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  • Legitimacy of the System: Implications of Government-Endorsed Disloyalty
    May 1, 2011

    Joseph Artuso
  • Looking at Lesions

    Leprosy as a Case Study

    Nov 3, 2020

    Kimia Heydari
  • Maternal Integrity and the Fetal Image: Ultrasound in the Abortion Rights Debate
    May 1, 2011

    Elizabeth Maier-Balough
  • Meaning From Money: Jeff Koons and The Tautology of Value
    May 1, 2019

    Ramsay Eyre
  • More Than Just Tofu: Examining Koreeda Hirokazu’s Still Walking in Relation to the Japanese “Family Drama” Genre
    May 1, 2016

    Winston Toh Ghee Wei
  • MotherStruck!: The Illusion of Choice
    May 1, 2017

    XingJian Li
  • On Coronavirus, Cambodia, and Conflict

    Grappling with the Use of War Metaphors to Describe the COVID-19 Pandemic

    Aug 17, 2021

    Jeffrey Khau
  • Overlooking the Rite in the Name of What’s “Right”: The West and Its Perceptions of Female Genital Cutting
    May 1, 2010

    Catherine L. Crooke
  • Political Poetry and the Shaping of Auden’s Canon
    May 1, 2011

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

    Shreyas Vissapragada
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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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