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How to write a BA thesis : a practical guide from your first ideas to your finished paper

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How to Write a BA Thesis, Second Edition

A practical guide from your first ideas to your finished paper.

Second Edition

Charles Lipson

Read the introduction .

432 pages | 4 maps, 28 halftones, 29 tables | 6 x 9 | © 2018

Chicago Guides to Writing, Editing, and Publishing

Education: Higher Education

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How to Write a BA Thesis, Second Edition: A Practical Guide from Your First Ideas to Your Finished Paper (Chicago Guides to Writing, Editing, and Publishing) Second Edition

• ISBN-10 022643091X
• ISBN-13 978-0226430911
• Edition Second
• Publisher University of Chicago Press
• Publication date December 5, 2018
• Part of series Chicago Guides to Writing, Editing, and Publishing
• Language English
• Dimensions 6 x 1.5 x 9 inches
• Print length 432 pages
• See all details

Editorial Reviews

About the author, excerpt. © reprinted by permission. all rights reserved., how to write a ba thesis, a practical guide from your first ideas to your finished paper, the university of chicago press.

INTRODUCTION TO HOW TO WRITE A BA THESIS , SECOND EDITION

Writing a senior honors thesis is the capstone of your college studies. This book is designed to help you at every stage of that process, to pass along the experience of students who have gone before you and suggestions from teachers who know what works best, what doesn't, and what challenges you might face as you complete your research and writing.

All your previous college courses, readings, draft papers, and revisions have prepared you to write a BA thesis. You've taken the introductory and intermediate courses in your major, delved into more specialized topics in advanced courses, and written research papers. All of them prepare you to tackle your BA thesis, which many students say is the most rewarding project of their college years.

Why do so many students find it so worthwhile to research and write a thesis? Partly it's because they can choose the topic themselves. Partly it's because they can explore a subject in real depth. Partly it's because the research proves (to themselves and to employers and graduate schools) that they can take on a major independent project and complete it.

As an independent project, the BA thesis is different from all your previous courses. Until now your teacher always specified the assignment. If the course was about the French Revolution, you couldn't write about India's democracy. Now you can choose whatever you want.

That freedom is daunting. So is the length of the paper. It's longer than a normal seminar paper and requires more sustained research.

Don't worry. I will guide you through the entire process and show you how to ask others, especially professors and librarians, for guidance. I'll share what I've learned in advising students, and I'll share the answers they've given.

Let me begin with a few general points. I hope you find them helpful.

First, pick a subject that really interests you. After all, you'll be working on this project for several months, so you'll want something that keeps you interested. At this stage you don't need to have a precise topic, but you do need to know what really interests you.

Second, pick an adviser you can work with , someone who knows your subject and likes helping students. I'll give you some ideas about how to find the right person and then how to work with him or her.

Third, working with your adviser, move from your broad area of interest to focus on a specific research topic. The goal here is to move from your broad area of interest to a more well-defined topic. Your broad topic might be ancient warfare. Your more precise topic might be Rome's second war against Carthage or the differences between Athenian and Spartan militaries.

Only you can identify the broad area that interests you. Only you know if you enjoy reading about ancient warfare more than about medieval or early modern war, or reading Romantic poetry more than late Victorian novels. Only you know if you are primarily interested in Plato's thought or Augustine's, or perhaps a topic that has interested many thinkers, such as "what makes for a good life?"

What your faculty adviser can do is listen as you explain your interests and your prospective topic, and, with that in mind, help you move from a general subject like the French Revolution to a more specific one like "why did the Terror happen?" or "did Napoleon continue the French Revolution or end it?"

Those question marks are important. Fourth, turn your specific topic into a question you can answer. Posing that question, explaining why it is interesting, and answering it will be the heart of your thesis.

Don't worry if you can't answer the question right now. Actually, worry if you can. If you can already answer it, the topic will quickly bore you. It's okay to have a hunch about the right answer. But if the answer's already set in stone, carve a different statue.

The goal is to find a question that interests you and that you can eventually answer as your research unfolds. As you explain why the question is interesting, you will draw in the reader.

Your adviser can be a great help here. Work closely with her to narrow your topic and formulate your specific research question. She's done it many times before, not only when she advised other students but in her own work. Thanks to her training and experience, she knows what good research questions are, and she can help you formulate yours. But remember, you first need to know what interests you and why.

Finally, almost all students have the same worry as they begin a BA thesis: Can I really complete a big independent project? Can I write a research paper longer than any I have written before?

The answer is almost always yes, you can. That's not simply wishful thinking. It's based on my experience and knowing a trick that will really help you succeed.

Here it is. Once you have focused on your specific topic or question, do not concentrate on writing a thirty-five- or forty-page paper. Not only is that daunting; it's not how your real research and writing are done.

All serious research involves breaking down a large project into several key components and then tackling each one separately. If you are writing a book, those components are chapters. If you are writing a BA thesis or journal article, the components are short papers. Each of these short papers, or sections, is probably six to eight pages.

A typical thirty-five-page paper has

• a brief introduction, which states the question or problem, and why it matters;

• four or more sections that explain different aspects of the issue; they lay out the evidence, how others have seen the problem, and how you see it; these sections answer your answer or prove your point; and, finally,

• a conclusion, which summarizes what you have found and its larger meaning.

Look at the journal articles you have read in history, English, political science, or sociology. They all have that same structure.

The key, then, is those four, five, or six middle sections. Each is a short paper covering a different aspects of your topic. You've written dozens of these shorter papers in college, and you already know how to do it. That's all you need to do here. Don't worry about writing a thirty-five-page paper. Just write several six-page papers that fit together.

The only difference from your previous course papers is this: instead of writing one on topic A and another on topic B, you will be writing one on topic A1, then one on topic A2, and so on. Those topics are closely related, and taken together, they will answer your thesis question.

Your adviser should play a crucial role in helping you define what topics A1, A2, and A3 should be. Think of them as the basic architecture of your thesis. You should work with your adviser to plan that basic structure as soon as you have narrowed your topic and are ready to begin research. You want to know, "What should I cover in the middle sections?" Then you'll come up with a few ways to do that, to break down your larger topic into its constituent parts. Then write each one separately (A1, A2, etc.) and hook them together. In the process, you might decide you need to add or subtract a section or to rearrange their order. That's very common, and it's not a problem.

The key is to separate the larger topic into its component parts, write each one as a separate paper, and hook them together. Then write your introduction and conclusion, and you're done.

Keep that trick in mind as we travel through the project.

Now let's get started.

USEFUL NUTS AND BOLTS

Every thesis student has to handle a number of nuts-and-bolts issues, from departmental requirements to picking an adviser. A little advice can ease the way. This chapter and the next one will provide it.

WHAT ARE YOU INTERESTED IN?

Well before you start looking for a thesis adviser, you should begin to highlight areas that interest you and start taking courses in them. At this stage, probably in your junior year, you don't need to narrow your focus much. Just pick a field or two to emphasize within your major. In art history, that might be modern or classical art. In political science, it might be international relations or political philosophy. These are broad topics, and you may already have some more detailed interests within them. In modern art, you might be most interested in German expressionists or, alternatively, in American abstract artists like Jackson Pollock. In international relations, you might be concerned with relations between rich and poor countries, but beyond that you aren't sure. That's fine. You will zero in on a specific research topic later, and I'll help. For now, what matters is getting the best preparation as you fulfill the requirements in your major. In the process, you'll discover some areas that interest you and others that don't.

Two kinds of preparation matter most for your thesis: learning more about your field and learning more about writing research papers.

PREPARING FOR YOUR THESIS BY CHOOSING THE RIGHT COURSES

In choosing courses, the key is to move beyond the basics into more advanced, specialized fields since your thesis will come from these specialized fields. In economics, for instance, you will build on basic micro and macro courses to take classes in labor economics, international trade, or capital markets — whatever interests you. In sociology, you might take advanced courses in immigration, crime, or changing gender roles. You'll be learning what really matters to you (and what doesn't) as you lay the foundation for your thesis research. You will also be doing essential background reading, familiarizing yourself with the debates, and discovering the hot issues. You'll be looking for puzzles and questions that interest you.

As you advance within your major, ask faculty and advisers if you need to take some essential courses in other fields. To put it differently, you need to know what you need to know. In economics, for instance, calculus and statistics are extremely valuable — the more the better. For European history, you might want to take a course in French literature or Enlightenment philosophy. These "extra" courses are important in every field. But you need to ask. The faculty aren't going to search for you. If you want their help, you should approach them with clear questions.

The same is true for interdisciplinary studies, whether that is a regular program covering several disciplines, a double major, or a custom program you have designed. Ask professors you know what kinds of courses they recommend for someone with your interests. They may not know the names of specific courses or the best teachers (other students know the best teachers), but they certainly know what subject matter you should explore.

To get the best advice, you also need to say something about your own interests. If you are concerned with the sociology of religion, for instance, faculty members might suggest you take related courses in theology or anthropology. These same courses would be less useful for sociology students concerned with racial segregation. Those students would benefit more from classes on urban education, labor markets, or African American literature. The point is simple. Before embarking on your thesis project, take some advanced courses to deepen — and widen — your knowledge of your specialty and perhaps the methods needed to do the best research. You should continue taking such courses in your senior year as you work on your thesis.

So ask your professors what extra courses could help with your interests and your thesis research. You need to know what you need to know.

SEMINAR PAPERS PREPARE YOU TO WRITE A THESIS

You also want to gain some experience in writing research papers. It is a lot easier to plan and write your thesis after you have written a few seminar papers. You'll know much more about how to conduct research and how to present it effectively. You also learn how to manage your time as you organize an independent project. These skills will prove useful with your thesis. You may also discover that you want to learn more about a particular topic. An interesting class paper might be the basis for an interesting thesis.

Fortunately, most advanced courses require papers rather than exams. Still, some large schools rely on exams, even in upper-level courses, to cope with heavy enrollments. Check out the requirements for specific classes with an eye to doing some research and writing. A few longer papers will prepare you for the thesis project.

By the same token, don't load up with three courses requiring papers the same semester. If they all come due on Tuesday of exam week, believe me, it will be an ugly train wreck. Balance your load.

GENERATING IDEAS FOR YOUR THESIS

As you take these advanced courses, start thinking tentatively about your thesis. By junior year you will probably be settled into your major, taking some specialized classes and learning which topics you enjoy and do well in. You need not spend a lot of time thinking about your thesis, and none at all worrying about it. Just mull over what interests you and what might be worth exploring further.

Now is the time to start collecting ideas for possible thesis topics. Do it in writing, even if the ideas themselves are tentative and exploratory. Make a special computer file where you can jot down ideas, a second one where you can collect PDFs of articles that might be useful, and a manila folder where you can put handwritten notes with your observations. Lots of professors do this when collecting ideas for their next book or article. You should do exactly the same thing for your thesis.

If you don't have such files set up already, go ahead and do that now, even if you don't have anything to put in them. You will have some ideas soon, and having the files ready to go encourages them. As you add new items to your files, remember that your goal is not to find a single topic but to collect multiple ideas. You'll narrow them down later, and I'll explain how.

And be sure to start backing up this work from the very beginning. You probably use a cloud service (I do), and that's fine. If you can arrange for automatic backups, that's even better. But whether you do it automatically or manually, make it a practice to back up your vital files.

A happy by-product of collecting these ideas is that you'll begin to write. At least you'll begin to write some brief notes to yourself. They don't need to be anything fancy, just notes for your files, done without any pressure or deadlines. But do make a regular practice of writing down your ideas.

If you use note-taking software, great. If you are thinking about using it, now's a good time to start, at the very beginning of the project. But whether you take notes on screen or on paper, with your word processor or special note-taking software, the important thing is to begin jotting down your own ideas and those that bubble up after you read something for your classes.

Writing down your thoughts is very helpful — at least I've always found it is — and it's important to make it a regular part of your thesis project from the very beginning. The more you write, the easier it becomes. These notes will jog your memory, prompt your imagination, and help you puzzle out the issues.

Try not to censor yourself. Nobody is judging you. Nobody is grading you. Don't worry if your ideas seem vague, a little dumb, or too ambitious. You can always drop them later or combine them with others. At this stage you are planting a garden, not weeding it. Just write down your ideas as they pop up, before they wilt away. When you think of something, write down a few casual sentences so that next month you'll remember what you were thinking. Don't fret about grammar or style. The goal is simply to generate ideas and begin writing, at least informally.

To begin this file, think over the various classes you have taken. Which issues fascinated you? Which ones did you want to learn more about? Which paper topics were most rewarding to work on? Scribble down your answers. See if you can expand on any of them. Why did these topics intrigue you? Which aspects were most interesting? The more you can write about these questions, the better.

Product details

• Publisher ‏ : ‎ University of Chicago Press; Second edition (December 5, 2018)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 432 pages
• ISBN-10 ‏ : ‎ 022643091X
• ISBN-13 ‏ : ‎ 978-0226430911
• Item Weight ‏ : ‎ 1.34 pounds
• Dimensions ‏ : ‎ 6 x 1.5 x 9 inches
• #42 in Rhetoric (Books)
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About the author

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BA Major Thesis Overview

The thesis—typically in the form of a collection of short stories, poems, essays, or a novel excerpt—is a significant, polished, original creative work; the culmination of your study at the University of Chicago; and an opportunity to deepen your understanding of writing craft. Over the course of four quarters, in consultation with a faculty advisor and a writing and research advisor (WARA), students produce work informed by aesthetic, literary, and critical influences, as well as engage in coursework, sustained readings, and research.

Students work on their BA theses/projects throughout their fourth year. In Spring Quarter of the third year, students will be assigned a WARA who will mentor student reading and research throughout the thesis process. Students, in conversation with their WARAs, will complete a preliminary project proposal during the Spring Quarter of their third year. The preliminary proposal will then be submitted to the Student Affairs Administrator.

During the following Summer Quarter, students will craft a reading journal centered on a field list of readings. Chosen texts will be based upon work, conversations, etc., that students have begun with their WARAs. In Autumn Quarter of their fourth year, students and WARAs will work together to adapt the reading journal into an annotated bibliography, a focus reading list, and a reading and research summary (a summary of student writing plan and goals for the BA thesis/project).

In Winter Quarter, students will continue meeting with their WARA and must also enroll in the appropriate Thesis/Major Projects Workshop in their primary genre ( CRWR 29200  Thesis/Major Projects: Fiction,  CRWR 29300  Thesis/Major Projects: Poetry,  CRWR 29400  Thesis/Major Projects: Nonfiction, or CRWR 29500 Thesis/Major Projects: Fiction/Nonfiction). The Thesis/Major Projects Workshop is mandatory and only offered during Winter Quarter.

The instructor for the Thesis/Major Projects Workshop will also serve as the faculty advisor for the BA thesis. Students should be aware that because of very high demand, students will not necessarily get their first choice of faculty advisor. 

Students will work closely with their faculty advisor and peers in their Thesis/Major Projects Workshop and will receive course credit, as well as a final grade for the course. In consultation with their faculty advisor and WARA, students will revise and submit a near-final draft of the BA thesis by the end of the second week of Spring Quarter. Students will submit the final version of their BA thesis to their WARA, faculty advisor, Student Affairs Administrator, and the Director of Undergraduate Studies by the beginning of the fifth week of Spring Quarter. 

All creative writing majors are encouraged to take the thesis workshop and write a BA thesis. Students following the original Major in Creative Writing are required to complete both the thesis workshop and the BA thesis to graduate with the major. For students following the 2023-24 updated requirements the thesis and thesis workshop are encouraged but optional, although the thesis workshop and thesis are required for consideration for the designation of honors. To opt out of the thesis process please email the Director of Undergraduate studies.

Creative Writing BA Thesis Timeline 2023-24

THE YEAR AT A GLANCE

**If you plan to graduate early, please contact the Student Affairs Administrator or DUS as soon as possible**

Spring (Rising Majors): Setting Up Summer Reading

• Week 5: WARA group meeting to discuss the preliminary BA proposal and general strategies for drawing up a summer reading list. This required information session will take place the same day as the group discussion with UChicago Library's  bibliographer for Literatures of Europe & the Americas  
• Friday, Week 7: Preliminary BA proposals are due to the Student Affairs Administrator
• Friday, Week 8: WARA groups will be finalized and confirmed. Your WARA will reach out to set up an individual meeting to discuss summer reading and research plans.
• Weeks 8 and 9: Individual meetings with WARAs to finalize summer reading and research plans (specifically field and focus reading lists)

Autumn: Reading, Research, Planning

• Week 0: Individual WARA and student check-ins regarding summer reading and research
• Week 1 or 2: WARA group meetings
• Week 4: Required Info Session for BA thesis writers
• Deadline to apply to the Thesis/Major Projects Workshop
• Submit annotated bibliography (composed of your field and focus reading lists ) to WARA
• Friday, Week 9: Submit completed BA reading & research summary form to WARA

Winter: Writing & Editorial Process (continue reading and research)

• Weeks 1-10: Work on projects in Thesis/Major Projects Workshops and continue supported reading; research with WARA groups
• Weeks 1-10: Submit Research Background Electives Petition
• Week 9/10: Submit Winter Thesis/Major Projects Workshop final to both your thesis advisor and WARA

Spring: Revising

• Friday, Week 2: Submit a second full (semi-final) draft of thesis to WARA and faculty advisor
• Monday, Week 5: Submit final draft of thesis to faculty advisors, WARA, and the Student Affairs Administrator
• Family & friends welcome
• Week 9: Students notified about Honors decisions

Program Honors and Eligibility

College Catalog on Program Honors: The faculty in the program will award program honors based on their assessment of BA theses and the assessment of WARAs. Students must complete all assignments set by WARAs to be considered for honors. To be eligible, students must have a major GPA of at least 3.6 and an overall GPA of at least 3.25. Honors will be awarded only to exceptional projects from a given cohort. 

Program Honors Criteria

1. GPA:  writer must have at least 3.6 major GPA & 3.25 cumulative GPA

2. Conception:  the BA project has emotional and intellectual resonance, and fulfills many of its artistic goals 

3.   Execution:  the BA project demonstrates strong technical knowledge, from its formal decisions to its execution of the fundamental mechanics of the genre:

            -BA project is developed through active writerly commitment

4. Revision:  writer is diligent throughout the revision process

5. Program Citizenship/Engagement:  the writer put in strong effort throughout the entirety of the BA writing and research process and worked well with both their faculty advisor and WARA:

-Submitted all BA assignments by their deadlines to WARAs

-Checked in with WARAs per pre-determined schedule

-Conscientious colleague in and out of the Thesis Workshop

6. Risk and ambition:  the BA project shows an impressive level of risk and ambition, whether through formal innovation or content

Assignment Checklist

• Preliminary BA Project Proposal  
• Summer Reading Journal (based on field reading list)  
• Annotated Bibliography  
• Focus Reading List  
• Reading and Research Summary

Forms and Guidelines

• USF Research
• USF Libraries

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Because My Garmin Told Me To: A New Materialist Study of Agency and Wearable Technology , Michael Repici

No One Wants to Read What You Write: A Contextualized Analysis of Service Course Assignments , Tanya P. Zarlengo

Theses/Dissertations from 2018 2018

Beauty and the Beasts: Making Places with Literary Animals of Florida , Haili A. Alcorn

The Medievalizing Process: Religious Medievalism in Romantic and Victorian Literature , Timothy M. Curran

Seeing Trauma: The Known and the Hidden in Nineteenth-Century Literature , Alisa M. DeBorde

Analysis of User Interfaces in the Sharing Economy , Taylor B. Johnson

Border-Crossing Travels Across Literary Worlds: My Shamanic Conscientization , Scott Neumeister

The Spectacle of The Bomb: Rhetorical Analysis of Risk of The Nevada Test Site in Technical Communication, Popular Press, and Pop Culture , Tiffany Wilgar

Theses/Dissertations from 2017 2017

Traveling Women and Consuming Place in Eighteenth-Century Travel Letters and Journals , Cassie Patricia Childs

“The Nations of the Field and Wood”: The Uncertain Ontology of Animals in Eighteenth-Century British Literature , J. Kevin Jordan

Modern Mythologies: The Epic Imagination in Contemporary Indian Literature , Sucheta Kanjilal

Science in the Sun: How Science is Performed as a Spatial Practice , Natalie Kass

Body as Text: Physiognomy on the Early English Stage , Curtis Le Van

Tensions Between Democracy and Expertise in the Florida Keys , Elizabeth A. Loyer

Institutional Review Boards and Writing Studies Research: A Justice-Oriented Study , Johanna Phelps-Hillen

The Spirit of Friendship: Girlfriends in Contemporary African American Literature , Tangela La'Chelle Serls

Aphra Behn on the Contemporary Stage: Behn's Feminist Legacy and Woman-Directed Revivals of The Rover , Nicole Elizabeth Stodard

(Age)ncy in Composition Studies , Alaina Tackitt

Constructing Health Narratives: Patient Feedback in Online Communities , Katie Lynn Walkup

Theses/Dissertations from 2016 2016

Rupturing the World of Elite Athletics: A Feminist Critical Discourse Analysis of the Suspension of the 2011 IAAF Regulations on Hyperandrogenism , Ella Browning

Shaping Climate Citizenship: The Ethics of Inclusion in Climate Change Communication and Policy , Lauren E. Cagle

Drop, Cover, and Hold On: Analyzing FEMA's Risk Communication through Visual Rhetoric , Samantha Jo Cosgrove

Material Expertise: Applying Object-oriented Rhetoric in Marine Policy , Zachary Parke Dixon

The Non-Identical Anglophone Bildungsroman : From the Categorical to the De-Centering Literary Subject in the Black Atlantic , Jarad Heath Fennell

Instattack: Instagram and Visual Ad Hominem Political Arguments , Sophia Evangeline Gourgiotis

Hospitable Climates: Representations of the West Indies in Eighteenth-Century British Literature , Marisa Carmen Iglesias

Chosen Champions: Medieval and Early Modern Heroes as Postcolonial Reactions to Tensions between England and Europe , Jessica Trant Labossiere

Science, Policy, and Decision Making: A Case Study of Deliberative Rhetoric and Policymaking for Coastal Adaptation in Southeast Florida , Karen Patricia Langbehn

A New Materialist Approach to Visual Rhetoric in PhotoShopBattles , Jonathan Paul Ray

Tracing the Material: Spaces and Objects in British and Irish Modernist Novels , Mary Allison Wise

Theses/Dissertations from 2015 2015

Representations of Gatsby: Ninety Years of Retrospective , Christine Anne Auger

Robust, Low Power, Discrete Gate Sizing , Anthony Joseph Casagrande

Wrestling with Angels: Postsecular Contemporary American Poetry , Paul T. Corrigan

#networkedglobe: Making the Connection between Social Media and Intercultural Technical Communication , Laura Anne Ewing

Evidence of Things Not Seen: A Semi-Automated Descriptive Phrase and Frame Analysis of Texts about the Herbicide Agent Orange , Sarah Beth Hopton

'She Shall Not Be Moved': Black Women's Spiritual Practice in Toni Morrison's The Bluest Eye, Beloved, Paradise, and Home , Rondrea Danielle Mathis

Relational Agency, Networked Technology, and the Social Media Aftermath of the Boston Marathon Bombing , Megan M. Mcintyre

Now, We Hear Through a Voice Darkly: New Media and Narratology in Cinematic Art , James Anthony Ricci

Navigating Collective Activity Systems: An Approach Towards Rhetorical Inquiry , Katherine Jesse Royce

Women's Narratives of Confinement: Domestic Chores as Threads of Resistance and Healing , Jacqueline Marie Smith

Domestic Spaces in Transition: Modern Representations of Dwelling in the Texts of Elizabeth Bowen , Shannon Tivnan

Theses/Dissertations from 2014 2014

Paradise Always Already Lost: Myth, Memory, and Matter in English Literature , Elizabeth Stuart Angello

Overcoming the 5th-Century BCE Epistemological Tragedy: A Productive Reading of Protagoras of Abdera , Ryan Alan Blank

Acts of Rebellion: The Rhetoric of Rogue Cinema , Adam Breckenridge

Material and Textual Spaces in the Poetry of Montagu, Leapor, Barbauld, and Robinson , Jessica Lauren Cook

Decolonizing Shakespeare: Race, Gender, and Colonialism in Three Adaptations of Three Plays by William Shakespeare , Angela Eward-Mangione

Risk of Compliance: Tracing Safety and Efficacy in Mef-Lariam's Licensure , Julie Marie Gerdes

Beyond Performance: Rhetoric, Collective Memory, and the Motive of Imprinting Identity , Brenda M. Grau

Subversive Beauty - Victorian Bodies of Expression , Lisa Michelle Hoffman-Reyes

Integrating Reading and Writing For Florida's ESOL Program , George Douglas Mcarthur

Responsibility and Responsiveness in the Novels of Ann Radcliffe and Mary Shelley , Katherine Marie McGee

Ghosts, Orphans, and Outlaws: History, Family, and the Law in Toni Morrison's Fiction , Jessica Mckee

The "Defective" Generation: Disability in Modernist Literature , Deborah Susan Mcleod

Science Fiction/Fantasy and the Representation of Ethnic Futurity , Joy Ann Sanchez-Taylor

Hermes, Technical Communicator of the Gods: The Theory, Design, and Creation of a Persuasive Game for Technical Communication , Eric Walsh

Theses/Dissertations from 2013 2013

Rhetorical Spirits: Spirituality as Rhetorical Device in New Age Womanist of Color Texts , Ronisha Witlee Browdy

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