Horror Writing Anthology Contest

September 24, 2014 by · Leave a Comment
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Halloween is coming, and the Cayuga Creative Writing Club horror writing contest has arrived.

Take the challenge.

Enter (if you dare).

CC @ wikimedia.org

Play the SOMA Geography Game

August 12, 2014 by · Leave a Comment
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How fast can you identify SOMA areas on the Auburn Campus? Click the map and “start” to find out.
Cayuga Auburn Campus



Being VS Becoming a Writer

May 28, 2014 by · Leave a Comment
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Dropping into Start Writing Fiction by Derek Neale at FutureLearn this summer, I’d like to excerpt the following on being a writer compared to becoming.

Remember, unlike many other kinds of work, writing is your training. A doctor trains for years before qualifying; a writer’s training is the writing itself. Without writing, a person can’t ‘become’ a writer. To say that a person has ‘a great book inside them’ might be true, but it isn’t saying anything more than that there are great stories everywhere, in everything, wherever you look, just waiting to be told. The trick is to tell them. Only that way do they ever become ‘stories’.

Being a writer by writing is how someone becomes a writer.  The quote resonates because while it is an old adage, it’s easily forgotten amongst the hype and tech surrounding writing.

CCC Writing Club

April 30, 2014 by · Leave a Comment
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Cayuga has a new writing club on the Auburn campus.

Register for updates.


Cayuga Writing Club Banner

Be a part of something bigger than writing alone.

Eat This!

March 24, 2014 by · Leave a Comment
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Folkore Image (Fall)Cayuga is offering Folklore in Fulton this Fall for the first time. Folklore fulfills SUNY General Education in Other World Civilizations.

ENGL 250 COURSE DESCRIPTION (Updated Feb 2013)

A survey of world folklore studying the more representative literary forms including traditional folk and fairytales, nomenclature, riddles, rhymes, legends, songs, ballads, enchantments, and superstitions. Selected tales, formats, and retellings will be examined to trace the development of worldview and identity. Emphasis is on the uniting qualities of folklore for various civilizations and as constructed by their cultural context. Three class hours weekly. Prerequisite: English 101.

Writing Intensive (WI appears on student transcript.)

J.R.R. Tolkien commented that the greatest value of studying folklore is that it motivates people to write their own culturally significant stories.  Thus, the prompts and folk stories written in this course will be evaluated for their development of fluid ideas, character and lore that connect, exemplify, or are clearly inspired by the assigned readings.  Special attention will be paid to clear language and well-crafted imagery.


The selected folklore will be distributed widely from across world cultures and countries, such as Germany, Russia, Scotland, Iceland, Peru, North America, Cuba, Africa, Italy, Syria, China, Korea, France, India, Ireland, Papua, Saudi Arabia, and Afghanistan.  Topics include:

  1. Literary and Oral traditions; contemporary storytelling
  2. Tall Tales, Fooling the Devil, Rogues and Cheats
  3. Medicine and Death, Ghost stories, Weatherlore
  4. Place and Family Names
  5. Young, Old, and Unlikely Heroes; Fools
  6. Shape Shifters, Animal Fables, and the Not Quite Human
  7. True Loves and Enchanted Sweethearts
  8. Folktale and Fairytale differences
  9. Hobbits, Dragons, & Magic

Auster Advice

January 7, 2014 by · Leave a Comment
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Poets & Writers shared a Paul Auster video with classic advice for creative writers worth repeating.

DH (Digital Humanities)

January 6, 2014 by · Leave a Comment
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Some press from CHE on the digital humanities in the classroom. For those studying English or writing, it’s worth reading.

DH Article link

Most usefully, the article includes a list of resources for further reading:

Resources for Teaching Digital Humanities

University of California at Los Angeles’s “Intro to Digital Humanities” online coursebook

City University of New York’s digital-humanities resource guide

Zotero collection of syllabi and curriculum-planning documents

Academic scholarship on DH can be found at Digital Humanities Quarterly.

Empathy and Vulnerability for Writing

December 23, 2013 by · Leave a Comment
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A video posted by RSA explaining the differences between sympathy and empathy is making the rounds.

Often, I think of the importance of empathy for comprehending writing and writers, not just good classrooms. But the video reminds me what Ken Macrorie wrote in his epilogue to A Vulnerable Teacher:

The freedom to commit oneself, to create, is habitual in a person who has made himself vulnerable, open to his experience and that of others, in whatever form he may encounter it. The word vulnerable derives from vuln, Latin for wound. To become powerfully vulnerable is to expose oneself to possible wounds. One cannot create valuable things without risk. If he brings to the moment the best of his past experience, he comes on strong; and if he suffers then a wound, it will not disable him, because he is at his best, moving out of his full experience, healthy and strong. He is emotional as well as intellectual.  He is growing out of himself and others.

People do their best to avoid contagions that can afflict someone emphatically open to others. Some days writers are not sure they have the strength to get their own work done. We generally don’t seek to become wounded. Yet if empathy fuels connection and we grow meaningfully from interactions between ourselves and others, we must be vulnerable to possible wounds. Writing is not merely for oneself but in connection (and often disconnection) with others. The vulnerable moment is not our full experience; a moment only possesses the possibility to become part of our fuller experience.

Use the moment to build health and strength, for vulnerability can be bravery.

Writing Place

November 25, 2013 by · Leave a Comment
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The Center for Digital Storytelling sponsors several youtube playlists, including Place. Advanced and basic writers respond well to assignments on place. The cross disciplinary and potential research for the subject makes it compelling and flexible for many classrooms. If you’re looking for prompt inspiration, view some of the playlist, and use your own selected medium for your own project.

Because Internet

November 21, 2013 by · Leave a Comment
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Students and I discussed this week the new internet-influenced use of “because.”  CBS, Grammar Girl, and The Atlantic have reported the grammatical evolution where Because + Noun is happening online. Perhaps since this discussion followed a lesson on run-ons and pronoun clarity, students reacted quite negatively to this news.

Because InternetIn fact, I observed we’ve used “because” in different ways for a long time. For example, children typically ask parents “why” some rule exists the way it does, and the parents answer “Because” without any reason, phrase, or additional words. “Because” is a powerful indicator of reasoning in our speaking and writing, even if the reasoning is simply autocratic and assumed.

Because I said so

Students were glad to hear that “because internet” was not standard English (not something I would have predicted), but they also wanted to know when their non-standard expressions would be essay acceptable. Sorry to say, all of this is not standard (or what some call “proper”) English. The march toward efficient, quick language is what I think we should find intriguing, however. People forget that little more than a hundred years ago the passive sentence was championed as “proper,” yet few accept passive construction as the norm today. Because change.

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