Grand Valley State University
English Department
Capstone Conference
April 18, 2014
Kirkhof Center
English Department Values, Principles,
and Mission Statement
We, the English faculty at GVSU, are committed to excellence in teaching,
scholarship, and service, and we uphold the following values and principles:
Values
♦ We value the rigorous and comprehensive study of language, literacy and literature.
♦ We value the cultivation of critical reading and reflection.
♦ We value the production of excellent writing in a variety of forms.
♦ We value the ways the study of language and literature transforms our
understanding of local, national, and international communities.
♦ We value teaching that will lead our students to participate in society as informed,
responsible citizens.
Principles
♦ We will teach students to speak, read, and write effectively.
♦ We will teach a variety of literary , analytical, pedagogical, and theoretical skills.
♦ We will provide students in all three emphasis areas with a coherent curricular
framework and relevant, well-structured choices.
♦ We will foster knowledge and love of literature and of language.
Mission Statement
The English Department strengthens the liberal education of students by developing a
deepened understanding of language and literacy, the value of critical reading and
effective writing, and the richness of literature, past and present.
1/2006
2
English 495 Capstone Conference English 495 Capstone Course Information
The ENG 495 Capstone provides several important opportunities for English majors not offered elsewhere in the curriculum: the opportunity to reflect individually on the intellectual impact of majoring in
English (intellectual autobiography); the opportunity to engage in the development and writing of an
extended paper (senior thesis); and the opportunity to participate in the public presentation of the thesis
work (departmental student conference).
This Capstone course underscores the Department’s principles and values: the cultivation of critical
reading and reflection; the production of excellent writing in a variety of forms; the ability to speak,
read, and write effectively; and the cultivation of literary, analytical, pedagogical, and theoretical skills.
Why a Capstone Conference?
This culminating event for the English Capstone Course requires that students publicly present a project
that they have been responsible for shaping from its inception to its final form. The presentation will
concretize the expertise that students have accrued in the research process and allow them to speak as
authorities about their topic. No matter what career our students enter, public speaking is an essential
skill, as is the act of distilling complex knowledge into a compact yet comprehensible package. Thus this
final assignment of the Capstone course is the one that perhaps most clearly transitions students out of
the major and into the next phase of their lives. We see this aspect of the course as a way to help students
recognize each others’ accomplishments—and to help them be proud of their own as they move forward
into their various futures.
3 English 495 Capstone Conference Schedule of Events
9:00-9:50 am – Session One
10:00-10:50 am – Session Two
11:00-11:50 am – Session Three
12:00-1:00 pm – Lunch Hour
(Please see page 27 for dining options)
1:00-1:50 pm – Session Four
2:00-2:50 pm – Session Five
3:00-3:50 pm – Session Six
4:00 pm
Please join us in 2250 Kirkhof for our annual English Department Awards
Ceremony. We thank you for attending our Capstone Conference today.
4 Session One ‐ 9:00‐9:50 am Session 1A-Room 2259
Facilitators: Dr. Brian Deyo
Dr. Brian White
Presenters:
Ashley Glupker - Censorship: How Changing the Past is Ruining the Future
Far too often these days we hear or read news stories about controversial book-banning, edits, and selective curriculum modifications in America’s public school system. Whether books like To Kill a Mockingbird and
The Adventures of Huckleberry Finn are being removed from classrooms, or having their content changed in order
to appeal to a vocal minority of special interest groups, academic freedom in our classrooms is being challenged. By
censoring content in these stories, political correctness is prioritized over the value of a diverse education, as well as
masking the history that reflects on the racist past of American history. My project will determine whether race and
class related issues are the primary motive for this censorship, particularly towards African Americans. The motive
behind the censorship of literary texts in American classrooms, as well as its history, will be the topic of this paper.
Holly Kailing - For the Love of Reading: Influence of Critical Literacy
In the books Bud, Not Buddy and Esperanza Rising, authors Christopher Paul Curtis and Pam Munoz
Ryan explore the complexity and importance of critical literacy in young adults. These books are able to relate to
the real lives of students through the social issues like class, gender, race, and socio-economic status they address
and therefore develop and deepen student’s love for reading. Reading texts like these through a Marxist or feminist
lens can have an empowering effect on young adults, as teachers ask questions that are open-ended and could
evolve depending on each students’ own life experiences. These types of books can have a lasting impact on students; most of the issues in young adult critical literacy are relatable to their lives, forcing them to reflect on their
own values and beliefs.
Jaimie Quigley - Why is it a Secret? Teaching Toni Morrison's The Bluest Eye
Toni Morrison's novel, The Bluest Eye, written in 1970, can play an integral role in opening a conversation about some of the most difficult issues that young people in America face, such as poverty, racism and sex, and
a classroom setting is an environment where students should be able to think critically about those issues. In the
novel, Morrison tells the graphic story of a young girl living in poverty who is raped and impregnated by her father.
Unfortunately for many students, secondary schools across the nation have banned the teaching of the novel and
removed it from library shelves because of its graphic sex and violence. In this paper I will discuss why and how
teaching The Bluest Eye is beneficial to students and I argue that it should be made available as an option for teachers in English classes across America.
5 Session One ‐ 9:00‐9:50 am Session 1B-Room 2260
Facilitators: Dr. Rob Rozema
Dr. Ashley Shannon
Presenters:
Ashley Johnson - Teaching Reading: Using the Cueing Systems
In today’s society, students must become literate in both traditional print technologies, and in new digital
technologies. These literacies have specific challenges, yet can also provide many benefits. Reading is a complicated
process in which students must be taught to use three cueing systems simultaneously; in the context of digital literacies, students must still be able to use these systems in addition to other cues. If a child is unable to use even one of
these, reading does not occur. It is clear that the process of teaching students how to read is changing in today’s society yet it is just as imperative as ever that they are taught how to do so effectively. Currently, this is an area of technological innovation; this paper will conclude by evaluating a few technological resources on their advantages and
disadvantages in literacy education.
Clarissa Rivera-Kressbach - Incorporating Technology into the Classroom
The use of technology, specifically tablets and i Pads, are new to the educational system, educators have
found them to be beneficial when using them to enhance literacy with emergent readers. Due to the fact that this is
such an innovative idea, there have been some issues with integrating this advanced technology into the classroom
has, causing for some controversy regarding this topic. Debates on efficiency as well as appropriateness stem off of
the main argument regarding effectiveness. Educators must consider the quality of material they use in the classroom
and ensure that it is acting as a valuable resource for their students. It is necessary that educators are using these
tools, as well as the applications that work as a part of the technology, to not only create but add to their already
meaningful lessons. These tools are sought to enhance learning in the classroom, reaching the needs of all students.
Christopher Toth - Holy Pedagogical Benefits Batman! The Case for the Utilization of
Comics as Teaching Tools
In the past, educators have often been quick to dismiss comics as a literary form that is sub par and something that should be kept as far away from the classroom as possible. The classrooms of today are full of students
who come from an increasingly visual culture and have greater access to multimodal literary forms than ever before.
This means that the educational world’s aversion to comics is something that has quickly become an outdated response brought about by an archaic view of literacy. In this thesis, I assert that comics can and should be utilized as
teaching tools in the following four ways: 1) in Language Arts classrooms to increase reading abilities: 2) to benefit
second language learners both inside and outside the classroom; 3)to teach a variety of subjects besides Language
Arts, such as Art and History.
6 Session One ‐ 9:00‐9:50 am Session 1C-Room 2270
Facilitators: Dr. Rachel Anderson
Dr. Shinian Wu
Presenters:
Emily Andris - Education for All: The Need for an ESL Certification
This paper focuses on the importance of implementing a mandate requiring general education teachers
to obtain an ESL certification. Policies, such as No Child Left Behind, have stressed the need to ensure all student
receive appropriate education, especially English Language Learners (ELLs), who are historically disadvantaged
because teachers do not know specific strategies for teaching ELLs to read and write. With these students becoming
more prominent within American classrooms it is crucial for all teachers to have the knowledge to properly support
these students. Most teachers share that they have little to no knowledge on how to teach ELL students. By requiring an ESL endorsement, they will be equipped with knowledge and tools on how to best help these students.
Lauren Owsinski - Justifications for Using First Language in the Second
Language Classroom
When an elementary school learner migrates from a non-English speaking country to the United States,
they also take on the strenuous task of assimilating into a school system where English is the primary language. In
acquiring English as their second language, migrant students must overcome not only grammatical, syntactic and
lexical differences, but cultural differences as well. Many theories exist about second language acquisition (SLA)
and whether or not second language learners (SLL) should be able to use their L1 in the classroom to help with L2
acquisition. I will discuss and explore these theories in detail, and provide a summary and analysis of what I believe
is most helpful in a classroom of English Language Learners (ELL) so that they may effectively acquire the English
language and dramatically improve discourse, reading and writing levels.
Elizabeth Thornton - Reading Aloud in the Classroom, a Focus on ELL Students
The classrooms in the United States are quickly becoming more diverse, both culturally and linguistically; therefore how teachers teach is ever changing. Teachers need to focus their teaching methods to meet the needs
of all students no matter what the students’ diversities may be. In this paper I will argue that reading aloud, a declining practice in United States classrooms, will improve English language learning students’ vocabulary and reading comprehension. Reading aloud will help English language learning students bridge the gap and be on track with
their fellow peers; therefore these students are less likely to be at risk for academic failure.
7 Session One ‐ 9:00‐9:50 am Session 1D-Room 2201
Facilitators: Dr. Dawn Evans
Dr. Amy Masko
Presenters:
Amanda Donajkowski - The Benefits of Reading Aloud to Emergent Readers in Urban
School Districts
Reading aloud to students is a strategy that a majority of teachers use to increase the reading ability of
emergent readers in urban school districts. By reading aloud to emergent readers, it improves their attitudes toward
reading, fluency, social skills, and vocabulary. Reading aloud to students from low socioeconomic backgrounds
will allow them to listen to, learn about, and explore books that they may not have access to at home. Therefore, the
reading aloud strategy will allow teachers to help emergent readers become fluent readers. In this thesis paper you
will learn about the various strategies that assist emergent readers in urban areas to become better readers and writers. Research has been done in many classrooms working with various strategies to improve fluency, vocabulary,
social skills, and attitudes about reading, and the results strongly suggest that reading aloud is a beneficial strategy.
Jenna Plets - Approaches To Incorporating Multicultural Education in American Schools
One cannot deny the importance of incorporating Multicultural Education into American schools. The
problem is, there exists confusion and debate about not only the definition of Multicultural Education, but also the
best ways to approach it and the full impact of doing so. Many scholars have researched and expressed opinions on
the concept of Multicultural Education. Often referenced in articles exploring this issue is the famous model of
James Banks, professor and director of the Center for Multicultural Education at the University of Washington.
Banks coined this model as his “Five Dimensions of Multicultural Education”, which have proven to be very effective in integrating culture into the classroom. In this paper I will explore Banks’ dimensions along with other culture integration strategies to highlight the most efficient and effective ways to introduce American school children
to Multiculturalism, which when put into practice will eliminate issues such as racism and cultural bias.
Akasha Thompson - Successful After-School Programs in Urban Environments
After-school programs in the U.S. are meant to give students the extra edge needed to be academically
successful. Urban after-school programs in particular are often filled with an overwhelming number of minority
students. My research suggests that the majority of the students in urban after-school settings live in poverty and
face many other factors that hinder academic performance. Unfortunately for many urban after-school students, a
lack of funding, resources and training for their teachers means that the programs meant to help them in school often come short. This paper’s purpose is to discover the best practices for developing a successful after-school program that provides students with the tools they need to succeed in the classroom.
8 Session Two ‐ 10:00‐10:50 am Session 2A-Room 2259
Facilitators: Dr. Jo Miller
Dr. Ashley Shannon
Presenters:
Alexys Lemans - The Scarlet Woman: Gender and Sexuality in Puritan Life
The dialogue surrounding sexuality and sin within Puritan societies is wide and varied, running from
the ideal that Puritans were strict and stodgy, to the belief that Puritans were not in any way sexually repressed and
were less restrictive than we might understand. Nathaniel Hawthorne’s The Scarlet Letter and Lydia Maria Child’s
Hobomok both depict the joyless, harsh Puritans we’re used to, yet both novels give life to two willful, obstinate
female characters. My aim is to unpack the Puritan lifestyle Hawthorne and Child portray while evaluating the
ways in which Hester Prynne and Mary Conant defy traditional gender expectations and challenge Puritan beliefs.
Furthermore, I intend to draw on the lives of Child and Hawthorne to display the impact of the personal life on
authorial construction of gender in these particular novels.
Megann Rogers - From Eleanor to Alaska: The Manic Pixie Dream Girl and Young
Adult Literature
The Manic Pixie Dream Girl character is of recent origins in Young Adult Literature. She is bubbly,
quirky, and is given only one purpose: to initiate young men into a new life of autonomy and optimism. The problem with her purpose is that her own life becomes less important than her male counterparts life; surprisingly this
is true in novels by both male and female authors. This character is the role model for today’s young adult readers.
Essentially the Manic Pixie Dream Girl is what our young readers strive to become. My presentation focuses on a
comparison of Looking for Alaska by John Green and Eleanor and Park by Rainbow Rowell to show this character as a crucial part of the male’s initiation into an adult world and what this purpose is portraying to young female
readers.
Abigail Schuyten - A New Approach to the Male Voice in Feminist Literary Criticism:
Maxine Hong Kingston’s Woman Warrior and Tripmaster Monkey
Feminist criticism examines the ways in which literature reinforces or undermines the economic, political, social and psychological oppression of women. Since the emergence of this critical theory in the 1960s, its
focus has been on liberating women through female characters who don’t surrender to patriarchal norms, while
simultaneously exposing oppressive society through negative male characters. The tendency to focus on literary
protagonists in this way sets up a dangerous example that only demonstrates the male sex as being oppressive.
When shifting the spotlight from a negative male role model to a positive one, as shown in Maxine Hong Kingston’s books: The Woman Warrior and Tripmaster Monkey, a new approach to feminist criticism emerges. A shift
of focus from the negative male examples to a positive male example in both books is pivotal for disassembling
repressive patriarchal ideology.
9 Session Two ‐ 10:00‐10:50 am Session 2B-Room 2260
Facilitators: Dr. Rob Rozema
Dr. Jill Warren
Presenters:
Erika Crawford - Supporting Asperger’s Students in the General Education Classroom
My thesis focuses on reading comprehension and language processing skills in students on the autism
spectrum, specifically those who have Asperger’s syndrome. Given that Asperger’s students may be included in the
general education classroom, it is important for teachers to know the individual needs of students on the spectrum so
that we can plan appropriate instruction to ensure their success. I found using visual aids, question-generation and
social stories strategies to be most effective when working with Asperger’s students. My presentation will cover
implementing and adapting those strategies in the general education classroom, as well as, including them alongside
neurotypical learners.
Sarah De Mey - Asperger's Syndrome and the Writing Conundrum
The diagnosis of Asperger’s Syndrome (AS) in the U.S. has skyrocketed in recent years. Students with this
Autism Spectrum Disorder have been called “Little Professors” due to their willingness to tell you everything they
know about a particular topic. While an average or above average IQ excludes many Aspies from qualifying for specialized instruction or accommodations, their unique learning styles and qualities are evident in the classroom. For
English teachers, an Aspie's illegible handwriting, brief writing, and disorganized papers can be a trial and may even
appear to be a lack of effort. My thesis seeks to promote understanding of the unique challenges faced by people
with AS as it relates to teaching the skill and art of writing.
Elizabeth Macklin - Be Explicit! Intervening to Identify and Solve Problems with Pragmatics
Among Students with Asperger's
As Asperger’s Syndrome has become more prominent in classrooms in recent years, it has become increasingly apparent that children with Asperger’s struggle with pragmatics, social language, and perseveration in
speech. In order to intervene and provide support for these students, teachers need to be explicit in their teaching of
social and conversational skills. Unfortunately, very little research provides intervention ideas for teachers in mainstream classrooms. In order to explore solutions to these issues, I will discuss Asperger’s Syndrome, the elements of
language that are problematic for students with Asperger’s, and intervention ideas that teachers can use to provide
explicit instruction on pragmatics.
10 Session Two ‐ 10:00‐10:50 am Session 2C-Room 2270
Facilitators: Dr. Bailey Herrmann
Dr. Brain White
Presenters:
Betsy Martin - Is Social Media Disrupting Communication? An Analysis on How Brief,
Instantaneous Communication is Affecting Language Use.
Albert Einstein is credited with the statement “It has become exceedingly obvious that our technology
has exceeded our humanity”. Technology and more specifically social media has begun to dictate the communication habits of students, divesting in their ability to think and write critically when questions require answers that
surpass 140 characters. The genre of social media conversation may be hindering creativity in writing by restricting
variety of language and promoting lazy rhetorical habits. The essay invokes a descriptive examination of language
change, which social media champions, and discusses the habits of social media users, whether their participation
on networking sites like Facebook and Twitter has hindered meaningful communication, defined by a higher register of language and reference to abstract concepts.
Ashley Meadows - Effects of Motivation and Engagement on Student Writing
Recent test scores have shown a decline in elementary school students’ writing abilities. While several
recommendations to improve student writing have been discussed, I focus on student motivation and engagement
as a way to improve student writing. Motivation is a powerful tool in the learning process that must be fostered and
encouraged. Methods to increase motivation and engagement for students in writing instruction are discussed as
well as methods that can be used across the curriculum. Through the use of these methods, student writing achievement can be improved.
Judy Schram - Grammar in Schools Needs to Improve: Looking at Grammar Integrated
with Writing
It is a common myth that students will understand grammatical functions through the sole use of prescriptive language-practice and drill, based on rules. While many students are still struggling with the use of grammatical functions, it is important to understand that using “correct” and “wrong” to identify their grammar in writing is only hindering their learning. If teachers incorporate the use of descriptive language, students can gain the
ability to understand the differences between when to use the rules and when to break them. Therefore, I will be
focusing on different types of grammar instruction that teachers can provide to help students improve their grammar effectively- descriptively and prescriptively- within their writing. I will be analyzing the research to show how
using descriptive language allows students to discover the rules within their own writing while gaining critical
thinking skills.
11 Session Two ‐ 10:00‐10:50 am Session 2D-Room 2201
Facilitator: Dr. Rachel Anderson
Dr. Amy Maslo
Presenters:
Broderick Cojeen - Negative Aspects of Standardized Testing for Low Socioeconomic Status
and Minority Students
Each year students and teachers are put under heavy stress by a regimen of mandated standardized testing.
Either through the Federal Government, or individual states, this testing has come to have an ever increasing effect on
a student’s future, particularly entrance exams such as the SAT or ACT. These kinds of tests are used to ascertain a
student’s supposed intelligence, and often times mean whether or not a student gets into a school of their choosing,
even though these tests are often culturally or racially biased. Furthermore, these tests also alter the way teacher’s
teach in the classroom, by forcing them to conform to certain curriculum, and are now being used to give or withhold
funding for certain schools depending on their performance. Each of these individual effects are more likely to have a
negative effect on students from low socioeconomic status families as well as minority students. Therefore, this paper
will highlight how the increased standardized testing curriculum has inherently negative effects on both impoverished
and minority students.
Lauren English - Institutional Differences in Diagnosing and Misdiagnosing Children with
ADD/ADHD
ADD/ADHD is one of the most common and widely diagnosed disorders in children today. While there
has not been enough extensive research in documenting the details of potential biases involved in diagnosing ADD/
ADHD cross-culturally and/or -linguistically, early studies suggest that there are significant factors causing differentiation among diagnosed students due to discrepancies among culture, language, ethnicity, and so forth. These discrepancies lead to an overarching misrepresentation of certain groups of students, which then has great potential to influence literacy learning for the effected students. This paper aims to acknowledge the significant institutional factors at
the root of these discrepancies with hopes of identifying a future direction for devising more equalizing assessment
and representation of children diagnosed with ADD/ADHD.
Amy Gardner - Reading Assessments; Fair or Not?
In Response to the No Child Left Behind Act, schools have increased reading proficiency testing as a
means for progress monitoring. Using the lens of Cultural Construct and Schema theory, this paper will explore the
cultural validity and reliability of reading assessments and answer the question: Does bias in reading assessments
contribute to the persistent achievement gap of minority students; particularly those of low socio-economic status,
African American, and English language learners? This paper will evaluate Basal Reading assessments, DIBELS, and
various state standardized tests, for fairness across cultures; it will also consider CBM (curriculum based measurement) as an option for fairness of testing.
12 Session Three ‐ 11:00‐11:50 am Session 3A-Room 2259
Facilitators: Dr. Kelly Ross
Dr. Ashley Shannon
Presenters:
Andrea Kooiker - The Evolution and Adaptation of Snow White Within Changing Cultures
Though the death of fairy tales has been foretold many times, these stories still thrive today. They survive because they evolve; each culture that encounters these fairy tales adapts them to better fit the needs of their
society. Following these changes over time and space in literary versions of Snow White and the Seven Dwarfs,
this paper will show the impact that different societal fears, hopes, and historical events had on this particular fairy
tale. This paper cross examines the Brothers Grimm version of the tale as well as the Disney version and modern
adaptations including the comic book, Fables, and Politically Correct Bedtime Stories within their cultural contexts
and shows how and why they adapted to different societal norms.
Kyle Letot - Absent Mothers: The Victorian Fairy Tale and the Fatality of Motherhood
The Cinderella story has perpetuated the narrative of the motherless child suffering under an abusive
stepmother. This fairy tale stereotype reflects a societal belief that the biological mother is the only parent capable
of nurturing her children rather than the father or a surrogate mother. However, many children were raised without
their mothers, as many women in the Victorian period died during childbirth or from the complications that arose
from childbirth. Many scholars are in agreement that the typical heroine in Victorian fairy tales grows up without
one or both parents, as it was common during the Victorian period when most fairy tales were written. This paper
will examine the historical context of missing mothers in fairy tales like Cinderella in order to analyze this Victorian anxiety about family life.
Ashlynne Wynsma - Hans Christian Anderson: A Not So Fairy Tale Life
My presentation is about Hans Christian Anderson and his revolutionary fairy tales, specifically The
Little Mermaid, The Ugly Duckling, and The Little Match Girl. Anderson’s stories were innovative in their use of
emotion and depth where previous authors were more focused on the teaching of Christian morals. By examining
Anderson’s fairy tales we are able to see his fears, failures and personality. Reading his stories is like putting the
puzzle pieces of his life together, showing us the person he was. I will be arguing that the these three stories in particular give us a broad view not only about Anderson’s life, but also about the culture of his time period. These stories show the isolation he felt throughout his life, the cruelty he endured by others, and his determination despite all
of that to succeed.
13 Session Three ‐ 11:00‐11:50 am Session 3B-Room 2260
Facilitators: Dr. Rachel Anderson
Dr. Rob Rozema
Presenters:
Jaclyn Castellon - Multicultural Literature and the Creation of Community Within an
Elementary Classroom
One major struggle that teachers face in a classroom is when they aren’t equipped to deal with the range
of diversity in the students they have. This lack of cultural knowledge can be a problem for both the teacher and students, because this can hinder communication and learning in the classroom. A rich variety of literature about diverse cultures can provide valuable information regarding students who are all unique and different from one another. Using multicultural literature leads to a community where both students and the teacher know and understand
where everyone comes from, how everyone lives, and what his or her family background is like. My goal is to better
understand how multicultural texts in the classroom can contribute to a diverse socioeconomic group of students
overcoming differences, embracing diversity, and becoming a working community.
Brittany Niedjelski - Multicultural Literature in the Elementary Classroom: Teaching to Live
Elementary schools in the United States are experiencing a tremendous increase in cultural diversity; this
being the case, the literature within these classrooms should reflect such cultural diversity. Research indicates that
exposure to multicultural literature bolsters the cultural identity of children from diverse backgrounds; however, I
believe it does much more. Multicultural literature provides students of all backgrounds with the opportunity to experience critical encounters. These critical encounters prompt them to examine their individual values and beliefs,
and those of others, further disrupting the traditional social patterns they are familiar with. In this paper I will discuss
why multicultural literature is crucial in the elementary classroom, how it is beneficial for both cultural minority and
cultural majority children, and how it more effectively addresses and exposes some social and cultural issues than
homogeneous white literature does.
Kindra Peterson - Human and Animal Understanding
For centuries, there has been a lot of controversy in regards to human and animal interaction – particularly their communicative relationship. This thesis will examine three literary texts that illustrate a progression from the
19th century to today on how human thinking towards animals has led to more understanding and compassion by
masses of people. The progression time line within this project will begin with a debut animal rights text, Black
Beauty by Anna Sewell – followed by Charlotte's Web by E. B. White, which shows how humans and animals can
develop intimate relationships containing a sincere, yet unspoken understanding. The final text, which is intended to
complement the overall topic of human thinking towards animals, is “You Petted Me and I Followed You Home” by
Joyce Carol Oates. These texts all show the evolution of human understanding and compassion towards animals, as
well as what led to such change.
14 Session Three ‐ 11:00‐11:50 am Session 3C-Room 2270
Facilitators: Dr. Amy Masko
Dr. Brian White
Presenters:
Annette Dickerson - Adapting English: Code Switching in the Classroom
In this paper I argue the necessity of supporting regional dialects in the classroom. In order to move past
stigmatisms regarding nonstandard dialects and to better prepare students, Standard English should be taught through
code switching for all K-12 English curriculums. I highlight the benefits of learning code switching in unison with
Standard English. I will also explore methods and materials used by schools that teach code switching. Finally, I take
a look at the training that may be necessary for educators in order to implement code switching into the English curriculum.
Tracy Quinlan - Yo, Dialects be Different: A Critical Race Theory Approach
A commonly held theory in institutionalized education is that African American Vernacular English
(AAVE) impedes a child’s literacy development. Through the lens of African American (AA) criticism and Critical
Race Theory (CRT), my work shows how racialism, racism and institutionalized racism mold and reinforce the theory that speakers of AAVE are deficient rather than simply different. One of the objectives of my work is to explore
whether current methods of critical pedagogy employed by teachers, who are internally racist, can be linked to the
delayed literacy development of speakers of AAVE. Further, my work suggests ways to support inclusive classrooms
where each speaker and every language is not only tolerated but also celebrated.
Kristin Schmitt - Speaker Emotion & Expressive Language
The King’s Speech, an academy award winning 2010 film, featured speech therapist Lionel Logue’s work
with King George VI. The speech therapy practices depicted in the film inspired further research into the relationship
between language and speaker emotion. Using speech therapist Lionel Logue’s patient techniques as a basis, this
paper explores and defines expressive and higher order language in regards to specific language comprehension and
learning strategies. More specifically, previous studies suggest that techniques such as drama, song, and active engagement anchored in expressive language encourage language comprehension and learning. Congruently, deficiencies in expressive language are linked with measurable consequences of emotional and mental illness. These deficiencies are linked with particular language and cultural practices stemming from media and conversational structures. The findings ultimately support and encourage the teaching practices used by Logue, the need and definition of
expressive or higher order language, and specifies the benefits of its use as well as the consequences of its disuse.
15 Session Three ‐ 11:00‐11:50 am Session 3D-Room 2201
Facilitators: Dr. David Alvarez
Dr. Jo Miller
Presenters:
Joe Hogan - Metaphysics in the Postmodern Age: Don DeLillo’s White Noise and
The Body Artist
Current orthodox readings of American author Don DeLillo, following a trend set by the author’s leading
exegete Frank Lentricchia, present a strong case that DeLillo’s work typifies literary postmodernism. In fact, critics
readily seem to claim DeLillo as the premier postmodern author whose novels constitute a wholesale denial of metaphysics, the existence of a transcendent “self,” and the possibility that language is anything more than a system of
différance. In this essay, I challenge such by-the-book postmodern readings of DeLillo. Using White Noise and The
Body Artist, I posit that underlying DeLillo’s ostensibly postmodernist examinations of language and the self is an
authentic metaphysical inquiry that ultimately affirms the notion of transcendence. Still, I conclude, with critics such
as Lou Caton, that the nuance and complexity of DeLillo’s work—the way it is both a product of and reaction against
postmodernism—renders reductive the application of any ready-made theoretical framework or exegesis, postmodernist or otherwise.
Cara Medvedenko - Hope During Crisis: Insights From Contemporary Palestinian
Children's Literature
This thesis examines contemporary Palestinian children’s novels and picture books to gain insight into
how Palestinians view their position in the midst of the Middle East crisis. Despite the conflict between Palestinians
and Israelis since the creation of the state of Israel in 1948, Palestinian children's literature reveals perseverance and
hope among Palestinians in the face of oppression. The children's literature promotes universal human rights, and provides cross-cultural understanding for international readers by humanizing Palestinians and bringing to life their experiences. It examines the experience of refugees by dealing with the concept of home, largely through characters'
memories of homes lost. Despite the difficult situation Palestinians are in, there is an underlying sense of hope in the
literature, seen in the focus on children, family, and preserving cultural identity.
Jenna Petersen - Refugees: Stories of Impact
War, persecution, and natural disaster force men, women, and children to flee their countries, leaving each
of them with gripping stories of resettlement. As an emerging genre, refugee literature has the ability to raise awareness about a refugee's loss of stability and their struggle to reconstruct an identity. Through both spoken and written
story-telling, refugees are able to give and receive healing by sharing autobiographical accounts of their journey. These personal narratives are capable of bridging cultural differences and presenting realistic characters in place of literature's idealized heroes. Refugee literature minimizes the marginalization of refugees and maximizes the potential for
humanization of all peoples. This paper discusses how sensitive analysis of refugees' perspectives through both cultural and archetypal criticism gives outsiders a more refined understanding of who a refugee is and the difficulties
they face through their loss of homes and families.
*Jenna Petersen’s work with Refugee Literature will be incorporated into her presentation to public audiences twice
in April 2014, once at the Michigan Mwest Challenge, and again at the Texas Christian University Values & Ventures Business Plan Competition. Jenna is therefore unable to be present at our Capstone Conference today.
16 Session Four ‐ 1:00‐1:50 pm Session 4A-Room 2259
Facilitators: Dr. Corinna McLeod
Dr. Bill Osborn
Presenters:
Sarah Halash - Holocaust Literature in America’s Classrooms: Civic Education Through
Identification of Binary Oppositions
When thinking about the Holocaust, themes such as death and ultimate evil come to mind. However,
these are not the themes presented in Americanized young-adult Holocaust literature. While readers see evil lurking in the shadows, prevailing themes of hope, bravery and life shine through. Built into these themes are sets of
binary oppositions that students already know and use to structure their understanding of the world. Children know
that there is a right and a wrong, a good and a bad, a truth and a lie, and they already know which is the better
choice of the two. So, by using these familiar oppositions to structure a text, novels such as The Devil’s Arithmetic
by Jane Yolen and Number the Stars by Lois Lowry not only aid students in a deeper understanding of the Holocaust, but also build upon their understanding of binary oppositions to develop their civic education.
Ashley Milhollin - Markus Zusak’s Unique Portrayal of the Holocaust in The Book Thief
Literature has always been one of the most useful and important means by which to introduce and teach
historical events to young people. When it comes to the Holocaust, authors and scholars hold many varying beliefs
on how to best portray such a traumatic event within literature, and indeed, whether or not writers should portray it
at all. I make the argument that Markus Zusak’s The Book Thief acts as an effective and appropriate depiction of
this specific setting. Its appeal to emotion and its nuances of narration and language work to make the novel an
ideal case study within the realm of Holocaust literature. Altogether, an examination of the novel’s strengths and
the aspects that make it so resonating with its readers shows that it is worthy of having a prominent place in teaching youth about the Holocaust and the circumstances surrounding it.
Alexa VanBrocklin - How Written Traumas Turn Into Redemptive Reading Experiences
Everyone has their own painful truths about their secretive lives. Sometimes people hide their pains so
well that they believe they are alone in the world. Some individuals never realize how reading can be a form of
reaching out to others and coping with suffering. Significant authors who have written about their own suffering in
a non-fictional way include: John Bul Dau, Randy Paush, and Dave Pelzer. They share their life traumas in order
to provide relief and help readers find a way to live life again. I will argue that we can open up the mysterious
world of reading and writing and their therapeutic magic by reading books like these. My study seeks to understand how the painful truth of human experience itches writers to write, and also urge readers to read, in a way that
allows both of them to heal.
17 Session Four ‐ 1:00‐1:50 pm Session 4B-Room 2260
Facilitators: Dr. Rachel Anderson
Dr. Laura VanderBroek
Presenters:
Sarah Gates - Children's Book Illustrations and Medieval Marginalia Functions
Few have researched the meaning of Jan Brett’s usage of borders within her illustrations in Who’s that
Knocking on Christmas Eve and The Mitten. Most agree that her recognizable illustrational style is beautiful, but
the function of her borders is rarely discussed, especially when compared to Medieval marginalia. Scholarly definitions of picture books will be examined alongside the functions of artwork within the margins of medieval texts.
Jan Brett’s illustrations as well as medieval texts have little in common, but this dissertation will prove just how
similar they truly are. By exploring both newer and older functions of illustrations throughout time, it can be established that they are more similar than one could imagine.
Laura Labonte - The Power of Illustrations Within Picture Books
Children’s picture books have a significant place in early childhood classrooms. Fiction, poetry, and
nonfiction offer young children a multitude of opportunities to become familiar with print, for entertainment, and
to experience perspectives other than their own. When reading any children’s book with illustrations within it, our
minds become filled with both conscious and subconscious thoughts. Illustrations have an ability to elicit a wide
range of feelings and emotions from the reader. Picture books depicting a variety of racial or cultural groups allow
children an opportunity to develop a deeper understanding of others. This paper examines those effects that illustrations have on readers and their ideas of the world around them. Pitfalls as well as positives involved in the selection of high quality children’s literature illustrations will be discussed.
Amanda Praznik - Free Voluntary Reading: An Attack Against Aliteracy
This thesis examines the literacy crisis in the United States and suggests the implementation of free
voluntary reading (FVR) in elementary classrooms in order to prevent aliteracy among students. It discusses the
limitations of a direct approach to reading instruction, provides critical components of a successful free voluntary
reading program, and emphasizes that free voluntary reading is a powerful tool educators can use to: 1) enhance
reading development in areas such as reading comprehension, vocabulary, spelling, and grammar, 2) improve students’ attitudes toward reading for pleasure, and 3) ultimately aid in the development of life-long readers throughout the nation.
18 Session Four ‐ 1:00‐1:50 pm Session 4C-Room 2270
Facilitators: Dr. Jo Miller
Dr. Kelly Ross
Presenters:
Julia Blok - Rewriting Queer Identities: The Power of Contemporary Forms and Devices in
Alison Bechdel's Fun Home: A Family Tragicomic and T. Cooper’s Real Man Adventures
In my thesis, through a queer theory framework, I will explore the criminalization and pathologization of
queer identities and its problematic correlation to literary representations of queer. While I will draw on examples
from classic literature to support my claims, my analysis will focus on Alison Bechdel’s Fun Home: A Family Tragicomic and T. Cooper’s Real Man Adventures, both contemporary queer memoirs. Coupling queer scholarship with
scholarship on the graphic novel, my analysis will point to the lasting implications of criminalization and pathologization on queer identities as manifest in the authors’ struggle to conceptualize the self. However, I will argue that the
contemporary memoir allows the authors the opportunity to rewrite their personal and public histories, as both authors
put forth queer narratives that succeed in their battle against traditional heteronormative conceptualizations of sexuality and gender.
Mark Jemerson - "The Ruin of Things to Come": Modern Society and the
Mythology of Hellboy
I will be analyzing the mythological elements of the graphic novel trilogy Hellboy: Darkness Calls, The
Wild Hunt, and The Storm and the Fury by Mike Mignola and illustrated by Duncan Fegredo. In the past, myths explained the unknown and demonstrated how to live prosperously in this life and the next. In modern society, the word
“myth” is equivalent to “lie”. We take for granted that the stories which once guided humanity’s existence are now
bedtime stories; because of this, many argue that we are removed from what is essentially human. The character Hellboy has evolved into a mythological hero in his own right. By using the work of Joseph Campbell and Karen Armstrong to analyze the journey of Hellboy, I will explain how the new mythology created by Mignola exists as a modern lesson on life and death for an age so removed from our connection to one another.
Anna White - "Two Tugs of a Dead Dog's Cock": Warren Ellis's Transmetropolitan
as Picaresque
Warren Ellis’s dystopian graphic novel Transmetropolitan represents both the form and function of the
classic Spanish picaresque. Despite scholars who argue that the picaresque is dead or irrelevant, the examination of
the history and importance of this literary form allows readers to understand how a graphic novel like Transmetropolitan speaks both to the original intent of the picaresque as well as continues the tradition in the current day; likewise,
Transmetropolitan’s anti-hero, gonzo journalist Spider Jerusalem, mirrors the most important qualities found in the
traditional pícaro. Jerusalem and the text to which he belongs embrace the thematic elements present in the picaresque
but update them, using traditional techniques to draw attention to societal flaws in the cities of Western civilization.
19 Session Four ‐ 1:00‐1:50 pm Session 4D-Room 2201
Facilitators: Dr. Sherry Johnson
Dr. Amy Masko
Presenters:
Baige Bell - Abolishing the Canon: Secondary Literature and the Problems of Exclusivity
The literary canon from which most secondary English classrooms draw assigned readings limits students' literary experiences. The canon focuses on the writings of straight white men and does not account for the experiences of women, people of color, or the LGBT community. Rather than expanding the canon to include a handful of authors that will "represent" various experiences, teachers should be free to choose their own texts to assign to
students. The freedom inherent in abolishing the canon will make literature more accessible to secondary students.
Cecil Johnson - "The Construction of Black Masculinity"
This thesis examines the role of masculinity in the African American culture. The purpose of the research
is to gain an understanding of the construction of “Black Masculinity”. The African American culture embraces the
idea of hyper masculinity in the patriarchal society. If the patriarch adapts to feminine qualities, they are often discriminated against. Research on masculinity in the African American (Black) culture will assist with the understanding how black masculinity was constructed. To explore the constructs of masculinity in the African American culture, the thesis will examine the literary works of James Baldwin. By analyzing the works of Go Tell on the Mountain, Giovanni’s Room, and Son of a Native Son to further explain the role of masculinity in sexuality, physical appearance, and the perception of black patriarchs. Ultimately the thesis will argue that masculinity is the societal lens
by which African Americans define their role as patriarchs.
Sarah Less - Alternative Methods of Literary Storytelling: Electronic Literature and
Podcast Literature
The purpose of this paper is to discuss alternative methods of literature-based storytelling, namely electronic literature and podcast literature. While new technology creates new forms of storytelling, literary criticism and
scholarly interest has not kept up with the rapid introduction of new storytelling methods, despite electronic literature’s presence in the literary world for more than a quarter century. Electronic literature has experienced some
scholarly interest, whereas the area of podcast literature has only experienced interest from mass media consumers.
In this paper, I argue that both new forms of storytelling need to be seen as valuable and legitimate as traditional
print methods of storytelling, and as an extension of literary tradition. The amount of scholarly interest and literary
criticism should reflect the changing field and the public consumption and interest in the newer methods.
20 Session Five ‐ 2:00‐2:50 pm Session 5A-Room 2259
Facilitators: Dr. David Alvarez
Dr. Sherry Johnson
Presenters:
Marie Orttenburger - Is This Literature?: Investigating the Critical Importance of the AvantGarde through Alt Lit
The avant-garde has historically proven to encourage meaningful critique by presenting a reader with
things that directly oppose established norms and labeling them art and literature. Presenting the reader with an artifact of this nature forces the reader into question, and they do one of two things: (1) they abide by the knee-jerk response that labels the work as "bad," an argument whose support would expose the standards by which the critic is
evaluating the work, thereby throwing them into question. Or (2) they step back and ask themselves why they react
to the work in the manner they do. Either way, the avant-garde work guides the reader to a route to meaningful critique in a way that a mainstream work cannot. I plan to discuss this pattern in regard to the works of Tao Lin and Steve Roggenbuck, two writers who are a part of a contemporary avant-garde movement in literature, Alt Lit.
Matthew Rapanotti - Illusory Walls: An Investigation into the Academic Genre and Internal
Deconstruction of House of Leaves
It takes no more than a cursory glance to recognize that Mark Z. Danielewski's House of Leaves boldly
refuses the conventions that we have come to identify with the term "novel". However its visual tricks- -mirrored
text, colored words, oddly positioned text --are only the surface from which the novel experiments with its own form.
The primary frame of the novel revolves around an academic essay analyzing a nonexistent film and is supplemented
by an overwhelming number of footnotes, both mock and authentic, in addition to other narrative voices and an extensive index and appendix. This piece will investigate the academic genre of the novel, its internal deconstruction,
and the overall relationship between form and scholarship, in order to expose that which is portrayed as the often
solipsistic nature of field.
21 Session Five ‐ 2:00‐2:50 pm Session 5B-Room 2260
Facilitators: Dr. Avis Hewitt
Dr. Ashley Shannon
Presenters:
Kevin Joffre - Dante’s Appropriation of Virgil’s “Gates of Sleep” in Purgatorio XXVIII
Virgil’s works were immensely influential on the poetry of Dante Alighieri; in the Commedia, Dante
adopted many of Virgil’s pagan concepts, refiguring them within his medieval Christian worldview. One of these pagan concepts is that of the “Gate of False Dreams,” which appears in at the end of Book VI of the Aeneid. In this paper, I will examine the ways in which Dante implicitly evokes the Gate of False Dreams, especially in the parallels
between the descriptions of rustic imagery in Virgil’s Eclogues and Aeneid and Dante’s Purgatorio XXVIII. Specifically, I argue that Dante appropriates the Gate of False Dreams to re-contextualize Virgil’s depictions of rustic imagery as a pre-Christian prefiguration of Eden.
Hayley Jo Mund - Poe's "The Tell Tale Heart" and Societal Taboos
Edgar Allan Poe has always been considered a man unafraid to confront the taboos of society. This is observed heavily in the iconic short story “The Tell Tale Heart” in which Poe chronicles a narrator driven to the point of
madness and murder by an old man’s eye. Examining the relationship between the mad narrator and the unfortunate
victim has brought many of these social taboos to light. Poe has left the identity of both the narrator and the old man
very vague, leading many critics to posit different theories on who these characters are and defining their interesting
relationship. This presentation looks at these different ideas and how Poe may have used them to delve into society’s
deepest secrets.
Chloe Todd - Female detectives to female killers: The representation of women in Agatha
Christie's The Murder at the Vicarage
Agatha Christie's first Miss Marple novel The Murder at the Vicarage was published twelve years after
World War one, a war that arguably changed the views of a female's place in society at that time. Agatha Christie is a
British female writer with a female sleuth and in and in a lot of her works, female killers; I intend to examine what
effect the war period would have had on Christie's choices as a writer within her first Marple novel. I will also explore what effect the 'Queen of mystery' may have had on her readers and how significant her female characters are to
the changing roles of women of that day.
22 Session Five ‐ 2:00‐2:50 pm Session 5C-Room 2270
Facilitators: Dr. Corinna McLeod
Dr. Shinian Wu
Presenters:
Aaron Gras - "Tomb Raider" and the Hero's Journey
In 2013, Japanese video game developer Square Enix released the game "Tomb Raider", a reboot of the
popular adventure series of the same name. The game’s protagonist, Lara Croft, is the game’s central focus; players
experience the game’s narrative through Croft’s perspective as they control the female explorer through various danger-filled challenges. This game is unique not simply because the hero is female; instead, when one examines the
game through the theoretical perspective of Joseph Campbell’s hero’s journey, the distinctiveness of Lara’s character
progression becomes more apparent. In this paper, the story of "Tomb Raider" will be examined by means of the
hero’s journey stages, in order to demonstrate the ways in which Croft’s character conforms to and deviates from these classic stages and heroic norms.
Emmalynn Wheelihan - Harry Potter: Feminist Text Through Strong Female Characters
This research examines the Harry Potter series by J.K. Rowling through the lens of feminism. This paper
posits that the female characters in the Harry Potter series represent feminist characteristics through strong female
characters, agency, and their independence from male characters. Through examining the actions and positions of
characters such as Hermione Granger, Ginny Wealsey, Molly Weasley, Lily Potter, Minerva McGonagall, and Bellatrix Lestrange, I will demonstrate that these characters embody feminist characteristics. I will analyze their actions in
regard to their positions in society, choices that affect the events in the story, and the agency of the characters.
Lindsey Wolpert - The Girl on Fire and the Boy with the Bread: Gender Bending in Young
Adult Literature’s The Hunger Games
Young Adult Literature has been commenting on the issue of gender in various ways for over 50 years.
Over this time period books have displayed heteronormative gender expression and stereotyping. However, recently
the idea of a character’s gender expression and identity has begun to evolve. This paper analyzes how gender is depicted from the 60’s, 80’s, and 2000’s in young adult science fiction and fantasy, using three best- selling novels: A
Wrinkle in Time, Ender’s Game, and The Hunger Games. Despite the popularity of A Wrinkle in Time and Ender’s
Game they fail to represent the non-traditional gender expression found in The Hunger Games. My presentation will
be focusing on The Hunger Games as the most recent work exemplifying the concept of “gender bending” in young
adult literature.
23 Session Six ‐ 3:00‐3:50 pm Session 6A-Room 2259
Facilitators: Dr. Christen Pearson
Dr. Shinian Wu
Presenters:
Ashley Penninga - Second Language Acquisition and the Natural Approach: Major
Implications for Teaching English Language Learners in Elementary Classrooms
Within our schools, there is a growing number of language minority students who tend to do poorly in typical classrooms. Most English language learners (ELL) achieve only low levels of primary language proficiency and
they acquire less then native-like ability in English. This paper seeks to address this issue by looking at second language acquisition through the works of Krashen and his Comprehension (Input) Hypothesis as well as Terell’s Natural Approach. These hypotheses are sound in their assessment of second language acquisition and shed important
light on how ELL learn English-which is of vital importance on teaching strategies conducted in diverse classrooms
where such students abound. Based upon these theories, I argue for the use of key teaching strategies including English Language Development (ELD) proficiency system, code-switching, strategic types of scaffolding, group work,
and providing background knowledge. Today, I will focus on these key teaching strategies and how they assist ELL.
Kelly Witkowski - The Subtleties and Complexities of Addressing Grief and Loss in Young
Adult and Children’s Literature
C.S. Lewis once observed that “a children’s story is the best art form for something you have to say.” Adolescent literature is a medium through which even the darkest topics can be approached, including grief and death.
Children’s concepts of death involve four components: irreversibility, inevitability, non-functionality, and causality.
Reviewing several examples of modern death-related literature, I will examine how young adult and children’s literature deals with these four concepts, and delve into children’s understandings of death. Subsequently, I will discuss
qualities of the ideal manner in which to handle grief and loss in literature for young people. Though sometimes treated lightly, grief and loss are complex issues, the subtleties and implications of which can be successfully portrayed in
children’s and young adult literature.
24 Session Six ‐ 3:00‐3:50 pm Session 6B-Room 2260
Facilitators: Dr. Colleen Brice
Dr. Rob Rozema
Presenters:
Heidi Emenhiser - A Girl's Burden: The Success of Female Literacy and the Social
Construction of Gender Achievement
This paper will discuss the gender gap in literacy achievement, and propose that there is a relationship between the literacy gender gap and society’s subconscious conflict with the success of women and girls. This will be
done through analyzing popular research and media discourse about the gender literacy gap and the causes behind it.
These will include notions of the feminization of education as a culprit to the gap, and discuss alternative correlations
between literacy achievement for boys and girls, in addition to gender. The goal of this paper is to analyze the gender
literacy gap in relation to society’s old worldview of male and female success and the social construction of gender
expectation and achievement.
Katie Neering - The Implementation of Wellness into Classrooms
The implementation of well-being practices in the classroom will cultivate the learning environment.
Through this cultivation students and teachers alike will benefit not only socially, but also mentally and academically.
By cultivating the whole person, mind, body and spirit, will in turn develop a new atmosphere in schools. Research
suggests that through the teaching of well-being students' happiness will not only increase, but so will their creativity.
With that the students become more motivated in regards to writing, which as found in research, leads to improved
writing. Teaching well-being in the classroom allows students to improve life satisfaction as well. By doing so the
students become more prepared for life after high school, as well as prepared to cope with their every day stress.
Research also proposes the same is true for teachers, improving their everyday life will also improve their teaching
styles and skill.
Christopher Spyke - Experiencing Education: Promoting Wellness, Producing WellRounded Intellectuals
In this paper I argue that schools must evolve from a systematic approach, producing test scores, into more
of an experiential process. Through broadening the holistic approach of education to incorporate contemporary and
innovative methods of wellness, such as active living, maintaining a healthy lifestyle, and meditative or spiritual exercises, students can explore both the physical and emotional life that exists both inside and outside of the classroom.
By tapping into these real life measures through the experiences they encounter, literature can serve as a medium of
making connections and writing can serve as a gateway into expressing their inner understanding of human life. As a
result the educational experience will be improved, producing healthy, well-rounded intellectuals, not just producers
of test scores.
25 Session Six ‐ 3:00‐3:50 pm Session 6C-Room 2270
Facilitators: Dr. Corinna McLeod
Dr. Ashley Shannon
Presenters:
Alexis Brady - Two Texts, Alike in Dignity: A Queer Spin on an Old Classic
Private Romeo is one modern film adaptation of Romeo and Juliet that should be taught alongside its classical forerunner in order to foster an inclusive space, especially for LGBT students struggling to be themselves while
navigating the rugged terrain of academic pressures. To create a more inclusive classroom, educators should be aware
of the challenges and struggles today’s students face. One way to create a healthier classroom environment is to include a wide variety of literature that pertains to the greatest number of students’ struggles. One of the most common
struggles adolescent students face is coming to terms with their sexuality. By including a text such as the gay film
adaptation of Romeo and Juliet students will still be engaging with the original work, but in a more inclusive and
modern way.
Jonathan Garcia - Mother and Sexuality
This essay will examine the Mother trilogy of video games (Shigesato Itoi, 1989, 1994, 2006); In particular, these games, also known in the United States as Earthbound, will be assessed as literature with special attention
paid to the work’s treatment of sexuality. Through modern restructuring of tropes common to traditional bildungsroman, fantasy and the role-playing game (RPG) genre, this series examines male homosexuality and bisexuality, heterosexuality, trans identities, family structures, homoerotic friendships and asexuality in an inclusive, nonbiased format.
As the series developed through its seventeen-year release cycle, this representation became bolder and more pronounced in accordance with visibility and acceptance in everyday culture.
Kathleen Soule - Sex in Young Adult Literature
Sex is a common theme found in today's young adult literature. One of the biggest debates about this topic
is whether or not the topic might be too explicit for some younger readers in the young adult category-- a category
that has a growing age-range of readers. That then begs the question of what age group are we now talking about
when we say, "young adult". Through the use of Tamora Pierce's Alanna, Lioness Rampant, Squire, Judy Blume's
Forever and Stephen Chbosky's The Perks of Being a Wallflower, I will show that young adult authors handle the
sexual expression of their characters in a variety of ways This thesis will look at both how the young adult literature is
being written today, as well as how the young adult community themselves are changing in where their interests lay
for reading content.
26 English 495 Capstone Conference Dining Options
Commons:
Lower Level: Includes Bleecker Street, Freshen's Smoothies and Crepes, Jump Asian
Cuisine and Papa John's Pizza
Upper Level: Fresh Food Company-A market style restaurant featuring an assortment of
choices in an all-you-care-to-eat setting. Einstein Bagels- A sophisticated blend of
trendy tastes and atmosphere specializing in fresh baked items, breakfast and gourmet
bagel sandwiches, soup, specialty salads and gourmet coffee.
The Connection:
Featuring sustainably focused menu. Guests can enjoy meals at Green Plate, Croutons
custom made salads and 42nd St. Deli sandwiches. Also enjoy locally roasted coffee
from Rowster. This location accepts credit and debit cards.
Stop by P.O.D. for a quick snack, grab n' go meal or stock up your room with all the necessities. Also at P.O.D. is the Wired coffee bar featuring a full line of brewed coffees,
speciality drinks, Javalanches and Smoothies.
Papa John’s Pizza-Get your favorite pizza. Dine-in, carryout or have it delivered. Call
ahead at 331-PAPA or online at papajohns.com.
Kirkhof Center:
Lower Level: A variety of crisp grab-and-go salads, Bene Pizza and Pasta, Zoca, Grille
Works, Croutons, Subway and made to order sushi .
Main Level: Try one of our many specialty drinks galore with Java City and the Freshens Smoothie Company. The Convenience Store is also a great place to pick up a snack
or a meal to go. Stop by our section of organic and natural snacks for a healthy treat.
Kleiner Commons:
Choose from Caliente, Montague's Deli, Bene Pizza, Grille Works, sushi, soup and
many grab-and-go options.
There are also many options off campus, including Burger King, McDonald’s, Subway,
Mancino’s, Grand Coney, Murphy’s Family Restaurant, Jimmy John’s, Main Street Pub,
Tim Horton’s, Fajitas, and China One.
27 The Gilbert R. and Patricia K. Davis
Endowed Merit Scholarship
Merit scholarship for Full-or-Part-Time
Junior and Senior English Majors
Eligibility Requirements:
Students must be declared English majors
Students must have 55+ credits.
Students must have completed 30 hours at GVSU.
Students must have a 3.0 GPA.
Students may be full or part time. Part time students are especially encouraged to apply.
Financial need is not a criterion
Students who receive the award as a Junior are eligible to receive the award as a Senior if
they maintain their eligibility.
2014-2015 Academic Year Winners
Jackie Bojarski
Andrea Fabbro
28
English Faculty Scholarship for New English Majors How many? Two $750 scholarships are awarded each year Who’s Eligible? 1st & 2nd year students (≤60 credit hours) who are 1st genera on college students with a GPA of 2.5 or higher *must declare English major by me of applica on* 2014‐2015 Academic Year Winners Sage Hughston 29 The Robert L. Chamberlain Scholarship
A Tuition Scholarship for Junior English Majors
Demonstrating Excellence in Writing
Eligibility Requirements:
 Students must be English majors
 Students must have Junior status
 Students must have at least a 3.0 GPA
 Students must be full time
 Financial need may be taken into consideration
2014-2015 Academic Year Winners
J. Connor Bylsma
Cassandra McCullen
30
GVSU’s English Department
~in conjunction with the departments of Classics and Writing~
is pleased to announce its annual…
Oldenburg Writing Contest
Named in honor of former department member E. William Oldenburg, the contest offers
GVSU students first-place prizes of $50 and second- and third-place prizes of $25 in each
of the following categories.
Categories:

Personal essay written by a sophomore, junior, or senior.
First Place: Ashleigh Bowne
Second Place: Alexandra Calderon
Third Place: Kerry DeGraaf

Analytical or persuasive essay written by a sophomore, junior, or senior.
First Place: Ashleigh Bowne
Second Place: Ethan Mingerink
Third Place: Alexandra Calderon

Poetry written by any GVSU undergraduate student.
First Place: Ariel Mokdad
Second Place: Christine Thomas
Third Place: Grayson DeYoung
Honorable Mention: Alexandra Calderon

Fiction written by any GVSU undergraduate student. One short story per entrant.
First Place: Paige Agnew
Second Place: Rachel Bowling

Drama written by any GVSU undergraduate student. One short play per entrant.
First Place: Ashleigh Bowne
Second Place: Paige Agnew

Essay, poetry, fiction, or drama written by a GVSU graduate student.
Winner: Hanyang Fu
31
English 495 Capstone Conference Index of Participants
Andris, Emily 7 Medvedenko, Cara 16 Bell, Baige 20 Milhollin, Ashley 17 Blok, Julia 19 Mund, Hayley Jo 22 Brady, Alexis 26 Neering, Ka e 25 Castellon, Jaclyn 14 Niedjelski, Bri any 14 Cojeen, Broderick 12 Or enburger, Marie 21 Crawford, Erika 10 Owsinki, Lauren 7 De Mey, Sarah 10 Penninga, Ashley 24 Dickerson, Anne e 15 Petersen, Jenna 16 Donajkowski, Amanda 8 Peterson, Kindra 14 Emenhiser, Heidi 25 Plets, Jenna 8 English, Lauren 12 Praznik, Amanda 18 Garcia, Jonathan 26 Quigley, Jaimie 5 Gardner, Amy 12 Quinlan, Tracy 15 Gates, Sarah 18 Rapano , Ma hew 21 Glupker, Ashley 5 Rivera‐Kressbach, Clarissa 6 Gras, Aaron 23 Rogers, Megann 9 Halash, Sarah 17 Schmi , Kris n 15 Hogan, Joseph 16 Schram, Judy 11 Jemerson, Mark 19 Schuyten, Abigail 9 Joffre, Kevin 22 Soule, Kathleen 26 Johnson, Ashley 6 Spyke, Christopher 25 Johnson, Cecil 20 Thompson, Akasha 8 Kailing, Holly 5 Thornton, Elizabeth 7 Kooiker, Andrea 13 Todd, Chloe 22 Labonte, Laura 18 Toth, Christopher 6 Lemans, Alexys 9 VanBrocklin, Alexa 17 Less, Sarah 20 Wheelihan, Emmalynn 23 Letot, Kyle 13 White, Anna 19 Macklin, Elizabeth 10 Witkowski, Kelly 24 Mar n, Betsy 11 Wolpert, Lindsey 23 Meadows, Ashley 11 Wynsma, Ashlynne 13