• Main Navigation
  • Main Content
  • Sidebar
  • Register
  • Login
The Morningside Review
  • About
    • About the Journal
    • Masthead
    • Privacy Statement
    • Contact
  • Current
  • Archives
  • Submissions
  • Sections
    • Critical Inquiry
    • Conversation
    • Research
    • Op-Ed
  1. Home
  2. Archives
  3. Vol. 11 (2015)

Vol. 11 (2015)

Published: May 1, 2015

Full Issue

TMR Volume 11

Critical Inquiry

Sovereignty through Storytelling: Finding a Moral in the Hypothetical
May 1, 2015

Jane Yu
PDF

Conversation

Born a Womyn?: Lisa Vogel’s Paradigm for Transgender Exclusion
May 1, 2015

Nadia Khayrallah
PDF

Fashion’s Latest Trend: Pushing the Boundaries of Beauty with Intersectional Identities
May 1, 2015

Emily Lau
PDF

Brainy or Busty? Both. Sexuality and Intelligence in BBC’s Sherlock
May 1, 2015

Emily Man
PDF

Research

Who Swims with the Blobfish?: Anthropomorphic Bias in Conservation
May 1, 2015

Lucy Jakub
PDF

Beyond “That’s Not Funny”: Reading Into How We Read a Prison Rape Joke
May 1, 2015

Nadia Khayrallah
PDF

Pure Science: An Old Name with Some New Ways of Thinking
May 1, 2015

Shreyas Vissapragada
PDF

Op-Ed

Turning It Up to Eleven: The Perils of the Loudness War
May 1, 2015

Dan Singer
PDF

writing

Reaching Beyond the University: Writing the Op-Ed

By Glenn Michael Gordon

Students in University Writing (UW) put a lot of effort and passion into the four essays they write over the course of the semester. They read sophisticated essays and deeply consider the authors’ ideas, pound out a first essay draft full of ideas of their own, revise it several times, workshop it with their peers, and finally, turn in a polished piece. Throughout the process, they hone an argument about a topic that is important—and, not infrequently befuddling—not only to them, but to the larger world. So why should the audience of their final essays be limited to their instructors?

Click to read more...

Columbia University Libraries
Published in Partnership with Columbia University Libraries.
535 West 114th St. New York, NY 10027

ISSN: 2333-6536

Public Knowledge Project