My vision for the English major revolves around a profound appreciation for the intricacies of language and literature, recognizing their enduring relevance in today’s world. Through my exploration of seminal works like Jean Rhys’ “Wide Sargasso Sea” and Mary Shelley’s “Frankenstein,” I’ve discovered the profound impact literature can have in challenging societal norms and revealing universal truths. These projects exemplify how the English major cultivates critical thinking, empathy, and cultural awareness, essential skills for navigating our interconnected society.
In my analysis of “Wide Sargasso Sea,” I delved into the intricate relationship between characters and the exotic setting of Dominica, revealing the thematic depth that literature offers. By emphasizing the symbolic significance of the landscape, I demonstrated my ability to engage critically with texts and uncover layers of meaning. This project underscores how the English major equips individuals with the skills to analyze and appreciate diverse narratives, fostering a deeper understanding of the human experience.
Similarly, my exploration of nature in Shelley’s “Frankenstein” showcased the transformative power of literature in exploring the human condition. Through vivid descriptions, I explored themes of solitude, resilience, and the connection between humanity and nature, highlighting the interdisciplinary nature of the English major in addressing contemporary issues.
Furthermore, my interview with Professor Caroline Hunt provided valuable insights into the personal and academic journey of an esteemed member of the English department. Her story serves as a testament to the transformative power of perseverance, mentorship, and a passion for lifelong learning, values inherent in the English major.
Looking ahead, I aspire to merge my passion for language and literature with meaningful professional endeavors. The foundation established by my English major equips me with a versatile skill set that transcends disciplinary boundaries. The critical thinking, communication, and analytical skills honed through my coursework have prepared me for success in various fields, from academia to marketing. As I embark on this journey, I hope to leverage the transformative potential of literature to effect positive change in the world around me, whether through advocacy, education, or creative expression. In crafting my final portfolio and personal website, I aimed for a clean and minimalist design to showcase my skills and values effectively. While I am satisfied with the outcome, I wish I had more time to incorporate multimedia elements for enhanced user engagement. Overall, my portfolio reflects my journey as an English major and my commitment to lifelong learning and intellectual exploration.
For my design, initially I went for a black background, but after experimenting with a few of my posts, I realized that I was not getting the feeling I wanted to convey with the portfolio. I wanted the tone to be warmer design-wise, so I went with a tan color and a lively but formal font. With making structural choices, I had a hard time figuring out what would look best where and how each post coincides with the other on each page. To find a solution, I looked at the examples that we looked at as a class and tried to remember what I initially thought of the ones that I remembered made an impact on me.
With the artifact selection, I knew I wanted to display one of my fiction works because I plan to apply for a graduate creative writing program, and this would be a great way to get my work out in the career field somewhere. I found the artifact section of the ePortfolio hard only during the remix part of it because I had never created a poster from paper before. I am grateful for that experience, though, because it showed me that I am able to transform a piece of art into a whole new artform entirely without ruining or losing the original meaning of the artform.
I feel that this website reflects how I value English literature, whether I am focusing on comparative or my fiction writing. This ePortfolio shows my creative ability to present my work on a different platform that is outside of an academic setting. I do wish I had more time on the general style and color of my website. While I thought the color style was better than the black tone I originally planned, I thought I could have found a better theme color that coincides with my work.
In the pursuit of understanding ourselves, we often embark on journeys outward—exploring different fields, meeting diverse people, and seeking varied experiences. Yet, as I delved into the “Flower Exercise” from Richard N. Bolles’ What Color Is Your Parachute?, I found that the most profound and clarifying knowledge isn’t found in the external world; it resides within us. This second field report, focused on self-inventory across seven key areas, revealed layers of insights and challenges, ultimately bringing me closer to understanding my own multifaceted being.
The first petal of my flower, representing the kinds of people I prefer to be around, unveiled a tapestry of traits I value. I realized I am drawn to individuals who exhibit social intelligence and perception, those who warmly embrace inclusivity and welcome diverse viewpoints. Through this exercise, I recognized the importance of surrounding myself with visionaries in social change and innovation, individuals who challenge the status quo and inspire growth.
Moving to the petal concerning workplace conditions, I was confronted with my ideal professional environment. Guiding mentorship emerged as an essential element, as well as working alongside a diverse team and in a performance-driven culture. The image of a relaxed attire policy and the option to bike or walk to the office painted a vivid picture of a workplace where creativity and comfort converge.
The skills and competencies petal brought forth a realization of my strengths and areas of expertise. From motivating others towards common goals to developing strategic plans, I acknowledged my proficiency in critical thinking and problem-solving. However, the challenge lay in recognizing the importance of ongoing learning and professional development, reminding me of the ever-evolving nature of success.
As I reflected on the knowledge petal, I embraced my passion for cultural and historical understanding, alongside staying informed about global events. Creative writing and storytelling emerged as a central theme, highlighting my desire to engage in philosophical and ethical discussions that shape narratives and perspectives.
The settings and geographies petal took me on a visual journey, envisioning an ideal location. Close to family in Charleston, near water, and within a medium-sized town’s vibrant downtown, I found a sense of rootedness and vitality. These elements, coupled with an easy commute, formed the backdrop of an environment where I could thrive.
Considering the money and responsibility petal, I grappled with the balance between financial stability and meaningful contribution. While recognizing the need for a fair compensation structure, my sense of purpose emerged as a guiding force. To help others, contribute to good in the world, and advance humanity became the compass directing my choices.
Finally, the core of my flower, my sense of purpose in life, illuminated the essence of my existence. Through this exercise, I articulated my deep-seated desire to contribute to kindness in the world, fostering a sense of empathy and compassion in all endeavors.
This intensive self-inventory was both illuminating and challenging. It allowed me to peel back the layers of my being, revealing intricate details and guiding principles that shape my choices and aspirations. The process was not without its struggles; confronting areas of growth and acknowledging vulnerabilities required courage. Yet, in this journey of self-discovery, I found empowerment and clarity.
As I invite you, the audience, into this reflective space, I share the essence of my flower—a symbol of my inner landscape. Each petal represents not only facets of myself but also aspirations for the future. The challenges faced in this exercise mirrored the complexities of navigating life’s choices and priorities. Yet, through introspection and reflection, I stand rooted in a deeper understanding of who I am and where I aim to go.
I did not know where to begin with the ‘Flower Petal Exercise’ from Richard N. Bolles’ book “What Color is Your Parachute?” The book is self-help for people who are about to embark on or searching for the next step in their professional lives. This specific exercise centers around getting a better understanding of a person’s wants and needs for their career path through the metaphor of flower petals. I truly thought the whole exercise would be easy, but I was wrong.
Sadly, I believe we as a society are more integrated to point out the negative aspects of ourselves and one another than the positives. So while I think that logic is one of the main reasons that I hit a wall, it is not the only rationale that hindered my ability to do the exercise. I believe the other reason is because I have spent the last eight years truly developing my skills as a student (I don’t really count middle school or any primary education). I have been selling myself as a student for so long that I have to make the transition to prepare to sell myself as a potential employee or graduate student.
When I finally started the exercise, I tried to go in order of every petal. I am a very linear thinker, so I rarely skip around when there is any numerical work that I have to analyze or answer. With this work, though, I had to jump around because there were some questions that I could not think of answers to right away. As soon as I started to skip around with the petals, I decided to order them from the easiest to answer to the hardest.
My List (From Easiest to Hardest)
You and Geography
You and a Workplace
You and the Knowledges You Already Have
You and People
You and Salary/Responsibility
You and Your Purpose in Life
You and Skills
The first two, You and Geography along with You and a Workplace, were the easiest, and that makes sense as both prose of these petals describe the ideal setting in which I can see myself doing the most work for my career. I’ve always wanted to head up north after I graduate, so it was very simple to list the characteristics I have always admired about the New England region. For You and a Workplace, while it was simple, it was also much more fun than I was expecting. I basically go to dream up my ideal workplace, and since I want to be a writer of some sort, I basically describe a piece of my dream home.
You and the Knowledges You Already Have was a bit harder than the previous, but not by much. The petal was hard in the sense that I am not good at categorizing things I know much about, as I do not have to think hard about the subjects at hand. It helped when I listed off my hobbies and could see that there are subjects that I know greatly about. At this point, I could already see the exercise’s main purpose already at work, as it made me focus on myself, get in tune with my mind, and know my worth.
You and People was challenging because I tend to work best on my own, but that does not mean I am closed off to the aspect of working with a group of creative collaborators. I love to listen to interesting writing prompts and see where other writers take them, so while it was hard, I basically had to open myself up to the possibility I would be working closely with others in the workplace. You and responsibility go into the same category for me, as I do not know what my ideal salary is at the moment. All I know is that I want a job. But I had to put myself in the mindset of being responsible for others if I could see myself doing that in the future, which is still debatable.
You and Your Purpose in Life, along with You and Your Skills, were the hardest ones to answer, in my opinion. The petal based around my purpose in life was a little easier because I know what I want my purpose to be: to be a figure of inspiration for writing, even just for one person. I want to create characters that speak to people to be able to bring more representation to the LGBTQ+ community while staying true to whichever genre I choose to write in.
To figure that out, I had to push past all my humility and ask myself what I truly wanted to get out of my life. It was a very scary question, but I found myself more at peace after answering it. You and Your Skills was the hardest for me because, like I said in the introduction, I am not very good at pushing past the negatives, but for this I did. I found myself to be an analyzer, an empathetic person, and a great listener. While those skills seem miniscule, I have learned from this class and the Flower Petal Exercise that they are anything but.
Intimidation doesn’t even begin to describe how I felt looking at Robert Boyles’s ‘Flower Exercise’ from his book “What Color is Your Parachute?” Besides intimidation, I began with a positive attitude; I wanted this exercise to achieve something. I wanted to be able to unfold myself and benefit from this experience, but it was hard to have to sit there and think about yourself and eventually describe who you are.
A large portion of my alumni profile interview was very helpful and personal to me specifically because I felt like Mary Alice Miller understood the fear of graduating as well. We talked a lot about the plethora of options there are once school is over, and how overwhelming it can be. I’m afraid of missing out or choosing wrong (what could be wrong? Who is judging? Only me, really.) I care about so many different things and concepts. I want to try so much, but it’s hard to narrow down what I’m exactly looking for.
Beginning this exercise, there were a few petals that were easier for me to do such as ‘Geography,’ ‘People’ or who I would like to work with, and ‘Work Conditions.’ I’ve always known that I would thrive in a city; I enjoy the buzz of life. Since I’ve lived in South Carolina my whole life, I’m ok with the idea of moving and expanding my horizons for a job. Petals 3 and 4 were a little tougher for me to do because I felt as if my transferable skills were very limited. Even though we’ve worked throughout this Capstone to give alternative names to the skills that we’ve acquired as English Majors–specifically looking at “You Can Do Anything” by George Anders–however, I still feel like mine are all very academic based and limited.
Either my skills or my experience, I felt, is all limited to the academic field, but what else is there? I have been in school for the past 16 years, so it makes sense that a lot of my projects and activities are centered around school. Or my skills felt random or out of place. I spent three summers in high school as a summer camp counselor at Camp Gravatt in Aiken, SC. Parts of me feel like this time was silly, but realistically I learned so many leadership, organizational, and teamwork skills.
My campers and me, circa 2018
Part of Boyle’s methods for the job search and finding a career for ones’ self is practicing kindness toward yourself. “…feeling helpless is a state of mind that you can change. It starts by recognizing that if anyone has the power to make changes in your life, it is you” (27). Realistically, I have just started my career journey and I am not the perfect candidate right now. I cannot expect myself to be. Reading this book was a reminder that I have to be gentler with myself.
I expected to not have a good time doing petal 7 “Purpose in Life,” but I was pleasantly surprised by this part of the exercise. A large portion of the petal felt very grounding. It was like a reminder of who I am and what I believe in. It was nice to be reminded of the values that I appreciate and look for in life, even if I have a hard time incorporating them into my career. The questions and values Boyles brought up were extremely helpful in centering me and what I want out of life.
Similar to petal 3, petal 4 “Knowledges” made me feel silly, despite it being something I could easily fill out. At times I felt like the things that I know about such as Pop Culture and TV and movies aren’t necessarily transferable skills, but they’re what I love.
I, 2023, work with kids, even though I don’t plan on pursuing a career involving kids.
We talked a lot in my literary publishing class about how working in the book industry is about apprenticing and learning while on the job. Publishing, editing, and writing are some of the last jobs where apprenticeship is extremely important and it’s one of the best ways to learn. A lot of my early career might be waiting and learning. Doing this exercise has shown me I need to have faith in what I know and all my experiences have given me useful skills. This next chapter of my life will be a practice in patience, but I’ll be rewarded with knowledge.
Andrew Siegrist is not your ordinary English major. When he first got to the College of Charleston, he had never been a part of any literary scenes before. He found his love for literature in his late teens. Gabriel García Márquez’s works made him realize that he wanted to take a shot at being a writer himself. Siegrist threw himself into the literary world of Charleston, going to readings and libraries, allowing him to get accustomed to reading and writing, truly develing into an entire other universe he had never been a part of before.
“It was my introduction to a whole different world that I hadn’t had any experience with.”
SIEGRIST TALKING ABOUT HIS LITERARY EXPERIENCE AT COFC
The creative scene helped Siegrist through his artistic journey; the literary program at Charleston is where he genuinely fell in love with writing. The workshops of short fiction and poetry were very impactful to his career now, with professors such as Bret Lot and Anthony Varallo working with him to help hone his skills and inspire Siegrist to continue down the writing path.
After attending the attending the College of Charleston, Siegrist started working various construction jobs, trying to figure out how to continue his writing passion while also providing for it. One night, Siegrist was watching television when he came across an advertisement for a graduate program. He described the advertisement as writers coming together and creating stories, looking for ways to make them better. Siegrist, who had spent the entire day spackling a roof in 20-degree weather, wanted to jump at the chance to make his work better. Thus began Siegrist’s time at the Creative Writing Workshop program at New Orleans University.
Talking more about his time at graduate school, Siegrist said attending the program helped his writing career as much as it was possible. He details his time there as setting aside two to three years that are dedicated to creating written works and editing said works with fellow aspiring writers. After completing graduate school, Siegrist started doing what every young graduate writer would do: trying to get published. Siegrist eventually got his collection of short stories published in 2021 through a short fiction collection contest that he had won. The collection of short stories was actually his thesis that he completed in graduate school, which he had submitted the year prior to no avail. We Imagined It Was Rain was published by Hub City Press in 2021, a series of loosely connected short stories that explore the human mind and spirit.
Siegrist’s career journey is definitely not ordinary, but it seems that no English major’s career journey is. When I first asked questions dealing with the topic of the viability of majoring in English, Siegrist’s initial response was that he was a bad English student. While I was certain that was not the case, he elaborated further on how he struggled with analytic essays and close readings but thrived in workshops and writing. After the initial response of how the English major was viable for him, Siegrist gave me a response that let me know he wasn’t a bad English student like he had labeled himself as. Siegrist talked about how being an English major means that you get to explore worlds and people different from your own, taking the time to understand them and their actions, which expands empathy.
Being able to forge connections with characters from the 1800s and characters from a whole other universe is something truly unique to the English major. We joked that “extra empathy” sticks with us after we put down each written work. As I brought up the situation of finding myself making backstories about strangers I pass along the street and then making myself feel bad for said stranger because of the tragic backstory that I made up, Siegrist admitted that he finds himself doing the same thing. Reading works of literature expands one’s morality, which is a topic that has been debated greatly in the literary past but also within our own classroom. As Gregory Currie, in his own article that surrounding the debate on the connection of morality and literature, states, “Literature helps us, in other words, to be, or to come closer to being, moral ‘experts.’” While I wouldn’t call anyone an expert on morality, from my conversation with Siegrist and my own experience as an English major, I can say that literature allows us a greater understanding of the people and the world we live in.
“Especially now with everything going on with the world, having empathy is important as it has ever been.”
Siegrist talking about the value of empathy
Siegrist now spends his time as a farm manager, where he says that even in that specific form of employment, there are some elements that he finds more naturally than others because of the English major. Showing another great value of majoring in English, which is also shown in the Degrees at Work file, which shows the numerous jobs that various majors can go to and looks at the patterns which different majors follow in their career journey. The information report showed and stated that “language and philosophy jobs go into a broad array of jobs.” The major is so vast that there are so many diverse jobs and sets of skills that come with it. So while Andrew Siegrist may not seem like your typical English major, he is actually a perfect example of one.
Carey Ann Campbell, Chief Executive Officer at Southern Tide
Carey Campbell, an accomplished Chief Executive Officer, currently holds the helm at Southern Tide, a national apparel company inspired by the coastal lifestyle. With a wealth of experience garnered from previous roles at both Southern Tide and Belk, Mrs. Campbell brings a dynamic skill set and a deep understanding of the retail industry that helps her lead her team with empathy.
In the bustling landscape of retail and leadership, Carey Ann Campbell stands out as a beacon of inspiration and success. With Bachelor’s degree in English Language and Literature/Letters, her educational background speaks volumes about her proficiency in communication, critical analysis, and creative thinking. Her career trajectory is a testament to the enduring value of a liberal arts education, coupled with a wealth of industry experience.
Mrs. Campbell, the esteemed CEO of Southern Tide, attributes much of her remarkable success and professional growth to the invaluable support of her professional network, mentors, and industry leaders. Drawing from her own experiences, Mrs. Campbell emphasizes the pivotal role that mentors have played in her career trajectory. This influence has led her to become a dedicated mentor herself, paying forward the guidance and wisdom she has received.
A firm believer in the mantra “Nothing’s too big!”, Carey Ann Campbell encourages individuals to share their aspirations openly with their network.She believes that by articulating one’s goals, whether they seem grand or ambitious, one can harness the collective power of their network to achieve these objectives. This philosophy underscores Mrs. Campbell’s approach to both her personal and professional life, where open communication and collaboration have been instrumental in her success.
In George Anders’ book “You Can Do Anything,” he proposes that “your greatest allies [are] thousands of alumni from your college who can assist you at each stage of your journey.” In our digitally connected world, regardless of location, we are closer than ever to “a network of career allies.” In my discussion with Mrs. Campbell, I discovered that her resourcefulness played a pivotal role in shaping her career. With her innate curiosity and eagerness for continuous learning, she cultivated relationships with mentors and embraced “a willingness to seek assistance.” She attributes her achievements to the mentors who guided her through various stages of her professional endeavors. As Anders outlines in his book, “You simply need to take the initiative and become comfortable with seeking out new connections.” My conversation with Mrs. Campbell affirmed the truth in this statement!
In her role as CEO, Carey Ann Campbell not only leads with strategic vision but also embodies the essence of an English major. Her passion for language and storytelling, honed during her studies, continues to drive success in unexpected ways. From crafting compelling narratives for the brand to fostering a culture of creativity and innovation, Mrs. Campbell’s background in English has been a guiding force in her leadership style.
Carey Ann Campbell’s journey from an English student at the College of Charleston to a visionary CEO is a testament to the enduring value of an English education. Her story showcases how the skills cultivated through the study of literature—such as critical thinking, communication, and creativity—can serve as a strong foundation for success in the business world and beyond. Mrs. Campbell’s career trajectory exemplifies the transformative power of mentorship, the importance of sharing goals, and the lasting impact of a passion for lifelong learning.
In Today’s News
Mrs. Campbell serves as
A distinguished alumni and current president-elect for the COFC Club representing the Greenville/Upstate area. (Souce)
Mrs. Campbell participated in the annual Women in Retail Leadership Summit (WIRLS), a C-Suite Panel, which brings together industry leaders to discuss topics such as the current business environment, how they’re positioning their businesses to succeed, and what they’re doing to empower the next generation of women leaders. (Source)
As a USC Retailing Executive Advisory Board member, Mrs. Campbell shares advice with Retailing students.
Blog Post 4: My English Story: Personal-Professional Narrative
As I reflect on my college journey, I am struck by the myriad of challenges and opportunities that have shaped my path through the humanities, particularly English literature, during the tumultuous years of the global pandemic. These past few years have been a testament to resilience, adaptability, and the enduring importance of literary study in navigating the complexities of the world around us.
My journey into English literature began with a passion for storytelling and a curiosity about the human experience. Each course, from delving into the works of 18th-century British writers to unraveling the complexities of postcolonial literature, offered me a unique lens through which to view the world. Engaging in critical discourse, dissecting narratives, and analyzing language became more than just academic exercises; they were gateways to understanding the intricacies of society, culture, and identity.
In my senior year, I took a course in British Gothic Literature, where I read Diane Long Hoeveler’s book,Gothic Feminism: The Professionalization of Gender from Charlotte Smith to the Brontës. I wrote a paper exploring how gothic feminism evolved under the creative achievements of female gothic writers and considered how their literary work contributed to the modern definition of feminism. Female gothic articulated women’s dissatisfactions with patriarchal society and addressed the problematic position of the maternal within that society. This journey provided invaluable insights into the evolution of contemporary roles, concepts, and anticipations, drawing parallels between historical models and current societal debates. By immersing myself in the historical context of the female gothic genre, I recognized the enduring legacy of these literary works in shaping our understanding of gender dynamics and power structures.
Furthermore, the interdisciplinary exploration of British Gothic Literature, particularly through the lens of Gothic Feminism, illuminates the enduring relevance of the English major in contemporary society. By delving into Hoeveler’s examination of the professionalization of gender in the works of female gothic writers, I gained insights into historical literary movements and a deeper understanding of societal norms and challenges. This immersion in thick data allowed me to grasp the evolution of feminist discourse and its impact on modern definitions of feminism. The interdisciplinary approach, integrating literature, history, and gender studies, exemplifies the versatile skills cultivated through an English major. Through the analysis of how female gothic writers navigated patriarchal challenges and articulated women’s dissatisfactions with societal norms, I developed a nuanced understanding of the complexities inherent in our cultural fabric. This understanding equips me to engage with current debates and anticipate future issues, underscoring the practical applications of the English major. Thus, this research journey contributes to a shared understanding of feminism’s historical roots and reaffirms the English major’s capacity to foster critical analysis, synthesis of diverse perspectives, and effective communication of complex ideas in navigating contemporary societal challenges.
In Christian Madsbjerg’s book, Sensemaking: The Power of the Humanities in the Age of the Algorithm, the first principle of sensemaking, “culture–not individuals,” highlights the fact that understanding human behavior requires cultural intelligence. This is because “our reality–and everything we perceive as meaningful–is highly contextual and historical.” This principle articulates the value of understanding historical and social contexts and the importance of cultivating cultural intelligence to gain insights into human behavior. Furthermore, this concept of “culture–not individuals” contradicts the prevailing assumption of our algorithmic age “that human behavior is based on individual choices, preferences, and logical structures” because, as Madsbjerg argues, humans are defined by the society in which they live, and understanding human behavior requires a demanding form of cultural engagement.
As an English major, I have regularly engaged in sensemaking. Resilience, adaptability, and the enduring significance of literary study have been foundational to my growth and development, particularly amidst the challenges posed by the global pandemic. From the outset, my fascination with storytelling and the exploration of the human experience propelled me into the realm of English literature. Through critical discourse and the analysis of language, these academic pursuits transcended mere intellectual exercises, serving as gateways to deeper understandings of society, culture, and identity. In Grobman and Ramsey’s chapter titled “Beyond Jobs and Careers: The Enduring Value of the Humanities,” the authors contend that the humanities “emphasize critical thinking and imagination while helping us remember where we’ve been as well as visualize our future.” The breadth of the humanities equips students with “higher-order” thinking they take into their careers and communities. Higher-order thinking and cultural understanding “are as vital as technological expertise in a world of big data and algorithms” because humanities perspectives are needed “to help steer technology to help us do what is valuable and good.”
As I look towards my future in English, I am filled with a sense of optimism and purpose. I envision a future where the insights and skills honed through my humanities education are not just valued but embraced as essential pillars of a sustainable and equitable society. Whether pursuing a career in academia, publishing, or public service, I am committed to leveraging my passion for literature to effect positive change in the world around me.
In conclusion, my English journey amidst the pandemic has been a testament to the enduring power of literature to inspire, challenge, and transform. As I embark on the next chapter of my life, I carry with me the lessons learned, the connections forged, and the unwavering belief in the potential of literary study to shape a more just and compassionate world. Another quote taken from Madsjberg’s book Sensemaking is that “Instead of attempting to reduce that complexity of all of these layers of humanity — like a journey determined by the reductions of a GPS system– the sensemaking practice follows that North Star.” We learn “to navigate through the rich reality of our world, developing a finely honed perspective on where we are and where we are headed.” In times of crisis and uncertainty, it is literature that lights the way forward, illuminating our shared humanity and reminding us of the boundless possibilities that lie ahead. Much like literature, “sensemaking allows us to determine where we are. And, most important, sensemaking puts us in touch with where we are headed.”
In my spring junior semester at the College of Charleston, I worked on a paper that helped a great deal with broadening my skills as an English major for my future. The class that this work was for was focused on how literature relates to nature, more so how man interacts with nature in specific texts, like Robinson Crusoe and The Tempest. Like most of my English finals up to this point, there were various topics that I could write on, but I chose one that centers around a reimagined Robinson Crusoe, where Robinson is actually a woman instead. With this topic, I had to write numerous scenes of the woman Robinson interacting with nature and how it differs from how the male Robinson treats nature. I then had to write a paper on the background of my woman Robinson, and how the story differs from the original, nature- and character-wise. While at first it seemed easy, it was the semester I had decided I wanted to become a writer, so I was desperate to write anything in any form. But as I delved into the character development of my woman, Robinson, I found myself hitting a pretty big wall. I had no experience in this type of world before.
This was the first time I had ever encountered Robinson Crusoe; I had never read it before. So while the material was fresh in my mind, I felt intimidated because I had never written any fiction that took place in a different period before. I decided that I would reread Robinson Crusoe, and in the middle of my rereading, I realized I really did not have to connect to the setting at all for this paper to work; I had to connect to Robinson. Through Robinson, I could see how he interacted with the world around him and how that would change to see a woman in that setting. I wouldn’t call the project easy after that, but I had a solution and now knew what I was looking for. From there, I created a whole new character by the name of Jane, who was shipwrecked on an isolated island in the middle of traveling from England to America after being forced into an arranged marriage.
From this paper, I utilized the skill of encountering worlds and interacting within that setting with this work, as I created an original character within this world. While the shipwreck on an island is the same, the circumstances surrounding it are completely different. I took an already-created world and got introduced to a new one within the aforementioned world in the process of this project. The second skill that I built up and maintained through this paper was how to have a good perception of our world, as that is essential to understanding how other worlds work too. Because this course had a lot to do with nature and how man treats it, that allowed me to be more grounded in the nature of this planet. Helping me better understand how to treat it in a healthy way and open broader horizons. Like if, in the future, I would try to write a story relating closely to this world’s nature that I could portray sensibly.
But how did I acknowledge that I even had these skills in the first place? Because humanities-trained people harness this method of thinking called “sensemaking,” coined by Christian Madsbjerg in his book titled Sensemaking: The Power of Humanities in the Age of the Algorithm, The term revolves around “practical wisdom grounded in the humanities” and focuses on the deeper meaning rather than the wider. I feel like I did not know how to put the true benefit of an English major into the correct words until I read about this term. Each one of the five principles that make up sensemaking I consider to be an essential skill that I will carry with me as I set out on my career journey. The main issue that I have been grappling with, though, is which one will be the most viable for me when I go forth on said journey. As you will soon see, my answer has changed from my previous blog posts, but it is the fifth principle called “The North Star—Not theGPS.” This prioritizes interpreting the facts and signs given to us in life instead of relying on our advanced technology to do the work for us. As Madsbjerg states, “The tools of navigation have always been available to all of us. But we must take responsibility for interpreting them.”
I believe this skill is the most viable for me at the moment because I would not say I have this certain principle in me. I hate to admit it, but I do rely on technology to interpret the signs of my life for me instead of making my own brain do it. I focus on what the internet would think, not what I would. I feel that to excel in my career, whatever it might end up to be, I will have to read opportunities in many different fonts, be able to recognize them for what they might be, and then take them.
I have found that in this short amount of time that we have been in this class, I feel my opinions changing from my previous blog posts. I have found that I like that my perception of English as a major will always progress and shift as I dive into my career path. For me, my opinion on the skill of empathy and how my opinion has grown in the way that I feel it is because of being an English major is that I have grown immensely in that specific skill. In the article, ‘Does reading fiction make us better people?’ by Claudia Hammond, she talks about how people who read more fiction have better empathy. Before, when I covered this article in Blog Post 1, I criticized the fact that empathy should not be the only emotion taken into consideration when judging the morals of a person, but I see now that the article’s purpose was not just to point out how empathy is more common among fiction readers.
For this course, this article was to show how empathy can be a great skill I can harness as an English major when I go forth on my career path because empathy is truly diverse in where it is needed in jobs. As seen when Hammond brings up an example focusing on how empathy can be essential to the medical field, she writes that multiple doctors firmly believe “that reading fiction results in better doctors and has led to the establishment of a humanities programme to train medical students.” (Hammond). I feel this quote emphasizes how much of a necessity the skill of empathy is in the general career field instead of just one section of it.
It is because of this course that I have allowed myself to think about all the genuine skills that being an English major can bring to the career field. I am able to connect with other periods and times, to understand the characters in them, and to care about them. I saw from my paper that I genuinely cared about Jane and her character arc, even though I only wrote a few pages of her story. It is definitely a project I want to return to some day, as it taught me so much about myself as a writer and student. Being an English major has taught me how to prepare for my future, from allowing me to connect with people I have never met to allowing me to recognize any sign that is in my way. While I am still learning to utilize these skills, I can see how helpful and essential they will be.
I remember the first time I was embarrassed by my emotions. It was second grade, and I was crying, because I couldn’t play the recorder correctly in music class. I sobbed and sobbed, getting snot all in the reed, while everyone else played “Hot Cross Buns” with semi-proficiency and I failed, even after the third attempt. It wasn’t that devastating–it’s just a plastic recorder–but I wanted to be good.
I never seemed to grow out of my emotions. Or grow into them, as they always seem too big, too much for me and the people around me. My emotions affected everything I did and surrounded myself with. All I felt was loud and would be felt by everyone around me which became embarrassing and made me more upset. I found solace in books like most introverted, emotional people do. I loved feeling the emotions of a character; stepping into their life and nesting in their brain. As I grew those emotions turned into stubbornness, something I could use.
George Anders’s book “You Can Do Anything” asks you to not limit yourself when thinking about a career path. He has many statistics to prove that you can get a very ‘unconventional’ job with a humanities degree or the plethora of new jobs being created. Anders uses the Hamilton Project to show that in a lifetime, English majors are in the top ten highest earners.
But because there’s so much to choose from as an English major, I don’t exactly know what I want. Sometimes I think to myself, Am I too stubborn to pick a career? Am I afraid of missing out in another field? Everything seems important and impactful and seems like something I could see myself doing. So how do I choose? “Employers start with an unusually elastic sense of what skills and past experience they might want…employers become much more willing to hire on the basis of passion and potential” (Anders, 83). There are times when being emotional is not a good thing to be, but more often than not, it’s one of my greatest strengths.
In my junior year at the College of Charleston, I took a class on significant American film genres-the Western, screwball comedy, and the musical. During this period, I started to wonder about the pirate film (I wanted to know if this subgenre would be considered a type of Western).
I later learned was actually called the Swashbuckler genre and it puzzled me that the only popular pirate films were the Pirates of the Caribbean (2003-2017). I quickly learned that there was a long history to this genre, yet there was very little research done on the subject. My professor even gave me the option of switching topics, but there was enough information out there to inspire and drive me.
The Ice Pirates (1984), one of the most 80s movies I’ve ever seen.
It would be a lie if I said that the idea of an under-researched genre being my paper topic didn’t excite me, but I was simultaneously terrified; what if I just set myself up for failure? Had my ambition gotten the best of me? This is when I felt as if my emotions worked against me.
As I worked on the project, I had to establish priorities of what questions I could answer with the research available to me. Writing this paper was more about strategy compared to previous essays I had encountered. Any embarrassment or insecurity about my unfamiliarity with the subject had to disappear. My confidence in what I could do was far greater than my uncertainty, and yes, I feared I was in over my head, but I could still use my tenacity as a positive force.
Though a lot of the time it isn’t an asset, my stubbornness and grit will aid me in the future with more difficult projects, people, and situations. Some would say I’m too passionate about what I like and am interested in, but it makes my passion bleed through the page (or at least I hope it does.) When I’m approached with a challenging project, my passion drives me through it.
Richard Bolles said in his book “What Color is Your Parachute,” “The difference is enthusiasm and passion. Yours. You’re much more attractive to employers when you’re on fire” (73). If employers want passion I’ve got it; it’s just a matter of finding where to apply myself. Although the project I used as an example is English major-oriented it taught me that you can do a lot with a little.
In the end, I was extremely proud of what I did for my film class. I synthesized so many ambiguous pieces of information and still made a clear and substantial argument. At times, my emotions feel like a waste of energy, but when I can channel them into a project I can actually create something. Even though I consider myself a creature of habit, I completely changed my strategy and approach to this project, using my stubbornness to enable flexibility and I still met the deadline with these challenges. I was very uncertain about working with so little and so much unknown, but Anders points out, “Your liberal arts education has taught you to move forward as a researcher in the face of ambiguity…you can adapt to a changing environment” (109).
My ability to chameleon to what is needed was something I had in myself since I was young, but I think it’s been honed by majoring in English. A lot of this is due to my effortless empathy. So many of my skills are not specific to what we do in English classes, but malleable to multiple careers and it’s taken all four years of college for me to realize that. My passion and want to pursue life is my greatest strength; it’s fed by all the literature I read, the ideas I absorb, and my need for creation and connections between people. I still can’t play an instrument to save my life, but if I ever do I’ll probably cry yet this time I won’t be embarrassed about it.
