What will you do with an English Degree and The Writer

Questioning that English Degree or High School/College class that others are saying is a waste of time, enjoy the below fellow lovers of the written word.

He's now Martin Dempsey, chairman of the Joint Chiefs of Staff. In grad school? He studied literature -- W. B. Yeats, to be exact.

January 4th, 2013

12:41 PM ET

My View: What will you do with an English degree? Plenty

 

By Michael Bérubé, Special to CNN

Editor’s note: Michael Bérubé is the Edwin Erle Sparks Professor and director of the Institute for the Arts and Humanities at Pennsylvania State University, and the 2012 president of the Modern Language Association.

(CNN) - Almost every college student who considers majoring in English - or French, or philosophy, or art history - inevitably hears the question: "What in the world are you going to do with that?" The question can come from worried parents, perplexed relatives, or derisive, incredulous peers, but it always implies that degrees in the humanities are “boutique” degrees, nice ornaments that serve no practical purpose in the real world. After all, who needs another 50-page honors project on the poetry of Charles Baudelaire?

Well, strange as it may sound, if you’re an employer who needs smart, creative workers, a 50-page honors project on a 19th century French poet might be just the thing you want to see from one of your job applicants. Not because you’re going to ask him or her to interpret any poetry on the job, but because you may be asking him or her, at some point, to deal with complex material that requires intense concentration - and to write a persuasive account of what it all means. And you may find that the humanities major with extensive college experience in dealing with complex material handles the challenge better - more comprehensively, more imaginatively - than the business or finance major who assumed that her degree was all she needed to earn a place in your company.

We have plenty of anecdotal evidence for the value of the humanities. Over 25 years of teaching, I’ve had many students tell me - sometimes five, 10, 20 years after they graduated - that their English major gave them the intellectual skills they needed in their careers, while introducing them to some of the most challenging and delightful works ever written in our language. At the Modern Language Association, any one of our almost 30,000 members can say something similar. That’s why we’re such passionate advocates of study in the humanities.

And as Richard Brodhead, president of Duke University, has pointed out, we can point to success stories like Martin Dempsey, chairman of the Joint Chiefs of Staff, or Harold Varmus, director of the National Cancer Institute, Nobel laureate and former director of the National Institutes of Health. Each of them earned a Master’s degree in English. Dempsey studied Joseph Conrad and William Butler Yeats; Varmus concentrated on Anglo-Saxon literature. In other words, they immersed themselves in dealing with complex material that requires intense concentration, and they honed their intellectual skills in so doing. It turns out that those skills are useful - and transferable - anywhere there is thinking to be done.

But for the first time, we also have statistical evidence for the value of the humanities. In 2011, Richard Arum and Josipa Roksa published “Academically Adrift: Limited Learning on College Campuses.” What most people took away from that book (no doubt partly because of the title) was that college students are goofing off: They spend far more time on social activities than on homework. The results show up on a test called the Collegiate Learning Assessment, which basically asks students to deal with complex material and write a persuasive account of it. “At least 45% of students in our sample,” Arum and Roksa write, “did not demonstrate any statistically significant improvement in CLA performance during the first two years of college.”

That’s not a happy result by any measure - and it makes college sound like a waste of time and money. But when you break down the numbers, a funny thing happens: Students showed improvement in “critical thinking, complex reasoning, and writing skills” largely to the degree that their courses required them to read at least 40 pages a week and write at least 20 pages in a semester.

The more reading and writing they did - serious reading, analytical writing - the more they learned. A remarkable finding!

All right, it’s not really a remarkable finding. It’s precisely what you would expect - except that it’s precisely what everyone manages to forget every time they ask a humanities major, "What in the world are you going to do with that?" In Arum’s and Roksa’s findings, humanities majors scored quite well; business majors did not.

Too many students (and their parents) think of college as the place that will grant them the degree they need to work at X job. The problem is, X job might not exist 10 or 20 years from now. Or X job might be transformed into something else, something that requires critical thinking, complex reasoning, and writing skills.

When that happens, and it happens all the time, humanities majors find that their degrees were good investments after all - and that they are employable anywhere in the economy where there is thinking to be done.

The opinions expressed are solely those of Michael Bérubé.

http://schoolsofthought.blogs.cnn.com/2013/01/04/my-view-what-will-you-do-with-an-english-degree-plenty/

For Young Latino Readers, an Image Is Missing

Jessica Kourkounis for The New York Times

 

Third-grade students at Bayard Taylor Elementary in Philadelphia. Educators say children need more familiar images.

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This week I’m going to take a breather from “The Writer” series on my blog and focus instead on a article I recently read on the NY Times website that concerns me greatly. The caption read, For Young Latino Readers, an Image Is Missing. You can guess from my last name that I’m Hispanic. Personally I don’t call myself a Latino as my family has roots in both Spain and Central America.

My mother was raised and brought over as a child from Cuba to Florida.

My father came to the states in his early teens from Costa Rica.  

Growing up in South Florida in the late 90’s and early 00’s, I was exposed to the vast culture of both Miami and Fort Lauderdale and its growing Spanish speaking residences. Sure they got the food industry covered to the max, but I always noted the lack of Spanish writers, primarily the lack of Spanish characters in today’s YA market. Yes there are the side characters that pop up every once in a while, but no one I could relate to. I mean, how could I relate to Belle Swan from Twilight? Sure we could both act like idiots and fall in love for the bad guy all our friends are warning us about, but how about the struggles Latinos face in a world that only pictures them as the maid or a burger joint employee?

Most of the novels I’ve written and the ones that are in the processing of being written do have Spanish characters leading the way. Ambience has two main characters, one a ghostly male Spanish solider from the 16^th century, the other a Cuban American female starting college. It’s important that in writing Spanish characters into ones novel, we paint them in a positive light. Everyone’s read the story of the tough tattooed Mexican who’s only goal in life is to break as many hearts as possible. Please be more creative. I am so much more than a stereotype. Yes I can be loud, just like a Cuban, but I’m also that shy girl who sat in back of the classroom in her college class dreaming of the day where I could be seen as more than just that odd mixed Spanish girl, instead that oddly shy Spanish girl who wrote those awesome killer novels.

So too all the writers and non-writers out there, what in this article speaks the most to you? Is it Mario Cortez-Pacheco notices that, “many of the other books he encounters in his classroom…most of the main characters are white. “I see a lot of people that don’t have a lot of color,” he said.” Even at the tender age of eight, this kid sees the gap. A gap that needs to be filled so the future isn’t as closed minded as our past still seems to be.


In closing, this article should speak to the heart of every small or grown child out there, no matter the age. Writers, we need to mix the YA pool up and include more characters that everyone can relate to, just not the typical overly done stereotypes.

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By MOTOKO RICH

Published: December 4, 2012

PHILADELPHIA — Like many of his third-grade classmates, Mario Cortez-Pacheco likes reading the “Magic Tree House” series, about a brother and a sister who take adventurous trips back in time. He also loves the popular “Diary of a Wimpy Kid” graphic novels.

 

Jessica Kourkounis for The New York Times

At Bayard Taylor Elementary in Philadelphia, three-quarters of the students are Hispanic.                           
 

But Mario, 8, has noticed something about these and many of the other books he encounters in his classroom at Bayard Taylor Elementary here: most of the main characters are white. “I see a lot of people that don’t have a lot of color,” he said.

      

Hispanic students now make up nearly a quarter of the nation’s public school enrollment, according to an analysis of census data by the Pew Hispanic Center, and are the fastest-growing segment of the school population. Yet nonwhite Latino children seldom see themselves in books written for young readers. (Dora the Explorer, who began as a cartoon character, is an outlier.)

      

Education experts and teachers who work with large Latino populations say that the lack of familiar images could be an obstacle as young readers work to build stamina and deepen their understanding of story elements like character motivation.

      

While there are exceptions, including books by Julia Alvarez, Pam Muñoz Ryan, Alma Flor Ada and Gary Soto, what is available is “not finding its way into classrooms,” said Patricia Enciso, an associate professor at Ohio State University. Books commonly read by elementary school children — those with human characters rather than talking animals or wizards — include the Junie B. Jones, Cam Jansen, Judy Moody, Stink and Big Nate series, all of which feature a white protagonist. An occasional African-American, Asian or Hispanic character may pop up in a supporting role, but these books depict a predominantly white, suburban milieu.

      

“Kids do have a different kind of connection when they see a character that looks like them or they experience a plot or a theme that relates to something they’ve experienced in their lives,” said Jane Fleming, an assistant professor at the Erikson Institute, a graduate school in early childhood development in Chicago.

      

She and Sandy Ruvalcaba Carrillo, an elementary school teacher in Chicago who works with students who speak languages other than English at home, reviewed 250 book series aimed at second to fourth graders and found just two that featured a Latino main character.

      

The Cooperative Children’s Book Center at the University of Wisconsin-Madison School of Education, which compiles statistics about the race of authors and characters in children’s books published each year, found that in 2011, just over 3 percent of the 3,400 books reviewed were written by or about Latinos, a proportion that has not changed much in a decade.

      

As schools across the country implement the Common Core — national standards for what students should learn in English and math — many teachers are questioning whether nonwhite students are seeing themselves reflected in their reading.

      

For the early elementary grades, lists of suggested books contain some written by African-American authors about black characters, but few by Latino writers or featuring Hispanic characters. Now, in response to concerns registered by the Southern Poverty Law Center and others, the architects of the Common Core are developing a more diverse supplemental list. “We have really taken a careful look, and really think there is a problem,” said Susan Pimentel, one of the lead writers of the standards for English language and literacy. “We are determined to make this right.”

      

Black, Asian and American Indian children similarly must dig deep into bookshelves to find characters who look like them. Latino children who speak Spanish at home and arrive at school with little exposure to books in English face particular challenges. A new study being released next week by pediatricians and sociologists at the University of California shows that Latino children start school seven months behind their white peers, on average, in oral language and preliteracy skills.

       

“Their oral language use is going to be quite different from what they encounter in their books,” said Catherine E. Snow, a professor at the Harvard University Graduate School of Education. “So what might seem like simple and accessible text for a standard English speaker might be puzzling for such kids.”

      

Hispanic children have historically underperformed non-Hispanic whites in American schools. According to 2011 data from the National Assessment of Educational Progress, a set of exams administered by the Department of Education, 18 percent of Hispanic fourth graders were proficient in reading, compared with 44 percent of white fourth graders.

      

Research on a direct link between cultural relevance in books and reading achievement at young ages is so far scant. And few academics or classroom teachers would argue that Latino children should read books only about Hispanic characters or families. But their relative absence troubles some education advocates.

      

“If all they read is Judy Blume or characters in the “Magic Treehouse” series who are white and go on adventures,” said Mariana Souto-Manning, an associate professor at Columbia University’s Teachers College, “they start thinking of their language or practices or familiar places and values as not belonging in school.”

      

At Bayard Taylor Elementary in Philadelphia, a school where three-quarters of the students are Latino, Kimberly Blake, a third-grade bilingual teacher, said she struggles to find books about Latino children that are “about normal, everyday people.” The few that are available tend to focus on stereotypes of migrant workers or on special holidays. “Our students look the way they look every single day of the year,” Ms. Blake said, “not just on Cinco de Mayo or Puerto Rican Day.”

      

On a recent morning, Ms. Blake read from “Amelia’s Road” by Linda Jacobs Altman, about a daughter of migrant workers. Of all the children sitting cross-legged on the rug, only Mario said that his mother had worked on farms.

      

Publishers say they want to find more works by Hispanic authors, and in some cases they insert Latino characters in new titles. When Simon & Schuster commissioned writers to develop a new series, “The Cupcake Diaries,” it cast one character, Mia, as a Latino girl. “We were conscious of making one of the characters Hispanic,” said Valerie Garfield, a vice president in the children’s division, “and doing it in a way that girls could identify with, but not in a way that calls it out.”

      

In some respects, textbook publishers like Pearson and Houghton Mifflin Harcourt are ahead of trade publishers. Houghton Mifflin, which publishes reading textbooks, allocates exactly 18.6 percent of its content to works featuring Latino characters. The company says that percentage reflects student demographics.

      

Students should be able “to see themselves in a high-quality text,” said Jeff Byrd, senior product manager for reading at Houghton Mifflin.

      

But Latino education advocates and authors say they do not want schools to resort to tokenism. “My skin crawls a little when this literature is introduced because people are being righteous,” said Ms. Alvarez, the author of the “Tia Lola” series, as well as “Return to Sender.” “It should be as natural reading about these characters as white characters,” she said.

      

At Bayard Taylor, another third-grade teacher, Kate Cornell, said that she would love to explore more options featuring Hispanic characters. “It would be more helpful as a teacher,” she said, “to have these go-to books where I can say ‘I think you are going to like this book. This book reminds me of you.’ ”

For Young Latino Readers, an Image Is Missing

Music and The Writer

Back in 2009 I heard a song on the radio that not only changed my views of life at that moment, a confused sophomore in college but also of my writing in general. I’ve always had a special relationship with music that goes back to the time I was a kid, just ask my family. I love to sing and write my own music, guess that’s where my love for novel writing came from. I didn't grow up dreaming of being a writer. I grew up dreaming of becoming a famous singer, though stage fright always got the best of me.

Well, the song I heard on that Florida summer heated day was Fireflies, by Owl City, aka Adam Young. Instantly I felt like I’d found a long lost friend who got me, understood my sleepless nights and candy coated daydreams. It truly was a magical meeting of the minds.

In that same year, I decided that I wanted, needed to be a writer and hearing any one song from Adam just spurred me on, still does to this day. Hearing his lyrics and wonderfully arraigned music puts the M in motivation for me. Nearly a hundred song and 3 concerts later, I still get chills when I hear a chord of the song that is to come. His lyrics lets me daydream of the possibilities of knowing that simple dreams don’t turn to dust or that sometimes walking amongst the greenery of the forest, it’s better to waltz then to just simply walk on by, ignoring the simple beauties my generation takes for granted.
So next time a new pop hit comes on the radio and you start to bop to the beats, listen to those lyrics. Do they inspire you? Make you want to be the best you? Settle in your soul like a long lost friend? Chances are, most properly won’t.

Music in the 21st century seems to be losing the charm our grandparents and even our own parents use to hold like their own breaths. Sure, music changes over time as do people, but only true musicians and lyrics can stand the true test of time.

Life and the Writer

Sometimes when life gets a little to difficult to handle, most turn towards an outlet, a way out of life’s craziness. Maybe a short trip to paradise in some far away island in the Caribbean?

Well, I myself turn to writing, sometimes jolting ideas down on paper, my iPhone, iPad, or laptop, the last three all beautiful technology thanks to the 21^st century I would never take for granted. But if any of those weren’t around, could I just sit back and chew on it for a bit? Figure out what I really wanted to bring across to my future readers by choosing my next words like one would answer a question on the SAT’s?

Sometimes.

But then again, sometimes things just need to be written down, fear of it disappearing and never coming back to me a constant battle and itch millions upon millions of people in a creative driven life deal with all too constantly. I’ve had those moments when I just need to write it down, capture that thought in a voice recording while my baby sister gave me a weird glare or seek a single scrap of paper at work to jolt down a quick note.

So to fill my most undying itch of all, for a book idea that was on the back burner since the summer of 2009, I decided that in order to fully grasp the location of where I wanted this book to take setting in, I decided to move there. Itch crazy times ten. Three hundred miles away from my family, I suddenly found myself in the sea side town my characters resided in. At first I was thrilled. I was here. The 25% of the book that had yet to be written would just come screaming out of me to be written and so would everything else that followed, right?

Nope, because life got in the way as did my insecurities of my once pretty awesome book idea.

What if I fail?

What if no one wanted to read it?

What if I ruin all the good this town was doing in prep for the upcoming 450^th anniversary of the cities founding with this book?

The closer I got to being finish with it, the more I seemed to ignore it, hated it like it was cursed. For weeks I wouldn’t read a single word. But then something changed one day as I was sitting typing away in my full time desk job. I was overcome was a sense to read it like I’d never read it before. And you know what? I discovered again why I thought this idea was great before I let doubt sink in. Felt that someone out there, just one person alone, would fall in love with these characters one day, just like I had when I first envisioned them in 2009, though through many revisions they have drastically changed forms for the better. I had found a happy median somehow for myself in this fast paced world where my daily life was always constantly evolving into complex agendas of just putting one foot in front of the other. I knew that the only way to be happy with what I had written was to finish the darn thing once and for all. To be gleeful when I thought of it instead of making me cringe at the idea of mustering up the courage to just read one more word.

Writers, in every vein of the worlds vastly developing genres, are unique. We are each our own aged wine and we all need time to mature, though sometimes we think that delaying the process will help the end result, when in fact a writer never stops dreaming of what’s to come. A writer never stops living life for their lives are a book in and of themselves. Though one can’t predict what will happen next like one does a books plot twist that will just wow the audience, writers need to find and listen to that little voice inside of themselves telling them that it will get better and happier time will soon find their way to us in due time.

Because when you do listen for it, hidden behind all your self-doubts and misguided thoughts, just a still small voice in the vast darkness of one’s sometimes irrational lives, can a writer produce a masterpiece, the ones that are so often a part of our daydreams.

Next Monday: Music and the Writer