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  2. Critical Inquiry

Critical Inquiry

  • Can't Help But Help

    Valeria Luiselli and the Power of Translation

    Oct 24, 2023

    Hannah Halberstam
  • Beyond Orientalism

    Exclusion in Praise

    Aug 17, 2021

    Ethan Wu
  • Definitions of Difference in Audre Lorde's "Age, Race, Class, and Sex"
    Aug 17, 2021

    Christine Piazza
  • Douglass's Dual Identity

    A Tool for Understanding and Change

    Aug 17, 2021

    Eve Strickberger
  • Dream Revolution

    Implications of the Nietzschean Assault on “Truth”

    Sep 13, 2022

    David King
  • Eloquent Silences: Inaction as Invitation in Eula Biss’s “No-Man’s-Land”
    May 1, 2016

    Amber Officer-Narvasa
  • Embodying Blackness: Vocabulary of Race in Coates’s “Letter to My Son”
    May 1, 2019

    Shannon Sun
  • Finding Answers in the Ambiguity of “The Land Ethic”
    May 1, 2014

    Hayley Shackleford
  • Humiliation: Finding the Silver Lining
    May 1, 2018

    Kyelee Fitts
  • Jonathan Franzen and the Paradox of Accepting Denial
    Nov 3, 2020

    Malia Simon
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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?

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