Wednesday, March 25, 2015

Upcoming Reading: Tom Montgomery Fate

Tom Montgomery Fate, author of Cabin Fever, will hold a reading at 4:00 on Monday, March 30 in the Ronk Lecture room in the Dwight Schar College of Education. 



Tom Montgomery Fate is the author of five books of nonfiction, including Beyond the White Noise, a collection of essays, Steady and Trembling, a spiritual memoir, and Cabin Fever, a nature memoir. His essays have appeared in The Chicago Tribune, The Boston Globe, The Baltimore Sun, Orion, Iowa Review, Fourth Genre, Riverteeth, Sojourners, Christian Century, and many other journals and anthologies; and they regularly air on National Public Radio and Chicago Public Radio. He is currently a professor of English at College of DuPage, in suburban Chicago.

Thursday, March 19, 2015

Poet Kicks Off English Department Spring Reading Series

By Deborah Fleming, Professor of English
            
Our first reader this year is J. David Cummings, winner of last year's Richard Snyder Poetry Prize from the Ashland Poetry Press. The reading will be held at 4:00 on Monday, March 23 in the Ronk Lecture room in the Dwight Schar College of Education.
        


Educated at Pennsylvania State University, Cummings worked as a theoretical physicist at the Lawrence Livermore National Laboratory for more than ten years.

Deciding in 1973 that he could no longer work in nuclear weapons development, he resigned and never returned to defense work or physics research.

In the early 1990s he traveled to Japan where he visited the Hiroshima Memorial Peace Park.

In response to the controversy over a planned Smithsonian Institution exhibit commemorating the 50th anniversary of the bombings of Hiroshima and Nagasaki, he began the nearly two-decade project of writing the poems that culminated in Tancho.

http://www.ashlandpoetrypress.com/online-catalog/snyder-series/tancho

Friday, March 13, 2015

Alumni Spotlight: Amanda Eakin

By Amanda Eakin, class of 2012, Integrated Language Arts major


Most teachers will claim that they wanted to become educators (“to fight the good fight,” as they say) since they were little, but I actually had different plans at first. Or rather, no plans at all. I entered college without a clear idea about what my career would be. I considered being in business. Journalism. Even culinary arts. The options whirled in my mind. But I never would have anticipated becoming a teacher, since I had always considered myself shy and the type of person who felt her batteries were drained after interacting with others—not exactly the best fit for teaching! Hundreds of interactions are made a day when teaching, and I can attest that not all of them are pleasant! Nevertheless, I love literature like I love late-night snacking and I felt it was my duty to spread the word (yes, pun intended). Through the process of getting my degree at Ashland University, I have gained confidence in my thoughts and abilities and have been able to share the insights that I have developed with my own students today. At Ashland University, I have learned that I do have something meaningful to say and I’m glad that I have the opportunity to teach my current students the value of contributing to a discussion or finding their own voice in writing. As a matter of fact, I have heard many students comment on how I have challenged them, and I think about all of the times I was challenged through the rigorous courses at AU and how I have steadily developed my skills as a literature student. From intensive small-group discussions to analyzing the etymology of words we take for granted, the courses in AU’s English program have sharpened my abilities as a reader, writer, and even communicator.

On another note, I think it’s a testament to the program when my principal told me one of the reasons he was initially interested in my resume was because he knew I was from Ashland University. It was only until later that I found this out of course, and my principal also informed me that my “well-spoken” demeanor upon our first encounter convinced him that he knew he wanted to hire me (even though he made me go through two more interviews without indicating this to me at all). I would have never guessed, even as little as five years back, that I would grow to become the type of person to appear confident and articulate. Today, my goal as a teacher has been to ensure that my students gain confidence in their own words and learn to appreciate the beauty of language as I did at Ashland University.

Wednesday, March 4, 2015

Reflections on the Passing of a Cultural Icon: Leonard Nimoy


By Maura Grady, Assistant Professor of English

Last week, actor, photographer, writer, and activist Leonard Nimoy passed away from complications of COPD (Chronic Obstructive Pulmonary Disease) at the age of 83. He is one of 15 million American sufferers of this disease, chiefly linked with long term exposure to tobacco smoke. Scientific American reports that 6% of deaths (more than 3 million deaths) worldwide can be attributed to COPD[1]. Every one of those lives lost to COPD is precious and every one of those deaths causes grief. This COPD victim in particular touched millions around the world, as the outpouring on Twitter, Instagram, Reddit, and other online gathering spaces demonstrates. Nimoy had a long and productive acting and directing career, performing in television series such as Fringe and Mission Impossible and directing films such as Three Men and A Baby and The Good Mother, though he was most beloved for his role as Spock, the half-Vulcan first officer of the USS Enterprise, in television and film series Star Trek.

Star Trek was groundbreaking television in a number of ways. Yes, England’s Doctor Who beat Star Trek to a number of punches (popular show starring a humanoid alien encountering new cultures, nerve pinches rendering foes unconscious, etc.), but unlike Who’s delightful lack of regard for the laws of physics, Star Trek was beholden to science as much as possible, at the insistence of series creator Gene Roddenberry. Among the show’s most devoted fans were members of the United States nascent aerospace community, and Nimoy’s Science Officer Spock was a particular favorite.

In 1967, only a year into the series, Nimoy visited Goddard Space Flight Center in Washington DC, and wrote a letter to Roddenberry describing the enthusiasm he had encountered there.

I do not overstate the fact when I tell you that the interest in the show is so intense, that it would almost seem they feel we are a dramatization of the future of their space program, and they have completely taken us to heart—particularly since you and the rest of the production of Star Trek have taken such pains in the area of scientific detail on our show. They are, in fact, proud of the show as though in some way it represents them.[2]

This photo shows NASA scientists sporting Vulcan ears for the Launch of Mariner V in 1967. 

http://trekcore.com/specials/rare/marinerv_oct67_control.jpg
And this week, as a tribute to Nimoy, International Space Station astronaut Terry Virts (@AstroTerry) tweeted this image of the hand salute over Nimoy’s birth state of Massachusetts.
http://www.nasa.gov/sites/default/files/thumbnails/image/terry-llap.jpg
Nimoy’s insistence on Spock’s consistent use of logic and benevolence as an alternative to violence and impulsive action influenced not just his performance but the direction and tone of the show. The famous Vulcan nerve pinch was an improvisation by Nimoy in response to a direction in the script for Spock to hit another character over the head with a phaser. Nimoy reasoned that surely, by the 23rd century, we would have found a better way.[3]

Nimoy also contributed the now iconic Vulcan hand salute, which he explained came from observing a blessing at his Synagogue as a child. The hand movement is in the shape of the letter “Shin” in the Hebrew alphabet. In an interview with the Yiddish Oral History Project,[4] Nimoy commented that it was a “very interesting letter in the language. It’s the first letter of the world Shaddai [the Almighty or God], the first letter in the word Shalom [peaceful greeting], it’s the first letter in the word Shekinah, which is the name of the feminine aspect of God, who supposedly was created to live amongst humans… the legend is that during [this particular] benediction, the Shekinah comes into the sanctuary to bless the congregation” and the congregants are not supposed to look at the rabbis. Nimoy notes that as a curious little boy, he peeked and saw the rabbis making this sign.

When shooting the episode “Amok Time” in the series’ second season, Nimoy noted: “it was the first time that we were seeing other Vulcans, other members of my race. So I was hoping to find some touches that could develop the story of the Vulcan [culture], so I said to the director, I think we should have some special greeting that Vulcans do” and suggested the hand sign. Nimoy recalled, “Boy, that just took off through the culture. It was amazing. Within days of when the episode aired, I was getting it from people on the street…People don’t realize they’re blessing each other!”

My affection for Star Trek started early, heavily influenced by my late mother, a huge fan of fiction of all kinds, including science fiction. We watched re-runs of the TV show together and I attended my first Star Trek convention at the age of 10, when my family was living in Texas for a year. I was obviously thrilled to meet Grace Lee Whitney, who played Yeoman Janice Rand on the series.
A young Dr. Grady meeting Grace Lee Whitney
I idolized Nichelle Nichols’ Communications Officer Lt. Uhura, one of the first starring roles for a Black woman on American television. My mother, a neonatal nurse, was in college when the show premiered in 1966, and told me about how she and her friends would sit in the basement of their dorm watching it on a very small TV. They loved the attention to science on the show and optimistic picture of the future it depicted—a future of equality for all kinds of people—a future earned by adherence to principles of scientific inquiry and respect for other cultures. The show featured the work of female screenwriters, a rarity for the genre even today—writer DC Fontana contributed 8 scripts and 4 story concepts for the series, including some of the most beloved and well-regarded episodes: “This Side of Paradise,” “Tomorrow is Yesterday” and “Journey to Babel,” the episode that introduced Spock’s parents, Sarek and Amanda. And female fans were behind the first conventions for the show.[5]

I now research and write on what is called Fandom Studies—the scholarship of Fans, Fandom and Fan Communities. I am on the editorial board of The Journal of Fandom Studies, and it’s no coincidence that the founders of the journal, Kathy Larsen and Lynn Zubernis chose a photograph of the Vulcan salute for its cover image.

Fans of Star Trek waged a letter-writing campaign to convince NBC to give Star Trek a third season after cancellation was announced and successfully lobbied NASA to rename one of its shuttles Enterprise, after the Star Trek vessel. [6] [7] Those early fans, people like my mom, who gathered together in person in those long ago pre-internet days to discuss their passion for science fiction, made it possible for all of us today to geek out on what we love

Fan culture is mainstream culture now, as an increasingly segmented and fractured media environment demands that producers of entertainment target their projects to very specific audiences. Most network executives today would kill for the “low ratings” that the original Star Trek series earned in 1967, but more than that, they would certainly kill for the kind of cultural penetration the show achieved at a time when the only way fans could communicate with one another was in person or by mail.

Nimoy often praised his character Spock, who espoused a philosophy of “Infinite Diversity in Infinite Combinations” and parted ways with the blessing “Live Long and Prosper” (Nimoy signed all of his posts on Twitter with LLAP). His last Tweet left us with the words: “A life is like a garden. Perfect moments can be had, but not preserved, except in memory. LLAP”[8]

Leonard Nimoy, like castmates DeForrest Kelley (Dr. McCoy), James Doohan (Lt. Commander Scott), and series creator Gene Roddenberry, is gone now. The legacy they gave us, individually and collectively, is a vision of a better, brighter future.

Dr. Maura Grady is an unapologetic fan of genre fiction. She teaches writing, screenwriting, film studies, and literature at Ashland University. You can see a personalized signed photo of Mark Lenard (Sarek) hanging in her office.

[1] http://www.scientificamerican.com/article/the-sickness-that-killed-spock-chronic-obstructive-pulmonary-disease/
[2] http://www.amazon.com/These-are-Voyages-Season-Book-ebook/dp/B00KSS2SEU
[3] https://www.youtube.com/watch?v=fpW_rryGEbk
[4] http://www.yiddishbookcenter.org/oral-history/home
[5] http://www.themarysue.com/women-of-trek-fandom/
[6] http://www.startrek.com/article/bjo-trimble-the-woman-who-saved-star-trek-part-1
[7] http://arstechnica.com/science/2014/09/a-closer-look-at-the-space-shuttle-that-never-got-to-space/
[8] https://twitter.com/TheRealNimoy/status/569762773204217857

Friday, February 27, 2015

English Department Course Offerings for Fall 2015


English 203 X: American Literature 
Dr. Jayne E. Waterman 
Tu 6:00-8:30 p.m. (Hybrid) 
Core Humanities, Elective for Middle Childhood Education English/Language Arts
This course will examine the tropes of freedom and fear that have extended throughout American Literature. What does “the land of the free and the home of the brave” signify? How is the rhetoric of freedom and fear articulated and exploited? What are the possibilities and limitations of freedom and fear for a nation and for an individual? These and many other questions will be explored in relation to the often-intertwined literary representations of freedom and fear. The course will consider and complicate, as well as define and redefine, the differing perspectives and different understandings associated with these key terms. A diverse range of authors in a variety of literary genres will be analyzed to consider the promises, perils, and paradoxes of an America that is both free and afraid. From captivity narratives to slave narratives, Iron Jawed Angels to Freedom Riders, and the Cold War to the Age of Terror, the course texts will focus particularly on the literary works and voices of Native Americans, African Americans, and women. This is a reading-intense, writing-intense, and discussion-intense course. Assignments will likely consist of two extensive papers, short literary analysis papers, presentations, and lots of assessed in-class and online participation (short assignments, research projects, rigorous discussion and debate, and so on).

ENG210A: Bible as Literature
MWF 9:00-9:50
Core Humanities


Possible Texts (in addition to the Bible):
Richard Elliott Friedman, Who Wrote the Bible? or
Gabel, Wheeler, and York, The Bible As Literature or
Bart Ehrman, Jesus, Interrupted.

This is a course in the Bible as literature, not the Bible as Revealed Truth. Students who come to the Bible with strong preconceived notions about what it "means" may find themselves frustrated with the class. For example, in Christian tradition, the serpent in the Garden of Eden story is thought to be Satan. However, the actual text of Genesis makes no reference to Satan. If we can approach the text with fresh eyes and read it on its own terms, we may find other interesting meanings in addition to the traditional Pauline doctrine of "original sin"-- it may also be an allegory for growing up and leaving the Eden of childhood! We will also read the Bible in its historical context, which means learning about the Near Eastern society, culture, and politics that produced it. We will assume that the Torah, or “Five Books of Moses,” has at least four distinct authors whom we call J, E, P, and D, each with his or her own style and socio-religious agenda. We will look at issues of translation (a little Hebrew grammar) and genre, including the appeal of apocalyptic texts (Ezekiel, Daniel, Revelation). And yes, there will be some movies, from Samson and Delilah cartoons to clips from A Night With the King to the full film A Serious Man (the Coen brothers' version of the Book of Job translated to Jewish Minnesota, circa 1968).

English 301A: Writers' Workshop, Poetry
Dr. Deborah Fleming

MWF 10:00-10:50
Fulfills requirement in Creative Writing major and minor and ILA major elective
The course objective is to write and critique students' poetry. Students write every week. The class format is seminar-type discussion.


Text: The Norton Anthology of Poetry, any edition


ENG 306A: The Essay
Dr. Maura Grady
T/TH 10:50-12:05
Fulfills Genre Requirement for CREW, ENG


In this class, you will study examples of the Essay form and write your own essays, which will be developed and workshopped throughout the semester.

Probable text: The Art of the Personal Essay: An Anthology from the Classical Era to the Present by Phillip Lopate.


ENG 332A: Global Film
Dr. Maura Grady
TTh 9:25-10:40 AM
Core Aesthetics, Core Border Crossings


In this class you will meet the core requirements for Aesthetics and Border Crossings through an in-depth analysis of German films. Our focus this fall will be on German filmic reactions to war (WWI, WWII and the Cold War). The course requires students to learn about film techniques, aesthetic movements, and historical and cultural context.

Texts:


1. German Culture Through Film by Reimer, Zachau and Sinka. Focus Publishing, 2005
2. A Short Guide to Writing About Film, 8th edition by Timothy Corrigan, Longman, 2011, ISBN-10: 0205236391

English 338A: Themes and Topics in Literature: Dystopian Literature
Dr. Linda Joyce Brown
MWF 2:00-2:50
Core Humanities, Elective for the English major, Elective in the English and Creative Writing minors

What would your ideal world look like? What would make the world unbearable? In this course, we will explore how writers have imagined ideal and far-from-ideal worlds. A premise of this course is that by studying dystopian literature and thinking deeply about the ideas that dystopian texts pose, we can gain new insight about contemporary social problems. Thus, in addition to addressing texts within their specific historical and cultural contexts, we will also connect them to contemporary issues, such as environmental degradation, technological dependence, and debates surrounding sexuality, marriage, and family. We will also consider the recent surge in popularity of dystopian fiction among young adult readers.

Eng 365A: Greek Literature
Dr. Russell Weaver
MWF: 1:00-1:50
Core Humanities; elective for English Major and Minor, elective for Creative Writing minor

In this course we will read some of the great masterpieces of Greek Literature. This particular semester we will be reading Homer’s Iliad along with ten plays by Sophocles, Euripides, and Aeschylus:

Sophocles–Antigone, Oedipus the King, Ajax, The Women of Trachis, and Philoctetes
Euripides–Medea, Hippolytus, Iphigenia at Aulis, and Electra 

Aeschylus–Agamemnon


There will be two take-homes, one on either Antigone or Medea and one on The Iliad and one presentation on two of the other plays.


ENG410A: The Romantic Era
Dr. Russell Weaver
TTh 1:40-2:55

Elective for English major and minor, Creative Writing major and minor, and Integrated Language Arts major

We will read four poems from Blake’s Songs of Innocence and Experience; Wordsworth’s “Tintern Abbey” and “Intimations Ode”’; Coleridge’s “Rime of the Ancient Mariner”; Keats’s “The Eve of St. Agnes,” “Ode on a Grecian Urn,” “Ode to a Nightingale”, and “Lamia”; Jane Eyre; Byron’s Manfred and two books of Don Juan; and Frankenstein.


There will be two papers (Blake/Wordsworth and Keats) and two presentations (Coledridge and Bronte/Byron/Frankenstein).

English 417A: English Grammar and Usage

Dr. Deborah Fleming
MWF 1:00-1:50
Required for ILA, English major elective, Middle Grades Generalist Endorsement, English Language Arts Concentration major elective, English Minor elective


This course provides students with knowledge of grammar, syntax, and mechanics and fulfills NCATE requirements for teachers of English and Language Arts. We will also study ways to use the vocabulary of grammar in the teaching of writing.


Text: Koln, Understanding English Grammar, current edition

English 427A: American Literature III: Realism to Modernism
Dr. Linda Joyce Brown
MWF 12:00-12:50

Elective in the English, Creative Writing, and ILA majors, Elective in the English and Creative Writing minors

The course explores the development of American Realism, Naturalism, and Modernism in relation to the tremendous social and economic change of the late nineteenth and early twentieth centuries with emphasis on increasing urbanization, migration and immigration, the influence of two world wars, new ideas about race and gender, the impact of modern technological innovation, and developments in science.

Friday, February 20, 2015

Degrees Completed and In Progress from Our Recent Alumni


Recent English department alumni have pursued varied educational paths after graduation—a testament to the broad and flexible preparation that our undergraduate programs offer. Below is a list of the degrees in progress and gained by graduates within the last five years.

MFA, Creative Writing, University of Texas-Austin (CW, ENG)
MA, English, Baylor University, TX (ENG)
MA, English, Kent State (CW, ENG)
MA, Rhetoric and Composition, Texas State (CW, ENG)
MA, Professional, Technical, Business, and Scientific Writing, Carnegie Mellon U (ILA)
Working toward MA, Art Business, Sotheby's Institute of Art, London (ENG)
Working toward MA, Philosophy, Northern Illinois University. (ENG)
Working toward MA, Higher Education, Bowling Green State University (CW, ENG)
Working toward MA, Library Science and Media Studies, the University of North Carolina at Greensboro (ILA)
M.Ed., College Student Personnel, Kent State (ENG)
M.Ed., Curriculum and Instruction, DeVry University (ILA)
M.Ed, Higher Education Administration, Kent State (ENG)
M.S. in Health and Rehabilitation Sciences, Wellness and Human Performance, University of Pittsburgh (ENG)
Working toward Ph.D. in English at Miami University of Ohio (ENG, CW)

Wednesday, February 11, 2015

What Jobs Have Our English and Creative Writing Majors Landed?

The following list of jobs is a sample of those held primarily by English and Creative Writing majors (2009-2014), but some are held by Integrated Language Arts majors.

3 university lecturers (CW, ENG)
3 teaching English abroad—France, Japan, China (CW, ENG, ILA)
11 positions in higher education administration and student life (CW, ENG, ILA)
7 writers and editors (CW, ENG, ILA)

Associate Transcript and Data Specialist at American Council on Education, Washington DC (ENG)
Attorney at Brennan, Manna & Diamond, LLC, Akron (ENG)
Chef/owner, Malabar Inn Restaurant (ENG)
Children’s Associate, Wayne County Public Library, Wooster, OH (ENG)
Collections Representative, GE Capital, Bolivar, OH (ENG)
Customer Services Specialist at Columbus Metropolitan Library (ENG)
Daycare Aide (ILA)
Deputy Clerk, Ashland Municipal Court (CW)
Digital Solutions Manager at ADP Dealer Services, Mansfield, Ohio (CW, ENG)
Director of Music at Lakeview United Methodist Church (ILA)
Events Management Assistant, Institute for Humane Studies, Arlington, VA (ENG)
Hospice Volunteers Coordinator at ViaQuest, Cleveland (ENG)
Medical Sales Representative, Alcon, a Novartis company, Greater Detroit Area (CW)
Office Manager, Northwestern Mutual Life, Cincinnati (ENG)
Receptionist, WQKT 104.5 FM, Wooster (ENG)
Sales, Summers Rubber Company, Cleveland (CW)
Senior Digital Marketing Strategist at Rosetta, Cleveland (ENG)
Shipping/customer Service Representative for Ashland Industries in Dublin, OH (ENG)