Upcoming Events!

We have some really exciting upcoming events! Check them out and mark your calendars!


Wednesday, March 17, 4:00–, Danez Smith reading

Here’s link to info and registration: https://huskiesconnect.stcloudstate.edu/event/6941024

 

Bio: Danez Smith is a Black, Queer, Poz writer & performer from St. Paul, MN. Danez is the author of “Don’t Call Us Dead” (Graywolf Press, 2017), winner of the Forward Prize for Best Collection, the Midwest Booksellers Choice Award, and a finalist for the National Book Award, and “[insert] boy” (YesYes Books, 2014), winner of the Kate Tufts Discovery Award and the Lambda Literary Award for Gay Poetry. Danez is a member of the Dark Noise Collective and is the co-host of VS with Franny Choi, a podcast sponsored by the Poetry Foundation and Postloudness. Danez’s third collection, “Homie”, was published by Graywolf in January 2020.


Thursday, March 18th, 4:00 – 5:15, Sheila O’Connor will be joining Shannon Olson’s Advanced Fiction class to discuss Evidence of V, her Minnesota Book Award-winning novel. I’ll open this up to students in the department; she was supposed to visit in person last spring but that had to be cancelled.


Wednesday, March 31st, Sheila returns to meet with Harvest to discuss her role as fiction editor for the Water-Stone Review, housed at Hamline. 4:00 – 4:50. That will be open to English students.

https://waterstonereview.com


TBA – A Wednesday at 4:00, Meghan Maloney-Vinz visit to Harvest editorial group; that would be open to students in English as well. Meghan is the general manager for Water-Stone, and she also manages Hamline’s undergraduate national online journal, Runestone, which re-opens its submissions window in April, I think:  https://runestonejournal.com


Wednesday, April 12, 7:00-8:15 Celebrate National Poetry Month with readings by Four Poets, made possible by a grant from the Minnesota Arts Board

Artist Bios

Janna Knittel lives in Minnesota but still calls the Pacific Northwest “home.” Janna has published a chapbook, Fish & Wild Life (Finishing Line Press, 2018) and has poems published or forthcoming in Between These Shores Literary and Arts Annual, BluelineCottonwoodUp North LitNorth Dakota QuarterlySplit Rock ReviewCold Mountain ReviewWhale Road Review, The Wild Word, and Waters Deep: A Great Lakes Anthology. Recognition includes 2021 and 2019 grants from the Minnesota State Arts Board.

Stanley Kusunoki is the author of three collections of poetry; 180 Days, Reflections and Observations of a TeacherItems in the News, both published by North Star Press of St. Cloud, and Shelter in Place—Poems in a Time of COVID-19, (Polaris Press, an imprint of North Star Press). He has taught creative writing to young people through programs at The Loft, Asian American Renaissance, Intermedia Arts, and S.A.S.E., The Write Place. He was the recipient of a Loft “Asian Inroads” mentorship, and was awarded a MN State Arts board “Cultural Collaboration” grant to create, write and perform “Beringia-The Land Bridge Project” with Ojibwe performance poet, Jamison Mahto at Intermedia Arts. He is the host/curator of the Bridges reading series at Next Chapter Booksellers in St. Paul. Kusunoki most recently was the High Potential Coordinator at Red Oak Elementary School in Shakopee. He lives in St. Paul with his wife, Claudia Daly.

Sagirah Shahid is an African American Muslim poet, educator, and performance artist from Minneapolis. Sagirah has received awards, residencies, and fellowships from the Loft Literary Center, Wisdom Ways, the Twin Cities Media Alliance, and the Minnesota Center for Book Arts. Her debut collection of poetry “Surveillance of Joy” is forthcoming from Half Mystic Press in April 2021.

 Bryan Thao Worra is the Lao Minnesotan Poet Laureate and the author of 10+ books, recently appointed by Governor Dayton to the state Council on Asian Pacific Minnesotans to represent the Lao community. He holds over 20 national and international awards for his writing and community leadership. This is his first reading in St. Cloud in over 15 years.

 


Wednesday, April 21st, Harvest Online Release Party, 4:00 – 5:00 p.m. 

We are printing a limited number this year and will have to sort out distribution when they’re ready.

Ettien Koffi, Ph.D. – Newest Book

Check out this message from one of our faculty members!


Happy New Year!   I have some good news to share with you.  My book: Relevant Acoustic Phonetics of L2 English: Focus on Intelligibility has been published by CRC Press, the Science Publishing Imprint of Routledge.

 

From the back of the book:

Intelligibility is the ultimate goal of human communication. However, measuring it objectively remained elusive until the 1940s when physicist Harvey Fletcher pioneered a psychoacoustic methodology for doing so. Another physicist, von Bekesy, demonstrated clinically that Fletcher’s theory of Critical Bands was anchored in anatomical and auditory reality. Fletcher’s and Bekesy’s approach to intelligibility has revolutionized contemporary understanding of the processes involved in encoding and decoding speech signals. Their insights are applied in this book to account for the intelligibility of the pronunciation of 67 non-native speakers from the following language backgrounds –10 Arabic, 10 Japanese, 10 Korean, 10 Mandarin, 11 Serbian and Croatian “the Slavic Group,” 6 Somali, and 10 Spanish speakers who read the Speech Accent Archive elicitation paragraph. Their pronunciation is analyzed instrumentally and compared and contrasted with that of 10 native speakers of General American English (GAE) who read the same paragraph. The data-driven intelligibility analyses proposed in this book help answer the following questions – Can L2 speakers of English whose native language lacks a segment/segments or a suprasegment/ suprasegments manage to produce it/them intelligibly? If they cannot, what segments or suprasegments do they use to substitute for it/them? Do the compensatory strategies used interfere with intelligibility?

The findings reported in this book are based on nearly 12,000 measured speech tokens produced by all the participants. This includes some 2,000 vowels, more than 500 stop consonants, over 3,000 fricatives, nearly 1,200 nasals, about 1,500 approximants, over 1,200 syllables onsets, as many as 800 syllable codas, more than 1,600 measurement of F0/pitch, and duration measurements of no fewer than 539 disyllabic words. These measurements are in keeping with Baken and Orlikoff (2000:3) and in accordance with widely accepted Just Noticeable Difference thresholds, and relative functional load calculations provided by Catforda (1987).

Ettien Koffi, Ph.D. linguistics, teaches at Saint Cloud State University, Minnesota. He is the author of four books and author/co-author of several dozen articles. His acoustic phonetic research is synergetic, encompassing L2 acoustic phonetics of English (Speech Intelligibility from the perspective of the Critical Band Theory), sociophonetics of Central Minnesota English, general acoustic phonetics of Anyi (West African language), acoustic phonetic feature extraction for application in Automatic Speech Recognition, Text-to-Speech, Voice Biometrics, and Intelligent Systems.

Let’s talk about the humanities and liberal arts educations

This week, we’re talking about the humanities and the liberal arts education! Buckle up! It’s a good one!


The following was published in the Chronicle of Higher Education:

Survey on American Attitudes on the Humanities

By Elizabeth Redden

 November 9, 2020 

Just over half (56 percent) of Americans agree strongly with the statement that “the humanities should be an important part of every American’s education,” while 38 percent “somewhat agreed” with the statement, according to a new survey of 5,015 American adults from the Humanities Indicators Project of the American Academy of Arts & Sciences.

The survey found differences in attitudes across educational levels, political ideologies and gender. While 68 percent of college graduates strongly agree that the humanities should be an important part of every American’s education, just 47 percent of people without a college degree do. Liberals (70 percent) are more likely than conservatives (48 percent) to strongly agree the humanities are important. Women (60 percent) are also more likely than men (52 percent) to see the humanities as being an important part of every American’s education.

The survey also found that 78 percent of Americans wish they had taken more courses in at least one humanities-related subject in school. Nearly half (49 percent) wish they’d taken more classes in languages other than English.

Eighty-one percent of respondents said they regularly use at least one humanities-related skill in the workplace, and 29 percent of respondents said they think their career advancement has been “at least partially impaired” by a deficiency in at least one humanities-related skill.

The survey also asked Americans about their engagement with humanities-related content in their daily lives, through such activities as consumption of humanities-related video or audio programming, reading fiction and nonfiction books, researching humanities-related topics online, visiting museums, and attending poetry readings and other cultural events. While 97 percent of respondents engaged at least sometimes in at least one humanities-related activity over the last year, a majority of those surveyed did not engage in any single activity often or very often.


The following was published in the St. Cloud Times, our local newspaper:

Why we need to embrace liberal arts

Carolyn Hartz (professor of philosophy), St. Cloud
November 11, 2020
Many Americans woke up the day after the election in disbelief — how could so many of my fellow citizens really have voted for the other guy? If anything is clear from this experience, it is that there is a deep divide in our country.

This goes beyond a failure to communicate; it’s a failure of understanding.

Both sides say they value freedom, for example. But neither side is very good at articulating what their concept of freedom consists in. This is a philosophical question.

Another aspect (among many others) of this divide is between a conception of persons as independent individuals and one that sees them as fundamentally connected. This is a metaphysical issue about the nature of persons, and is also a philosophical issue. But most people have little awareness of how their conception of persons underlies their political views, or even how to think about these conceptions.

There are many more issues at the heart of our failure to understand each other, issues that lie deep in our fundamental conceptions of ourselves and our values. What makes it so hard to talk about these things? The situation was not always this way, but it has been building for a while now. How did it get this way?

It’s no accident that the increase in the rancorous political atmosphere has accompanied another change: education (particularly higher education) has increasingly tailored itself to market forces. Students don’t go to college to become educated, learn how to think, expand their horizons and deepen their appreciation of life experiences. They go to college to get a job.

There are many (good) reasons for this; the cost of college and the burden of student debt is a major factor. But I want to focus on the effects of this trend.

The liberal arts have always been the place where students learned how (not what) to think about value, about their own conceptions of themselves and others. Philosophy, literature, theater, the arts and history have all centered on these fundamental issues about human nature and how we relate to each other and the rest of the world.

As interest in these issues have eroded in favor of marketability and employability, we find ourselves increasingly at a loss about how to understand or even talk to each other about political, ethical and metaphysical issues that divide us. We have no common language in which to position different views on these issues.

Even many of the liberal arts have been forced to shoehorn themselves into a model of education that sees their value only as a path to employment. We’ve just seen the result.

The problem is not so much that we don’t agree on what freedom is (for example). The problem is that we have little awareness of what these different conceptions are or how to reason about them.

The erosion of the liberal arts has fed directly into the situation that the country finds itself in today.

Carolyn Hartz is a professor of philosophy at SCSU and a champion of the liberal arts.


Very interesting stuff!
Let us know what your thoughts are on liberal educations and the humanities!

Linguistic Portfolios exceeds 100,000 downloads

On October 26, 2020, SCSU’s Linguistic Portfolios (LP) surpassed 100,000 downloads! This is a huge accomplishment!


Read the following excerpt, from Ettien Koffi, Professor of Linguistics, which explains how impactful this accomplishment truly is!

Today, October 26, Linguistic Portfolios (LP), the research-based journal of the linguistic emphasis in the English Department at SCSU reached 100,000 downloads today!!!  I began this publication in 2012 with the goal of letting the whole world know about the cutting-edge research that the students in Linguistics/TESL are doing.    The response has been overwhelming, well beyond my wildest imagination.  Articles from LP have been cited by leading journals in many fields, not only in linguistics, but also in engineering, robotics, and computer science.  As of today, 10/26/2020, 32,750 institutions have downloaded articles from LP.  Of these, 55% are in education, 33% are commercial, 5% government, 4% organizations, 3% others.  The acoustic phonetic research in which my students and I are engaged has caught the attention of the world of academia and ALSO the world of language technologies: Google, Facebook, Amazon, etc.  Leading universities around the world have downloaded articles from LP.  Our cutting-edge acoustic phonetic research and findings help build smarter voice-driven artificial intelligent systems.  I’m extremely proud that a small program like ours is having such a huge impact around the world.  If you click on the link below, you will see the worldwide impact of LP:

https://repository.stcloudstate.edu/stcloud_ling/

I’m happy to share this momentous milestone with the whole department.  I’m proud of the impact that SCSU is having around the world through LP!


Consider checking out Linguistic Portfolios and by all means, download some content! It’s filled with some amazing pieces!

Thank you to anyone who has downloaded or visited this page!

Congratulations to the English Department, and more specifically our Linguistics professors and students for making this accomplishment possible.

Cezarija Abartis

This week, we have the great pleasure to feature:

Cezarija Abartis


In her words:

Some of my favorite classic authors and books:

Homer, Euripides, Jane Austen, Chekhov’s stories and plays, James Joyce’s “The Dead,” Erich Maria Remarque’s All Quiet on the Western Front, Eric Ambler’s A Coffin for Dimitrios, Nabokov’s Lolita, Isaac Babel, Carson McCullers’ “The Ballad of the Sad Cafe,” Isaac Bashevis Singer, Bernard Malamud’s stories. And Shakespeare, always Shakespeare.

Some of my favorite contemporary authors:

I’m going to list titles of books. Jo Ann Beard’s The Boys of My Youth, Lucia Berlin’s A Manual for Cleaning Women, Angela Carter’s The Bloody Chamber, Ellen Currie’s Available Light, Denis Johnson’s Jesus’ Son, Thom Jones’ The Pugilist at Rest, Jamaica Kincaid’s Annie John, Lorrie Moore’s Self Help, Grace Paley’s stories, Martin Cruz Smith’s Arkady Renko novels, Robert Stone’s Dog Soldiers, Amy Tan’s The Joy Luck Club, Stephanie Vaughn’s Sweet Talk. I will stop now. I expected this compiling to be tedious and effortful, but I find myself smiling as I recall these beautiful books and inspirations.

What I’m most proud of is my book on Shakespeare The Tragicomic Construction of Cymbeline and the Winter’s Tale  (Humanities Press) and my collection of short stories, Nice Girls and Other Stories (New Rivers Press). In a review on NewPages.com, Sima Rabinowitz writes, “These stories are as good the second time through as they are the first. Always, for me, a measure of success.”

Ursula K. Le Guin writes: “Covering the territory between memoir and fiction, these deft and accurate stories hava a rare honesty.”

Gosh.

A few of my hundred flashes published online:

“The Writer,” was chosen by Wigleaf Journal as one of the top 50 online flashes of 2011. Dan Chaon was the selecting editor. http://wigleaf.com/2012top501.htm

“Lost and Found,” New World Writing. Online. June 15, 2020

https://newworldwriting.net/cezarija-abartis-lost-found/

“Sisters.” matchbook. Online. February 2020

https://www.matchbooklitmag.com/abartis2

“Medea Imagines” Carmina. Online. December 2, 2019

https://carminamagazine.wordpress.com/medea-imagines-by-cezarija-abartis/

“Stories for Second-Grade Teachers” Baltimore Review. Summer 2019

https://baltimorereview.org/index.php/summer_2019/contributor/cezarija-abartis

“Sleeping Beauty Is Not Well,” Bennington Review. Issue Four. Fall / Winter 2017, pp. 146-147. Also online: http://www.benningtonreview.org/cezarija-abartis

Current research interests:

I certainly value historical, biographical, political criticism, but I also value formal criticism. As a fiction writer, I study the structure of the work itself: character, setting, plot, theme, imagery. I’m interested in the formal characteristics of a work of art–how an author constructs a work to have an effect on our emotions, especially complex layered emotions (the pity and fear that Aristotle famously talked about in tragedy; the nobility and revenge that Euripides dramatizes in his plays).


Thank you so much for reading!!

Calling all English Department faculty, students, and alumni!!

Did you know that you can be featured on our blog page??

We absolutely love featuring our current students, faculty, and alumni!


Faculty!

  1. Have you recently been published? Let us know the details and we’ll put together a post. We’d also love to publish a post you wrote.
  2. Are you teaching a really compelling course? (The answer should be “yes” because ALL of you are teaching really compelling courses.) Write something about the course and send it our way. We love to read about what’s happening within the walls of Webster!
  3. Got a fun story to share? Please share it!! This can be about anything. Exciting happenings in your class. Fun summer getaways. A funny story your niece told you the other day. We love to get to know our professors and would love to have you share your stories!

Students!

  1. Have you written a really interesting paper recently? Send it to us! We’d love to publish it on the blog! We really enjoy seeing what students are doing within our classrooms!
  2. Do you have any fun side projects happening? We’d love to hear about it! We like featuring students’ projects because we like showcasing our amazing English Department talent!
  3. Are you writing a thesis or working a culminating project? Featuring something like this on our blog is beneficial because it may give inspiration to future students as they begin to think about their own culminating projects.

Alumni!

  1. Are you published (or soon to be published)? Send us a link and short write-up about your pieces and we’ll link your work to our blog. We know we have some amazing alumni and your work deserves to be featured!
  2. How about a story from when you were attending SCSU? We quite like taking trips down memory lane! Please feel free to share your stories with the blog!
  3. What are you up to these days? We feel very connected to all of our alumni and would greatly appreciate to hear how you are doing, what you are doing, and how the English Department helped prepare you for your current adventures.

Do you have other ideas for submissions? Please, send them our way! If we haven’t said it before, we love featuring faculty, students, and alumni!! Please consider writing something for the blog!

New faculty directions for St. Cloud’s teaching license program

Since 2018, the English Department’s new English Education professor, Dr. Michael Dando, has been mobilizing teaching license students with his culturally relevant pedagogy–recently recognized with one of this year’s Miller Scholar Awards, among St. Cloud State’s highest honors. Michael’s research explores how students engage youth culture and critical literacy development toward democratic and civic engagement. In particular, he studies how students and teachers use elements of hip-hop culture to interpret and cultivate central representations of self, community, and pro-social world views, and how teachers and students might enhance these learning environments to provide rich learning experiences that students will see as highly connected to formal tools and ideas. This work involves attending closely to the design of representations and tools within these academic spaces as well as the artifacts (both tangible and intangible) constructed by students.

Dr. Dando serves on the Executive Planning Committee for The Bias Inside Us Project at SCSU in partnership with the Smithsonian.

The Smithsonian Institution, committed to leading and encouraging civil dialogue on important issues facing our nation and the world, is preparing a community engagement project called The Bias Inside Us. Our goal is to help visitors understand and counter their implicit biases and build capacity in communities to convene dialogue that will increase empathy and create more inclusive schools, communities, and workplaces.

He also partners with Teachers College Columbia on the Remixing Wakanda Project.

In collaboration with professors Michael DandoJohn Jennings, and Dr. Nathan Holbert, the Re-mixing Wakanda project examines how youth from communities historically underrepresented and overlooked in the classroom, arts, and sciences might take this movement to create new representations of and for themselves through Afrofuturism, critical making, and design practices. This project aims to examine how young people communicate and articulate who they see themselves to be and why this matters, through an epistemological framework that questions and reimagines the present and past–seeing them as collections of objects, representations, and meanings that can be modified, mixed, and repurposed to imagine future societies and technologies that center people of color. It is through this interdisciplinary and sociocultural lens we re-imagine both STEAM and makerspaces that disrupt dominant notions of what can and should occur as well as dominant understandings of who belongs and can excel in these fields.


Recent article publications

  • Dando, M. (2017). We got next: Hip-hop pedagogy and the next generation of democratic education. Kappa Delta Pi Record53(1), 28-33.
  • Dando, M. B., Holbert, N., & Correa, I. (2019). Remixing Wakanda: Envisioning Critical Afrofuturist Design Pedagogies. In Proceedings of FabLearn 2019(pp. 156-159).
  • Holbert, N., Dando, M., & Correa, I. (2020). Afrofuturism as critical constructionist design: building futures from the past and present. Learning, Media and Technology, 1-17.
  • Holbert, N., Yoon, H., Brownell, C., Moffett, C., Dando, M., Correa, I., & Vasudevan, L. (2020). The Aesthetics of (Un) Charted Play: Negotiating Nostalgia and Digital Demons in an Era of “Post-Truth” Educational Research.

Interested in listening to Professor Dando?

Check out his podcast here!

If you are interested in hearing Professor Dando’s recent interview regarding his teaching on and research into popular culture and education, please click here.

Dr. Monica Pelaez – Accomplished Faculty and Author

SCSU professor Monica PelaezSt. Cloud State University is proud to have Dr. Pelaez as a faculty member. She is a Professor of English and holds degrees from Princeton and Brown. Her primary field is nineteenth-century American poetry, and she has published on the work of Emily Dickinson, Edgar Allan Poe, and Henry Wadsworth Longfellow.

 

 


Published Books

Lyrical Liberators CoverLyrical Liberators documents the work of abolitionist poets who spoke out against slavery during an era when it could mean risking one’s life. It draws on archival research to recover their poems from the periodicals where they originally appeared, and considers how they succeeded in rallying public opinion by relying on a genre that was in many respects more influential than any other at this time. This collection illustrates the numerous intersections across mid-nineteenth-century American literature, history, politics, religion, and media to offer an overview of the various discourses that shaped the seminal period leading up to the passage of the Thirteenth Amendment abolishing slavery in 1865.

Consider supporting Dr. Pelaez by purchasing Lyrical Liberators here!


Courses Taught

Dr. Pelaez shares her expertise with undergraduate and graduate students through the various classes she teaches. She brings a breadth of knowledge to our students!

Her courses include

  1. Early American Literature through 1830 (ENGL 310) Considers the work of adventurers and colonists who wrote to edify and instruct English and American readers. Focuses on how Puritan divines directed their constituents in the ways of the godly. Includes readings in captivity narratives that detail local interactions with Native Americans, and addresses the role of slavery in early America. Examines the circumstances and texts that were integral to the American Revolution. The goal is to comprehend how the American literary tradition was initiated and what this tells us about the foundations of American culture.
  2. American Literature 1830-1900 (ENGL 311) Covers a range of 19th-century American texts, focusing in particular on how the literary formation and representation of self-reliance assumed importance in the face of rapid social and economic change. Considers how introspection and transcendentalism became dominant concerns in response to the destabilizing effects of secularization and industrialization. Addresses the sociocultural impact of the Civil War. Authors include Ralph Waldo Emerson, Nathaniel Hawthorne, Henry David Thoreau, Edgar Allan Poe, Frederick Douglass, Harriet Beecher Stowe, Walt Whitman, and Emily Dickinson. Readings in various genres will offer a range of perspectives on a seminal period in American literary history.
  3. African American Literature (ENGL 216) Selections of literature by African American authors ranging from the 18th to the 20th century. Readings include lyrics, memoirs, essays, poems, short stories, and novels covering key movements in this literary tradition. Traces how the African American voice developed through different eras to build an awareness of the influences and motivations that informed these texts.
  4. Introduction to English Studies (ENGL 300) Selections of literary criticism, poetry, and fiction introducing key movements and genres in English Studies. Texts include essays by Michel Foucault and Virginia Woolf, fiction by James Joyce and Raymond Carver, and poetry by Robert Frost and Sylvia Plath. Traces the development of distinct literary movements and builds an awareness of the terminology that is used in the discipline.
  5. Literary Theory and Criticism (ENGL 402/502/602) Focuses on the concepts that apply to the writer’s creative process, the various purposes of literary art, form, and technique, and the responses that literature elicits. Selections cover key movements in the field.
  6. Introduction to Poetry (ENGL 481/581) Introductory survey of poetry ranging from the Elizabethan to the modern era. Develops an understanding of how and what poetry communicates by exploring distinct poetic movements and their corresponding terminology. Looks closely at formal elements of poetry, including meter and rhyme. Focus on poetic language and its thematic and structural evolution through the centuries in both England and America.
  7. Introduction to Graduate Studies in English (ENGL 606) Focuses on English research methods and the application of theories in the fields of literature, language, and writing. Selections of literary criticism, poetry, and fiction introduce key movements and genres.
  8. Seminar in American Literature of the Later Nineteenth Century (ENGL 611) Addresses the causes and repercussions of the American Civil War as reflected in literature of the era. Readings in a variety of genres that responded to wartime issues, including poems, short stories, speeches, and a novel. Covers sentimental and realist perspectives. Explores how some writers served political rhetoric while others challenged the status quo. Authors include Walt Whitman, Herman Melville, Emily Dickinson, Stephen Crane, and Ambrose Bierce.

For more information about any of these courses, please see the SCSU University Catalog.


List of Publications

  • Lyrical Liberators: The American Antislavery Movement in Verse, 1831-1865, Ohio University Press, 2018.
  • “‘A Love of Heaven and Virtue’: Why Longfellow Sentimentalizes Death,” Reconsidering Longfellow, ed. Christoph Irmscher and Robert Arbour, Farleigh-Dickinson University Press, 2014.
  • “The Sentimental Poe,” The Edgar Allan Poe Review 8.2, fall 2007.
  • “Reversing the Irreversible: Dickinson and the Sentimental Culture of Death,” Studies in Irreversibility: Texts and Contexts, ed. Benjamin Schreier, Cambridge Scholars Press, 2007.

 

Sarah Green Reads Poetry in Nebraska

Image preview

Professor Green reciting her poetry to a packed house in Nebraska.

“CHADRON – Sarah Green presented a poetry reading and conducted a guided poetry exercise and question and answer session for students Nov. 21 at the Mari Sandoz High Plains Heritage Center” at Chadron State College (CSC College Relations). Congratulations, Sarah! Over 200 people attended the reading and the ensuing workshop had 30 students and faculty participating. Check out her anthology, Welcome to the Neighborhood, on Amazon or Ohio UP.