By: Mikal Lambdin
Mikal is a senior studying English at George Mason. She previously worked with WAC to create disciplinary writing guides for student use. To reach her, please contact firstname.lastname@example.org.
Last month, I was excited to learn that my essay, “Someone Who Cares a Whole Awful Lot: The Rhetoric of Dr. Seuss’s Political Parable,” won the award for Best Submission in The George Mason Review, GMU’s student-run journal of exemplary undergraduate scholarly works. Like any writer, I have faced the overwhelming task of trying to be published, a feat that is at best elusive and at worst seems impossible. But when I got the news about my success through GMR, I began to reflect on how publishing my work is different from trying to publish other texts or writing for classes. Throughout the entire process – the writing of my essay, its submission to the journal, and its ultimate acceptance – I learned some valuable lessons about what it means to “re-vision” scholarship, and the significance of a journal like GMR as a starting place for students to think about how to write for readers other than their teachers.