personal - media.journoportfolio.com€¦ · web viewpersonal. i am a retired professor of english...

Rhonda Cawthorn

8200 Hwy 403, Charlestown, IN 47111 (812) 256-5566 (812) 406-9861 [email protected]

Linkedin profile: https://www.linkedin.com/in/rhonda-cawthorn-51b58a50

Personal

I am a retired professor of English and a current freelance writer from home writer. I am looking for long term freelance clients after writing for services such as Elance and Upwork. Although I have met some fantastic long term clients this way, I am now seeking new, exciting writing assignments.

I have been both teaching and tutoring at Sullivan University since March 28, 2011. Before that, I taught at IUS, and as I worked from my masters to doctorate, Southern Illinois University and the University of South Carolina.

Awards

Distinguished Teacher of the Year Award (Adjunct Professor) at Indiana University Southeast, 2004. http://www.ius.edu/chancellor/pdf/Listofpastawardrecipients.pdf

Publications in Journals

“Applying Pressures to the Heart: An Interview with Tim O'Brien. Crab Orchard Review. 2:1 (1996): 1-14.

“Turning Massacres into Gold: The Alchemic Power of Joy Harjo’s Poetry.” A Leadership Journal: Woman in Leadership. 3:1: 61-67.

“A Promise Made to Bubba: Sonia Sanchez and the Conscious Legacy of Her Poetry.” Sonia Sanchez Literary Review. 5:2 (Spring 2000): 1-14.

EDUCATION

1996- 2003 Doctorate of Philosophy University of South Carolina, Columbia, South Carolina.

Major Field: 20th Century American Literature Minor Field: Southern Literature Languages: French and Spanish

Dissertation: The Art of Allusion in the Novels of William Styron (A. Keen Butterworth, Director)

https://www.linkedin.com/in/rhonda-cawthorn-51b58a50

mailto:[email protected]

http://www.ius.edu/chancellor/pdf/Listofpastawardrecipients.pdf

1994-1996 Master of Arts in English (August, 1996) Southern Illinois University, Carbondale, Illinois. Major: English Areas of Specialization: 20th Century American Literature

1987-1994 Bachelor of Arts in English Indiana University Southeast, New Albany, Indiana

Other Education: Certified Chef and Caterer

2009 -2011 Associates’ in Culinary Arts and Catering Sullivan University, Louisville, KY

Freelance Writing Experience

2016 Freelancing Assignments at Upwork

Assignment: Write and Article on Vinylize Eyewear for Optique of DenverTitle of Piece: “Vinylize Eyewear: Put Your Favorite Music On Your Face” (not yet posted) Client: Tyler Persson, contact: [email protected]

Project: The Tarnished Legacy of Bill Cosby: Can the Phoenix Rise from the Flames?Client: Keitha at Upwork

Assignment: Write 6 Articles Identifying Key Quotes, Themes, Symbols and Comparing and Contrasting Two Major Works of Literature.

Titles of Select Pieces:

Hedda Gabler and Master Harold and the Boys: A Study Guide Comparing and Contrasting Remembering Babylon, by David Malouf, and Wild Thorns, by Sahar KhalifehComparing and Contrasting Friedrich Dürrenmatt’s The Visit and Gabriel Garcia Marquez’ Chronicle of a Death Foretold

Client: Shikar Sachdev

Constant Client: Maksym Smomorokhov

Maksym has me write SEO articles on topics such as how to get dissertation writing help and other academic topics, with a focus on making these very SEO friendly with keyword-rich copy and meta-descriptions.

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Maksym also has me write academic advisc articles – countless ones, on topics such as “13 Interesting Titles for Compare and Contrast Essays”

I have written nearly 250 articles for Maksym, so I will just give his contact info and showcase one or two articles in my portfolio.

Jan, 2014 - 2015 Freelancing at Elance

I worked on many, many projects at Elance. My constant clients include those listed below and Maksym Skomoroknov, whose projects are detailed above. I also had many students who requested help with various projects and several projects constructing study guides for the GMAT, GRE, and SAT.

Selected Projects with Links

Blogs Published Online for Optique of Denver

Client: Tyler Persson / Optique of Denver

Contact: [email protected]

Assignments

September, 2014

“From Giovanni Ribisi to Angelina Jolie: Eyewear Created for Hollywood by Hollywood”http://www.optiqueofdenver.com/2014/09/18/barton-eyewear-hollywood/

“The Artistry Behind Lafont Eyewear”http://www.optiqueofdenver.com/2014/08/12/artistry-behind-lafont-eyewear/

“The Inspired Optics of Barton Perreira”http://www.optiqueofdenver.com/2014/08/21/barton-perreira-eyeglasses/

“Moscot Eyewear: A New York Tradition”http://www.optiqueofdenver.com/2015/07/21/moscot-eyewear/

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http://www.optiqueofdenver.com/2015/07/21/moscot-eyewear/

http://www.optiqueofdenver.com/2014/08/21/barton-perreira-eyeglasses/

http://www.optiqueofdenver.com/2014/08/12/artistry-behind-lafont-eyewear/

http://www.optiqueofdenver.com/2014/09/18/barton-eyewear-hollywood/


“Sophisticatedly Simple: The Avante Garde of Ic! Berlin”

http://www.optiqueofdenver.com/2014/08/28/ic-berlin-eyeglasses/

“The High Powered Eyewear of Etnia Barcelona”

http://www.optiqueofdenver.com/2014/10/14/etnia-barcelona-eyeglasses/

“‘Smiling Eyes’: The Brilliant Eyewear of Caroline Abram”http://www.optiqueofdenver.com/2014/09/03/caroline-abram-eyeglasses/

Work for Glow30, Client: Simona Goldin

http://glow30.comcontact: [email protected]

Blogs Published Online

“Adrenal Fatigue, Weight Gain, and the Thyroid Connection”

http://glow30.com/adrenal-fatigue-weight-gain-and-thyroid-connection/

“Natural Acne Treatments: The Au Natural Way to Clear, Glowing Skin”

URL: http://glow30.com/natural-acne-treatments-the-au-naturel-way-to-clear-glowing-skin/

“7 Natural Ways To Lose Weight (No Shakes, Pills or Crazy Diets!)”

URL: http://glow30.com/7-natural-ways-to-lose-weight-no-shakes-pills-or-crazy-diets/

“How Complex Carbs Curb Hunger and Help You Lose Weight”

URL: http://glow30.com/how-complex-carbs-curb-hunger-and-help-you-lose-weight/

Project: “Green Juice: Detox, Weight Loss, and Immunity Benefits”

URL: http://glow30.com/tag/green-juice/

Project: “Why and How to Ditch Sugar Now”

http://glow30.com/why-and-how-to-ditch-sugar-right-now/

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http://glow30.com/why-and-how-to-ditch-sugar-right-now/

http://glow30.com/tag/green-juice/

http://glow30.com/how-complex-carbs-curb-hunger-and-help-you-lose-weight/

http://glow30.com/7-natural-ways-to-lose-weight-no-shakes-pills-or-crazy-diets/

http://glow30.com/natural-acne-treatments-the-au-naturel-way-to-clear-glowing-skin/

http://glow30.com/adrenal-fatigue-weight-gain-and-thyroid-connection/

http://glow30.com/

http://www.optiqueofdenver.com/2014/09/03/caroline-abram-eyeglasses/

http://www.optiqueofdenver.com/2014/10/14/etnia-barcelona-eyeglasses/

http://www.optiqueofdenver.com/2014/08/28/ic-berlin-eyeglasses/

Teaching Experience

Winter, 2013 Adjunct English and Business Writing Instructor Sullivan University, Louisville Kentucky

COM 499 (Three Sections)

COM 499Z is Sullivan’s online section of COM 499. It is provided to allow students in the International Business Program to study both online and meet with their instructor three times a quarter. This is a challenging task, as most of these students are somewhat weak in their English language skills especially their grammar skills. Therefore, I designed specific exercises geared toward helping them with the most difficult obstacles for Indian (Hindi-speaking student ts, chiefly) language speakers to overcome – especially capitalization, article usage, and possessives and plurals, as well as teaching them how to write basic business documents, formal and informal reports, and a challenging annotated bibliography.

Eng 100 (1 Section in house)

This is a remedial course designed for students seeking a foundation in the reading/writing process. Focus is placed on helping students to recognize, develop, and master the basic tools of academic reading and writing, namely word usage, grammar, spelling, punctuation, comprehension, and organization. Emphasis is also placed on critical reading.

Eng 101 (Two Sections) This is a writing course designed to instruct students in academic writing of all kinds. Students write several types of essays, comparison and contrast, argumentative, and a “call to action” paper involving research and APA format. Emphasis is placed on integrating research through paraphrase, quotation, and in-text citation as well as developing a proper reference page. Students are taught to express ideas in multiple paragraphs using standard rules of grammar, usage and construction.

Summer, 2012 Adjunct English and Business Writing Instructor Sullivan University, Louisville Kentucky


COM 499Z is Sullivan’s online section of COM 499. It is provided to allow students in the International Business Program to study both online and meet with their instructor three times a quarter. This is a challenging task, as most of these students are somewhat weak in their English

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language skills especially their grammar skills. Therefore, I designed specific exercises geared toward helping them with the most difficult obstacles for Indian (Hindi-speaking student ts, chiefly) language speakers to overcome – especially capitalization, article usage, and possessives and plurals, as well as teaching them how to write basic business documents, formal and informal reports, and a challenging annotated bibliography.

Eng 100 (1 Section in house)


Eng 101 (Two Sections) This is a writing course designed to instruct students in academic writing of all kinds. Students write several types of essays, comparison and contrast, argumentative, and a “call to action” paper involving research and APA format. Emphasis is placed on integrating research through paraphrase, quotation, and in-text citation as well as developing a proper reference page. Students are taught to express ideas in multiple paragraphs using standard rules of grammar, usage and construction.

Spring, 2012 Adjunct English and Business Writing InstructorSullivan University, Louisville Kentucky

Eng 100 (Online)


Eng 101 (Online) This is a writing course designed to instruct students in academic writing of all kinds. Students write several types of essays, comparison and contrast, argumentative, and a “call to action” paper involving research and APA format. Emphasis is placed on integrating research through paraphrase, quotation, and in-text citation as well as developing a proper reference page. Students are taught to express ideas in multiple paragraphs using standard rules of grammar, usage and construction.


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COM 499Z is Sullivan’s online section of COM 499. It is provided to allow students in the International Business Program to study both online and meet with their instructor three times a quarter. This is a challenging task, as most of these students are somewhat weak in their English language skills especially their grammar skills. Therefore, I designed specific exercises geared toward helping them with the most difficult obstacles for Indian (Hindi-speaking student ts, chiefly) language speakers to overcome – especially capitalization, article usage, and possessives and plurals, as well as teaching them how to write basic business documents, formal and informal reports, and a challenging annotated bibliography.

Online Tutor Sullivan University, Louisville, KY

I work with the students at Sullivan University both online and on campus as a tutor as well as teaching business writing classes. This work is highly rewarding as I get to help students with very challenging research papers for their graduate classes in a myriad of different programs. I also help students with papers for their English composition classes well. I help students with learning how to do advanced research, how to cite their sources in APA and MLA format, teach them how to introduce quotes, outline papers, organize them and how to structure their ideas for both analytical and argumentative writing. We work together as long as it takes to get them a winning final paper.

Winter, 2012 Adjunct English and Business Writing Instructor Sullivan University, Louisville, Kentucky

ENG 101 (Online)

This is a writing course designed to instruct students in academic writing of all kinds. Students write several types of essays, comparison and contrast, argumentative, and a “call to action” paper involving research and APA format. Emphasis is placed on integrating research through paraphrase, quotation, and in-text citation as well as developing a proper reference page. Students are taught to express ideas in multiple paragraphs using standard rules of grammar, usage and construction.

Eng 100 (Online)

This is a remedial course designed for students seeking a foundation in the reading/writing process. Focus is placed on helping students to recognize, develop, and master the basic tools of academic reading and writing, namely word usage, grammar, spelling, punctuation, comprehension, and organization. Emphasis is also placed on critical reading

COM 499 (Two Online Sections)

COM 499Z is Sullivan’s online section of COM 499. It is provided to allow students in the International Business Program to study both online and meet with their instructor three times a quarter. This is a challenging task, as most of these students are somewhat weak in their English

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language skills, both reading and writing, and, especially, their grammar skills. Therefore, I designed specific exercises geared toward helping them with the most difficult obstacles for Indian (Hindi-speaking student ts, chiefly) language speakers to overcome – especially capitalization, article usage, and possessives and plurals, as well as teaching them how to write basic business documents, formal and informal reports, and a challenging annotated bibliography.

COM 499 (One On-Campus Section)

COM 499 is a course designed to get MBA students at Sullivan ready for the kind of writing that will be asked of them in their advanced business courses. To thoroughly equip my students for the kind of writing that would be expected of them at the graduate level, I stress learning and practicing correct documentation (APA) through use of citation, quotation, and paraphrase. We worked on several kinds of introductory business documents, then moved toward an advanced research paper and annotated bibliography on an advanced theoretical business topic in their areas of interest.

Online Tutor


Fall, 2011 Adjunct English and Business Writing InstructorSullivan University, Louisville, Kentucky

ENG 101 (One Online Section)

This is a writing course designed to instruct students in academic writing of all kinds. Students write several types of essays, comparison and contrast, argumentative, and a “call to action” paper involving research and APA format. Emphasis is placed on integrating research through paraphrase, quotation, and in-text citation as well as developing a proper reference page. Students are taught to express ideas in multiple paragraphs using standard rules of grammar, usage and construction.

ENG 100 (Two On-Campus Sections)

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Course: COM 499 (One In-Class Sections) \


Course(s): COM 499Z (One Hybrid Sections)

COM 499Z is Sullivan’s online section of COM 499. It is provided to allow students in the International Business Program to study both online and meet with their instructor three times a quarter. This is a challenging task, as most of these students are somewhat weak in their English language skills, both reading and writing, and, especially, their grammar skills. Therefore, I designed specific exercises geared toward helping them with the most difficult obstacles for Indian (Hindi-speaking student ts, chiefly) language speakers to overcome – especially capitalization, article usage, and possessives and plurals, as well as teaching them how to write basic business documents, formal and informal reports, and a challenging annotated bibliography. This particular section is a hybrid section, meaning I meet with the students a total of 12 hours, for three in-class sessions.

Online Tutor

Sullivan University, Louisville, KY


Summer, 2011 Adjunct Business Writing Instructor Sullivan University, Louisville, KY

Course(s): COM 499Z (Two Hybrid Sections)

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COM 499Z is Sullivan’s online section of COM 499. It is provided to allow students in the International Business Program to study both online and meet with their instructor three times a quarter. This is a challenging task, as most of these students are somewhat weak in their English language skills, both reading and writing, and, especially, their grammar skills. Therefore, I designed specific exercises geared toward helping them with the most difficult obstacles for Indian (Hindi-speaking student ts, chiefly) language speakers to overcome – especially capitalization, article usage, and possessives and plurals, as well as teaching them how to write basic business documents, formal and informal reports, and a challenging annotated bibliography. This particular section is a hybrid section, meaning I meet with the students a total of 12 hours, for three in-class sessions.

Online Tutor

Sullivan University, Louisville, KY


Spring, 2011 Adjunct English/Business Writing Instructor Sullivan University, Louisville, KY

Course: COM 499 (Two In-Class Sections)


Adjunct English/Business Writing Instructor Sullivan University, Louisville, KY

Course: COM 499Z (One Hybrid-Online Section)

COM 499Z is Sullivan’s Online section of COM 499. It is provided to allow students in the International Business Program to study both online and meet with their instructor three time a

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quarter. This is a challenging task, as most of these students are somewhat weak in their English language skills, both reading and writing, and, especially, their grammar skills. Therefore, I designed specific exercises geared toward helping them with the most difficult obstacles for Indian (Hindi-speaking students, chiefly) language speakers to overcome – especially capitalization, article usage, and possessives and plurals, as well as teaching them how to write basic business documents, formal and informal reports, and a challenging annotated bibliography. This particular section is a hybrid section, meaning I meet with the students a total of 12 hours, for three in-class section.

Tutor Sullivan University, Louisville, KY


Winter, 2010 Tutor Sullivan University, Louisville, KY


Spring, 2004 Adjunct English Instructor Indiana University Southeast

Course: English W231 (1 Section) -- Professional and Research Writing

In this section, I focused students’ reading on Toni Morrison’s Beloved and a packet of selected criticism and we used The MLA Handbook for Writers as a documentation methodology tool. Students were required to complete a 15-page paper, incorporating quotes and relevant

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critical sources to support a focused thesis/argument on a literary research essay. The major objectives of the course were to encourage critical and scholarly reading of literary texts, learn to weave quotes into essays and to document them correctly, and to learn how to document both written and Internet scholarly articles correctly.

Course: W131: Introductory Composition (1 Section)

Working out of the textbook Patterns in College Writing, I worked with students on combining various modes of writing: literary analysis, argumentative writing, expository writing, informative writing, and comparison and contrast. The primary objectives of the course were to encourage critical thinking skills and promote writing based upon reading different kinds of texts.

Course W100: Developmental Writing (1 Section)

This course is a developmental writing course for students who did not place into English W131, Introductory Composition. My goals in teaching this course were to work with students on sentence combining and construction and in composing smaller writing projects, gradually building their skills so they could attempt longer essays, toward the end of the course, paving their way for success in W131. We worked together on six different kinds of writing projects.

Fall, 2003 Adjunct English Instructor Indiana University Southeast

Course: W131: Introductory Composition (1 Section)


Course W100: Developmental Writing (1 Section)


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Spring 2003 Adjunct English Instructor Indiana University Southeast

Course: English W231 (1 Section) -- Professional and Research Writing

In this section, I focused students’ reading on Toni Morrison’s Beloved and a packet of selected criticism and we used The MLA Handbook for Writers as a documentation methodology tool. Students were required to complete a 15-page paper, incorporating quotes and relevant critical sources to support a focused thesis/argument on a literary research essay. The major objectives of the course were to encourage critical and scholarly reading of literary texts, learn to weave quotes into essays and to document them correctly, and to learn how to document both written and Internet scholarly articles correctly.

Course W100: Developmental Writing (2 Sections)


Fall, 2002 Adjunct English Instructor Indiana University Southeast

Course: W131: Introductory Composition (2 Sections)


Fall, 2001 Writing Center Assistant – University of South Carolina

I worked one on one with all kinds of students, from freshmen to graduate students writing doctoral theses, helping them to shape, polish, and hone their work, or simply to become more effective writers.

Fall, 2000 Teaching Assistant, University of South Carolina

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Course: English 102 (2 sections)

Working from the anthology Reading, Reacting, and Writing and a novel, Marilyn Robinson’s Housekeeping, this particular course focused on themes such as “Coming of Age in American Literature” and “Race Matters.” Students wrote six 4-5 page essays on readings they chose from the syllabus throughout the semester.

Spring, 2000 Writing Center Assistant, University of South Carolina

At USC, every doctoral student devotes 1-2 semesters to working in the Writing where we worked one on one with all kinds of students, from freshmen to graduate students writing doctoral theses, helping them to shape, polish, and hone their work, or simply to become more effective writers.

Fall, 1999 Teaching Assistant, University of South CarolinaCourse: English 101 (2 Sections) Working with the St. Martin’s guide to Writing, Free Falling and Other Student Essays, and Now I Get It: A Commonsense Guide to Grammar and Usage, students read about the writing process, evaluated sample student essays and wrote six four to six page essays: a persuasive paper, a memorable experience essay, an analytical essay, and an essay on a literary text selected by the department yearly (this year it was Lee Smith’s Oral History), among other projects.

Spring, 1999 Teaching Assistant, University of South Carolina Course: English 102 (1 Section)

Working from the anthology Reading, Reacting, and Writing and a novel, Marilyn Robinson’s Housekeeping, this particular course focused on themes such as “coming of Age in American Literature” and “Race Matters.” Students wrote six 4-5 page essays on readings they chose from the syllabus throughout the semester.

Fall, 1998 Teaching Assistant, University of South CarolinaCourse: English 101 (2 Sections)

Working with the St. Martin’s guide to Writing, Free Falling and Other Student Essays, and Now I Get It: A Commonsense Guide to Grammar and Usage, students read about the writing process, evaluated sample student essays and wrote six four to six page essays: a persuasive paper, a memorable experience essay, an analytical essay, and an essay on a literary text selected by the department yearly (this year it was Jane Eyre), among other projects.

Spring, 1998 Teaching Assistant, University of South Carolina Course: English 285: Themes in American Writing (2 Sections)

Only select assistants get to teach this 200 level course at USC. Working with the Norton Anthology of American Literature (shorter edition) and the novel Song of Solomon by Toni Morrison, I structured this 200 level survey course around the theme “American Dreams,

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American Nightmares.” Through discussion of short stories, poems, excerpts from autobiographies (Benjamin Franklin and Frederick Douglass’s), and the novel by Morrison, I lead students toward a more sensitive understanding of the ways in which literature and history intersect—where the American dream collapses. We discuss important issues such as slavery, gender relations, and issues of race, color, and class in the United States. By the end of the semester, I hope that my students have gained a deeper understanding of the complex cultural contexts each writer writes from within and how history informs their fictional/non-fictional projects. As a teacher, one of my goals is to widen my students’ understandings of different cultures and the literature produced by them and, as Tom Couser has stated, to “make the ‘other’ comprehensible without erasing its difference” (“Teaching Black Elk Speaks” 23).

Fall, 1997 Teaching Assistant, University of South Carolina Course: English 101 (2 Sections)

Working with the St. Martin’s guide to Writing, Free Falling and Other Student Essays, and Now I Get It: A Commonsense Guide to Grammar and Usage, students read about the writing process, evaluated sample student essays and wrote six four to six page essays: a persuasive paper, a memorable experience essay, an analytical essay, and an essay on a literary text selected by the department yearly (this year it was Frankenstein), among other projects. Students also participate in peer editing groups, do grammar exercises take quizzes over required reading and a final exam over the semester’s reading.

Spring, 1997 Teaching Assistant, University of South CarolinaCourse: English 102 (2 Sections)

Using the anthology Literature: Reading, Reacting, and Writing, I divided the syllabus into thematic genres of stories, novels and poems: Coming of Age, Race Matters, Men and Women, and The American Family. Students wrote six 4-5 page essays on readings they chose from the syllabus throughout the semester

Fall, 1996 Teaching Assistant, university of South Carolina Course: English 102 (1 Section)

Working with short stories from the Birkertt’s Anthology and two novels, Marilyn Robinson’s Housekeeping and Tim O’Brien’s The Things They Carried, students examined literary texts with several theoretical frames: new historicism, feminist criticism, and new criticism. Students were required to write six four to five page essays, participate in class discussions, work in groups on assigned exercises, and take a final exam over all the readings.

Summer, 1996 Teaching Assistant, Southern Illinois University Courses: GE-D 102, Freshmen English Part 2 (1 Section)

Working with two readers, About Language and New American Rhetoric and a series of supplemental short stories, two of which were James Baldwin’s “Sonny’s Blues” and Cynthia Ozyck’s “The Shawl,” students prepare essays on a range of personal narrative, memoir, and short fiction in four five to six page essays. My goal in teaching this course was to help students how

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to maintain a thesis throughout an essay, and to learn to write successful analytical and persuasive essays.

Spring, 1996 Teaching Assistant, Southern Illinois University Courses: GE-D 102, Freshmen English Part 2 (2 Sections)

Working with two readers, About Language and New American Rhetoric and a series of supplemental short stories, two of which were James Baldwin’s “Sonny’s Blues” and Cynthia Ozyck’s “The Shawl,” students prepare essays on a range of personal narrative, memoir, and short fiction in four five to six page essays. My goal in teaching this course was to help students how to maintain a thesis throughout an essay, and to learn to write successful analytical and persuasive essays.

Fall, 1995 Teaching Assistant, Southern Illinois University Courses: GE-D 101, Freshmen English Part 1 (1 Sections)

Using the required texts The Power of Writing and Writers Inc., students practice strategies of invention, brainstorming ideas for papers, paper organization, grammar and different styles of writing in five four page essays: argumentative writing, persuasive writing, analytical writing, informative writing, and personal narrative.

Spring, 1995 Teaching Assistant, Southern Illinois University Courses: GE-D 101, Freshmen English Part 1 (2 Sections)


Fall 1994 Teaching Assistant, Southern Illinois University Courses: GE-D 101, Freshmen English Part 1 (1 Sections)


References

Tyler Persson

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[email protected] for Freelancing

Dr. Margie GalloGeneral Studies DepartmentSullivan University3101 Bardstown RoadLouisville, KY 40205

Dr. William Richey Dr. James MillerDirector of Graduate English Chair, Department of American StudiesDepartment of English Department of EnglishUniversity of South Carolina George Washington UniversityColumbia, SC 29208 156 13th St. SE

Washington D. C., 20003Dr. Richard Petersen (202) 548-3264Department of EnglishSouthern Illinois UniversityCarbondale, IL 62901(618) 453-5321

Dr. A. Keen ButterworthDissertation DirectorDepartment of EnglishUniversity of South CarolinaColumbia, S.C. [email protected]

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