Winter 2015 Editorial Committee — Who We Are
Sahib Al-shemeri: I am a first semester Law, Society & Justice student. I found an interest in writing back when taking night courses at Dawson College. I began to take pride in how I crafted my essays, while learning the methods to write out thoughts clearly. Today, I am always interested in processes that others use to write and express their own ideas.
Sara Capanna: I’m a literature student on the verge of graduating. I hope to continue Literature in University, though I want to experience as much as I can. Having had past experience, including being an editor for last year’s issue, I took on the daunting task of being an editor in my very hectic graduating semester. To all the editors, thank you so much, once again, for making my experience worthwhile. Great job on the new issue
Katrina Kardash: I am currently in my last semester of Social Science here at Dawson. I plan to study Liberal Arts and perhaps Psychology in University next year. As someone who loves to read and write, being involved with the Journal has been a wonderful and enriching experience. I have learned so much from my fellow editors and, of course, our talented contributors.
Kristen Lalla: I’m a fourth semester student in Environmental Science, which I am planning on pursuing in university in the fall. I became an editor for the Dawson English Journal because I enjoy analyzing literature as well as gaining insight on other students’ perspectives though their essays.
Matthew Iakov Liberman: I’m a first year Literature student. I’m passionate about language, impractical things like art or knowledge, grotesquely long essays, and being terrible at planning. The Dawson English Journal and our great team of editors have taught me that these things can be at least slightly compatible.
Ce’Nedra Lowe: I’m a first year Social Service student and even though it can sometimes be hard to process stories I hear in the program, I love it. I joined the DEJ because I love reading and love to hear others’ thoughts on different topics. I can say it’s been interesting being part of such a cool group of editors and I am glad to have had this experience.
A word about our history and process:
The Dawson English Journal was founded in the fall of 2010, after Dawson student (now alumnus) Matthew Chisling suggested to Rebecca Million, a Dawson English teacher and the DEJ‘s Faculty Adviser, that the essays that students write for their English courses might be worth publishing somewhere. Seeing as so much effort, so much good writing, and so many great ideas go into students’ essays, it seemed a shame that nobody ever read them except professors and the students themselves. So Ms. Million worked with Matthew, and later with a founding group of four editors, to launch the Dawson English Journal and solicit submissions from the Dawson community.
Each term we issue a call for submissions, then the editorial committee (made up of Dawson student volunteers) does a blind* reading and evaluation of all the submissions, and gets together in a meeting to decide which essays will be published in the next issue. While the quality of all submissions is impressive, the editors put a great deal of effort and consideration into choosing a limited number of the best essays we receive.
As we go forward, the Journal continues to grow and change. With each issue we receive more submissions, and ever since our fall 2013 issue we have been accepting academic writing that is not in essay form, such as articles and reviews. We are always looking for new editors to join our editorial committee, and we continue to appreciate the support of the English Department and the larger Dawson community.
All academic material on this web site comes from contributing authors. Any personal views expressed therein are those of the authors and are not necessarily shared by the editorial committee.
Any uses and or copies of this Journal in whole or in part must include the customary bibliographic citation, including acknowledgement of author, date and article title.
* A blind reading means that all identifying information is removed from the assignments before the editors read them. The information is only returned to the text after all editing has been completed.