ICUCOW 2015

          Earlier this week, I had the privilege and honor to be the guest alumni speaker at the Illinois College Undergraduate Conference on Writing, sponsored by the Campus Writing Center and affectionately known as ICUCOW. I presented all four years I attended IC, and I helped organize the event when I worked in the CWC. When one of my graduated students asked me if I'd be willing to speak at the event a few months ago, I was elated -- I couldn't believe I could go back and be a part of that awesome community of writers again.

          Each year, students from all disciplines at IC submit their work -- academic papers, nonfiction, creative pieces, poetry -- and the CWC staff selects the best for presentation. During this year's 18th annual ICUCOW, twelve IC students read their work, and I was in awe. These writers are thinking big thoughts, writing meaningful and moving pieces, and will soon be joining the ranks of adults influencing the world. I told the readers and audience that when I sat in their seats, I don't think I realized I sat among such greatness.

          As the guest speaker, I served as the bookends for the conference. I opened with a piece I wrote as a senior at IC in 2007 for an application to present at the Sigma Tau Delta National Convention in Pittsburgh, PA. That year, the conference theme was confluence, and we were asked to merely write a one-page paper on the word. I won a monetary prize for this particular paper, and I felt it was a good way to explain to the audience why this once-English major is now teaching math:

Confluence: Sigma Tau Delta Convention Theme Paper 2007

            It is not surprising that in educational theory, the mathematical/logical multiple intelligence is not directly linked to the verbal/linguistic one. Many people love either numbers or words. I love both.

            After beginning to study both English and mathematics, I have seen many people furrow their brows and ask, confused, why I chose both disciplines. Nothing, they insist, links the two. I beg to differ; if nothing else, other English/math students and I are the link. Our multiple intelligence combinations, the unique ways we think, are the confluence of the two disciplines.

            For a time, I thought English/math students were the only link, but as I delve deeper into the studies of these disciplines, I realize they have countless crossovers. The principles and thought processes of math apply to English, and vice-versa, but it is difficult to recognize them without working actively in both. In proof-based math courses, I learn how to explain in words why mathematics works the way it does. As I learn the mathematical concepts behind each theorem I prove, I must focus on aspects of my writing such as clarity, focus, organization, and word choice and consider whether or not my audience will be able to follow the steps I am providing. Thus, each time I sit down to my geometry homework, my writing skills improve a little more.

            As I analyze literature and discuss it with other English students, I also find myself applying mathematical methodology as I prove my point. I use generalized examples, similar to ones I use in proofs, to explain a connection among stories’ themes and counterexamples to explain why I disagree with someone else’s interpretation. I have even explained Claire’s behavior in David Auburn’s play Proof (2001) by identifying a flaw in her logic that is similar to many novice mathematicians’ mistakes. She assumes that her sister is insane and then uses that assumption to prove that her sister is insane. All of her evidence for her sister’s insanity is a result of her assumption that her conclusion is true, thus making all of her evidence irrelevant.

            After working in both disciplines, I clearly see how studying English literature relates to studying mathematics. The confluence of the two creates a unique frame of reference for me and allows me to see both disciplines in a rather untraditional and unexpected manner.

***

     After hearing twelve amazing student pieces, I then read an old favorite of mine, which I feel shows that my passion for working with students outweighs my love of either words or numbers. I've posted it here before, but here it is again:

  

What I Want for You

Eight times now,

I've stood before 100+ students

for the first time,

their names still crisp on the Skyward roster,

my voice steady, poorly camouflaging my butterflies.

Eight times now,

these students have become my kids,

Mine.

Some like me; some don’t. That’s not required.

Over nine months or so,

we get to know one another, the good and the bad,

and the crazy woman up front

develops not only expectations for you –

but hopes for you as well.

This is what I want for you:

To know how nice it feels to hear someone genuinely ask how you are today.

To learn how you’re wired, so that you can use your strengths and improve your weaknesses.

To always, always, know there is room to improve, to grow.

To live life full of joy and find ways to pass it on.

To respect everyone, even (perhaps especially) those you don’t like.

To realize you are more than capable of success, and to see that the effort really is worth it.

To find your passion, what makes you want to get up every morning, just as I have found mine.

***

         After I finished, my graduated student presented me with a spiral-bound copy of all four of my ICUCOW presentation pieces from 2004 through 2007 and this year's addition. I was honored that my student and my former CWC director felt I was qualified to speak at the event; I was touched that they would create such an awesome keepsake for me.