A Letter from the Faculty Mentor and Student Editor
Writing Moves offers readers insight into the critical and creative expressions of student writers at Wake Forest. Edited by Wake Forest student, Katherine Laws, this multimodal online journal not only allows you to read the works of students, but also to hear their voices as they read snippets of their texts, to view the images they associated with their work, and to read their reflections on their writing processes. Look for passages in blue; these contain Katherine’s annotations, as she shares what she values as a student reader in the work of these writers. The assignments of the faculty and their commentaries are also included.
Our intention is, first and foremost, to celebrate student writing and highlight the moves that writing students practice as they imagine, draft, research, and revise their work. We also intend this to be a pedagogical resource for faculty and students. Students enrolled in writing courses during the 2018-2019 year will be able to study and discuss how former students approached their assignments, how Wake Forest professors evaluated their rhetorical choices, and how a fellow student, interested in writing and editorial work, responded to their texts.
We are pleased to present our readers with twelve essays written by Wake Forest students who were enrolled in the following courses during the 2017-2018 academic year: Writing 105: Introduction to Critical Reading and Writing; Writing 111: The Writing Seminar; Writing 210: Academic Research and Writing; and Writing 212: The Art of the Essay.
Writing Program faculty encouraged these students to submit their essays for possible publication in Writing Moves. We chose these twelve essays for publication not because they are “perfect” texts, but because of the rhetorical “moves” these students practiced as they worked to address their assignments and express their ideas. As you will see, students seemed to take the writing assignment seriously, but they also had the courage and discipline to take intellectual risks, to consider their audience, to establish a powerful voice, and to revise and polish their prose.
With the support of URECA, (Wake Forest’s Undergraduate REsearch and Creative Activities), the faculty mentor worked closely throughout the summer with student editor, Katherine Laws, who, in turn, worked with students to prepare their manuscripts for publication and to create this Web site. The following are Ms. Laws’ thoughts regarding her experience:
I am proud of this journal for the ways it is a pedagogical resource, a collection of good writing, and a learning experience for the students involved. But, I am, exceedingly, prouder of the way it is a reminder that genuine, intelligent writing moves. Sure, the journal may be filled with impressive rhetorical decisions and clean grammar, but, first and foremost, it is a celebration of not what these essays are but what they do. To move someone is what every writer hopes for, is it not? An earnest writer most wishes for her reader to leave the page different than when she approached it.
I am thankful to have been a reader of these essays and to have been moved by them in such unique ways. Some of these essays are heart-warming, some are laugh-inducing, and yet others are heart-breaking, mind-opening, question-raising, and anger-arousing. Some will provoke you and some will teach you. Some will make you think of experiences in your own life or in those of people you love.
So many of these essays are personal, difficult, and remarkably honest. These stories are endearing and brave, and their writers all the more so. As you are reading, realize what a privilege it is to be moved by the experiences and thoughts of twelve bright humans through their writing.
We hope you find these essays as affirming and intriguing as we did. While some of these essays were written by students intending to minor in writing, the vast majority were written by students who entered our courses uncertain of their ability to write; some were fearful and frustrated; some spent time unlearning unhelpful practices, but these writers worked to understand what rhetorical moves would most effectively communicate their ideas to their audience.
Anne Boyle, Faculty Mentor
Katherine Laws, Student Editor