The Expository Writing Department announced the recipients of its monetary awards for the Expos essay book this week.
The recipients were chosen from the students whose essays will be published in the 1999 Expos essay collection.
John C. Tsou '02 won the Sosland Prize in Expository Writing for his essay entitled "The Originality of Derivation."
Andrew L. Lynn won the Lawrence Lader Prize in Expository Writing for his essay, "The Trouble We've All Had With Flux."
The Richard C. Marius Prize in Expository Writing went to Haiwen Chu '02. His essay was entitled "Why Reread? Freedom, Flaubert, and a Parrot."
All students who were selected for Expos were considered for the monetary awards. These students were first-years Rachel E. Ahern, Angus R. Burgin, Haiwen Chu, Vanessa G. Henke, Lucy B. Ives, Jonathan A. Kelner, Andrew L. Lynn, Benjamin L. McKean, also a Crimson editor, John C. Tsou and Lindsey O. Worth.
Read more in News
Movies and Plays This WeekendRecommended Articles
-
Expos Study Tracks College Writing CareersImagine a world in which Expos never ended. For many undergraduates, the idea is akin to the seventh circle of
-
Diversity Lacking in Expos ProgramIn her Expository writing course on African-American literature this spring, preceptor Suzanne Lane is unlikely to recount experiences from her
-
Reading, Exam and Adjustment PeriodFreshman Parents Weekend reminds many Harvard students of the challenges that we had while we attempted to acclimate to our
-
Freshmen Face Writing Test; Tutors to Aid Low ScorersAs if freshman orientation week is not packed with enough activities, administrators will put freshmen through a test new to
-
Crimson Article Misrepresented Expos’s EffortsTo the editors: As the directors of the two Expos divisions charged with building and maintaining relationships between the Expository
-
Expos Revised: Addressing Varied Writing Skill LevelsAccording to The Crimson’s 1985 coverage of this expos class—then called Expos 5 but now known to students as Expos 10—writing program officials intended it to give some students for whom English is a second language, as well as students with significantly weaker writing backgrounds additional instruction to prepare them for college-level writing.
