Archive for November, 2010
2009-10 i.e. Winner: “‘Cinderella’: An Excerpt From Bedtime Stories with Holden Caulfield” by Sarah Montgomery
“I’ve had quite a few opportunities to lose my virginity and all, but I’ve never got around to it yet. Something always happens” (Salinger 120). For instance, a couple summers ago there was a girl I liked quite a lot. She was my neighbor, but I hadn’t really spent time with her before that summer. She was always off with her father vacationing. She’s one of those girls that are always off doing something.
So we finally got to talking. She told me how her father had passed away. On a goddam yacht and all. And he wasn’t even that old. That wasn’t even the bad part though. She’d already lost her mother, and her step-mom and stepsisters were practically witches. They kept her locked up all day and made her do all the chores. She broke down right in front of me.
The editorial committee of e.g., UW’s online journal of 100-level writing, is pleased to announce the winning essays for 2009-10:
Paige Edmiston, “The Tell Tale Word: The Role of Authorship in Literary Analysis”
Jessica Oscoy, “The Irony of Higher Education”
And our i.e. winner for 2009-10:
Sarah Montgomery, “‘Cinderella’: An Excerpt From Bedtime Stories with Holden Caulfield”
Selections for the journal were made by members of e.g. editorial committee. All members present at editorial committee meetings offer an opinion on which essays should be selected for publication, except in cases where an editor happens to be the instructor of one of the student submitters. In this case, the editor does not read, evaluate, or offer an opinion/vote on work submitted by his or her former student.
The e.g. editorial committee found the above works to be an exemplary piece of 100-level writing demonstrating excellence in claim and communication and proficiency in the Expository Writing Program’s outcomes.
Boys and Girls Club Mission – “To enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.” To provide “hope and opportunity” to these members of the organization.
Cussing, interruptions, and impatience were some of the challenges I was faced with during my volunteer work at the Boys and Girls Club in North Seattle. Most of the members were Black, Hispanic, and Pacific Islander. They came from lower class families, and I noticed that they had trouble learning and focusing. I took an interest in observing the staff because they had great patience for the kids, and they also had unique teaching skills that I wanted to learn. When members would misbehave, Elayna, one of the staff members, would tell them, “would you rather go pick up garbage or help me wash the dishes?” The kids quickly chose the option to help and did not even talk back to her. I realized they had great respect for her, something I had not yet gained from members. I struggled to help the kids with their homework. I would receive an occasional “I don’t need your help” or “that’s not the way my teacher does it.” Eventually, I began helping the quieter kids, since I knew they probably would not bad mouth me. Even though I did not know what to expect when I started volunteering, I knew from the beginning I was going to learn and listen. I would only help when needed, mainly because I did not know the group’s culture or even if they wanted my help. The staff had a unique leadership style, something I did not have, and I realized how much they cared about the kids. If they did not care, they would not be working at the club because it is not an easy task to handle students that are always interrupting and cussing at each other. Even though I feel that I did not change anyone’s life, I offered a helping hand, even if it was just to wash dishes so the staff, could have more time with the members. I gained a great admiration for the staff and I believe they taught me more than I taught them. I see that they are passionate about the BGC mission, and they want to see these students be successful and reach their full potential. Education is their top priority.
Drunkard. Drug addict. Depressed. Dark. Disturbed. What do all of these words have in common? They are all words that feed the enigma of poet and author Edgar Allan Poe. These words influence readers to love Poe or hate him; to be fascinated or repulsed by him; to be drawn to him or to dismiss him as nothing more than the gloom and doom those words represent. Poe is an author whose infamous character at times overshadows the notoriety of his works, and as such his works are often viewed in the context of his mythology and the bias that creates. This begs the question: Should Poe’s character be a factor in evaluating his works? As with many things, it is important to find a balance. It is essential that any evaluation of Poe’s works includes both an analysis from the perspective of the author and an analysis of the works as a separate entity.
- 2011-2012 i.e. Winner: “The impact of tangible evidence” by Rebecca Eskildsen
- 2011-2012 Winner: “A Virtual Exchange of Basketball Culture” by Ameen Tabatabai
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- 2010-11 i.e. Winner: “That’s So Ghetto!” by Pat Origenes
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