad experiences quantifiably assist student’s job prospects and improve their overall empathy and perspective-taking abilities. Ultimately, such opportunities “offer unique experiences to students by providing life-long personal and professional benefits such as personal growth, cultural awareness, employability, new language skills, creativity, communication skills, social network development and other benefits” (Tamilla, 63).

Nyke Bounket (bottom row, from left), Prof. Linett (third from bottom right), and the rest of “Romantic Ireland” crew

Globally, interest in study abroad programs has grown exponentially, as the personal and economic benefits have become more apparent. Purdue has certainly taken note, and now offers over 200 experiences in more than 45 countries. Romantic Ireland represents one of many opportunities designed to stretch and grow undergraduate students. As Bounket says, “go for the experience and allow yourself to digest everything, slowly and appreciatively.”

Works Cited

Mohajeri Norris, Emily, and Joan Gillespie. “How Study Abroad Shapes Global Careers: Evidence From the United States.” Journal of Studies in International Education, vol. 13, no. 3, Sept. 2009, pp. 382–397, doi:10.1177/1028315308319740.

Oates, Matthew. “Purdue Ranks 19th in the Nation for Study Abroad.” Purdue University News, Purdue, 9 Nov. 2018, www.purdue.edu/newsroom/releases/2018/Q4/purdue-ranks-19th-in-the-nation-for-study-abroad.html.

OECD (2013), Education at a Glance 2013: Highlights, OECD Publishing, Paris, https://doi.org/10.1787/eag_highlights-2013-en.

Tamilla, Curtis, and John R. Ledgerwood. “Students’ Motivations, Perceived Benefits and Constraints Towards Study Abroad and Other International Education Opportunities.” Journal of International Education in Business, vol. 11, no. 1, 2018, pp. 63-78. ProQuest, https://search.proquest.com/docview/2040569860?accountid=13360, doi:http://dx.doi.org/10.1108/JIEB-01-2017-0002.

Ally Geoffray is a junior majoring in English Literature and Professional Writing at Purdue.

 

INTERNING WITH WBAA PUBLIC RADIO

HISTORY & MISSION

Located in Purdue’s Elliott Hall of Music, the award-winning WBAA public radio station has made a name for itself nationally. It was licensed in April 1922 as an AM station by the U.S. Department of Commerce. Still going strong after 97 years, WBAA is now the longest continuously operating radio station in Indiana. Over the years, WBAA has offered internship opportunities to hundreds of local students, ranging from high schoolers to undergraduates and graduate students. The public radio station’s website says, “education has always been at the heart of WBAA’s mission and that goes beyond the content you hear over our airwaves and into the very ethos of the station” (WBAA). The best part is that they’re especially interested in Purdue undergraduates majoring in English, Communications, or Political Science!

WHY WBAA?

Interning at WBAA is a great experience for English majors, especially those interested in journalism. Its News department offers general news, arts, beat, education, science, and local government reporting, as well as digital reporting. At WBAA, you are not just an intern; you are a professional. “We’re going to treat you like a real, working radio station employee, whether it’s in the newsroom or whether it’s doing production work behind the scenes,” says Stan Jastrzebeski, WBAA’s News Director, “You’re not going to get coffee.”

All internships at WBAA are paid, offer real, deadline-driven experience, and allow for hands-on time with professional reporting, writing, editing, or voicing. WBAA offers experience to Purdue undergraduates of any year; the longer you stay, in fact, the better opportunities for internships and jobs after you graduate. Stan says, “It typically takes at least a semester to fully train somebody to get used to the job. Then, the second semester they can hit the ground running.”

Interns at WBAA typically come in one day a week. The goal is to have one intern every day to go and report on moment’s notice, according to Stan. This allows each intern to give a little bit to the internship program and contribute to the whole of the newsroom over a week. Depending on your schedule, WBAA will give you ample time to work without too much pressure.

Stan says, “We make a difference in the community, we pay better than any other broadcasting internship in town, and we turn students into award-winning reporters.”

MARISSA TILDEN, ENGLISH

One of WBAA’s newest hires is Marissa Tilden, a third-year student studying English Literature and Comparative Literature. At the station, her title is “Public Service Announcement Coordinator.” Along with writing PSAs for upcoming community events, Marissa also does other small organizational tasks, such as creating a calendar of events for various musical organizations in the community. Her PSAs are aired on the station often. Here is an example of her work:

“Purdue’s Disability Resource Center presents comedian Ryan Niemiller (NEE-miller),  the self-proclaimed ‘Cripple Threat of Comedy,’ whose stand-up draws from his experiences with physical disability. Open to the public but tickets are required. More  information is  available at Purdue dot E-D-U slash D-R-C.”

This is a great example of a PSA because it demonstrates how Marissa has to be “conscious of the fact it will be read aloud.” She adds, “It’s necessary to provide phonetic pronunciations of names that could pose a challenge (and therefore a lull or stutter), as well as clarify things like the URL.” Otherwise, a story or PSA could be read wrong on-air. Greg Kostraba, WBAA’s content director, told Marissa that once at another radio station, “Malcolm X” had been read on-air as “Malcolm the tenth.” “It’s crucial to keep both the audience and the reader in mind when I write,” says Marissa.

“WBAA has provided me the opportunity to practice some of the skills I learn as an English major—things like precise writing, research, and organization—in a career setting,” Marissa also says. This internship has also enabled her to learn a little more about how a radio station operates and what kinds of positions exist in this setting. Marissa has found that there are lots of opportunities for English majors in radio.

CARLY ROSENBERGER, MASS COMMUNICATION

A sophomore studying mass communication, Carly Rosenberger has always been interested in a career in news media. She has been working at WBAA since September 2018 and has written a total of eight stories as an arts and culture intern. Carly produces features, which are pre-recorded stories that are typically no longer than five minutes on-air. “Creating a feature is a complicated process…. I’ve learned more from [it] than I could have ever imagined,” says Carly.

WBAA has entrusted Carly with many responsibilities, including setting up and conducting interviews, writing a draft of a script, recording the script, and sharing the final product on WBAA’s Facebook and Twitter accounts. Carly says, “When I first began working at WBAA last fall, I was honestly surprised with the amount of trust and responsibility the staff places in their interns. I’ve since realized that the large amount of responsibility is affirming and even rewarding. I’d much rather have an internship that allows me to produce meaningful work than one that forces me to do menial tasks.”

OTHER INTERNSHIPS WITH WBAA

Stan has also provided us with descriptions for several other WBAA internships:

If you are interested in classical music, WBAA has another great internship for you. With 101.3 FM, WBAA Classical, students aid in the station’s programming as well as taping interviews. This internship is a great opportunity for those interested in learning about media management.

If you are tech-savvy, on the other hand, WBAA offers internships covering board shifts, allowing them to practice one of the essential functions of a broadcaster. WBAA will train you in both the technical duties and how to use your voice effectively for an audience.

WBAA also has internships in promotions, marketing, and development. To keep the radio station going strong, WBAA needs young, talented people to help it reaching new audiences.

Finally, WBAA just hired its first social media intern, and so internship opportunities at the station just keep growing. “Anytime anyone wants to send me a resume, they are more than welcome to do so,” says Stan. His email is stan@wbaa.org.

Works Cited:

“Student Engagement.” WBAA, https://www.wbaa.org/student-engagement#stream/0.

“WBAA History.” RSS, https://www.wbaa.org/topic/wbaa-history#stream/0.

Libby Joson is a sophomore majoring in Professional Writing at Purdue.

Interning at Purdue University Press – with Hannah Spaulding

Purdue English majors have the perfect publishing internship opportunity available to them right here on campus. A member of the prestigious Association of University Presses, Purdue University Press publishes scholarly books, journals, and e-publications in a range of fields, including, according to its website, business, technology, health, and veterinary sciences, as well as the humanities and sciences. It is conveniently located in Stewart Center, next to Purdue Memorial Student Union and across from Heavilon Hall, the home of Purdue English. Each semester, the Press interviews and selects undergraduates for internships in editing and production. It even prefers students in English or other related fields!

Below is an interview with Hannah Spaulding, a senior in English Literature and Creative Writing, who recently completed a semester-long internship in Editorial, Production, and Design at the Press.

How has your internship helped build skills and clarify your career goals?

First and foremost, interning at the press has helped me develop my editing skills. I’ve had the opportunity to practice copyediting, sharpen my proofreading, and review completed book manuscripts. I also was taught to use Adobe InDesign for typesetting manuscripts, which is a skill I had wanted to learn. Working at the press has given me more confidence in my editing ability, a confidence that I hope to translate into starting my own freelance editing business before I graduate. As for my long-term career goals, I know editing is a strong skill I can bring to the table in any setting. One of my goals is to work as a grant writer for a nonprofit organization. The ability to edit my work will allow me to develop clearer arguments and better grant proposals.

How do you apply your Liberal Arts skills in your internship?

My skills as an English major have been invaluable to my work at the press. Being a good editor requires a high level of reading comprehension, attention to detail, and familiarity with the mechanics of quality writing. My studies in English literature have equipped me not only to pay attention to the details of a text, but also to understand the big picture. As an editor, this allows me to address sentence-level and paragraph-level concerns, while also offering feedback on the larger structure and meaning of a text. Many of the manuscripts I worked with at the press were essays for academic journals about subjects not in my field of study. Because of the high level of reading comprehension developed through studying literature, I was able to understand and edit these pieces, even those in fields such as engineering. My studies in creative writing have also helped me be a better editor because I know what it’s like to be on the receiving end of editorial feedback. Knowing the experience of authors—of developing and crafting a work for others to review—helps me give more thoughtful comments. I also am able to address grammatical or structural issues from the lens of a reader. By focusing on the reader’s experience of the text, I am able to better communicate my editorial suggestions to authors.

What is the typical day like as an intern, any challenging or exciting aspects?

A typical day involves going to the Purdue University Press office in Stewart and working on my assigned projects in the office. I could be proofreading, copyediting, typesetting, or doing some other task that my supervisor, Katherine, assigned me. I work independently on all my projects, and update Katherine about my progress so that she knows how soon to expect a finished project. Katherine is always willing to help, however, if I have questions. This semester, I was one of two interns under Katherine, so sometimes her other intern and I would collaboratively on larger projects.

One challenge I experienced during my internship was learning all three grammatical styles—APA, MLA, and Chicago. I already had experience with MLA and Chicago, but I had never used APA before, so proofreading or copyediting in APA style was interesting. Whether I was using APA, MLA, or Chicago style, I felt like every day I learned a new grammatical rule or stylistic rule, which was fun to discover and then apply to my own writing outside of the internship.

Another challenge, which I mentioned earlier, was editing journal articles in subjects I am not familiar with, such as engineering. Although I didn’t understand the complexities of the subject matter, I did understand the way a research paper or journal article is supposed to be structured, and that knowledge helped me edit not just for grammar, but also for organization and clarity of thought. Editing essays with difficult subject matter boosted my confidence in my editing ability and helped me apply my skills to new situations.

Hannah Spaulding is senior in English Literature and Creative Writing at Purdue.

Tackling the Common App Essay – with Libby Joson

According to Mitch Warren, the Director of Admissions at Purdue University, the Admissions team received about 54,000 applications last year. So, to stand out when applying to Purdue (or any college or university, really) your admissions essay is key. This is your chance to show off your personality and background. Dr. Harry Denny, an Associate Professor of English and the Director of the Purdue Writing Lab, says, “Don’t be afraid to tell your story, but be afraid to tell a clichéd story.”

Since Purdue’s admissions officers receive an immense number of essays to read through, you have to take advantage of this opportunity to express yourself honestly and genuinely. Tell your story as you would tell it to a friend, allowing your best and most unique qualities to shine through. Dr. Denny suggests finding the story that makes you a compelling fit for the college or university you are applying to.

For Purdue’s Common Application, there are seven essay prompts to choose from. These prompts range from discussion of your background or talent to reflecting on failures or ethical dilemmas to any topic you’d like. You must only write 250-650 words minimum to maximum. Be sure to use that small amount of space to your advantage by expressing your passions without babbling.

Tips & Tricks

Write first, edit later.

One of the best things you can do when writing an essay such as this is to just get your ideas out. You can always organize later. Both Dr. Barbara Dixon, the Associate Head of the Department of English, and Mr. Warren mention that misspellings or grammar errors are not the most important things unless there are a whole bunch of them, so focus more on the content.

Be original.

Dr. Dixon read common applications essays for several years, specifically for the Honors’ program. Flipping through about 100 essays a day, she looked for some kind of originality or a spark of creativity. When writing your essay, stay away from clichés, especially in the beginning and ending. Clichés are a turn off for admissions essay readers. If you really want to stand out, use your own voice. Your essay should sound like you, an 18-year-old, genuinely wrote it, not like your parents or a more sophisticated version of yourself. Be authentic. “The way you handle a topic, showing maturity and ability to look at an experience in your life outside of the bubble, is important,” says Dr. Dixon.

Know your audience.

Try to write about something that admissions essay readers have never heard of before. Students often write about being on a sports team, which can be “yawn-worthy” for readers like Dr. Dixon precisely because so many other people have written about that as well. What’s different or unique about your experience? She recommends thinking about your audience, those admissions officers sitting at their desks and spending hours reading hundreds of essays. You must keep them engaged!

Be detailed.

To make your essay stand out, you’ll want to bring the reader into the story, and let them visualize your experience. As a Common App essay reader, Dr. Dixon enjoys detailed glimpses into the writers’ lives, recollections of their experiences. For instance, your might write about what you learned from a positive volunteer experience, or even lessons learned from things that didn’t go so well. For his part, Warren enjoys essays from students who have overcome personal obstacles. This could even include something as simple as a struggle in a lab science course. “What did you do to overcome it? We really are just trying to get to know you. Honesty is important,” says Warren, “What was the realization you had and what did you do to change?”

Entertain (but don’t try too hard to be funny).

The Princeton Review recommends being cautious if you choose to use humor in your essay. It’s already hard enough to be funny around your friends, so you might not want to try a joke for the first time on an admissions officer. You definitely should never make assumptions about your audience, whether that be faith, politics, identity, nationality, etc. Dr. Denny says, “You just don’t know who is reading it. Don’t go out of your way to be a jerk or say something offensive.”

Keep it down to earth.

“We’re not grading it. Students often assume we’re looking for certain buzzwords, but that’s not true,” says Warren. Write how you would speak, and don’t try to show off. Similarly, Warren advises that students avoid using a thesaurus because the essay should be in your own words. Although you should have a parent or teacher review your writing, make it yours. Write about what matters to you, not what matters to them (Carlotti).

Writer’s Block?

If you get stuck, you can try two free writing exercises, according to Dr. Denny. First, set a timer for one minute and write down anything you can possibly think of, without judgment. Or, find a friend to listen and take notes for you. Second, try a visual storytelling activity like “mind mapping” to chart and then organize your personal experiences. Mind mapping refers to creating a visual depiction of your ideas, with a key idea in a box or a circle located in the center of the map and other ideas grouped into categories around it. Concept (or mind) maps work best with “a focus question to which the concept map comes as a response” (Lang). This will allow you to structure your experiences around a central idea. If you have trouble drawing this out on your own, there are lost of free concept-mapping programs online for students to access.

Final advice?

“Don’t stress. It’s only one part of your application; it’s really just an attempt to get to know you,” says Warren.

Resources

There are many resources you can utilize when writing a college application essay:

  • Libraries often have writing groups and, if you live in the city, community centers might offer some help as well.
  • For more help writing your essay, see the Purdue Online Writing Lab (OWL):

https://owl.purdue.edu/owl/general_writing/undergraduate_applications/undergraduate_application_timeline/advice_for_writing_application_essays.html

As a reminder, the Early Action, financial aid, and Honors College application deadlines are all November 1st while the Regular Decision application deadline is January 15th. One of the biggest mistakes students make is missing the deadline.

Works Cited:

“Crafting an Unforgettable College Essay.” The Princeton Review, https://www.princetonreview.com/college-advice/college-essay.

Carlotti, Paige. “9 Essay Writing Tips to ‘Wow’ College Admissions Officers.” USA Today, Gannett Satellite Information Network, 23 Oct. 2014, https://www.usatoday.com/story/college/2014/10/23/9-essay-writing-tips-to-wow-college-admissions-officers/37397979/.

Lang, James M. Small Teaching: Everyday Lessons from the Science of Learning. Jossey-Bass, 2016.

Libby Joson is a sophomore majoring in Professional Writing at Purdue.

Modernizing an Ancient Epic – with Ally Geoffray

Purdue’s English Department has created a new tradition involving faculty, students, and the local community. Each year, it selects a book to highlight as its “Big Read.” This year’s book is Emily Wilson’s new translation of The Odyssey, which unflinchingly depicts its protagonist’s ambiguous nature as both victim of fate and perpetrator of heinous deeds. Looking beyond the absolutely gorgeous white and blue, gilt-lettered cover, which features the three muses in glittering gold, this new translation of the classic epic proves itself a valuable contribution to an inundated market for this particular Greek legend of Odysseus’s homecoming after the Trojan War.

First and foremost, Emily Wilson rejects our stylistic assumptions about Homeric epic, the common belief that it must be rhetorically elevated and ostentatious, full of old-fashioned diction. She argues that, “of course, the English of the nineteenth or early twentieth century,” the kind of language we most closely associate with the poem, “is no closer to Homeric Greek than the language of today” (Wilson, 87). Similarly, while she invokes the original qualities of the epic by emphasizing its oral form through the use of repetition as a mnemonic device, she also provides an originality that many translations forgo. For instance, she introduces ingenious permutations for the stock phrases the poem employs, especially through multifarious epithets like “wily Odysseus, the lord of lies” (Wilson, 240). By using accessible language that allows for more a contemporary understanding, Wilson’s translation invites attention, providing opportunities for substantial interaction between the audience and the text, a feat that seems remarkably similar to the overarching intent of the Big Read program.

Here is a piece of advice when acquainting oneself with this edition: do not skip the introduction! Although many readers have been exposed to some knowledge of this epic’s rich history, this nearly 80-page introduction includes a variety of intriguing information about topics such as the complex character of Odysseus, further background into the mystery of Homer, and actual geographic locations correlating to the different stops that Odysseus makes on his voyage homeward. It also includes a deeper look into ancient Greek gender roles and what it means to be a woman within this world—particularly some one of Penelope’s stature in contrast to women in other levels of the social hierarchy, such as the goddess Calypso or the slave women (who function as housekeepers, and as prizes to be looted when ransacking villages or during battle).

One of my favorite scenes, found in Book 5, focuses on Odysseus’s stalled voyage home, as he sits, forlornly staring out to sea, trapped on Calypso’s island with little hope of return. He desires recognition from his family and the people of Ithaca for his numerous exploits and death-defying adventures; he needs this acknowledgement in order to maintain his powerful position within society. Rather than accept a peaceful and possibly eternal life marooned on Calypso’s island, then, our protagonist longs to return home to his wife, Penelope. Still, he must remain cautious in how he portrays this yearning, especially since he must avoid provoking the goddess Calypso with whom he currently resides. In this way, he displays his central quality, metis. Emily Wilson translates this trait, one highly valued within Greek culture, as “‘cunning,’ ‘skill,’ ‘scheming,’ or purpose’” (Wilson, 36). It aptly encapsulates Odysseus’ skillful maneuvers in his responses to Calypso, his making sure to acknowledge and emphasize her beauty as superior to his wife’s, despite his urge to leave her. He manipulates the situation adroitly, portraying himself as “a man whose mind was like the gods, who had endured many heartbreaking losses, and the pain of war and shipwreck” (Wilson, 319).

Another memorable scene involves Odysseus’s interaction with Polyphemus, the cyclops child of Poseidon. After arriving on the island, the ship’s crew admires the welcoming landscape, proclaiming that “there is flat land for plowing, and abundant crops would grow in the autumn; there is richness underground” (Wilson, 244). This rhapsodizing abruptly ends, however, as they wander into Polyphemus’s cave, the home of a cyclops who displays “no shame at eating [his] own guests” (Wilson, 255)! In perhaps Odysseus’s most cunning exploit within The Odyssey, this “master of plots and plans” cajoles Polyphemus into a state of inebriation only to drive an olive spear into his captor’s eye (Wilson, 240). The descriptions that Wilson employs here are gruesomely vivid, as she describes how “[Polyphemus’s] blood poured out around the stake, and blazing fire sizzled his lids and brows, and fried the roots” (Wilson, 252). Although Odysseus’s own hubris unravels his meticulous plot when he proclaims his true name to the blinded cyclops, the critical wound he delivers to Polyphemus’s only eye still serves as the monster’s punishment for severely perverting Grecian hospitality norms.

To be sure, an integral and recurring element throughout The Odyssey is the ancient Greek custom of xenia, “a word that means both ‘hospitality’ and ‘friendship’” (Wilson, 23). It involves generously welcoming of strangers into one’s home, providing them with a place of safety, a night’s rest, and a meal before any probing questions. Odysseus benefits from this custom frequently, with people choosing “to be kind to [him]… not for [his] stories, but in fear of Zeus, the god of strangers, and because [they] feel pity for [him]” (Wilson, 344). To modern day readers, the concept of inviting strangers, random wanderers, into one’s house might seem peculiar and even dangerous, but, in The Odyssey, this custom is expected and even necessary, or else the unwelcoming host may face divine punishment. Ultimately, then, the poem explores the Greeks’ responsibilities to and fears of welcoming the unfamiliar into their homes, their culture, and their personal experiences. Throughout her translation, Wilson invites the audience to listen and to think about xenia in their own lives. In today’s world—where borders and differences seem to define relationships among individuals—The Odyssey encourages us to interact with those of different backgrounds, accepting them as they are while seeking mutual understanding. Ultimately, then, by offering a nuanced view of the complicated hero, Odysseus, and also by discouraging fear of the perceived Other, Emily Wilson manages to reconstruct The Odyssey as “a text that allows us to explore our desire for power and permanence in a world of imagination, while also showing us the darker side of these deep human dreams, hopes, and fears” (Wilson, 74).

Ally Geoffray is a junior in English Literature and Professional Writing at Purdue University.

Exploring Learning Communities, Engaging English

Learning communities are fundamental to big public universities like Purdue. As one of 11 “high impact” practices identified by the AACU as essential to enriching students’ college education, they encourage deep learning, correlating to high levels of academic challenge, active and collaborative learning, and faculty-student interaction.

Learning communities are integrated experiences; students take two classes together in their first semester, while also participating in residential or extracurricular activities with their classmates. Learning communities are, basically, fast tracks to academic success, assisting new undergraduates’ transition from home and high school to dorm and university; they help students earn better grades, make friends faster, and graduate at higher rates. Learning communities provide smaller class sizes; increased faculty-student mentoring; and opportunities to meet and interact with other students who share similar personal and academic interests. They also make a big campus feel small.

For this reason, each fall the English Department hosts its own learning community called “Engaging English,” open to first-year English majors and Exploratory Studies students. While we encourage the residential component, it is not required. So, students who live in the Honors College, for instance, or who have off-campus living arrangements can still participate. In 2018-2019, we won the Office of Residential Life’s “Real World Experience Award,” recognizing the best learning communities offering introductions to various opportunities within their academic fields. 

Left: Dr. Barbara Dixon; Right: Professor Roby Malo

Let’s take a closer look at the different aspects of our award-winning learning community, and hear from faculty and students who were involved in it.

ENGL 195 Introducing English

“Introducing English” is a 1-credit course (one 50-minute class meeting/week), which initiates students to departmental and college resources, gives them a jump-start on career planning, lets them work on writing skills, and also encourages community through participation in our “Big Read” common read program.

As our departmental Associate Head Dr. Barbara Dixon says, the “course is unique because we interacted in a deeper way than students in classes normally do—meeting often for dinner during the semester, reading The Underground Railroad [our Big Read for 2018-19], researching the slave trade, and spending an entire day together on a Saturday going to The Levi Coffin House, part of the Underground Railroad network in Indiana.” The biggest lessons that she hopes her students learned were that teamwork on projects is hard work (but also important to their future careers); that reading can be not just informative, but fun; and that faculty are people they can trust if they need help. Students very much enjoyed the experience. Julia, a student in the class, writes: “Dr. Dixon made her classroom feel like a home, and my classmates and I became … a family through the environment she created.” During the semester, the students even suggested creating a “GroupMe” to send text messages and to keep in touch. Dr. Dixon used it to plan a class “reunion dinner” the following semester.

Dr. Dixon’s students pose near a mural in Fountain City, Indiana that depicts Levi Coffin and his wife, Catharine, who helped more than 2,000 people escape slavery.

Her advice for prospective students? “If you have the chance to join a learning community, take it!” she says, “Try to get out of your comfort zone and go to activities you don’t think you’ll like with people you don’t know!”

The Big Read

Our annual Big Read is designed to enrich Purdue and Greater Lafayette through the shared experience of reading literature. Each year we select a great book, integrate it into our learning community curriculum, create a calendar of engaging events (including lectures, book group discussions, performances, workshops, author visits) and then provide free copies of the text to undergraduates, high school students, community members, public libraries, and more. Studies show that book ownership contributes to academic achievement, educational, economic development. It’s important for us to reach outside the borders of our campus and the temporal bound-aries of the undergraduate degree. Engagement programs like the Big Read produce demonstrable, positive communal effects, and are essential to Purdue’s mission as a land grant university.

English 202 Engaging English

The second course in the learning community is “Engaging English.” Dr. Robyn Malo, Associate Prof. of English Literature, says that the course teaches students the “basic skills but also the comfort-level and confidence to continue as English majors…We think about storytelling, whose stories we tell, whose stories we elide, and whose we ignore; how our interpretive faculties shape and limit what we are able to understand; and how can we start to get around this difficulty.”

Of course, Prof. Malo also organized a variety of extracurricular events for her students, like a trip to a play at the Indiana Repertory Theater; poetry readings; meals at the dining halls; meeting authors whose books they read in class; and after-class writing workshops. She even facilitated an impromptu study group during finals week. “Finals week can be overwhelming and stressful,” she says, “and so I thought, ‘Ok, this is a chance to re-connect to the group’…So, I was like, ‘Do you guys want to get together and study so that you don’t have to do it alone, and so that you have a little bit of accountability [to each other] while doing it?” 

Students from Prof. Malo’s class study in the English Department’s Under-graduate Studies Office during finals week.

What did she like best about the learning community experience? “It was fun to see them [in the dining halls].…Hanging out as a group makes learning more possible; I could see that they trusted each other and they trusted me. They knew I liked them and respected them as people. That makes it easier to give and take critical feedback. Students respond to that in a way that helps them learn rather than feel shut down.”

Prof. Malo’s biggest takeaway for her learning community students? “That you can balance learning and hard work with being ok the way you are and not needing to be perfect.”

Conclusion

Our “Engaging English” learning community is an enriching experience for faculty and students alike. One student raved that the experience “is very good at fostering a fun sense of community” and that the course instructors’ “kindness motivates me to perform well.” We consider this high praise, indeed!

MFA reading

The Creative Writing Program’s first MFA reading of the Spring 2019 semester is scheduled for Thursday, January 24th at 8:00 pm at the Knickerbocker Saloon in downtown Lafayette. This is a 21+ event. Come here some great readings from our awesome students!!!

gabrielle Calvoressi

Our first visiting writer, Gabrielle Calvocoressi, will be reading from her work on Thursday, January 31st. There will be a Q&A at 4:30 in WTHR Room 320, and her reading will be held at 7:30 in the Robert E. Heine Pharmacy Building, room 172.

Gabrielle is the author of The Last Time I Saw Amelia EarhartApocalyptic Swing (a finalist for the LA Times Book Prize), and Rocket Fantastic, winner of the Audre Lorde Award for Lesbian Poetry. The recipient of numerous awards and fellowships including a Stegner Fellowship and Jones Lectureship from Stanford University; a Rona Jaffe Woman Writer’s Award; a Lannan Foundation residency in Marfa, TX; the Bernard F. Conners Prize from The Paris Review; and a residency from the Civitella di Ranieri Foundation, among others. Calvocoressi is an Editor at Large at Los Angeles Review of Books, and Poetry Editor at Southern Cultures. Works in progress include a non-fiction book entitled, The Year I Didn’t Kill Myself and a novel, The Alderman of the Graveyard. Calvocoressi teaches at UNC Chapel Hill and lives in Carrboro, NC, where joy, compassion, and social justice are at the center of their personal and poetic practice.