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Process and Committee Requirements
Before registering for the thesis, MACL students must complete 24 credits of course work, including required courses on the history of children’s literature, contemporary children’s literature, and research methods. Please see Degree Requirements for details.
Students entering MACL are matched with a thesis supervisor based on their research interests as expressed in the application, but they are free to arrange for a different supervisor if their research interests change or they encounter faculty who are especially well suited to supervise their work. Towards the end of their course work, students should begin refining their thesis topic in consultation with their supervisor and other faculty whose research is relevant to the student’s area of interest.
After settling on a topic, the student will choose a thesis committee in consultation with the supervisor. Normally thesis committees are comprised of the supervisor and two other faculty members. The committee must have representation from at least two of the four academic units that support MACL, and at least half the committee must be members of the Faculty of Graduate and Post-Doctoral Studies. Hybrid creative theses have both a creative and an academic supervisor. In certain circumstances, it may be advisable to include a committee member from outside the four MACL units, either as a third or (in rare cases) a fourth committee member. The thesis committee will discuss any course work or ethics approval which may be needed in conjunction with the student’s independent investigations. In the case of academic theses, the candidate and committee will meet to discuss a proposal comprising the introduction, literature review, and methodology, upon which the thesis committee will formally approve the thesis project. Completed academic theses are typically about 100 pages, while the academic component of a hybrid thesis is usually about 30 pages.
All students who complete a thesis at UBC are required to deposit a copy–or, in the case of hybrid creative theses, a copy of the the academic component–in the UBC Institutional repository, cIRcle ( https://circle.ubc.ca/ ). You may search for MACL theses in cIRcle by specifying the Children’s Literature degree program. A list of thesis titles and types is available below.
A table comparing thesis options is available for download here .
For details on thesis formatting, contact the UBC Library Research Commons at Koerner Library, or this guide summarizing their thesis formatting workshop .
Creative Thesis Options
A Creative Writing thesis in the MACL Program may take two forms: either a stand-alone creative work or a creative work combined with a theoretical or critical academic component (a “hybrid” thesis). Students who elect to do a solely creative thesis with no academic component will have their full theses deposited in cIRcle. Students who elect to develop a hybrid thesis are only required to deposit the academic portion. This choice may affect students’ options for professional publication of works based on the thesis after graduation. Students who wish to develop a creative or hybrid thesis should consult with their thesis supervisors. For details on applying for a hybrid thesis, or for more information on taking creative writing courses during your time as a MACL student, please consult this page . A table comparing thesis options is available for download here .
List of Completed Theses from the Master of Arts in Children’s Literature Program, 1999 – 2020
- Bakst, Kira Shelby – "Hide and seek: A methodological approach to the development of a short story anthology." (Hybrid)
- Leung, Elizabeth – “Get off my cheeks hue!” Liberal humanist hierarchies, posthumanism, and the artificial lifeforms of Final Space. " (Hybrid)
- Moorhouse, Kelsey Elisabeth – "Heroes, adolescents, and artists: The quest of the adolescent female-identifying artist in young adult fantasy literature." (Hybrid)
- Moser, Caitlin – "Brilliant and Some Kind of Happiness: A close reading of two middle-grade novels' direct and symbolic representations of depression." (Academic)
- Salazar, Luiza da Costa Laborne – "A story in three dimensions: Theme parks as inhabitable story spaces and selected artwork and text from 'Verne's Journey.'" (Hybrid)
- De La Vega, Valeria – "Between metaphors, a documentary : Reimagining war and violence in Colombia through picturebooks." (Hybrid)
- Hathaway, Lauren – "Monstrous emotions : An examination of emotional content in a picturebook in transla tion." (Academic)
- Matte-Kaci, Leïla – "Thawing the snow queer : Queer readings of Frozen's Elsa." (Academic)
- Miettunen, Anita – " The Fractured Life of Becca Crease , a novel: Exploring a teenager’s relationship with a non-binary parent, family resilience, and language in the middle grade novel, The Fractured Life of Becca Crease , an exegesis." (Hybrid)
- Rodríguez Saavedra, Verena Selene – "My name is Alice, not Alicia": A non-fiction picturebook biography." (Hybrid)
- Sun, Kevin – "False truths : Misused reductionist handles examined through Canadian literature." (Hybrid)
- Anctil, Emily – “Sharing Spaces: An Examination of the Relationship Between Child-Constructed Spaces and Spatial Empowerment in a Selection of Children’s Picturebooks.” (Academic)
- Boyle, Caitlin – “‘Ah, Music, A Magic Beyond All We Do Here’: An Analysis of Matilda the Musical and Its Application in Creating Musical Adaptations of Children’s Novels; Selected Songs from The Boy Who Lived : A Musical Adaptation of Harry Potter and the Philosopher’s Stone. ” (Hybrid)
- Hall, Lacey – “The Many Faces of the Unreliable Narrator: An Analysis and Typology of Young Adult Novels and Their Narrators.” (Academic)
- Maguire, Lauren – “ Into Neverland : A Novel: Exegesis: Exploring the Ambiguous Portrayal of Death in Peter and Wendy and Into Neverland .” (Hybrid)
- Hirsch, Russell – “ Isle of Knots : A Novel for Young Adults: Exegesis: Religion in Isle of Knots and Related Fantasy Fiction for Youth.” (Hybrid)
- Smith, Meaghan – “An Examination of Literary and Structural Aspects of Shaun Tan’s Picturebooks and Their Conveyance of Social Issues.” (Academic)
- Forrester, Kathleen – “ Jaida : A Novel: Exegesis: The Queer Possibilities of Jaida .” (Hybrid)
- Nugent, Cynthia – “Tenets of Selected Picturebook Scholarship Applied to the Practice of Adaptation of the Picturebook, The King Has Goat Ears , to a Picturebook App.” (Hybrid)
- Baker, Kaline Elizabeth – “Media as a Social Institution: The Power Dynamics of Media in the Young Adult Dystopian Fiction of M.T. Anderson and Suzanne Collins.” (Academic)
- Balko, Rachel Mary – “ Every Saturday at Midnight , a Novel: Exegesis of Every Saturday at Midnight , a Novel.” (Hybrid)
- Henderson, Susan – “The Hunger Games Fanfiction as a Community Practice: Forming Identities in Online Communities.” (Academic)
- MacDonald, Laura Danielle Laughlin – “ Ella : a Novel: Exegesis of Ella , a Novel.” (Hybrid)
- Owen, Christopher – “Systematic Oppression in Children’s Portal-Quest Fantasy Literature.” (Academic)
- Tulloch, Bonnie – “A Spoonful of Silly: Examining the Relationship of Nonsense Verse and Critical Literacy.” (Academic)
- Azad, Nafiza – “ The Road of the Lost ” (Creative)
- Dror, Stephanie – “The Ecology of Dystopia: An Ecocritical Analysis of Young Adult Dystopian Texts.” (Academic)
- Eastwood, Janet Elizabeth Robbins – “Better and Happier and Freer Than Before: Agency and Subversion of Genre in Diane Wynne Jones’ Howl’s Moving Castle , Castle in the Air, and House of Many Ways. ” (Academic)
- Ehrenholz, Karen M – “Remembering and Reuniting Fragments: An Autobiographical and Theoretical Exploration of Children’s Stories Offering Healing and Hope to a Young Child.” (Creative)
- Frederico, Aline – “Playfulness in E-Picturebooks: How the Element of Play Manifests in Transmediated and Born-Digital Picturebook Apps.” (Academic)
- Fujita, Midori – “Many Faces of Albus Dumbledore in the Setting of Fan Writing: The Transformation of Readers into ‘Reader-Writers’ and the Implications of Their Presence in the Age of Online Fandom.” (Academic)
- Harrison, Megan – “Representations of Trauma and Culture in the Guatamalan Refugee Experience in Juvenile Fiction.” (Academic)
- Kesanakurthy, Yashaswi – “Material Girls: Examining the Effects of Subject/Object Relationships on the Protagonists of Neil Gaiman’s Coraline and Hiromi Goto’s Half World .” (Academic)
- Loo, Roberta Helen – “Katniss’ Fluid Identities: Gender Performance and Media Influence in the Hunger Games Trilogy.” (Academic)
- Quintana Crelis, Laura – “An Approach to Arabian Nights , and its Influence on The Legend of the Wandering King , by Laura Gallego Garcia.” (Academic)
- Schembri, Natalie – “‘I’ll Tell You What: I’ll Just Steer’: An Examination of Metafictive Narrative Strategies in a Selection of Picturebooks by Mo Willems.” (Academic)
- Wong, Einar Christopher – “The Magic of Hogwarts: A Critical Examination of Teachers in Harry Potter .” (Academic)
- Zhao, Lingyun – “The Publishing of Youth-Literature in China.” (Academic)
- George, Claire Elizabeth – “Mentor-Apprenticeship Roles in a Selection of Young Adult Novels.” (Academic)
- Li, Yan Ling – “Chinese Family Values in a Selection of Chinese-American and Chinese-Canadian Children’s Novels on the Immigrant Experience” (Academic)
- Wilson-Scorgie, Dorothea Jane – “ Every Last Bit of You ” (Creative)
- Kim, Sae Yong – “An Analysis of a Selection of English-Language Korean Folktale Picture Books.” (Academic)
- Matson, Stacey – “Arthur Unknown.” (Creative)
- Taylor, Karen Ann – “Her Knowledge of Flora and Fauna Came Mostly From Fiction: The Adolescent as Green Subject in Three Canadian Young Adult Novels.” (Academic)
- Weisman, Kathryn Jean – “Shaping the Children’s Literature Canon: An Analysis of Editorials from The Horn Book Magazine , 1924-2009.” (Academic)
- Bittner, Robert – “Queering Christianity: The Journey from Rigid Doctrine to Personal Theologies in a Selection of YA Literature with LGBTQ Content.” (Academic)
- Tassiopoulos, Vasiliki – “The Self between Two Worlds: Cultural Authenticity in Melina Marchetta’s Looking for Alibrandi and Saving Francesca. ” (Academic)
- Dunford, Laura – “The Child and the Gothic Body: A Study of Abjection and Nineteenth Century Influences in Selected Works of Contemporary Gothic Children’s Literature.” (Academic)
- Freilich, Molly Alyssa – “Drunk Sincerity: A Young Adult Novel.” (Creative)
- Grafton, Janet Marie – “Girls and Green Space: Sickness to Health Narratives in Children’s Literature.” (Academic)
- Kirk, Bryannie – “Spaces of the Holocaust: Alternative Narrative Forms in Briar Rose , The Boy in the Striped Pajamas , and The Book Thief .” (Academic)
- Langford, Megan – “Nature and Grief: An Ecocritical Analysis of Grief in Children’s Literature.” (Academic)
- Wilcox, Mary Elizabeth – “Canadian Cultural Identity, Disillusionment, and Isolation in Contemporary Realistic Canadian Young Adult Fiction.” (Academic)
- Yamakami, Brenda Karen Akimi – “Interpretations of History and Culture in Japanese- and Chinese-Canadian Picturebooks: A New Historical Approach.” (Academic)
- Campbell, Caitlin Anne – “Heroes and Heroines: A Feminist Anaylsis of Female Child Protagonists in The Epic Fantasies of George Macdonald, C.S. Lewis, and Philip Pullman.” (Academic)
- Grant, Brianne Alia May – “Where Hope Lives: An Examination of the Relationship Between Protagonists and Education Systems in Contemporary Native North American Young Adult Fiction.” (Academic)
- Johnson, Jennifer Erin – “Not All Work Is Depicted Equal: A Purposive Study of the Portrayals of Work and Power in Ella Enchanted and Fairest .” (Academic)
- Kim, Won – “Language through Literature: Real Language Experiences in an Adult ESL Classroom.” (Academic)
- Walker, Elizabeth Jean Milner – “’Advanced, Forthright, Signifficant’: A Bakhtinian Analysis of Geoffrey Willans’ and Ronald Searle’s Molesworth Series.” (Academic)
- Andersen, Caralyn – “Tales of the Fey: The Use of Traditional Faerie Folklore in Contemporary Young Adult Fantasy Novels.” (Academic)
- David, Danya Sara – “Journeys of Faith and Survival: An Examination of Three Jewish Graphic Novels.” (Academic)
- Kim, Carolyn – “Applying Critical Race Theory to Multicultural Children’s Books: Race and Racism in Korean-Canadian Books.” (Academic)
- Ozirny, Shannon – “The Big Shoes of Little Bear: The Publication History, Emergence, and Literary Potential of the Easy Reader.” (Academic)
- Brisson, Geneviéve – “Preadolescent Boys’ Paths to Reading: Balancing Identity and Agency.” (Academic)
- Dodwell-Groves, Laura – “ The Seventh Bulb : A Middle Grade Historical Novel.” (Creative)
- George, Kallie – “Spinning the Wheel: A Comparative Study of the Use of Folktales in Nazi Germany and in Contemporary Holocaust Fiction for Young Adults.” (Academic)
- Harrison, Sandi Joy – “No Place Else: Attachment to Land and Region in Canadian Realistic Fiction for Young Adults.” (Academic)
- Szilagyi, Andrea Katalin – “A Comparative Analysis of a Selection of Hungarian Folktales in English.” (Academic)
- Valleau, Geneviéve Mai Yuhk – “‘What’s in a Name’: An Examination of Meanings and Symbolic Use of the Names in Harry Potter and the Order of the Phoenix .” (Academic)
- VanSickle, Victoria Lynn – “Daughters of the Land: An Ecofeminist Analysis of the Relationship between Female Adolescent Protagonists and Landscape in Three Verse Novels for Children.” (Academic)
- Brown, Maryn C. – “ Outlaws of Laar : A Junior Novel.” (Creative)
- Cobban, Michelle – “Bridging the Two Solitudes: Translated French-Canadian Children’s Literature from 1900 to 2004.” (Academic)
- Goerzen, Christy Sharon – “Narratives of Transformation: Orphan Girls, Dolls and Secret Spaces in Children’s Literature.” (Academic)
- Walker, Lori L. – “ Risk-O-Rama: How to Avoid Dying in Middle School, or at Least Not Get Seriously Maimed .” (Creative)
- Wilkes, Diana Lynn – “ Water Damage : A Novel for Young Adults.” (Creative)
- Anderson, Kirsten – “This Is What Dreams Are Made of: The Effects of Adaptation of Popular Tween/Teen Girl Novels, Films, and Screenplay Novelizations on Constructions of Varying Femininities: The Princess Diaries and the Lizzie McGuire Movie .” (Academic)
- Black, Marilynne V. – “Canadian Historical Picture Books as Purveyors of Canadian History and National Identity.” (Academic)
- Brymer, Lois Marylin – “Canadian, Eh?: A Content Analysis of ‘What is Canadian’ in a Collection of Rare and Historical Canadian Children’s Books 1799-1939 in the University of British Columbia’s Rare and Special Collections Library.” (Academic)
- Obera, Sheri Louis – “The Reality of Print Literature Resources in a Representative Sample of Urban Child Care Centres.” (Academic)
- Phillips, Wendy Jean – “ Fishtailing : A Young Adult Novel.” (Creative)
- Shoemaker, Kathryn E. – “ Crowgirl’s Amazing Adventure Scrapbook : A Graphic Novel.” (Creative)
- Warry, Michelle Joselin – “Vision of Community: A Feminist Re-Reading of Elizabeth Goudge’s Children’s Novels.” (Academic)
- Hamer, Naomi Elana – “Mapping Urban Childscapes: The Imaginary Geographies of Contemporary North American Picture Books.” (Academic)
- Hornberg, Brian Alan – “Beyond the Word/Image Dialectic: A Visual Grammar for Contemporary Picturebooks.” (Academic)
- Maggio, Lauren Ann – “ Project: Family : A Junior Novel.” (Creative)
- McKinlay, Amanda Ellen – “Block Magic: Categorization, Creation, and Influence of Francesca Lia Block’s Enchanted America .” (Academic)
- Pfitzenmaier, Audrey – “ Cheating Fate : A Young Adult Novel.” (Creative)
- Roseman, Aviva R. – “Holocaust Literature for Young Adults: A Content Analysis of Disturbing Elements in Selected Memoirs.” (Academic)
- Mullen, Ginger – “Transformations of ‘Tam Lin’: An Analysis of Folktale Picture Books.” (Academic)
- Steffes, Donna Marie – “What Do Young Adults Read? A Qualitative Study into What Texts Grade 12 Students Value – Past, Present, and Future.” (Academic)
- “ Fuzzy No More : A Junior Novel.” (Creative)
- “Issues and Challenges Facing Immigrant Children as Portrayed in Children’s Literature.” (Academic)
- “ The Spirit of White Bear Island : A Junior Novel.” (Creative)
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- Knowledge Base
- How to Write a Thesis Statement | 4 Steps & Examples
How to Write a Thesis Statement | 4 Steps & Examples
Published on January 11, 2019 by Shona McCombes . Revised on September 14, 2022 by Eoghan Ryan.
A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .
Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.
You can write your thesis statement by following four simple steps:
- Start with a question
- Write your initial answer
- Develop your answer
- Refine your thesis statement
Table of contents
What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, frequently asked questions about thesis statements.
A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.
The best thesis statements are:
- Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
- Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
- Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.
The thesis statement generally appears at the end of your essay introduction or research paper introduction .
The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.
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You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.
You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?
For example, you might ask:
After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .
Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.
In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.
The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.
In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.
The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.
A strong thesis statement should tell the reader:
- Why you hold this position
- What they’ll learn from your essay
- The key points of your argument or narrative
The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.
These examples are more specific and show that you’ll explore your topic in depth.
Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:
- In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
- In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.
A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.
The thesis statement is essential in any academic essay or research paper for two main reasons:
- It gives your writing direction and focus.
- It gives the reader a concise summary of your main point.
Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.
Follow these four steps to come up with a thesis statement :
- Ask a question about your topic .
- Write your initial answer.
- Develop your answer by including reasons.
- Refine your answer, adding more detail and nuance.
The thesis statement should be placed at the end of your essay introduction .
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Thesis Statements for a Literature Assignment
A thesis prepares the reader for what you are about to say. As such, your paper needs to be interesting in order for your thesis to be interesting. Your thesis needs to be interesting because it needs to capture a reader's attention. If a reader looks at your thesis and says "so what?", your thesis has failed to do its job, and chances are your paper has as well. Thus, make your thesis provocative and open to reasonable disagreement, but then write persuasively enough to sway those who might be disagree.
Keep in mind the following when formulating a thesis:
- A Thesis Should Not State the Obvious
- Use Literary Terms in Thesis With Care
- A Thesis Should be Balanced
- A Thesis Can be a Blueprint
Avoid the Obvious
Bland: Dorothy Parker's "Résumé" uses images of suicide to make her point about living.
This is bland because it's obvious and incontestable. A reader looks at it and says, "so what?"
However, consider this alternative:
Dorothy Parker's "Résumé" doesn't celebrate life, but rather scorns those who would fake or attempt suicide just to get attention.
The first thesis merely describes something about the poem; the second tells the reader what the writer thinks the poem is about--it offers a reading or interpretation. The paper would need to support that reading and would very likely examine the way Parker uses images of suicide to make the point the writer claims.
Use Literary Terms in Thesis Only to Make Larger Points
Poems and novels generally use rhyme, meter, imagery, simile, metaphor, stanzas, characters, themes, settings and so on. While these terms are important for you to use in your analysis and your arguments, that they exist in the work you are writing about should not be the main point of your thesis. Unless the poet or novelist uses these elements in some unexpected way to shape the work's meaning, it's generally a good idea not to draw attention to the use of literary devices in thesis statements because an intelligent reader expects a poem or novel to use literary of these elements. Therefore, a thesis that only says a work uses literary devices isn't a good thesis because all it is doing is stating the obvious, leading the reader to say, "so what?"
However, you can use literary terms in a thesis if the purpose is to explain how the terms contribute to the work's meaning or understanding. Here's an example of thesis statement that does call attention to literary devices because they are central to the paper's argument. Literary terms are placed in italics.
Don Marquis introduced Archy and Mehitabel in his Sun Dial column by combining the conventions of free verse poetry with newspaper prose so intimately that in "the coming of Archy," the entire column represents a complete poem and not a free verse poem preceded by a prose introduction .
Note the difference between this thesis and the first bland thesis on the Parker poem. This thesis does more than say certain literary devices exist in the poem; it argues that they exist in a specific relationship to one another and makes a fairly startling claim, one that many would disagree with and one that the writer will need to persuade her readers on.
Keep Your Thesis Balanced
Keep the thesis balanced. If it's too general, it becomes vague; if it's too specific, it cannot be developed. If it's merely descriptive (like the bland example above), it gives the reader no compelling reason to go on. The thesis should be dramatic, have some tension in it, and should need to be proved (another reason for avoiding the obvious).
Too general: Edna St. Vincent Millay wrote many poems with love as the theme. Too specific: Edna St. Vincent Millay wrote "Love is not all: it is not meat nor drink" in <insert date> after <insert event from her life>. Too descriptive: Edna St. Vincent Millay's "Love is not all: it is not meat nor drink" is a sonnet with two parts; the first six lines propose a view of love and the next eight complicate that view. With tension and which will need proving: Despite her avowal on the importance of love, and despite her belief that she would not sell her love, the speaker in Edna St. Vincent Millay's "Love is not all: it is not meat nor drink" remains unconvinced and bitter, as if she is trying to trick herself into believing that love really does matter for more than the one night she is in some lover's arms.
Your Thesis Can Be A Blueprint
A thesis can be used as roadmap or blueprint for your paper:
In "Résumé," Dorothy Parker subverts the idea of what a résumé is--accomplishments and experiences--with an ironic tone, silly images of suicide, and witty rhymes to point out the banality of life for those who remain too disengaged from it.
Note that while this thesis refers to particular poetic devices, it does so in a way that gets beyond merely saying there are poetic devices in the poem and then merely describing them. It makes a claim as to how and why the poet uses tone, imagery and rhyme.
Readers would expect you to argue that Parker subverts the idea of the résumé to critique bored (and boring) people; they would expect your argument to do so by analyzing her use of tone, imagery and rhyme in that order.
Citation Information
Nick Carbone. (1994-2023). Thesis Statements for a Literature Assignment. The WAC Clearinghouse. Colorado State University. Available at https://wac.colostate.edu/repository/resources/writing/guides/.
Copyright Information
Copyright © 1994-2023 Colorado State University and/or this site's authors, developers, and contributors . Some material displayed on this site is used with permission.
- Literature / Poetry
Children's Literature Thesis
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TOPIC: Thesis on Children's Literature Assignment
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Normally thesis committees are comprised of the supervisor and two other faculty members. The committee must have representation from at least two of the four academic units that support MACL, and at least half the committee must be members of the Faculty of Graduate and Post-Doctoral Studies.
You can write your thesis statement by following four simple steps: Start with a question Write your initial answer Develop your answer Refine your thesis statement Table of contents What is a thesis statement? Placement of the thesis statement Step 1: Start with a question Step 2: Write your initial answer Step 3: Develop your answer
Thesis Statements for a Literature Assignment Contents Introduction Avoid the Obvious Use Literary Terms in Thesis Only to Make Larger Points Keep Your Thesis Balanced Your Thesis Can Be A Blueprint Citation Information A thesis prepares the reader for what you are about to say.
TOPIC: Thesis on Children's Literature Assignment The researcher concurs with Peterson and Swartz (2008); that the word "good" denotes a book that possesses the transforming power to significantly impact a young reader, with the impact remaining with the child even after he/she completes the "good' book and returns it to the shelf.
The findings of this study show that the children’s literature included in the curricula have a positive impact on the students’ development as it helps the students achieve developmental ...