by Aleksandr Chebotarev
by Mark Krupinski
“Anything and everything can be art!” is, I feel, a deceptively sinister phrase. You could substitute the rather generic “art” in this situation with your medium of choice, be it poetry, film, literature, or what have you, and the situation remains unchanged. It seems innocuous at first, even encouraging. Anything can be art; no matter how lost you may feel, no matter what vision you lack, your expression has merit. You exist and you are valid. As someone who has spent more time than perhaps he’d like to admit pacing fretfully to and fro, hyperventilating into a McDonald’s bag because the words don’t sound the way they’re supposed to, I understand. Writing is a painful, clumsy, often fruitless task, so positive affirmation is as valuable as it is rare. But there’s a danger in creating that sense of comfort, tossing standards by the wayside in favor of blind positivity and confidence. The idea that everything, every single careless, thoughtless, witless, messy, wishy-washy, meandering, pointless thing is art gives me pause.
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I’ve taught freshman composition courses for almost two years now, expecting my diverse body of students from multicultural backgrounds to all coalesce and perform to one standard above all others: White Vernacular English (WVE) or White American Vernacular English (WAVE). As writers, we pride ourselves on being open-minded yet authentic, and we hope our students do the same—as long as they adhere to what we consider valid style of writing. Why have the rigid, outdated principles the foundation of college composition was built on not shifted to accept other vernaculars?
by Ashley Haden
Spending time on a college campus as finals near always leads to hearing familiar complaints in the air. These are complaints about the workload, upcoming exams, and, of course, writing papers. “I hate writing” is one of the most common complaints that I’ve noticed at a wide variety of grade levels. Students will often actively try to avoid writing if possible. Why is this?
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