Editorial Note

How can one assess quality of writing in a contest when writing styles vary so much? As this rather eclectic collection shows, we received submissions from a variety of disciplines. We selected articles from nursing, psychology, media studies, English, and linguistics. In the Writing Centre, our Writing Tutors often explore unfamiliar territory outside of their disciplines to help students improve their writing. We hope this issue will not only showcase the level of writing we endeavor to see in our students, but also celebrate the hard work they put in their programs, and so serve as a repository of exemplary writing for others to emulate.

We received 28 entries and were able to award prizes in 4 categories. Our team of judges gauged the merits of each entry by thoroughly applying a standard rubric. Each entry had to be guided by an insightful thesis with a well-organized argument that was supported by an appropriate level of research. The topic sentences had to be clear and transition smoothly between paragraphs. Lastly, words had to be carefully chosen, sentences varied, and prose engaging and easy for a multidisciplinary audience to understand.

It is with utmost sincerity that we express our gratitude to our board of editors. We thank Christina Morton, Ruth Kopiko, Jin Jin, and Spencer Funk for taking their time to read, critique, and rank the entries. We also thank Dylan Braun and Grace Galbreath for their small but significant contribution. This edition was greatly helped by our faculty reviewers, Melinda Dewsbury, and William Badke, who kindly agreed to provide feedback on the second year, third year, and graduate articles. Finally yet not less importantly, this contest would not have been possible without our coordinator, Emily Keery, who organized the contest with great enthusiasm.


Brian Thomson