Tag: Watson

Lydia Batenhorst

Gaslight, Gatekeep, Girlboss: Themes of Deception and Death in Women’s Stories in the Hebrew Bible

In my capstone, I will be studying five women from the Hebrew Bible: Eve, Rebekah, Jael, Delilah, and Jezebel. What a fascinating group of widely upsetting and despised women! My objective is to explore how we might be able to redeem these characters, focusing on their strengths and other interpretations to provide a perspective that is contrary or new to the typical reading of these characters. In order to do so, I narrowed the lens, concentrating on the destructive themes of deception and death in these stories. For the first theme, I have chosen to focus on three women whose stories reflect the tensions of deception: Rebekah, Jael, and Delilah. For the second, two of the most despised women in the Hebrew Bible – Eve and Jezebel – will be analyzed through this theme of death. I believe this exploration will be worthwhile and important because their characters are often used – whether explicitly or implicitly, whether intentionally or unintentionally – to define and limit perceptions of women. By recovering and renewing their stories and roles, we are recovering the more positive portrayals and perceptions of women while challenging the largely negative common beliefs of and standard narrative for women that has been laid upon us, justified in the “deceitful, seductive, weak-willed, unreliable, temptress” narrative, portrayal, and interpretation of women likes these five.

ENG 499, Senior Capstone

James Watson

L203

2:30 – 3 PM

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Jasmine Lay

Quiet Screams and Radio Silence

Discussion of writing style: Stream of consciousness, Quiet Screams and Radio Silence meaning, echoing of thoughts, Prose. To bring one inside someone’s head in a realistically scattered way. 

Artistic influences: Music, nature, other authors, traumas. Introduce lyric examples. Nick Flynn, Iain Thomas, JD Salinger, William Faulkner

Publication “”process”” of poetry book.

Sample reading from poetry book (Poetry Slam).

Acknowledgements

ENG 499, Senior Capstone

James Watson

L203

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10 – 10:30 AM

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Kinkade Barreiro

Existential Themes in Gothic Literature

Gothic Literature is known for its dark, mysterious, and dreadful imagery and stories. The Existential tradition is a response to Nihilism, which proposes what we live in a dark, mysterious reality with no inherent meaning. Existentialism attempts to show that our human experience isn’t dreadful, even if it is dark, mysterious, and devoid of meaning.

ENG 217, Studies in Gothic American Literature

James Watson

2 – 2:30 PM

Join the Zoom discussion afterward. The presenter and faculty advisor both have the password.

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Caitlin Bowen

Portrayals of Feminism Through the Novels of Jane Austen

Jane Austen is one of the most well-known British-English authors that lived the 18th century. While her novels and writings are often praised for their portrayal of day-to-day living in the English countryside, she also portrays the restrictions that were put on women during this time. In her novels Sense and Sensibility, Pride and Prejudice, and Persuasion, Austen uses her female characters not only to illustrate the rigid expectations that society had for them but also to illustrate the different degrees of feminism available to these women while they still, for the most part, followed society’s rules. Her other novels, Emma, Mansfield Park, and Northanger Abbey provide other relevant examples of feminism in 18th century England; however, they do so in a different manner. This presentation will look at what feminism is and how it differed in the 18th century. It will also analyze the different women found in Austen’s novels and their situations in life, and try to understand what possible ideas, regarding feminism, Austen was trying to get her readers to comprehend.

ENG 499, Capstone

James Watson

1 – 1:30 PM

Join the Zoom discussion afterward. The presenter and faculty advisor both have the password.

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Alyssa Perovich

Reading and Analysis of the Original Short Story: Black Whiskey

In this presentation, I will be sharing a selection from my short story, Black Whiskey, followed by an analysis of its themes and structure. The story follows Saphia Deering, a woman with a seemingly mundane life, as her past comes back to haunt her. As Saphia faces her demons, a series of new events and people lead her back to the church. In my analysis, I break the story down into categories to determine the influences behind it. The character of Saphia develops throughout the story and reaches a point of divine intervention before passing away. Supporting characters in the story are paired with different settings to help Saphia along the way, experiencing little development themselves. Themes include addiction, depression, sadness, faith, and healing. The plot is focused around a journey of spiritual development and includes multiple peaks and plateaus. Black Whiskey is influenced heavily by authors in the genre of literary fiction, such as Toni Morrison, Ayn Rand, and Ray Bradbury.

ENG 499, Capstone

James Watson

Join the Zoom discussion afterward. The presenter and faculty advisor both have the password.

1:30 – 2 PM

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Tanner Dean

There is no Guru, there is no Mountain:  Beyond the “Ideal Other” and “Utopia” in To the Lighthouse and The Road 

People often flock to “gurus”, or throw themselves into movements, that seem to offer an answer to life’s antagonisms and sufferings. In To the Lighthouse by Virginia Woolf and The Road by Cormac McCarthy there is a subversion that is being done to free the reader from the cycle that is moving from a guru, or movement, to another, in an intellectual sense. People tend to throw themselves to self-help book after self-help book in hope of an answer, but in these novels there is a way to escape the ferry wheel that is certainty and embrace the depth and density of life amidst our struggle. In To the Lighthouse a psychanalytic framework is helpful for braking free from the “ideal other”, or guru. The Road uses imagery of stillness, relationality, and embodiment to show that a utopia cannot ever be possible, yet we should continue into the gray unknown. 

ENG 499, Capstone 

James Watson 

SPS 100 

1 – 1:30 PM 

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Kaitlin Martin

Common Threads: A Reflection on Six Short Works 

I will be presenting a small selection of creative pieces from my writing portfolio. The six short works I have chosen are representative of the three schools I have attended and will be read in conversation with the reflective paper I have written about the wonderful – and often intense, insane, barely endurable – journey I have been on for the last ten years. I will begin with two poems that were well-received but, ultimately, not chosen for advancement in regional writing competitions through Lane Community College; I will proceed with one short story and one poem written during my time at the University of Oregon; and I will end with another short story and poem that were penned here at NCU. The pieces will, ultimately, speak for themselves. They will illustrate what it’s like to be both artist and Christian, craving both sin and freedom, torn between independence and redemption – in essence, they will expose some of the intricate threadwork that connects me to you through the one thing we all have in common: our humanity. 

ENG 499, Capstone 

James Watson 

SPS 100 

1:30 – 2 PM

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Gabrielle Morales

‘Uncertainty was attached to everything he knew’: The Intergenerational Transmission of Functional Illiteracy
When the U.S. federal 2020 fiscal year budget was announced in March of 2019, the notice of an 11.4% cut in k-12 programs generated an uproar among educators, journalists, and news broadcasters (U.S. Department of Education, 2019, p. 119). Yet, little attention was given with respect for the 24.3% cut in Adult Basic and Literacy Education, as well as an identical 24.3% cut in English (Speakers of another Language) Literacy and Civics Education—of which equal a combined decrease of 48.6% in adult literacy programs (U.S. Department of Education, 2019, p. 120). Little effort has been made for the functionally illiterate parent. President Bill Clinton’s efforts to, “end welfare as we know it,” in 1996 sought to decrease the number of families on welfare rather than decrease the number of families living in deep poverty. With this reform came stringent welfare eligibility requirements and uncompromising General Educational Development assessments (GED) within Adult Basic Education programs (ABE). Meanwhile, within the past three years, there have been zero cutbacks in Career and Technical Education or Vocational and Adult Education grants—thus confining impoverished and illiterate citizens to careers within the manufacturing industry; such programs offer diminutive literacy education. Historically, welfare and adult education reforms have denied opportunities for low-literate and functionally illiterate adults. In thwarting one’s ability to read and write, the intergenerational transmission of functional illiteracy remains. To be clear, this thesis does not serve as a claim against the alleged ‘brokenness’ of the K-12 education system or welfare system. Rather, it serves to take part in the current body of literature—of which asserts the need for improvement within the adult education system.
Keywords: intergenerational functional illiteracy, united states, adult education
ENG 499, Capstone
Jenee Cazares & James Watson
P114
10-10:30 AM
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Micah Jury

Horror and Trauma in Edgar Allan Poe’s Short-Stories through the lens of Psychology and Literature

Edgar Allan Poe’s stories are known for their gothic elements of murder, horror and insanity. Some of these stories are characterized by unstable central characters and their unwitting victims. This presentation will examine two of Poe’s short stories: “The Tell-Tale Heart” and “The Cask of Amontillado,” specifically analyzing the protagonists and the victims. The marked similarity between the protagonists will be highlighted by showing Poe’s use of both an unreliable narrator and focalization in his stories, as well as his use of conflicting facts within the text. These uses of literary techniques engage the reader and form the catalyst that propels the stories from merely disturbing to hauntingly gripping. In the second half of this presentation, psychological theorems of trauma, captivity, and Betrayal Trauma will be used to elucidate the emotional state of being in which the victims find themselves. In addition, the psychological state of the victims post facto will be examined using current psychological research. Future directions for research will also be addressed, including examining Poe’s tumultuous life and how it affected his writings.

ENG 499 & PSY 499, Capstone

James Watson/Mary Ann Winter-Messiers

SPS 100

2:30 – 3:30 PM

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Robbie McGowen

Auschwitz and The Colosseum

When you arrive in the southern hills of Krakow, Poland, one of the first things you notice is that you are surrounded by a beautiful countryside. The trees and natural wildlife go on with their natural duties seemingly unaware of the atrocities that plagued this countryside during The Holocaust. Literary works and films about the Holocaust are not immune from the atrocities that occured. Movies like Schindler’s List and Life is Beautiful are well known, awarding winning pieces of art that tell the stories of particular individuals in a way that evokes emotion in ways other films don’t because that are not afraid to shy away from the horrors and push our boundaries of uncomfortableness. The same can be said by the works of Primo Levi and Elie Weisel–both of whom are Holocaust survivors.

Auschwitz is immune to becoming a tourist attraction because of all the human life that was lost, and the way it was carried out on a mass scale. However, the Colosseum is one of the most visited monuments in the world and yet thousands of people and animals have been slain during its active years. Why isn’t this talked about more? The Colosseum has had quite an impact on pop culture. I will explore the differences between these two ideas and similarities, if any. Is the reason why the Colosseum’s dark past not talked about as much is because of how ancient it is, fewer documented accounts, or was it simply because it was a cultural norm in Ancient Rome? I will dive into and explore these questions in detail, as well as bringing in my personal experiences for visiting both places and how those tours are framed.

ENG 499, Capstone

James Watson

P103

1 – 1:30 PM

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Diego Delaplane

The Art of Creative Writing

This capstone presentation is an overview of the steps it takes to write creative fiction. The presenter will present on the novel that he wrote and the process behind writing the novel. The presenter will also share about what inspired him to write, the themes of his novel, and how creative writing can influence the world around us.

ENG 499, Capstone

James Watson

P103

10:30 – 11 AM

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Allison Keeney

Grammar Instruction in High School

In many of today’s high schools, grammar instruction is not a part of the English Language Arts curriculum. Much of the focus is placed on expanding reading and writing skills in preparation for college, rather than readdressing or expanding grammar skills. The main reason for this focus is that school authorities believe that most students should have learned about grammar while in elementary school or possibly middle school. Regardless of what the previous model of the public education system looks like, is grammar instruction at the high school level conducive for high school and college success? If it is, then there should be no question on whether it should be implemented at the high school level or not. If it is not, then we may keep to our old ways. This question can be answered by looking at what research says about grammar instruction and adolescent learning, some case studies, two grammar instruction surveys, and a few interviews with students and teachers.

Honors Thesis

James Watson

P103

10 AM – Noon

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Kenny Kessler

Beacon Bolt Highlights

A presentation of four different pieces I wrote for the Beacon Bolt during the 2015 school year. Brief summary of my major (English) and career goals. Account of time spent writing for the Beacon Bolt. Pieces bear significance not only as individual products but also as collective whole. Collectively, the body of work encompasses the topics which I have the most passion for writing on, namely current events, history, community, politics, sports, entertainment, and religion, all from an opinion position. As individual works, each piece embodies different specific parts from the aforementioned list. The UCC article is religious, community, and current events focused . The Cross Country article is centers on sports and entertainment. The article about historical figures and opinions is both historical and community oriented. The dialogue and taboo article is primarily political. Purpose and function of each article will be elaborated on individually. Any questions following the presentation will be answered.

ENG 499, Capstone

James Watson

P114

10:30 – 11 AM

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Gabrielle Morales

Bloom: A Short Story of Poverty and Identity

My name is Gabrielle, and I am a product of the so-called “American Dream.” I was born of an uneducated family, and I am first of that line to break the chain of teen pregnancy. More importantly, I am the first to attend college. My paternal grandfather passed away when my father was just seven. Being the oldest, my father was forced to drop out of the third grade and support his mother and siblings. And then, when he was fourteen, he left his ranch-house in Tamazula de Gordiano, Jalisco, Mexico, to “make something of himself” by migrating to America.

But it was not until recently that I began to wonder what my life would look like had my grandfather lived. These thoughts are futile, but I can’t help but wonder: would my own father still be illiterate? And if not, would he still have entered America under the same conditions, and would I have found reason to write this? Would my parents have met? It is through this story, my father’s story— a deeply rooted bloom of self discovery— that I hope to put these thoughts to rest.

ENG 211 Survey of American Literature

James Watson

PFB 114

1:00 – 2:00 PM

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