Welcome to Rowan University, where you can actually major in Writing Arts, not to be confused with English Literature. Here the University doesn't group writing in with English, we have our own department to excel in. This leaves opportunity for many different Writing Art’s classes that each have valuable information to teach. The question is, how do we decide which ones to take? I have conducted a survey, to determine the top 3 Writing Arts classes here at Rowan University, with the help of students who have seen the magic that happens in said courses. They have taken the time to rank the classes offered in the major, and explain why they felt so strongly about each course. My hope is that other students, even ones who aren’t Writing Arts majors, will feel inspired enough to take these student recommendations, and enroll in one of the courses mentioned. The responses that the Google Form received were from Writing Arts students who all had a creative writing concentration in common. This common ground may have influenced the answers to sway more towards courses geared towards creative writing, but one could argue that all writing is creative. For the final reveal, the top 3 Writing Arts classes are….
Writing Children’s Stories had an 80% vote in first place, Creative Writing I had a 60% vote in second place and Intro to Writing Arts had a 40% vote, in third place. Are these results surprising to you? I honestly would have to agree with my peers, as I believe this is a fine list of the top 3 classes in the Writing Arts department, but of course every course has something specific to teach that can be beneficial to an individual's writing. That’s why section tally is a great tool to utilize, in order to see all of the wonderful courses the Writing Arts Department has to offer. Students were asked, what was the most memorable Writing Arts class to you, and why? A senior Writing Arts major had responded, “My most memorable Writing Arts class was my Creative Writing 1 class with Professor Romano. It was the first class I took for my Writing Arts degree, and she really pushed us to leave our comfort zone and try new things. There are so many writing techniques and ideas that I likely would not have tried, had I not taken that class. I have carried those things with me to other classes, both Writing Arts and not.” What a beautiful answer, thank you for sharing! I remember taking Creative Writing 1 in the Spring, and I also learned many different writing techniques, due to workshops and lessons that pushed me out of my comfort zone. Writing is about taking risks, and going outside of the box. Sometimes you may surprise yourself, and create something you didn’t know you were capable of. Creative Writing 1 was definitely a memorable experience, and I think many Writing Arts majors would agree. Students were asked, Which Writing Arts class would you recommend to someone who is considering majoring in Writing Arts at Rowan? Why would they enjoy it? Quite a few students had responded with the course, “Writing Children's Stories” as their answer. A graduate student in the Writing Arts MA program had responded, “I would suggest the class Writing Children's Stories. The writing involved offered a wide range of age groups to study, each with its own structures and nuances. It really helped me grow as a writer and understand how to choose a target audience that fits my writing preferences. Poetry is also a good choice. It teaches the subtlety of language and the use of metaphor and imagery. These skills recommend themselves to any form of writing.” A senior Writing Arts major had also responded, “This was such an enjoyable and light-hearted class, especially for anyone who wants to write for a younger audience. You get both the opportunity to read excellent examples of children's fiction, and also to write some for yourself, using the techniques you learn in class. I always looked forward to going to this class.” I couldn’t have said it better myself! Writing Children’s Stories is a wonderful class that teaches writers how to write for many different age groups starting with picture books, and ending with young adult novels. It’s set up to dabble in each age, and show you the differences as the class goes on. I remember when I took the class, we actually wrote and illustrated our own picture books. Although picture books were an entertaining task, it was also eye opening to see how much work goes into them. The focus surrounding picture books was on, “page turns”, you wanted to make the story interesting enough on each page, that the reader would have a reason to turn it and read more. That lesson stuck with me in writing, not only children’s stories, but writing in general. I find myself questioning if what I’m writing is something that an audience would feel compelled to keep reading, if the answer is no, then I know revision is needed. It’s a tool you can use in your writing life, ask yourself, would you turn the page? A few senior Writing Arts majors had responded that, Intro to Writing Arts, would be a beneficial course to recommend to a new student in the major in order to get them acquainted with how the course work is organized. I would have to agree, although it is a requirement to take this course, it was extremely helpful for me, especially as a transfer student. When I transferred into Rowan, I had joined a group of students who had already been in the major for 2 years, where I was completely new. Intro to Writing Arts taught me many different styles of writing, and it explained many opportunities and events that the major had to offer. Definitely don’t wait to take this course if you're a Writing Arts major, it will help you on your road to success. What are you waiting for? Writing Children’s Stories is the number one class here in the Writing Arts department, take a chance and add it to your Spring schedule. You might just find your all time favorite class, and a new love for picture books. BriAnna Sankey
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In today's ever-evolving landscape of higher education, institutions are increasingly recognizing the importance of engaging and relevant coursework that not only enriches the minds of their students but also reflects the cultural currents of our time. College students can now discover the harmony between academia and pop culture, where they’re not just consumers but active contributors to the academic discourse. A new wave of innovation is sweeping across campuses, one that empowers college students to propose and shape courses related to their favorite pop artists. This exciting approach not only fosters a deeper connection between academia and popular culture but also underscores the significance of student agency in curriculum development. In this article, we delve into the transformative power of this educational paradigm shift, exploring how it's inspiring students to explore their passions, encouraging critical thinking, and redefining the boundaries of traditional learning. In the midst of the covid-19 pandemic, Rowan University professors Amy Reed and Jason Luther decided to plan a course proposal contest that would allow students to suggest electives they were interested in learning about. Reed shares that, “The course was proposed by Dr. Jason Luther as a way of promoting our programs to students outside of Writing Arts.” Reed, who is an associate professor, teaches in the technical writing concentration and health science communication program. She’s worked at Rowan University for ten years, and was the undergraduate coordinator for the Writing Arts department during the time of the contest. Luther stated, “Over 50 students pitched us something using a google form. We also worked hard to get this response, asking instructors to add a module about it in their courses in Canvas and blasting list surveys across campus.” There was one winner of the contest, however, Luthor added, “I know we were going to keep running these contests but the committee that took this on was very busy in 2021-2023.” Reed stated that the winning course was on writing about difference, and was actually separately proposed by two non-writing arts students. After the first competition, it was never held again. Reed said, “While I thought the contest was a great idea, it did not work out in practice. We ended up not being able to offer the winning course because when it came time to register, not enough students signed up for it. This was disappointing to us and a major reason why we did not run a course contest a second time.” One might wonder if it’s because student proposed courses wouldn’t align with the curriculum or reputation of the college itself. However, there are many benefits towards allowing students to suggest their own college courses. Student-proposed courses can significantly enhance a college student's learning experience by providing personalization, relevance, and empowerment in their education. These courses enable students to pursue their specific interests, ensuring the curriculum remains up-to-date with emerging trends and diverse perspectives. They encourage interdisciplinary learning, offer career preparation, foster innovation, and promote active participation, problem-solving, leadership, and communication skills. By involving students in the course proposal process, colleges empower them to take ownership of their education, leading to greater engagement, motivation, and a deeper connection to their academic journey. Integrating pop culture into education can further enrich a college student's learning experience. By allowing students to explore the intersection of popular culture with academic disciplines, colleges and universities can tap into the power of students' interests and the societal relevance of pop culture. This integration can make the learning process more relatable and engaging, as it connects academic content with the everyday experiences and interests of students. It also promotes critical thinking and analytical skills, encouraging students to evaluate and analyze cultural phenomena, media, and entertainment through an academic lens. Moreover, this approach can spark discussions on social issues, diversity, and representation, as pop culture often reflects and influences these aspects of society. As a result, the integration of pop culture into student-proposed courses not only aligns education with contemporary interests but also enhances critical thinking, creativity, and the application of academic knowledge in the real world. Reed was initially excited about the competition to help students verbalize their ideas and concepts. Reed stated, “We wanted to involve students in the process of designing curriculum and to learn more about what students were excited to learn about.” Rowan does offer a class titled ‘Writing About Popular Culture’ that is taught by professor Luther. Despite the challenges encountered in the initial attempt at hosting a course proposal contest at Rowan University, there are compelling reasons for the institution to consider conducting another contest. The experience of the first contest provided valuable insights into the dynamics of student involvement in curriculum development, and it demonstrated the eagerness of students to contribute to the academic discourse. Hosting another contest could allow Rowan to build upon the lessons learned, refine the contest structure, and address previous obstacles. It offers an opportunity to further engage students in the process of shaping their education, providing them with a sense of ownership and empowering them to express their ideas and concepts. By persisting in this endeavor, Rowan can foster a culture of innovation and collaboration between students and faculty, ultimately enhancing the educational experience and ensuring that the curriculum remains relevant and responsive to the ever-evolving needs and interests of its diverse student body. It’s unclear what the next steps to establishing a new course contest are, but many students are eager to suggest topics of interest. Senior communications major, Serena Klun, says, “I think that student suggested courses could be a great way to encourage student engagement.” When asked if she had any ideas for a new course, she said, “I would suggest a course focused on propaganda and its impact on crisis communication.” Klun is passionate about her major, but she feels as if she’s missing out on academic flexibility because of required courses. If there were several major courses deviating from the harrowing required major classes, Klun believes there would be more student engagement and discussion. Alexa DiamantFor as long as I can remember, I’ve always loved writing. Even when I didn’t know how to write, I would write in my own little gibberish and graffiti all over books. I guess in my mind, I was writing them better. I think my love for writing really blossomed once I learned how to read, and once I could, you better believe that's all I did. Book after book, page after page, sometimes two at once. In first grade I was reading chapter books, and I specifically remember my teacher told my mom that I was reading on a high school level, at six years old. First grade was also the year that we started “writers workshop” and it was my favorite part of the day, where all we did was write. We wrote personal narratives, short stories, fiction, fantasy, whatever we wanted within reason. That is where my creativity prospered, and as soon as my pencil hit the paper it didn’t stop. I vividly remember a conversation I had with my fourth grade teacher about how much detail I include in my writing, to the point that I had to completely shorten my narrative because it was about six pages too long. Flashback to second grade though, with my angel of a teacher, where everyday I would go home after school and write my own “books”. One day I sat down at my little table and wrote a book about an octopus in the sea who was friends with all the sea creatures, and I actually illustrated a cover for it and glued it onto the back of a cereal box which became the cover and binding of this high class book. I was so proud of it that I decided to use all of my nerve, and bring it into class the next day, but I didn’t stop there. I then showed my teacher, who was in absolute awe of my piece, and I asked her if she could show the class. I felt so special and recognized, and that was the moment I knew I wanted to write my own real novel. One day my name will be published on the cover of a thick book, filled with all the beautiful things I have to share with the world, and who knows maybe there will be an octopus on the cover of it. R.L. Stine, the author of the Goosebumps books, was actually a huge influence on me as a child. I loved reading scary books, and Goosebumps was my favorite series, to the point where I would read at least 3 of his books a week. I would check them out at my school library, but my mom would always bring me to the public library where I could check out as many books as I wanted to, and to me, that was a dream come true. R.L. Stine became a hero to me, someone I genuinely looked up to because he wrote so many books, which were all so popular and he really made a name for himself. He went on to have a show created from his books, “Goosebumps”, and then another show called the “Haunting Hour”, followed by three movies. As a child I would write scary stories to try and be just like R.L. Stine because even that young, I saw myself becoming successful like him someday. I write because I feel inspired by the books I read, and I hope that one day I can inspire others to write as well. Writing has always come easy to me, I feel like it’s my gift. I don’t want to waste it, I want to share it with the world. One time in high school I wrote so much compared to other students that the kid next to me looked at my paper and said, “what are you a robot?” Everyone has their own superpower, and I believe that writing is mine, and it’s not one that should be hidden away or taken for granted. It’s given to those who know how to use it to spread their gift to other people. I write because it makes me feel accomplished, or satisfied with myself. The trial of sitting down for hours upon hours and typing till your fingers are sore and your eyes are bloodshot to the point that the words blur on the screen, is all worth it in the end when you type that final sentence that makes the whole paper come together, and you feel invincible. I view assignments as a game; I write them all down and check them off as I go, so the more I do in one day, the more accomplished I feel. Writing a paper will always give me the most intense feeling of accomplishment. I think it’s because everytime I type that last word, I prove to myself that I haven’t lost my way. Writing has always brought me so much happiness, especially as a child, so if I lose the sense of happiness while writing then I lose the childhood influence that started my journey. I don’t write just for egoistic ideals like praise and for my own personal pleasure, I write because it’s enjoyable for me. I write outside of school assignments because it’s just something that I’ve always done. Escaping into my own head and creating a world away from my own has always been my favorite thing I could do. I write because I want my voice to be heard and writing my ideas down on a piece of paper is the easiest way for me to do that. I want to be recognized one day for my writing, and I really want to touch someone with my words. When I read books I feel inspired to write, I feel inspired to make other people feel moved by words strung together by me. My favorite books to read are ones that make me forget I’m reading. One day my dream is to write a book that makes other people revel in the same feeling, so much so that when they finish it, they ache to be able to read it for the first time. BriAnna SankeyThe purpose of a university is to educate. However, its purpose is also to create a community with connections and support. And not all communities and education happen in classrooms. They can happen in Writing Centers as well! A Writing Center is a place dedicated to teaching about writing and helping with assignments. They exist at many academic institutions- including Rowan University. Rowan University’s Writing Center has existed in some form since the 1970’s. Initially, it was more similar to a “drop in situation” (As described by current director Celeste Del Russo). It evolved and expanded due to Deb Martin’s efforts in 2009. Deb Martin was the director of the Writing Center during that time. She was also a professor teaching about tutoring writing. Her students expressed interest in starting a Writing Center at Rowan University. They joined the Mid-Atlantic Writing Center Association to learn more about maintaining the Writing Center. Because of their work we now have a dedicated community of tutors. These tutors provide one-on-one assistance to students with their writing. Their services are not reserved exclusively for essays. They help with any form of writing, from poetry to resumes. The Writing Center can even help with presentations, speeches, or multimedia assignments. Tutors also tutor studios in conjunction with Intensive Compositional classes. This is called Studio tutoring. Studio tutoring is when one tutor meets with members of an ICC1 class once a week. During that session, they provide additional resources and feedback for the members of the studio. The goal is to familiarize students with the Writing Center while building strong foundations for healthy writing practices. The tutors’ responsibilities don’t end with tutoring. They are also responsible for building a supportive environment for the employees, tutees, and the larger community.
One of the things she finds important to impress upon the tutors is the freedom of writing. The Writing Center is not just a place for editing work, or even just a place to read and write essays. It is a place to build long-term writing skills and practices. It is a place to explore and explain the importance of writing as an activity and concept. Ellie believes that in order to teach this to the students, the tutors must have the freedom to understand it. Ellie states, “...Giving Writing Centers freedom to help students with the writing process, with the development of skills rather than specific assignments, and to move beyond just looking at grammar and spelling is how Writing Centers are able to do our jobs.” The support the Writing Center is able to provide for tutors gives them the stability and freedom to explain writing in a multifaceted and complex way.
The environment of the Writing Center also helps make students more comfortable with their writing. Celeste Del Russo, the director of the Writing Center, explains that the center prides itself on inclusivity. She ascribes this inclusivity to the efforts of the tutors. They actively worked to make the environment accessible and enjoyable to the students. This is done in their teaching, their friendly attitudes, and even decorating for holidays!
The Writing Center in its environment, resources for all majors, and freedom for the tutors and students work together to create a community that is both educational and accessible to all. They improve to do this even more - by expanding into the community. They are already working on this goal with their events on campus. One such event is “Long Night Against Procrastination”. This is once a semester event that is in collaboration with the librarians at the Campbell Library. During this event the Writing Center stays open later to provide resources, help, planning, food, and DIY de-stressing activities to help students work on their final assignments. The next “Long Night Against Procrastination” is planned for this November. There is another big way the Writing Center plans on expanding into the larger community. They will soon be connected to the Rowan University Writing Project. The Rowan University Writing Project is designed to help K-12 teachers grow as writers and leaders in their professional lives through collaboration, workshops, and more. This not only helps the teachers, but ideally will deepen their students’ grasp of writing and allow them to use these skills in their lives, communities, and future careers. The Writing Center is going to support these goals. They do this by sending tutors to elementary schools to discuss and teach writing. They also will organize poetry events, book readings, and more at elementary schools. Additionally, there is a third way the Writing Center is planning on supporting the community. On Friday, October 20th, they will be hosting events for National Day on Writing. These events will go from 9:00AM to 2:00PM in the Campbell Library. This event will commemorate National Day on Writing. During this event there will be snacks and candy, as well as writing related activities. There will also be raffles for Cookie Munchers coupons. This is the perfect event for those interested in experiencing the welcoming and freeing environment of the Writing Center! Cecilia Combs
During the summer of 2023, the Rowan Writing Arts social media tried something new. They launched their Non-conventional Genre Check posts. These posts are a nod to the preexisting series, Genre Checks. The Genre Check posts would explain a literary genre, like fantasy or horror.
To create something a little different, the Writing Arts department created the Non-conventional Genre Check series. These functioned under the same principles as the genre checks. However, they showcased genres that aren't confined to pen and paper. Some examples of genres covered this summer include, music, flags, scrapbooks, and more. The purpose of these posts were to highlight the subtler stories that surround us.
Captions and Designs Created by Cecilia Combs
The series will end on Monday, August 21st. The last four posts in the Non-conventional Genre Check series were unique. They explored the communities behind certain nontraditional storytelling techniques. The Writing Arts department partnered with the Ad Club, Avant literary magazine, Cinema Workshop, and Writing Arts Club. Each of these is an undergraduate organization centered in the communications college. The Writing Arts social media featured a specialized genre check exploring the type of story each of these clubs create. The Ad Club focuses on direct, and personal stories that appeal directly to the audience. Avant Literary Magazine curates flexible, long lasting stories with increased relatability. Cinema Workshop creates stories with deep thematic resonance with their audiences. Lastly, the Writing Arts Club develops an environment which is centered around allowing these stories to be told. All of these clubs create stories, and as such all deserve notice from the Writing Arts Department.
This article will be elaborating on the storytelling techniques mentioned in the posts. To begin with, this article will discuss Rowan University's Ad Club. Benjamin Kahn, current president of Rowan University's Advertising Club states, "Advertising is all about telling the right stories. We collect data and weave that data into a narrative to give people more information about a product or service. Advertising tells us our options, why they matter, and why you should care. Consumers are always at the heart of advertising, so we work to find the story that speaks to our target audience."
Advertising employs some of the same techniques as in prose or rhetoric- using pathos, logos, ethos, or a type of story structure. However, its goal makes it unique. The advertiser's goal is to not only create an emotional reaction- but to use that response to create an observable response. In this way advertising has a direct connection to its audience. They are building a bridge between their product and the audience- and it's a straight walk from point A to point B.
This mirrors the intense intimacy created by poetry and the readers' emotions. Advertising focuses more on gaining observable outcomes from the emotive responses, instead of existing to explore emotions like poetry. Kahn summarized this point when he says, "In advertising, effective storytelling turns data and research into a narrative to create an emotional connection with consumers."
Advertising club is not alone in their focus on intense relationships between the audience and the author. Another club with an emphasis on this is Cinema Workshop.
Parker Bennink, vice-president of Cinema Workshop, comments on the club and on its approach to storytelling. He says, "Film tells stories by placing the viewer into the shoes of a character (sometimes multiple) as that character is challenged by an unfamiliar circumstance and/or forced to make a change within themselves."
The introspection is especially impactful in film, says Bennink. "Cinema tells stories by connecting to its audience on an emotional level...t's much more than just entertainment, it's an oddly introspective and personal experience. In my opinion, the best characters and the best movies are the ones that make me take a look at myself, and I think that achieving that type of connection is the ultimate measure of success for a film." This may be due in fact to the visceral nature of films. You are not only reading about what a character is experiencing- you are experiencing it with them. You are seeing what they would be seeing, hearing what they are hearing, and you can relate more closely with the feelings they are feeling. Every form of storytelling involves empathy, but in film you can watch every emotion at play in the narrative.
If you want to learn more about the emotional components of film, consider joining Cinema Workshop. They Meet on Thursdays at 9:30 pm in Bozorth Hall. To find out more information visit their social media page @rowancinemaworkshop or their website.
The strong reactions audience members have to film is a strength shared by advertising stories and stories found in film. In advertising the strong reactions can lead to quantifiable outcomes- more purchases, donations, or visitors to an event. In film this reaction can lead to a change of outlook caused by the themes of the movie. It can also just result in a new favorite movie! The fact that audience members are able to see and hear the story can help make it more relatable. This increased relatability can be found in another club on campus.
Avant, a form of group storytelling, can be very relatable to specifically Rowan students. It archives this reliability from having a wide range of contributions- all of whom are a part of the Rowan community. An example of group storytelling, is found in Avant Literary Magazine, the literary magazine on Rowan University's campus.
The president of the Club, Kelsey Pedersen, comments on the nature of the club. "t's not just the Editor in Chief making the decision... Every member of Avant has equal opportunity to give praise and critique." She describes the process of creating an Avant literary magazine. The Avant magazines are created by students at Rowan University. Any undergraduate student sends in pieces - poetry, prose, photography, art, and then the Avant club edits and selects which pieces go in the magazine. The club meets for two hours a week, where all the members discuss, critique, and vote on the pieces. Once the pieces are chosen, the club copy edits them as a group as well. Each piece "gets looked over by at least three sets of eyes..." as Pedersen states.
The multiple authors, editors, and club members strengthen the magazine by ensuring it is a flexible, and multi-faceted publication. The themes and focuses of each issue is sure to be unique and more reflective of Rowan's community thought process, than any one individual.
If you have an interest in submitting to Avant's literary magazine, or attending the club meetings, it's easy to do! Just follow them on Instagram, @Rowanavant, or look at their website. Meeting times and locations for their next few meetings are also available on Proflink.
However there is one form of storytelling that exists in all of these clubs. This form of storytelling also exists in every other community, class, or social situation. The storytelling that is always present with us is verbal storytelling. Though verbal storytelling is in every community, there is one club on campus where it is a priority.
Rowan Writing Arts Club is a club where people (with an interest in writing) meet. They all write poetry or prose responding to a set of prompts. The participants of the club learn traditional writing techniques. However, they also learn and practice another set of storytelling techniques- the technique of looking at another person and telling them a story. Sometimes these stories might turn into written work later, and sometimes they exist on their own.
Former president of Writing Arts Club, Diana DeSimione states, "Hearing people share their stories at WAC not only made me feel like I got to know them better, it also inspired me to be in a creative environment...My connections to people in WAC inspired me to look for creativity in everyone I meet. Past the veneer of small talk, majors, and day jobs, I want to learn about the passions that keep people going."
Verbal storytelling not only practices crucial storytelling skills- like pacing, deciding what works for your audience, word choice, and more, it also works to build communities and bring people closer together. If you're interested in Writing Arts Club, check out their Instagram @rowanwritingartsclub and their website which can be found here.
The storytelling techniques cultivated by these campus clubs strengthen multiple avenues of communication. These techniques facilitate the sharing of ideas in different fields. They also help to connect communities to each other and to the wider campus.
There are many options for communication based clubs available to undergraduates. From Hitchcock to Hemmingway, Rowan University houses students researching all types of storytelling. This article doesn't even scratch the service of all the ways to share ideas on campus!
During the upcoming semester consider attending one of these club's meetings. Learn about a storytelling style you are unfamiliar with. Keep an eye out for stories and writing lessons. You can find narratives everywhere around you - even in places you'd never expect. There are stories hiding in album covers, in tree trunks, on posters-almost anywhere you can think of. It's our job as writers to coax out all stories we can, not just the traditional.
You can find stories in everything if you know how to look.
Cecilia CombsPhoto Credit to Robert Evans Tom Barney and Robert Evans invite poets to share their poetry at their new reading event “Basket House Poetry”. This event is located at Barney Loves Books, and will be held once a month. Robert Evans of Rowan University’s Rowan Writing Arts department created this event. He worked with store owner Tom Barney. Together, they planned an event where local poets can share their work, followed by an open-mic for anyone else who wants to read. When asked to discuss his thought process, Evans stated, “There is a vibrant poetry scene in the state of New Jersey, but much of it is located from Princeton (in the) North. I wanted to start a poetry series that included not only an open mic, but a monthly feature of the reader, to shine a spotlight on poetry here, in South Jersey.” Both he and Barney expressed the desire to create opportunities for South Jersey poets to display their work. Barney described poetry as a “special subject” that doesn’t get the credit it merits, and that he wanted to use his small bookstore, Barney Loves Books, to give poets a place to share their poetry. Evans’ goal, to “introduce local poetry lovers to poets” and give the community a form to discuss poetry goes hand in hand. Through their cooperation, all of these goals -and more- were met! To kick off this series of events, Professor Katie Budris, a senior Lecturer at the department, as well as the Editor-in-Chief of Glassworks and program coordinator for MA in Writing Arts, read her poetry at Barney Loves Books first ever Basket House Poetry Event on June twenty first, 2023. Budris started the series off strong by reading from her two published chapbooks, Mid-Bloom and Prague In Synthetics. Mid-Bloom is a chapbook about Budris’s relationship to cancer through losing her mother to it in high school, and then her own diagnosis in her thirties. She read five poems from the chapbook, including- “Relapse”, “Rain Turns to Snow”, “How To Survive a Blizzard”, “Diagnosis” and “If Things Were Otherwise”. Budris chose the poems she believed would describe the arc of the book to her audience. Budris also read from her chapbook, Prague In Synthetics which she enjoyed because she hadn’t had a chance to read the work in some time. From this book she read, “Fire Juggler," "Astronomical Sestina," "Za Zrcadlem," "After the Iron Curtain," and "On Burning Children Instead of Books". You can find more information about Katie Budris and her work on her website, and can access her most recent book, Mid-Bloom, here. Budris expressed that the work was serious, but she still enjoyed sharing them with the audience. The sharing of poetry was made more impactful by the structure of the event. Budris discusses this while describing what she enjoyed about the event. She states, “I loved how intimate it was! Having a small group of poets in the room really made me feel like I could talk about my poems and really connect with the audience. It was great to be able to talk to everyone afterwards as well about my poems and just about writing in general.” The intimacy, as well as the strength and descriptive nature of her poetry, led to a transfixing atmosphere. As an attendee of the event, I can attest to the transformation the room and event went through. Everyone present was so attentive and responsive that you could hear the reactions to her poetry. Budris work is emotionally impactful, and this led to the room occasionally erupting into gasps accompanying the beauty of her work. The attention the audience paid her was so tangible it felt as real as the cookies offered to guests, or the basket passed around to collect support for Budris as an artist. Essentially, the comfortable environment created by Barney and Evans, allowed the audience to more fully react and process the work read by Budris. This created an atmosphere -for both Budris and the open-mic speakers- that was supportive. Katie Budris offers advice to those interested in reading their poetry at open-mics events, like this one. She described the experiences as an effective but non-stressful way to read poetry to an audience. She also discusses how during poetry events one can hear from a “variety of writers” and “test out a new piece”. She even describes how reactions from an audience -even to works in progress- have motivated her to continue working on the poem! Katie Budris’s poetry reading on June twenty-first was a successful start to Barney Loves Book’s new poetry series created by R.G Evans and Tom Barney. This series of poetry events will continue in the months to come. On the third Wednesday of each month, there will be a Basket House Poetry event with a guest reader followed by an open mic! All of these events will be held at Barney Loves Books, located at 22 South Main Street in Woodstown, New Jersey. Author Cecilia Combs
Rowan University’s Writing Arts department was honored to host the New Jersey Writing Alliance’s twenty first annual conference. The New Jersey Writing Alliance is a non-profit organization who serves to improve student writing from levels K to 12 across the state. This year’s conference took place on Wednesday, May 24th, in the Rohrer College of Business. The conference “Responding to the Moment: Information Literacy Now”, organized by Jaclyn Partyka and Jason Luther, centered around informational literacy. Its goal was to provide educators with the tools to inform middle and high school students about digital literacy. There was a special focus on preparing for the new educational standards as stipulated in NJ Senate Bill 588, which highlights the importance of educating people how to navigate the digital landscape of news, social media, and information. The event opened with keynote speaker Olga Polites. Olga Polites, a professor at our campus, was instrumental in passing NJ Senate Bill 588. Her participation in this program was an honor considering her hard work both at Rowan University and for the state of New Jersey. After the keynote concluded, participants were able to choose and attend one of four workshops during three different sessions themed around digital literacy. Topics of special interest included grappling with the growing AI presence, finding credible sources on the internet, and reducing apathy in students regarding mainstream media. Instructors occasionally included games, activities, panel discussions, or time to talk amongst themselves alongside traditional lecture format. These multiple teaching styles ensured that the information would stick with the audience. It also provided hands-on examples for future ways to teach their students. Not only was the day full of valuable information for the faculty and librarian attendees, but it was also a day to build connections. The day allowed for communication as well as learning. Whether it was trying to find the sessions, discussing what they learned, or sitting outside and complimenting the gooey chocolate chip cookies, the participants had time to learn about each other and education. This strengthened the community of teachers and librarians in New Jersey. The additional presence of middle and high school teachers, as organizer Partyka comments, also helped Rowan faculty gain a new perspective on teaching that’s not necessarily college orientated. The combination of differing teaching experiences and disciplines added more value to this strengthened community and resources. Informational literacy is a daunting topic. It’s hard to understand individually and especially to teach to a new generation. Tips, tricks, and techniques are vital to understand and instruct about digital literacy. A community is also vital to develop new teaching strategies for this topic. The twenty-first conference of the New Jersey Writing Alliance, hosted by Rowan University’s Writing Arts Department supplied tips, tricks, techniques, and community in abundance. All in all, the conference of New Jersey Writing Alliance succeeded in their goals of education and preparing their audience about informational literacy. They fostered connections and community among the attendees, providing a support system to strengthen the teaching of all involved. Author Cecilia Combs
Rowan University’s Writing Arts Major is unique. In fact, it’s so unique that Rowan University is the only college with a Writing Arts Department. It’s important to inform prospective Rowan students about the department. It’s vital we communicate what a Writing Arts degree is, and what it can do for a student.
connected the degree to future career prospects, and a lunch with current students. To begin a series of workshops, Dr. Amy Woodworth explained what makes the Writing Arts Major different from other majors. She explained how Rowan University’s Writing Arts Departments strives to connect writers to opportunities in the world.
This theme of the many writing-based careers was central to the day’s activities. Dr. Reed described the key message of the event as, “Writing Arts is a viable major that could lead to many different careers…and…attendees could achieve their goals at Rowan.” Other goals of the event were to familiarize attendees with the culture, staff, and even students of the major. This is the first year this program has been in place, but it was already a success. There were some students who attended the event from three hours away from campus! The Writing Arts staff was “thrilled” that their message was able to travel so far. Hopefully, this event will continue next year and the Writing Arts Career day message and goals can reach even more students in the years to come. Author Cecilia Combs
The Denise Gess Awards is an undergraduate and graduate student competition by the Rowan Writing Arts Department in the Ric Edelman College of Communication and Creative Arts. It happens annually around spring semester and is named in the honor of the late Writing Arts Associate Professor Denise Gess. There are three categories, The Rowan University Award for Poetry, The Edward J. Czwartacki Award for Short Fiction, and The Pat B. Tweedie Award for Creative Nonfiction. The winners are awarded in each category with cash: $200 for first place, $100 for second, and $50 for third. This year, I was fortunate enough to attend the ceremony of the Denise Gess Awards, at the Rowan Art Gallery and listened to the stories and poems of the winners. There, the judges presented the winners and talked about their work. The winners then read their pieces out load to the audience. After the ceremony, I reached out to the winners and judges and asked them question regarding the award. I was very curious to know the inspiration behind the winner's submission and the process of the judges picking the winners. And I've got the answers so without further ado, here is our Q&A - The Faculty and Judges Heather Lanier - (Chair of the Creative Writing Committee, Creative Writing Coordinator, Assistant Professor of Writing Arts Department) Professor Lanier and her Creative Writing committee run the contest, plan, and execute the awards ceremony. When asked about the process of the award, she says, "Students submit via a Google form. Our administrative assistant anonymizes the entries and sends them to the judges. There are two judges per category. They each independently decide on the best pieces, and then convene to discuss the winners and honorable mentions". When asked about her thoughts on the award, she says, "It's a vital opportunity for us to celebrate the amazing creative writing here at Rowan. For the winners, it also serves as major validation for their efforts, something burgeoning writers really appreciate". Katie Budris - (Senior Lecturer of Writing Arts Department, Program Coordinator of M.A. in Writing, Editor in Chief of Glassworks) Professor Budris was the judge for Poetry category with Professor Ron Block. They had entries of 46 students with 3 poems submitted per entry. When asked about what she look for in that genre, she said, "Personally, I'm looking for poems that demonstrate intentionality and a strong sense of voice. In other words, I hope to see that the student writer is crafting poems that aren't just an outpouring of emotion or a carbon copy of a poetic form everyone is familiar with. That means really conveying something meaningful to the reader through careful word choice, strong imagery and figurative language, and a form with line breaks that help support the overall themes of the poem. Since students are asked to submit three poems for this award, we're also looking to see if the poems work together in some way and are judging them as a group, so all three need to be strong for a submission to win an award". She said it was heartwarming for many students submitting for poetry, it was often seen as a less popular genre which intimidated students but, for the judges, it was a difficult decision to pick winners because of strong entries. "I love being able to celebrate the winners for their hard work and their bravery in sharing their words with others. The awards ceremony and reading has become a favorite event of mine each year", she said. Catherine Romano - (Lecturer of Writing Arts Department) Professor Romano was the judge for Fiction category with Professor Cherita Harrell. They had 40 entries. When asked about what she look for in that genre, she said, "I look for stories that move me; take risks; have at least one interesting/dynamic character; have an unexpected or otherwise intriguing point of view; haven't already been hashed and rehashed to death; and use language in creative/original ways". She said they read and choose their favorites separately and then come together to compare notes, "We usually agree easily on what should be in the top 3 or 5 (including honorable mentions) and then we just have to come up with the exact order together". The Award is one of her favorite events at Rowan. "A common stereotype about creating writing is that it doesn't pay much, so it's great that Rowan students have an opportunity every year to win monetary prizes for their creative writing, especially since it's always evident that the winners have put a lot of effort and time into their pieces. It's a wonderful way to build young writers' confidence in themselves, foster a community of writers on campus, and showcase Rowan students' amazing talent. I'm so thankful to the Gess family for providing this opportunity and for joining us at the awards ceremony to remember and honor Denise", she said. Doreen Fera - (Lecturer of Writing Arts Department) Professor Fera was the judge for Creative Nonfiction category with Professor Lisa Jahn-Clough. They had 28 entries, "The talent this year was extraordinary which made the judging process challenging. With so many wonderful writers sharing so many extraordinary personal stories, we took our time carefully reading each entry", she said. When asked what she look in that genre, Fera says, "Strong creative nonfiction uses the craft of storytelling in ways that engage a reader and bring a true story to life. This means that the writer shares memories or experiences not just accurately but creatively, using creative writing techniques borrowed from fiction, poetry, and any creative writing combinations you can think of to make the work sing. This could be combining any number of creative choices or just a few, including various points of view, braiding or weaving unexpected elements together, shaking up structure, adding vivid details, crafting powerful scenes, dialogue, insights, embedding research -- anything that makes sense for the story, really. Clarity, pace, voice, and tone all are important, as well". Professor Fera and Professor Jahn-Clough note when the writers take risk either that is using language beautifully or moved the readers with new ideas or universal truths. "The best of the entries leave the reader changed in some way". she says. The Winners Grace McGory - (Sophomore, double major in Theatre with concentration in Acting and Writing Arts with concentration in Creative Writing) Grace won 1st place for Poetry with her submission called "Love letters to the Artist". Her submission was a collection of ekphrastic poetry, that is poems inspired by or based off of other art pieces. She says, "I like to write poetry about complex feelings that I struggle to put into words in a logical way. Poetry allows me to express my thoughts and feelings through imagery, and that's what I wanted to do with the art I used as inspiration". The pieces she chose were the sculpture Untitled (Portrait of Ross in L.A) by Félix González-Torres, the slam poem - 14 Lines from Love Letters or Suicide Notes by Doc Luben, and the exhibit Can't Help Myself by Sun Yuan & Peng Yu. She added, "I titled the collection "Love Letters to the Artist" because that's exactly what these poems are: my love letters to these talented people whose work I deeply admire, and which provokes deep, powerful feelings within me. I felt this was the best tribute I could give to these pieces that touched me so profoundly". Rebecca Green - (MA in Writing Arts, Adjunct Instructor in Writing Arts, Class of 2023) Rebecca won 2nd place for Poetry with her submission called, "Self-Portrait in Fragments". When asked about her inspiration behind her poetry, she says, "I enjoy writing about identity in my poems. I use snapshots of past experiences to frame each poem. Each poem is usually a blend of narrative and lyric poetry". Rebecca's inspiration can come from many different things, even by poetry written by other people. Tara Grier - (MA in Writing Arts, Class of 2023) Tara won 1st place for Edward Czwartacki Prize for Fiction with her submission called "Mt. Ursula". Her inspiration for her short story came from a documentary called, "Fire of Love" which Tara and her roommate watched. She says the documentary follows two scientists who love each other and volcanoes so much that they often explored them together despite the danger. She said, "It made me wonder about a person's capacity for love even in the face of life-threatening danger". Stephanie Ciecierski - (MA in Writing Arts, Graduate Instructor of Composition, Class of 2023) Stephanie won 2nd place for Edward Czwartacki Prize for Fiction with her submission called "Barry", which is a flash fiction. Stephanie says, "I work as a bartender at Braddock's Tavern in Medford. I grew up in Medford, a conservative town, and am rather liberal. I often have conversations with conservative or Republican-minded customers that more or less go one of two ways: really well or really terrible. "Barry" is a depiction of a person that goes really well. It's magical realism in which the bartender/narrator gives him a concoction in a wine glass that allows him to live a second life". Katelyn Sullivan - (MA in Writing Arts, Editing & Publishing for Writing Certificate of Graduate Study, International Student Adviser, Class of 2025) Katelyn won 3rd place in Edward Czwartacki Prize for Fiction with her submission called "In Space". She actually wrote her short story as an assignment for the Horror unit of Megan Atwood’s Genre Fiction class. She says, "I had never written a horror story prior to this, so before starting, I reflected on my own favorite horror stories. I wanted to examine the foundations that make them succeed above and beyond the stereotypical jump scare fare. Under the spooky fantasy or science fiction elements, I believe the best horror tells a story of real-world trauma in a compelling and honest way that respects and connects with the audience". She added that The Babadook and Get Out films (having written script) do a fantastic job at it as well as the best of Stephen King’s novels. She aspires to achieve something similar with her story. "In my own life, the worst trauma, the thing that has kept me up at night, the thing that never truly leaves my subconscious, the fear that overshadows all other fears, is watching a loved one struggle with addiction and wondering if they will always be on the losing side", she says. "Unfortunately, I know I am far from alone in this experience. My story is based in part on these personal experiences and the experiences of others I know going through similar situations, though the characters themselves and the fantastical horror elements are what make it fiction". Katelyn is hopeful that her work can connect with other people who have loved ones battling addiction and make them feel less alone in their feelings. Jennifer Lendvai-Lintner - (MA in Writing Arts, First-Year Writing Instructor, B.A. in English with concentration in Journalism and minor in Women's Studies from University of Delaware) Jennifer won 1st place in Pat B. Tweedie Prize for Creative Nonfiction with her submission called "A Mother’s Prayer". It's a fragmented essay. Jennifer said, "One of the questions at the heart of the essay is "What happens if I revise what I know about the Virgin Mary based on what I know as a mother?". In her essay, she revisits Catholic stories, art, and teachings about Mary and how those impressions impacted her view of her faith and especially herself as a mother. She said, "Something interesting happened when I began to look at Mary, not as some distant, perfect icon, but through the lens of what I had come to know and experience as a mom". She added that the essay was written almost over 3 years. The courses in the M.A. program allowed her to explore the idea and work with the material in many different creative ways, which helped this essay come together. "I didn't set out to write this as a fragmented essay or even plan to incorporate all of the elements that ended up in the final piece, but the projects I completed in my courses allowed me to open up connections that I hadn't seen originally", she says. Jennifer said that some of the assignments in Professor Lisa Jahn-Clough's courses helped her to engage with the subject matter in creative modes other than writing. In one assignment, she put together a hybrid project combining both writing and visuals. "When she taught Core I, one of her assignments was to do something creative that was not writing. I decided to paint a scene I had been trying to write. I am NOT an artist! But there was something about engaging with the material in these ways that led me to new discoveries on the page. A gem Prof. Lisa Jahn-Clough passed along to me was this one from comics artist Scott McCloud, who we studied in her class: "Learn from everyone. Follow no one. Watch for patterns. Work like hell." I was conferencing with her about early material that would eventually find its way into this essay!", Jennifer says. More of writerly advice came to Jennifer from Professor Heather Lanier. As she was worked on the order of the fragments, Professor Heather Lanier encouraged her to grab scissors and cut out a paper copy of the essay, so Jennifer could play around with the fragments like puzzle pieces to find the best sequence. "The essay was spread out over my carpet for a good few days, but it worked!", Jennifer says. Katherine Bond - (M.A. in Writing Arts, Graduate Instructor (M.A. in Writing Teaching Experience Program), First-Year Writing Instructor, Class of 2024) Katherine won 2nd place in Pat B. Tweedie Prize for Creative Nonfiction with her submission called "Unsettled". When asked about her submission, she said, "For the Denise Gess Awards, I submitted a series of essays from a larger project I'm working on--a memoir-in-essays project that fuses prose, poetry, and history and applies a decolonial lens to my identity construction, relationships, and family history, as well as my experiences as a woman and a mother". Her essay explores the tensions that characterize her self-identity and identity construction as a multiracial woman, while likewise challenging the construct of whiteness. Megan Kiger - (M.A. in Writing Arts, Class of 2023) Megan won 3rd place in Pat B. Tweedie Prize for Creative Nonfiction with her submission called "You Hide, Play Dead, Or You Run". The inspiration behind her essay was learning that one of her closest friends from childhood was 27 weeks pregnant with a daughter that the doctors believed would not survive outside the womb. "Whenever I talked to my friend she’d always say, “I’m just happy to still be with her today.” I braided this into my essay alongside the fact that I am fortunate enough to have healthy children of my own, and yet, parents still must fear for their health and safety, just in a different light. School shootings have forced us to grapple with the idea that I might drop my daughter off to school one morning and never see her again", she says. But Megan is thankful that her friend offerd her a different perspective, "I no longer try to worry about the things I cannot control and think instead, “I’m just happy to still be with her today". Thank you to those who participated in this Q&A and Congratulation to the Winners and Honorable Mentions. Thank you to the Faculty and Judges for your hard work and giving students a great opportunity and a place to show their colors in their writing. Also, Congratulations to those who graduated! AuthorKhansa Samreen In the creative world, there are many obstacles and barriers one might find themselves in like writer’s block, unmotivated or uninspired, perfection, rejection, etc. There might be days where you might feel it’s not worth the time or even feel an existential crisis. Let me tell you that It’s normal to have those emotions and that you’re never alone. Coming in terms with those complicated emotions is a journey and what helped me with that journey is reading Big Magic by Elizabeth Gilbert. I first read the book back in 2018. At that time, I was really lost and was trying to find my passion and self-identity. I came across this book on YouTube and it was mentioned multiple times by many youtubers that this book is inspiring and motivating to those who were in a self-discovery journey. I was very interested so when I visited Barnes and Noble, I picked it up and bought it. I got through the book very quickly and I remember putting sticky notes on pages where there were great quotes. But unfortunately, (I’ll be honest) I didn’t get anything out of that book. I actually wanted to return it since I felt it didn’t have the answer to what I was looking for. I was very lost back then and I had to go through soul searching on my own then looking for answers in a book. The book wouldn’t tell me what to do with life or know me, I only knew myself. Plus, I wasn’t in any way looking to pursue a writing career or any type of creative living until now. Coming to late 2022 and present, I saw this book hidden away in a bookshelf and decided to give it a try again after discovering myself and realizing that I really want to live a creative life. So then I read the book and felt a spark and connection towards it which I didn’t have a couple of years ago. That was because it was more relatable now and I wasn’t looking for the answers in the book this time, but just reading it to change the way I think about fears and looking at creative living in a new light. I learned many great lessons that not only apply to my career but in life as well. Some things I learned were tackling my fears, trusting myself and my art/writing, dealing with creative ideas and rejection, and so much more. I would recommend everyone, especially those in the creative fields to read Big Magic by Elizabeth Gilbert. It has a lot of great advice and life changing perspectives of creative living and life in general. To end, I’ll leave with one of many great quotes from the book. “I believe this is one of the oldest and most generous tricks the universe plays on us human beings, both for its own amusement and for ours: the universe buries strange jewels deep within us all, and then stands back to see if we can find them” (Gilbert, Big Magic) AuthorKhansa Samreen |
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