Admir Radoncic is a third-year Journalism major with a minor in English. A dedicated Model UN Ambassador, Admir applies the lessons he has learned as an English minor to debates, as well as just about any other facet of his life. Below, Radoncic explains his ongoing experience within the English Department.

What made you pursue English as a minor? What’s the most fulfilling part of the minor?

English as a minor was a no-brainer for me. I think people don’t read enough and English also allows students to critically analyze media well. Especially if I hope to write one day, I want to be able to dissect other people’s creations. The most fulfilling part of the minor is when I buy all the books for my classes and add it to my small collection in my dorm.

Is/are there any lesson(s) you have learned in an English class that have changed, challenged, or shaped your worldview? If so, which lesson(s)? 

English classes and absorbing media has allowed me to reach a critical conclusion on the average writer. They do not know how to make things interesting. It’s very easy to make essays that drone on and throw statistics at someone. It’s not enough to just write; people should be expected to make things readable. This is where writing becomes difficult. 

What career path are you interested in after you graduate? How have the lessons you have learned in your English classes prepared you for that career? 

I hope to become a journalist. Honestly I’m not sure what exactly I want to write since news, opinions and the arts are all topics I want to focus on. Studying English prepares me for my future career because of the skills learnt [i.e., organization, information synthesis]. English classes are basically the same as doing a book review.

What advice would you give to students who are interested in studying English?

Please make something of it. The English faculty members are incredible. They are great resources and full of experience. Whether you hope to also become a professor, writer, lawyer or a car salesman, you can find a way to receive help from our wonderful professors. I forgot to do my final paper and I emailed my professor telling them and they gave me leniency. Our professors will not bite if you talk to them. 

On Wednesday, November 12, students and faculty gathered in the Poetry Center to receive a lecture from Jessica Vestuto, an editor for Mariner Books, an imprint of HarperCollins, who earned her BA in English with Honors from SBU in 2018. Vestuto was introduced by the Chair of the English Department, Professor Robinson. In his opening remarks, Robinson spotlighted a few of Vestuto’s academic achievements: she won the Thomas Rogers Prize, an annual award for an outstanding analytical paper, twice, worked for the SBU Press, was the student speaker at her commencement ceremony, and dedicated her Honor’s thesis to imagining Virgil’s Aeneid from the perspective of Dido. Although Vestuto’s undergraduate achievements are certainly impressive, they mark only the beginning of her spectacular career.

Vestuto’s talk began with her sharing that the Poetry Center has long been her favorite spot on campus, a mutual preference among many English students (myself included). She then provided a brief recollection of her introduction to the publishing world. After graduating SBU, Vestuto worked as an intern for FSG, a Macmillan imprint. She then went on to pursue her MFA at Emerson College. While working towards her Master’s, Vestuto worked as an editorial assistant at a publishing house in Boston. She continued to work as an assistant for two years. 

Now, Vestuto is based in New York and working for Mariner Books as an Associate Editor. Mariner has published incredibly renowned writers, including Virginia Woolf, George Orwell, and Alice Walker. Vestuto has worked on finalists for Carnegie Medals, PEN/Faulkner Awards, and Pulitzer Prizes. One of her favorite books she has worked on, Evenings and Weekends by Oisín McKenna, released a year and a half ago to critical acclaim. Vestuto largely centered her talk on the lifespan of Evenings and Weekends, working to teach her audience about how a book travels from author to reader. Here’s the rundown: 

1. A literary agent agrees to represent an author’s book. This agent then meets with editors, trying to persuade them to take on the project. Vestuto says this process feels “kinda like dating,” as she can usually tell whether or not the book is a match within the first few minutes. 
2. If the editor is interested in taking on the book, they pitch it in an editorial meeting, hoping to convince their team that the book is worth investing in. 
3. If the team agrees the book is a promising investment, the editor calls the book’s author. During this call, the editor attempts to understand the author’s career goals (i.e., if they plan on writing more books) and whether they are willing to implement some unnegotiable edits from the editor on their present work. If the editor finds the author’s answers favorable, the editor expresses interest in accepting their book.
4. If the author accepts the editor’s offer, PNL sheets are created. These sheets lay out the book’s estimated revenue, the author’s estimated revenue, and the publishing house’s estimated revenue (as well as a few other financial details). If the PNL’s terms and conditions are agreed upon by both author and editor, the book is officially acquired. 
5. The editing process officially begins. For Vestuto, the first stage of this process mainly focuses on big-picture questions, spurring the author to contemplate the inclusion or exclusion of various story elements within their work. With time, the edit suggestions become more and more specific. For Evenings and Weekends, the editing process took roughly one and a half years. 
6. The book is then transmitted and copyeditors go through the book and offer final suggestions. For Evenings and Weekends, this process took about six weeks. The author then reviews the copyeditor’s suggestions and takes what resonates and leaves what does not. 
7. Interior and exterior designers craft prototypes for the book, sampling different cover drafts, spines, and end-papers (among other details). The marketing and sales teams are highly involved in this selection process. 
8. The book is sent to early readers in an attempt to earn endorsements/reviews for the book. One of the reviews used for Evenings and Weekends is from Vogue; it reads “A complex love letter to the city, where chaos reigns but connection to yourself and others grows.” 
9. Marketing and publicity campaigns are developed. Vestuto pitches the book to various advertising mediums, such as magazines, newspapers, and talk shows. 
10. Finally, the book is made available in stores. 

Vestuto’s talk ended with a Q&A session. Many of the questions and answers revolved around Vestuto’s career journey, personal literary preferences, and advice. One sentiment was repeated throughout: “I love my job, it’s a hard job, it’s not a 9-5. It comes home with me, but I love my job.” As Evenings and Weekends contends, love isn’t always easy. However, as an editor in love with her job maintains, it sure can be rewarding. We are so grateful for Jessica Vestuto’s lecture. If she gifts us with another, you should really try to attend— she has a lot of incredibly helpful insight to offer. 

Sydney Tokofsky is an English major with a Creative Writing minor at Stony Brook University. She is in her third year of study, but is set to graduate a year early this upcoming May! Once she earns her Bachelor’s, Sydney intends to pursue her Master’s in Early Childhood Education at Binghamton. 

What’s your favorite area of study/topic within your major, and why? 

My favorite topic to study has been feminist literature. As a woman, I think it’s super important to read and study other female writers and their work. I have learned a lot about gender, race, and sexuality through the English classes I’ve taken. Studying feminism through text has allowed me to see gender differently in my daily life. 

What encouraged you to pursue English as a major? What’s the most fulfilling part of your major?  

I was originally a Chemistry major, but felt I had way more creative liberty and individuality as an English major. I have always enjoyed reading and writing, and wanted to pursue it professionally. The most fulfilling part of the major is the freedom you get in class. Every new idea is welcomed and any approach is acceptable. The study of English encourages originality and outside-the-box thinking. 

How does the work for your minor impact or relate to the work for your major? 

As a Creative Writing minor, I am able to branch out and try new forms of writing like prose poetry and creative nonfiction. My work as an English major is more literature-based, and imposes stricter guidelines. However, they both help me understand the other with different perspectives and techniques! 

Is/are there any lesson(s) you have learned in an English class that have changed, challenged, or shaped your worldview? If so, which lesson(s)? 

Through the English classes I have taken, I’ve learned how to analyze and apply theory to my work and cite it correctly. In my performance theory class, we had to break down different theories about the human condition and apply them to real world scenarios. Through this, I learned to break down nearly every aspect of an event through the lens of performance/behavior to better understand it. 

What advice would you give to students who are interested in becoming an English major? 

I would tell any student who is interested in studying English to take any classes that intrigue them because they might learn something new about themselves. There are a lot of classes that incorporate different media like film or journalism. It’s not just reading and essays! A lot of professors are open to creative responses and individuality. The classes tend to be more personal as well, so you won’t get lost in a 400 person lecture where no one knows your name!

Kamala is in her final year in the English Honors Program, currently writing her thesis on Klara and the Sun’s exploration of spirituality through the lens of cultural ecology. 

What made you pursue English as a major?

I grew up writing poetry with my mom and reading books every night. It was just kind of always a part of my life. Pursuing it academically came in my second year of college. I took a British literature course where we delved into poetry that was specifically related to the environment and the relationship people have with God and nature. I saw myself being able to pursue that for a long time. It was the final push I needed to get into these studies. 

What’s the most fulfilling part of your major?

The most fulfilling part of my major really is the community. There are so many avenues you can take when you’re an English major, so many different disciplines, even, with media, with literature, with poetry. I like how diverse it is. Everyone has different interests. When you take courses, even if they all range, they come back to this center, where it’s simply learning from one another. I find that really necessary to have. 

How did you hear about the English Honors Program? Why did you enroll in it?

I first heard about the English Honors Program before I enrolled or even applied to Stony Brook. I am a transfer from Suffolk County Community College, so when I was looking to transfer to get my Bachelor’s degree, I saw the English Honors Program. At the time, I thought you had to be a sophomore to enroll, so I didn’t expect to be nominated for the program. I’m very glad that they changed their enrollment standard, and I was able to come into the program. It’s been a really rewarding experience. The community, again, is wonderful. I have formed some really close relationships with a lot of other students in the program. It’s nice to be able to go through this process with other people. Being in the research practicum has been a whole new experience in research and writing that I haven’t had before. 

Tell me about your Original Thesis; What led you to this topic? Who’s mentoring you?

My thesis surrounds the novel Klara and the Sun by Kazuo Ishiguro. I originally read the novel for my EGL 301 class with Dr. Andrew Fletcher. We were discussing the process of what creates a human, what makes a human a human. Can you make a human? What exactly is human nature, and why? One of the biggest parts that stood out to me was the relationship Klara forms with the environment and the sun, the divine energy that surrounds this relationship of sacrifice and bonds, and love. My topic is really exploring how one entity, human or otherwise, forms a relationship with the environment. How does that inform their relationship to divinity, to spirituality? Why is that important? My mentor is going to be Dr. Justin Johnston. who, you know, loves Klara and the Sun as much as I do, and I am excited for the conversations that we’re going to have surrounding the novel.

How has the English Honors Program helped you? Do you have a favorite memory or experience? 

The English Honors Program has definitely made me more capable of understanding theories. Especially when I took EGL 492 with Dr. Benedict Robinson. The whole course surrounded all of these different theorists coming together to talk in this broader scope of what was happening in the fields surrounding fictionality. What is fiction, and where is fiction? Why do we have fiction? I think being able to critically look at all of these questions through a lens where so many people have such rich areas of discussion opened up my mind and allowed me to think about things in a different way.

Are you involved in any extracurriculars/jobs/internships at SBU? 

Currently, I am a writing TA for WRT 102 with Dr. Sara Santos, which is the larger honors section, so it’s been an extremely rewarding experience to be able to take part in helping a large number of students learn how to write or what writing is. It goes hand in hand with my job as a writing tutor at the Writing Center on campus, which I absolutely love. Talking to people about what they’re working on and connecting with people that I normally wouldn’t connect with, since all disciplines and students come to the writing center, is definitely my favorite part.

What advice would you give to current English majors at SBU who are interested in the Honors Program?

Go for it. I’m actually extending my time at Stony Brook to write the thesis, because I think the thesis is a great opportunity.  Having that experience writing, researching, and culminating an original idea and seeing it come to fruition has already been such a good experience. You’re essentially developing something of your own making. Again, the community that you form with the other students who are also going through this very unique track is so rewarding. I can’t think of any reason to say why you shouldn’t do it. Along the way, you’ll become close with some amazing faculty members and create close mentorships.  If you plan to continue on to graduate school or start working right away, it’s a wonderful project to have accomplished. It could only help you.

On Thursday, October 23, the Poetry Center filled with students and faculty alike to spend an evening with Ross Barkan, a renowned author, journalist, political commentator, and 2011 Stony Brook graduate. From five to six, Barkan humorously spoke of his time at Stony Brook and his post-graduate career. The night concluded with a Q&A session, where students had the opportunity to gain insight on how their future professions may align with those of Barkan’s. Here’s a rundown: 

Barkan grew up in Brooklyn and “was never one to go to sleepaway camp.” Attending a Long Island college exposed Barkan to a new landscape. This experience is one Barkan regards as personally transformative as it exposed him to a new everyday culture, a new routine offering new experiences. Many of his experiences are sure to have overlapped with many of ours. For instance, Barkan majored in English Education, initially hoping to be a teacher. He dormed in Tabler, Roosevelt, and West apartments. He wrote a book that never saw the light of day. He took journalism classes, but not enough to fulfill the major. He wrote for the SBU Press. Perhaps most importantly, Barkan grew into himself at SBU. 

After graduating SBU, Barkan went on to earn his Master’s from NYU for teaching. Confronted with sparse teaching opportunities and an ever-growing love for writing, Barkan went into journalism, working as a staff reporter at the Queens Tribune. He covered New York City and national politics for the New York Observer from 2013-2016, but resigned over moral dilemmas. Now a freelance columnist, Barkan has contributed to The Washington Post, The New Yorker, The New York Times, The Atlantic, Esquire, GQ, and many other notable publications. Since 2023, he has been a routine reporter for New York Magazine’s Intelligencer, a column primarily dedicated to political news.  

In 2018, Barkan published his first book, Demolition Night, a dystopian novel set in an America where citizens are controlled by megacorporations. He has since put out five more novels and has another, Colossus, set to come out next year. Speaking of his experience with publications, Barkan shared “I’ve worked with very tiny publishers, I’ve worked with very large publishers, I’ve worked with what I would call medium publishers,” and he’s happy to say he has had positive experiences with all of them. 

For the past five years, Barkan has maintained a Substack. Today, that Substack has 43k+ subscribers. He refers to the work on his Substack as “his baby.” He is the Editor-in-Chief of The Metropolitan Review, a Substack-based literary magazine, and the founder of Political Currents, a Substack-based weekly newsletter covering politics. He encourages students to start their own Substacks as soon as possible. 

At only 36 years old, Barkan has achieved a lot. His talk was incredibly insightful, acting as a true guiding force for students who hope to one day enjoy a career path similar to his own. However, despite what professional occupation one might wish to pursue, this piece of Barkan’s advice is universal: “If you don’t care about it, don’t do it.” We are incredibly appreciative of Barkan’s talk, and incredibly proud of his accomplishments. If he ever graces us with his presence again, please make it a point to come out and listen. He has a lot to say, a lot worth hearing. 

Erin Young is an incredibly enthusiastic English major who is currently finishing up her last semester at Stony Brook. Although she is set to earn her Bachelor’s in only a few months, her passionate attitude towards her area of study has not dwindled. Rather, her love for language arts has only grown stronger. Below, she shares the details of her devotion to literature. 

What’s your favorite area of study/topic within your major, and why? 

I would have to say postcolonial literature or speculative fiction! There’s something about fantasy worlds mingled with realism that is so beautiful to me. Reading materials like this often help me be more imaginative when viewing the world around me. 

What do you wish to do with your degree, and why? 

I would love to teach or work in publishing, I find both to be very rewarding! Unfortunately, I came to Stony Brook too late to complete the teacher prep program, but I’ve been considering looking into alternative ways to eventually achieve a similar outcome, such as pursuing a Master’s in Education! 

What made you pursue English as a major? What’s the most fulfilling part of your major?  

Well, I’ve always loved English as a teenager, and I love to read and critically analyze literature! I would say that I love to work with great and passionate people, while doing something I genuinely love. Also, while I’ve heard many people in other majors have lost the love they have for their area of study, I would say that I’ve never experienced that! 

What has been your favorite class that you have taken so far? 

I would have to say Professor Eberle’s class on 20th Century Literature, which is EGL 224. Most of what I know about postcolonial literature has been learned from that class! I always felt so engaged in discussion, even when the texts were occasionally dry. I think it’s incredibly important to look at how colonialism has impacted (and still impacts) so many people across the globe, and this class does a great job with exploring how harmful and damaging it has been and is. 

What’s been the most interesting thing you have learned either from any of your classes or your time as an English major? 

My EGL classes have taught me a lot about both personal histories and world histories. I always love when other students and professors share their individual experiences with the class, whether they involve culture, interests, music, etc.. I love to read about the mingling of cultures and people, and I would say that this major really helps highlight those lessons! As for what I’ve learned the most, I would say thorough and close reading techniques, especially in regards to critical thinking! I learned how to analyze text deeply and thoughtfully, and how impactful close reading can be. 

What advice would you give to students who are interested in becoming an English major? 

Remember: the faculty will support you! Every professor in this department wants the best for their students, and they’ll always be incredibly respectful and inclusive! While the courses might require a lot of reading, try to extract as much enjoyment from them as possible. I know it can seem daunting, but you need to take a deep breath and realize that all you need to do is take it step by step, and passage by passage. Make sure you take regular breaks from your screens, and don’t forget that you can always step away from an essay to get a better approach! Good luck, you’ll do great! 

Chelsea B. Osademe is a Nigerian-American scholar from Pine Bluff, Arkansas. She joins the Department of English as a PRODiG+ Fellow. She researches and teaches in the areas of Black Cultural Studies, Contemporary African-American Literature, Gothic studies, Media studies, and Feminist theory. Her current work places Black studies and Gothic studies in conversation with one another by surveying Black cultural and literary works produced at the onset of The Black Lives Matter Movement, and amidst a political climate that circulated the narrative of a post-racial society during the Obama administration. She received her B.A. in English Literature from Spelman College, an M.A. in English with a concentration in Cultural Studies and Gender, Women, and Sexuality Studies from Kansas State University, and a Ph.D. in American Studies with a certificate in African American and African studies from the University of Minnesota, Twin Cities.

Yolanda Mackey-Barkers joins us as an Assistant Professor of African American Literature and Culture. Mackey-Barkers earned a dual-title PhD in English Literature and African American and Diaspora Studies from Pennsylvania State University. Her research and teaching focus on African American literary history, print culture, and the Harlem Renaissance.

She serves as a project leader of the Black Women’s Organizing Archive, a digital humanities initiative housed in the Center for Black Digital Research, and as the co-director of the Cooper-Du Bois Mentoring Program.
Mackey-Barkers was awarded the Bibliographical Society of America’s inaugural Dorothy Porter Wesley 2024 New Scholar Award for her forthcoming article on Claude McKay’s posthumously published novel, Amiable with Big Teeth. Her work is forthcoming in PBSA, ALH, Legacy, and Public Humanities. She is the co-editor of a special issue of American Literary History commemorating the Harlem Renaissance centennial, slated for publication in fall 2025, and the curator of the recent exhibit “Defining the New Negro: Voices of the Harlem Renaissance a Century Later.”

Currently, she is at work on her first book project, Editing the Black Renaissance, which recovers Black women’s editorial and intellectual labor as sites of ingenuity and influence in Black radical thought and freedom movements across the twentieth-century transatlantic world.

As we settle into the rhythm of a brand-new semester, we’d like to extend a warm welcome back to all students, faculty, and staff in the Department of English at Stony Brook University! We hope your first week of classes went smoothly and that you’re feeling energized for the exciting months ahead.

Spring semester brings fresh opportunities for growth, discovery, and collaboration. Whether you’re diving into literature, honing your writing skills, or engaging in critical discussions, we’re thrilled to have you back on campus and ready to explore new ideas together.

Stay connected with the department on Instagram for upcoming events, guest lectures, and workshops that will enrich your academic journey.

Wishing you all a fantastic semester ahead!

– The Department of English

New to Stony Brook, Dr. Neisha Terry Young brings a new internship opportunity where students can earn EXP+ credits and lifelong skills. The VocalizED Identity Crafting and Exploration (VOICE) lab is a collaborative cultural identity exploration and narration hub where students can learn podcasting, video narratives, and other digital and multimodal tools. By participating in projects, this internship aims to amplify immigrant voices in a way that allows them to speak their truth and tell their authentic stories.

What made you come up with VOICE, and why is it meaningful to you?

The VOICE Lab itself is an outgrowth of my dissertation research. I started a podcast in 2020 at the height of the pandemic called “VocalizED,” which invites people to explore and discuss some controversial educational issues. VocalizED is actually the first word in VOICE because, for me, my interest has always been to amplify immigrant narratives, so when I began wondering what I really wanted coming from it, It led to VocalizED Identity Crafting and Exploration. It’s very personal to me because I’m an immigrant, but not only that, I’m a black immigrant woman. When I began teaching in the U.S., I realized many immigrant youths have had their stories told for them rather than by them, which further inspired me to create a space for them to share their own stories.

Why should students sign up for this Research Lab? What impact do you hope students will walk away with upon doing this internship? 

We need to facilitate and nurture understanding, so students who are a part of the Lab can gain connection and knowledge of the immigrant experience because they’re able to hear stories from them. Stories are powerful; stories shape reality, and hearing stories will expand our minds and view of the world. Additionally, those who join my Lab develop many multidisciplinary crafting skills. They get to build digital literacy skills and learn how to do podcasting. I hope they walk away transformed. For those who come to the Lab as immigrants or children of immigrants, I hope they walk away with a stronger appreciation for their story. Even those who join the Lab without that background, I hope they walk away with a stronger appreciation for who we are as Americans and immigrants and with the allyship in helping to amplify narratives.

What are you expecting in your upcoming collaboration with the Penn Museum? Do you typically collaborate in these types of ways during this research lab? 

The Penn Museum is an outgrowth of my collaboration with Carribean Community in Philadelphia. The feedback so far has been incredible. One lady said that she cried because the story touched her, and she came to the program not having that background. I’m looking forward to doing similar projects in the future. We’re hoping to do a traveling exhibit, and I plan on offering a summer program for immigrant youth to amplify their voices via digital literacies and help them master the tools needed to do so. 

What is the selection process like when choosing students for the Lab? How many are you looking to select?

I’d like to work with about five students. I have an application form that students will fill out, and there are a number of things I look for. One section asks them to explain their interest in partnering with the Lab, and I look at that to see why they’re coming to this space. They don’t have to have a background as an immigrant, but I want to see a genuine interest in growth, dialogue, and openness.