Introduction
Consider what happens when you open up something to read. You come to that moment, of course, with expectations and goals. When you read a syllabus, you’re trying to figure out the rules and requirements of the class. When you examine the instructions for Ikea furniture, you’re making sure that you have enough torsbos to pair with your new hasselvika. When you read an email — or even a text — from a friend, you’re quickly noting when and where you’ll meet for lunch.
Now think about teachers. We sit down with hundreds of essays and thousands of pages each year. And, truth to tell, sometimes we find ourselves reading as judges, continually asking: “What grade does this earn?” Often we act as editors and coaches, considering what revisions to suggest and how to suggest them. There are moments when we wonder why the correct spelling of a word like “their” seems to be up for debate. Every now and then, though, we get to occupy a different space.
We forget that we are reading a paper which must, after all, be assessed. The essay might compel us to rethink something we’ve taken for granted. Or it might even coax some envy, the fervent wish that we had written what we just read. When this happens, the correcting pen falls to the floor and we linger over the words, delighting more than deliberating. We invite you to enjoy those moments along with us.
That brings us to this collection, the 4th annual edition of Atrium, a compendium of work from students in WRTG classes in 2016-17. Consider the moves these writers make. Look at the sharp edge of that argument and the care devoted to that well-turned phrase. Monitor how these writers change the way you think about a subject. Most of all, savor the work of the writers in this year’s Atrium.
John Hyman Director
Writing Studies Program – 2000-2017