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PhD Dissertations

Ahmed Alnuqaydan The Interaction of Stress and Phonological Variation in Qassimi Arabic

Dori Huang The Use of Cohesive Devices in High School Chinese Dual Language Immersion (DLI) Learners' Writing

Catherine Showalter "Orthographic input familiarity and congruence effects on phono-lexical acquisition of Russian by native speakers of English”

Taylor Anne Barriuso "The L2 acquisition of phonemes and allophones under various exposure conditions."

Jin Bi "Bilingualism and Cognitive Control: A Comparison of Sequential and Simultaneous Bilinguals"

Abdulaziz Alzoubi "The Effect of Social Factors on Emphatic-Plain Contrast: A Sociophonetic Study of Arabic in Amman City of Jordan"

Miranda McCarvel "Harmonic Serialism with Lexical Selection: Evidence from Jèrriais Allomorphy"

Sarah Braden “Scientific Inquiry as Social and Linguistic Practice: Language Socialization Pathways in a Ninth-Grade Physics Class”

Katherine Matsumoto "Recent language change in Shoshone: Structural consequences of language loss"

Kristin Hiller "International Undergraduates and Discourses of Internationalization: Exploring Conceptualizations and Experiences of the Internationalization of Higher Education and Representations of International Undergraduates at a U.S. University"

Hossam Ahmed "Verbal Complementizers in Arabic"

Zebulon Pischnotte " A Sociolinguistic Study of Bitburger Platt German "  

Neil Olsen A Descriptive Grammar of Koho-Sre: A Mon-Khmer Language

Heeok “Jade” Jeong Exploring the spaces of culturally relevant pedagogy: The discursive (trans)formation of the pedagogical practices of two teachers of English language learners

Tamrika Khvtisiashvili Principal Aspects of Xinaliq Phonology and Morphosyntax

Asmaa Shehata " When Variability Matters in Second Language Word Learning: Talker Variability and Task Type Effects"

Kristen Lindahl Exploring an 'Invisible Meduim:' Teacher Language Awareness among K-12 Preservice Educators if English Learners

Anna Krulatz Interlanguage pragmatics in Russian: the speech act of request in email , 

Jelena Markovic The effects of the explicit instruction of formulaic sequences on second-language writers

Wilson Silva A Descriptive Grammar of Desano

Raichle Farrelly Emerging from the Echo Chamber: An Activity Theory Perspective on the Situated Practice of L2 Teachers of Adult Emergent Readers ,

Mara Haslam " The Effect of Perceptual Training Including Required Lexical Access and Meaningful Linguistic Context on L2 Phonology"

Naomi Palosaari Topics in Mocho' Phonology and Morphology

Zuzana Tomas Textual borrowing across academic assignments: Examining undergraduate L2 writers' implementation of writing instruction

Eleonore Lemmerich An Explicit Awareness-Raising Approach to the Teaching of Sociopragmatic Variation in Early Foreign Language Learning

Christopher Rogers A Comparative Grammer of Xinkan

Ellen Shipley Knell A Longitudinal Study of Early English Immersion and Literacy in Xi'an, China

Qing Xing "An Investigation of the Relationship Between the Teaching Beliefs and Behaviors of Teachers of English as a Second Language or Foreign Language"

Aleksandra M. Zaba "Relative Frequency of Patterns and Learnability: The Case of Phonological Harmony"

Susan McKay Raising-to-Object in French: A Functional Perspective

Dijana Trajchevska Crosslinguistic Influence and Evidentiality

Brendan Terry An Approach to Embedding Pronunciation Instruction into an Intermediate-High Level ESL Content-Based Instruction Course

Austin Tracy Looking for the Essence of Lexical Diversity

Daniel Razo Spanish Adverbials: Scales and Repetitian

Brian Collins "The Roles of -Ywac in the Polish Aspectual System"

Jessica Larsen "How 'Enjoying a Meal' Is Similiar to 'Beginning a Book': Investigating Compositionality and the Processing of Complement Coercion Verbs"

John Blackham "There and Back Again: An Adverb's Tale"

Dursun Altinok "Quantifier Scope and Prosody in Turkish"

Shasha Xu "Effects of ESL Instructors’ Ethnicity and Perceived Accent on University ESL Students’ Expectations of ESL Instructors"

Rachel Haynes Miller "Students’ Discrimination of German Contrasts after One Year of Dual Immersion"

Andrew Hayes " Integrated Versus Decontextualized Approaches to Vocabulary Instruction in a Second Language Writing Course"

Josh Jackson "The Effects of Novel Orthographic Elements and Phonetic Instruction in Second Language Phonological Acquisition"

Jemina Keller "An Investigation of K-5/6 Pre-Service Teachers’ Knowledge and Beliefs About the Utah Core State Standards and English Learners"

Andrew Bayles "High-Vowel Lenition in the French of Quebec and Paris"

Kelsey Brown "The Influence of Explicit Instruction on Failure to Acquire a Phonological Rule Due to Orthographic Input: The Case of Native English Speakers Learning German"

Derron Borders "The Role of Gender Socialization and Sibilants in the Perception of Gay- and Straight-Sounding Voices: A Study of Returned Latter-Day-Saint Missionaries in Utah"

George Michael Pescaru "Coordination and Interaction in Markedness Supression"

Christina Yong "Adverbial Ordering in English"

Andrew Zupon "Icelandic Quirky Agreement Restrictions: Evidence for Phi-Defective T in Quirky Subject Constructions"

Maria Alexeeva "Academic English Learners' Perceptions of the Value of Discourse-level, Form-focused Activities in College-level Grammar Instruction"

Mengqi Wang " Evidence on Long Head Movement in Mandarin Predicate Cleft" 

Vitor De Souza Action Research: Perceptions of Content-Based Instruction in an English as a Foreign Language Setting

Lindsay Hansen Second-Language Writer and Instructor Perceptions of the Effectiveness of a Curriculum-Integrated Research Skills Library Guide

Tulay Orucu , "Teaching English Grammar in a Hybrid Course: Student Performance and Teacher and Student Perceptions"

Amanda Rabideau Talker background and individual differences in the speech intelligibility benefit

Daniel Dixon "Leveling Up Language Proficiency Through Massive Multiplayer Online Role Playing Games: Opportunities for English Learners to Receive Input, Modify Output, Negotiate Meaning, and Employ Language-Learning Strategies"

Kevin Kau Teaching Beliefs and Practices of Language Teaching Assistants

Scott Duede Expanding and Explaining Classifier Typologies

Catherine E. Showalter The Influence of Novel Orthographic Information on Second Language Word Learning: The Case of Native English Speakers Learning Arabic

Deborah Wager Fingerspelling in American Sign Language:A Case Study of Discourse Styles and Reduction

Jennifer Mitchell Historical Duration in Modern Day Shosone Reflexes *aCi "

Gene Deal Shoshoni Geminates: A Description and Analysis

Todd McKay An Investigation into a Communicative Approach to English Language Teaching in Governmental and Nongovernmental Primary Schools in Bangladesh

Jenia Ivanova Phonological Aspects of Teacher Talk ,

Karen Marsh The Impact of Parent English as a Second Language Classes on Children's School Performance and Parent-School Interactions

Elizabeth Neilson Oral Stop Contracts in Omaha: An Acoustic Analysis

Robert D. Sykes A Sociophonetic Study of (ai) in Utah English

Dominique Samantha Pantophlet A Critical Period Hypothesis from an English as a Foreign Language Perspective

Sadie Moon Dickman Differences in Intelligibility of Non-Native Directed Speech and Hearing Impaired Directed Speech for Non-Native Listeners ,

Sara Christine Bridge Write Your Story: A Course to Promote L2 Writing Fluency Through Theme-Based Memoirs

Katherine Matsumoto-Gray Politeness in Increasing Degrees of Imposition: A Sociolinguistic Study of Politeness in Political Conversations

David Joseph Iannucci Aspects of Chitimacha Phonology

Shaun Paul Matthews Antisymmetry, Relative Clauses and Adjectives

Albert O. Jarvi Effect of Lexical Access and Meaningful Linguistic Context on Second Language Speech Perception

Joshua Bowles Agreement in Tuyuca ,

Marcus Feickert Without a Trace: Interpreting Full Copies of Qualifier Phrases in Semantics

Hossam Eldin Ibrahim Ahmed Parallel Derivation and Multiple Loci

Marlin Taylor Complements, Small Clauses, and Antisymmetry

Zebulon Aaron Pischnotte Optimality Theory Applied to Iñupiaq Eskimo Consonant Assimilation

Jennifer Leparmentier Novel Feature Processing by Children and Adults

2006 - 2003

Waleed A. Alrowsa Agreement in Najdi Arabic

Anna Lee Variable Consonant Sequence Reduction in English: An Optimality Theory Approach

David Patrick Hall Topichood, Scope, and Events

Zuzana Sarikova Shared Cognitive Learning Styles between Instructors and Students as Predictors of Attitudes toward Learning

Aleksandra Zaba Cross-Modular (Re)Balancing Effects in Language

Undergraduate Honors Theses

Andrea Gutierrez-Prieto A Psychopy Implementation of the Artificial Grammar Learning Paradigm: Replication LAIA Psychopy 

Hallie Allan Noun Incorporation in Crow: An Assessment of Various Approaches

Cailey Lloyd The Role of Written Input in the Acquisition of a German-Like Pattern of Final Devoicing by Native English Speakers: Evidence from a Listening Task

Marcel Peterson Language-Internal Alternatable Feature Strength in English and Italian

Julia Vonessen The Relationship between Listener Attitudes and the Comprehension of Nonnative-Accented Speech

Angel Elizabeth Kaiser

Tyler Watson Laws

Differences in Voice-Onset Time (VOT) in Spanish Between First Language (L1), Second Langauge (L2), and Heritage Speakers 

Austin Dean Buttars

Jacqueline Danae Jolley

Eve Olson Voice onset time in Arabic and English stop consonants

Sara Blalock NG

Musical Text-Setting as Evidence for Syllabification of Highly Moraic Structures in English

Eizabeth Anne Nakashima

Linguistic Reclamation in the LGBTQ+ Community

Jessica Loveland Learning styles of teachers and students in a second language classrooms

Alexander Nash The Proto-Indo-European urheimat: The Armenian hypothesis

Savannah Manwill Sociolinguistics of Basque in the U.S.

Andrew Lee Zupon Restrictions on Denominal Verb Formation

2009 - 2001

Stephen John Sovinsky Speech Act Theory and Internet Culture: Computer-Mediated Communication in the Era of Web 2.0

Zachary Bret Rasmussen The Interlanguage Speech Intelligibility Benefit: Arabic-Accented English

Robert Benjamin Young The Syntax of Double Objects as an Instance of V Segmentation

If you graduated with us and you don't see yourself listed here, please send your name, title, and semester and year of graduation to [email protected] .

: :Finding Honors Theses at the Marriott Library: :

Honors theses, in paper and online.

Most undergraduate theses submitted as part of the requirements for an  Honors Degree can be found in the collections of the Marriott Library.  Older theses are available only in paper, with the first (often the only) copy housed in University Archives, part of the library's Special Collections Division .  These items do not circulate and have to be requested by Special Collections staff and read in the Special Collections Reading Room on Level 4 .  When we have a second copy, it is housed in the ARC (the library's on-site high-density storage facility) and circulates just as any other item in the library's general collections.  More recently submitted honors theses are available online as part of the University of Utah's Institutional Repository, in turn a part of the Marriott Library's Digital Library .  We are in the process of digitizing earlier theses, with the goal of eventually having all honors theses from 1960 to present available online.  There are two separate online collections:

• Honors Theses Closed Archive  (accessible only to those logged in with a valid University of Utah uNID and password)
• Honors Theses Open Access

Finding the physical copies in USearch (our online catalog) when you don't know the title or the name of the author is still possible using elements that should be part of each record:  the phrase "University of Utah", the word thesis and the truncated word honor*, along with a keyword related to the college, department or subject of particular interest.  For example, the following search

"university of utah" AND thesis AND honor* AND chemistry

yields (as of today's date, September 17, 2018) 107 results.  Restricting those results to items "Available in the Library" yields 82 results, ranging in date from 1970 to 2016 and all available in Special Collections.  Of those, 45 are also available in Marriott Library (meaning they are circulating copies), and going through those 45 shows that four of them are also available online.

For assistance

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See also: Open Journal System (OJS) epubs & Open Conference System (OCS) conference hosting

U of U Authors and their works, 1883-1970

A descriptive bibliography of University of Utah faculty research.

Patricia Guenther's Dietary Assessment Blog

Dr. P.M. Guenther's blog on dietary assessment research.

Ethics of Suicide Digital Archive

Digital archive supporting the full text version of the condensed printed volume published by Oxford University Press.

Consuming Music

An introduction to the print volume published by Boydell & Brewer.

Hidden Water

Hidden Water unveils surface water systems on the east side of Salt Lake Valley, both culinary and irrigation.

Research with Diverse Populations

In this ebook, we tell the story of who we are and how we approach those we hope to understand more fully. We are acting on our concern for what it means to be human and take part in research.

Emerging Tech Trends in Higher Ed

Proceedings of the Symposium on Emerging Technology Trends in Higher Education includes abstracts,  presentations, and papers from the symposia.

Writing with New Eyes

Project New Eyes, a University of Utah Study Abroad Program in the Czech Republic, ran from 2007 to 2009. This anthology brings into one space the writing, images, and video produced by the cohorts.

Selected Proceedings of Advances in Conservation

Proceedings for the 2017 Annual Meeting.

Undergraduate Research Journal

The journal's primary mission to make more visible the rich and diverse student contributions to research and creative work at the University of Utah.

Proceedings of the Utah Health & Resiliency Conference

These proceedings intend to raise awareness, dispel myths and support evidence based methods which will improve the knowledge, understanding and well-being of students and professionals, as well as the greater community.

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Honors College

The what and why.

The culmination of the Honors Bachelors degree, the Honors Thesis is a significant undergraduate research project completed under the supervision of a faculty member approved by the Departmental Honors Liaison in the student’s major.

The culmination of the Honors Bachelors degree, the Honors Thesis is a significant undergraduate research project completed under the supervision of a faculty member approved by the Departmental Honors Liaison in the student’s major. Its purpose is to advance knowledge and understanding within the context of a research university and to further develop the student’s intellectual, professional and personal growth as a member of the Honors College. Thesis projects may take different forms in different majors – e.g. laboratory experiments, historical research or artistic creations, to name a few – but always demonstrate research expertise in the major field, a command of relevant scholarship and an effort to contribute to that scholarship.

Whether you’re committed to working in your major field, or keeping your options open, completing an Honors Thesis gives you the experience to help you get where you want to go.

Gain real research experience in your field and learn how to communicate it. Tackle and own a project that you’re passionate about. Stretch yourself intellectually through close work with a faculty expert. And the practical value of an Honors Thesis? Unlimited. An Honors Thesis helps you to:

Get accepted to grad school, medical school, law school Competitive programs greatly value research experience and the motivation, maturity, and depth of study required to complete a thesis. Find a job. Employers, in your field or outside it, seek candidates with the commitment and practical skills required to complete an independent project. Figure out your path. Do you even like research in your major? Or are you ready to try something else?

Each department defines the appropriate topics, parameters and standards of Honors thesis research. Faculty outside of the major may supervise thesis projects with the approval of the Departmental Honors Liaison in the student’s major. Topics might be developed out of faculty research, coursework, class projects, UROP projects, community engaged research or even internships. The required Thesis Proposal Form must be signed by both the Thesis Faculty Mentor and the Departmental Honors Liaison within the student’s major. Take a look at our general Thesis Guidelines.

There is no uniform required length for Honors theses, which vary widely across different fields and topics. However, a range of 30-40 pages is common. Departmental Honors Liaison in each major and the Faculty Supervisor will set specific expectations. See examples of theses from your major here.

DEVELOPING A THESIS

Think About Potential Thesis Topics While taking upper-level classes in your major, start thinking about what topics you like that are being discussed.  What interests you?  What sounds like a good project? Is there a paper, group project, or internship  you have completed and would like to continue or develop further? If you are in the sciences and are working in a research lab, is there a project you could start working on that might culminate in your thesis? Talk to your professors!  Based on your classes and other academic or research experiences, think about narrowing down to a more specific topic. See examples of theses in your major.

Second and third years typically see students refining their interests in their major, and starting to hone in on a research topic. Continue taking classes in your major, and paying attention to things like: topics that interest you; faculty whose research is interesting, and with whom you connect; questions you have that don't seem like they have good answers. These are all important data in developing your project! Make sure that you are a part of the Thesis Mentoring Community, and that you are consulting those modules and attending events that are of interest to you. And connect with other students in your major - though everyone types their own thesis, we never think in a vacuum and having a community of peers makes the process so much more fun. Also, be in touch with your Departmental Honors Liaison. You can determine who that is from the link below.

For many of you, this could be your first time working on a big research project. You might be excited, but you also might be nervous and feel unprepared. All of those things are normal! The Thesis Mentorship Community (TMC) is here to help with that. This community has a living-learning community (LLC) component but also is open to all students in the Honors College via the Canvas Course for the community. The TMC is open to students in their second year and beyond, and will help guide (mentor) you through the thesis process from preliminary planning, to research, and on to the writing of the thesis. Information on the Canvas course as well as programming organized through the Canvas course connects students to other honors students in their field of study as well as faculty in their home department and resources throughout the larger university that will assist in the thesis research and writing process.

Meet with your Departmental Honors Liaison to discuss potential topics and faculty members to serve as your Thesis Faculty Mentor. (If you are working in a research lab, usually the professor over the lab can be your thesis mentor.)

Meet with Thesis Faculty Mentor and Solidify Topic: Meet with your Faculty Mentor and confirm the topic and scope of your thesis.  Work together on creating a timeline for your thesis work, and establish how you will go through the revision and completion process. After you have finalized your thesis topic, submit a signed Honors Thesis Proposal form to the Honors College.

Meet with Your Departmental Honors Liaison

THESIS COMPLETION TIMELINE

You have your thesis topic and mentor, now the real work begins. Here are the steps you need to take to complete your Honors thesis.

*Note: Dates are for a Spring graduate, modify accordingly if you are graduating in a different semester

WRITE YOUR THESIS

Typically during your Third and/or Fourth Year

Turn in the Completed Thesis Proposal Form via the link in the pertinent announcement for your semester and year of graduation in the TMC. The soft turn-in date for this form is the third week of your semester before graduation (so fall for spring graduation, etc) to ensure you are on track.

If you are not yet a member of the TMC, you can join the Honors  Thesis Mentorship Community Canvas page  (where you will need to log in using your CIS credentials). At that point, please click 'Enroll in Course'"

Be sure to meet with your Faculty Mentor to agree on a schedule for reviewing your progress, submitting drafts, making final revisions, etc. Theses with approval signatures are due to the Honors College one week before grades are due to the Registrar's Office , the semester you plan to graduate.

Please use the Thesis Formatting Template for your final thesis.

Sign up for **** 4999 (Honors Thesis Course in your major)

4999 is a 3 credit hour class in your major, which indicates you are working independently with your supervisor on your thesis. Talk to your Departmental Honors Liaison or major academic advisor to receive a permission code.

Also make sure your major advisor has declared you for an Honors Bachelors Degree in your major (HBA, HBS, HBFA etc.)

PRESENT YOUR WORK

Honors students must present their thesis work at the annual  Undergraduate Research Symposium  at the U, at NCUR, or at discipline related research conferences

PUBLISH YOUR WORK

You can also publish in the U’s Undergraduate Research Journal. Submissions are accepted year-round for online publication each summer

Click here to submit – students must submit on their own behalf

FINAL SUBMISSION OF YOUR THESIS

Your final Honors Thesis will require electronic signatures from your Thesis Faculty Mentor, Departmental Honors Liaison, and Department Chair before you submit it to the Honors College. Approval signatures are due to the Honors College one week before grades are due to the Registrar's Office , the semester you plan to graduate. Please give yourself and Faculty Mentor at least three weeks to make final revisions and collect your three signatures.

Submit an electronic copy of your final Honors thesis with e-signature approvals from your Thesis Faculty Mentor, Departmental Honors Liaison, and the Department Chair. The Honors College will provide you with the upload link during your final semester.

Turn in a signed USpace Permission Form when you submit your thesis. USpace is the J. Willard Marriot Library’s institutional repository and provides permanent electronic storage for your work to be publicly available. If you have questions or concerns about making your thesis available through USpace, please contact the main Honors Office.

APPLY FOR GRADUATION

Spring Graduates (January 17th), Fall Graduates (September 4 th ), Summer Graduates (May 20 th )

Information on this process can be found through the Office of the Registrar

APPLY FOR UNDERGRADUATE RESEARCH SCHOLARS DESIGNATION (URSD)

Students who complete two semesters of research with a faculty mentor and present and publish their work (for example in the Undergraduate Research Symposium & Abstracts Journal) are eligible for this special transcript designation. Deadlines found here .

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Just Digitize It! : The Geology Theses Project

The need to organize, preserve, and share the geoscience materials available at the University of Utah motivated the J. Willard Marriott Library’s Geospatial Information Committee to begin a project of digitizing the University of Utah’s geological theses and their associated maps.

We compiled a list of the geology theses and dissertations created by University of Utah students during the years 1950-1975. Using this list of ninety-three theses and associated maps, we set out on an adventure to gather all of the maps and texts for digitizing. The files were added to USpace (the University of Utah’s institutional repository), bringing each complete thesis together once and for all in a digital environment.

While the digitization project progressed, the Geospatial Information Committee enlisted the assistance of the library’s Geospatial Information Specialist, in collaboration with the Utah Geological Survey, to georeference the map images and create files which can be utilized for 3-D viewing and spatial analysis using GIS software. As a final step, these files were also included in USpace and linked to their corresponding thesis for users to download and manipulate in GIS programs or view in Google Earth.

What began as a project of the J. Willard Marriott Library’s Geospatial Information Committee to improve access to geological scholarship has evolved into a multi-departmental endeavor to not only make the material easily accessible, but interactive as well.

Watch this video to learn more about the project

Acknowledgments.

This project was made possible through the hard work of several departments at the Marriott Library in partnership with the  Geospatial Initiatives Committee ,

April Love (Chair), Dave Morrison, Ken Rockwell, Amy Brunvand, Justin Sorensen, Donald Williams, Lisa Chaufty, Lorelei Rutledge, and Anne Morrow.

Individuals who contributed significant leadership and hours to the project are listed below:

Justin Sorensen, Geospatial Project Lead

Donald Williams,  USpace  Project Lead

Cindy Russell, USpace Scanning and metadata application

Lorraine Chin, USpace Scanning and metadata application

Lisa Chaufty, USpace Manager

We would also like to thank the  Digital Library  for their large-format scanning work.

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Department of English

College of humanities, main navigation, creative writing, about the creative writing program.

Our Creative Writing Program is vibrant and highly successful. We are committed on all levels to developing well-rounded practitioners with substantial backgrounds in fiction, nonfiction, poetry, digital writing practices, hybrid and other experimental forms, book arts, and literary history and theory.  Our program hosts a dynamic reading series and opportunities for interaction with visiting authors and scholars.

Undergraduates are introduced to a variety of writing lives through small workshops and intensive focus on their work, while studying the larger ecology of contemporary publishing.  In our graduate program, home to  Quarterly West  and  Western Humanities Review , students intensify and deepen their investigation. We offer a modular MFA in Environmental Humanities, the American West, or Book Arts.  Many graduates in our PhD Program, which  Atlantic Monthly  rated as among the top five in the country, publish widely in literary journals, place books before or soon after completing the program, win national and international awards, oversee and participate in a graduate reading series, and go on to find good academic positions.

Our renowned and aesthetically diverse faculty, whose honors include Guggenheim and NEA fellowships, Pushcart Prizes, the Berlin Prize, and other prestigious recognition of their creative work, scholarship, and teaching, includes Katharine Coles, Lindsey Drager, Michael Mejia, Jacqueline Osherow, Paisley Rekdal, and Rone Shavers.  Additionally, each year the Creative Writing Program brings in a nationally recognized ESRR Distinguished Visiting Writer to teach graduate and undergraduate workshops and seminars for a half semester or longer.

Contact Information

Michael Mejia Director, Creative Writing Program [email protected]

Karli Sam Graduate Advisor [email protected]

Graduate Degrees in Creative Writing

We offer   two graduate degrees   in Creative Writing: An MFA and a PhD that prepares students to pursue careers as teachers of writing.  The creative Writing faculty also sponsors an annual   Guest Writers Series  and the   Utah Symposium in Science and Literature .

Graduate students also comprise the editorial staff of   Quarterly West   and   Western Humanities Review , and host the monthly  Working Dog   readings.

Creative Writing MFA Information

CREATIVE WRITING MFA - Modular Track Information

CREATIVE WRITING PhD Information

English MFA - Creative Writing

The English MFA program in creative writing is small and selective. It gives students the   opportunity to study literature, participate in intensive writing workshops, and work in a close community of writers.   Studies may focus their literature coursework in any area of English or American literature.

Coursework Requirements

English mfa timeline.

Students will take a minimum of nine courses of at least three credit hours each:

• Four creative writing workshops
• English 7450: Narrative Theory and Practice   or   English 7460: Theory and Practice of Poetry (depending on the genre of the thesis)
• Four other courses, including at least two literary history courses

MA Thesis & Thesis Defense

During their residence, MFA students are expected to work closely with members of the creative writing faculty and write book-length thesis of publishable quality —a novel, a collection of stories, or a collection of poems.

A complete draft of the thesis should be submitted to the committee chair at least three weeks before the desired defense date. After the thesis has been approved by the chair, a defense date is scheduled and cleared with the other committee members. When the date and time have been set, the student should inform the Graduate Advisor, who will schedule a room for the defense and post an announcement so that the public may attend.

Click on the link below to download a recommended, two-year timeline for an MFA in English from our department.

   ENGLISH MFA TIMELINE

English MFA - Creative Writing (Modular Track)

The University of Utah Creative Writing Program offers a modular MFA program in poetry, fiction and nonfiction that allows students to take courses in Environmental Humanities, the History of the American West and Book Arts while completing a manuscript in the genre of their choice.

Funding Opportunities

About the modular track.

The modular MFA is the only MFA program in the nation that allows students to create courses of study that would capitalize on these three distinct areas, to use the historical, aesthetic and cultural knowledge gained from these subjects in their own creative writing.   Upon entering the MFA program, students interested in the modular MFA would declare whether they wanted to pursue a single track (MFA with an Environmental Humanities emphasis, for instance) or a multidisciplinary track (MFA with an American West/Environmental Humanities emphasis).

While enrolled in a writing workshop of their choice each semester, students will also take a wide variety of graduate and upper-level undergraduate courses from departments across campus, including History, Communication, Art and Art History, Philosophy and Film, as well as English.   These courses include topics such as Environmental Ethics, Film Directors of the American West, Bookbinding, Digital Arts, Global Environmental History, Videogame Studies, Sound Poetry, Artists’ Books, and Art and Architecture of the American West.   Students are also encouraged to take our hybrid graduate writing workshop called Experimental Forms in which students combine poetry, fiction, nonfiction and new media in diverse and original ways.

Modular MFA Requirements

Our traditional MFA program requires nine graduate courses, plus six hours of thesis research. Of these nine courses, four are creative writing workshops, one is a theory and practice in the genre of the student’s thesis, and at least four courses are in literary history and special topics.

Our modular MFA program requires the same number of courses and hours of thesis research, but allows students in particular modules (or multi-disciplinary modules) to take courses outside English to fulfill their four literary history/special topics requirements.

Approved Modular Courses

Below is a list of possible approved courses regularly offered at the university in each of the three modules that modular MFA students might take. This list is not exhaustive; modular MFA students are encouraged to research their departments of interest to find other graduate and upper-division undergraduate courses that might apply.  Courses not on this list must be pre-approved by both the Director of Graduate Studies and the Director of Creative Writing for the student to receive credit towards her modular MFA degree.

Environmental Humanities

EHUM 6900/005:  Environmental Leadership/Orientation Week 0, Fall1 EHUM 101:  Foundation in Environmental Humanities Fall1 EHUM 6103:  Ecology of Residency (Taft-Nicholson Center - Summer) Fall2 EHUM 6105:  EH Writing Seminar Spring1 EHUM 6804:  Tertulia - Reading/discussion group - Fall1, Spring 1

Other courses of interest

Environmental Humanities encourages students to explore courses offered through the College of Humanities. Courses vary semester to semester, year to year. Courses of interest might include:

COMM 6360:  Environmental Communication COMM 7200:  Environmental Communication EHUM 6850:  Issues in Environmental Humanities - topic varies according to semester ENGL 5980:  Ecoctriticism ENGL 6240:  Literature of the American West ENGL 6810:  Post-humanist Theory & Practice ENGL 7700:  Seminar in American Studies ENGL 7850:  Digital Humanities HIST 6380:  US Environmental History HIST 7670:  Colloquium in Environmental History PHIL 5530:  Environmental Philosophy PHIL 6520:  Advanced Bioethics

American West

ENGL 6200:   Introduction to American Studies ENGL 7700:   Special Topics in American Studies ARCH 6231:   Art and Architecture of the American West HIST 6910:   Special Studies in American History HIST 7620:   Colloquium in the History of the American West HIST 7870:   Colloquium in the American West FILM 7870:   Special Topics in American West Film and Filmmakers

Book Arts / Publishing / New Media

ENGL 7050:   Experimental Forms ENGL 7810:   Publications Workshop: Lit and American Studies ENGL 6680, 7740 or 7720   (whichever number applies):

*Seminar in the Theory and Practice of New Media Writing *New Media and Poetry *Sound Poetry *Critical Studies in Artists’ Books

ARCH 6052:   Digital Media ART 3360:   Letterpress Printing ART 3365:   Bookbinding ART 3630:   Digital Studio ART 4060-065-070:   Nonmajor Letterpress II ART 4075:   Nonmajor bookbinding III ART 4090:   Nonmajor Artist’s Books COMM 6520:   Interactive Narrative COMM 6550:   Digital Imaging COMM 6640:   Comm Tech and Culture COMM 6650:   Videogames Studies COMM 6670:   Activism & New Media COMM 6680:   Computer Mediated Communication COMM 6690:   New Media, Special Topics COMM 7640:   New Media, Special Topics

Students interested in pursuing the Modular MFA have the option of applying or being considered for a number of fellowship opportunities. Students primarily interested in Environmental Humanities will be considered for a half-teaching fellowship that will cover half their tuition expenses and fees. Students interested in the American West and/or Book Arts/New Media studies will be eligible to apply for The Center for American West/ J.W. Marriott Special Collections Fellowships after they have been accepted into the MFA program. These fellowships will require that students work as archivists and transcribers in one of four areas:  Science and Technology in the West, Multimedia Archives of the West, Utah Oral Histories, and Utah Outdoor Recreation Oral Histories.

Students who are selected for one of these fellowships will receive first-year funding for tuition and fees of up to $12,400 with the possibility of the same amount of funding for a second year. Students who receive the Center for American West/J.W. Marriott Special Collections Fellowship will also be given credit for a one-credit independent study course in Archival Research that will be noted on their transcripts.

Publishing internships also may be made available with FC2, Eclipse, University of Utah Press, Red Butte Press/Book Arts, and other local journals and presses. Credit for internships may fall under the heading of ENGL 7810, the publications workshops for Literature and American Studies.

English PhD - Creative Writing

The English PhD with a specialization in Creative Writing is neither a fine arts degree nor simply a traditional literature PhD with a creative dissertation. The program is designed to help the student become a better writer, as well as a writer who knows the history of his or her chosen genre and who is aware of the critical theory relevant to it.

The PhD is generally recognized as a writer's best preparation for a teaching career at the college or university level.   Many colleges cannot afford to hire someone to teach only creative writing; the PhD is strong evidence that the writer can also teach literature courses and that he or she can take a full and active part in the academic community.

Qualifying Examinations

• English PhD Timeline

Students will take ten courses of at least three credits each:

• English 6480: Introduction to Critical Theory
• At least three workshops (one in a genre other than the dissertation is recommended)
• At least three courses in literary history, including one covering literature before 1700 and one covering literature between 1700 and 1900
• English 7450: Narrative Theory and Practice or English 7460: Theory and Practice of Poetry (depending on the genre of the dissertation)
• One or two electives (depending on the number of workshops taken; one of these courses may be taken in a department other than English, with the prior approval of the Director of Graduate Studies)

In creative writing, exams focus on the genre (poetry or prose) of the student’s dissertation. Students will be examined in four fields; lists in each field normally include 25-30 major works or their equivalent. Students must complete all required coursework and satisfy the language requirement before scheduling their qualifying exams. Examination lists will be devised by students in consultation with the members of their committee.

• The genre from its beginnings until the end of the nineteenth century
• The genre from the beginning of the twentieth century to the present
• Topics or themes are devised in consultation with the student’s supervisory committee, especially the committee chair, and might focus on specific literary, generic, or thematic areas (e.g., history of lyric, gothic literature, graphic novels, the literature of war, queer literature, etc.) or a cultural studies field or otherwise interdisciplinary area (e.g., American studies, digital humanities, film studies, race/ethnic studies, religious studies, gender/sexuality studies, art history, etc.).
• This list will focus on theoretical questions relevant to the genre or the dissertation.

English Creative PhD Timeline

Click on the link below to download a recommended, two-year timeline for a Creative Writing PhD in English from our department.

   ENGLISH Creative Writing PhD TIMELINE

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Rodrigo Costa, University of Waterloo Alyssa Provencio, University of Central Oklahoma Mohsen Zaker, Utah State University Kaleigh Yost, Pennsylvania State University

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UT Electronic Theses and Dissertations

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This collection contains University of Texas at Austin electronic theses and dissertations (ETDs). The collection includes ETDs primarily from 2001 to the present. Some pre-2001 theses and dissertations have been digitized and added to this collection, but those are uncommon. The library catalog is the most comprehensive list of UT Austin theses and dissertations.

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Browsing UT Electronic Theses and Dissertations by Subject

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• Made by History
• The Vietnamese Computer Scientist Who Made <i>Toy Story</i> Possible

The Vietnamese Computer Scientist Who Made Toy Story Possible

Y ou have probably already seen the work of Bùi Tường Phong. A Vietnamese computer scientist working in the United States in 1973, Bùi developed the Phong shading and reflection algorithms, which have been ubiquitous in computer-generated movies and 3D video games for the last 50 years. Bùi’s algorithms excelled at depicting plastics, and are one reason that the film Toy Story (1995), the first entirely computer-animated feature film, was about toys.

Asian American and Pacific Islander Heritage month offers a chance to reflect on outstanding contributions by individuals like Bùi Tường Phong. But a closer examination of his life story—and his algorithmic innovations that continue to appear in our everyday digital experiences—has much more to tell us about the last 50 years of history between the U.S. and Asia.

Tracing Bùi Tường Phong’s life reveals how U.S. war in Asia shaped not only his biography, routes of migration, and death—but also the technology he helped develop that now surrounds us. That Bùi’s life story remains so unknown, to others in his field as well as to the broader public, seems to exemplify racist stereotypes about technically skilled but otherwise faceless Asians, and reflects an unwillingness to reckon with Asian American history.

Born in Hanoi in 1942 , Bùi Tường Phong moved with his family to Saigon in 1954. They joined millions of refugees fleeing from North to South Vietnam after the Geneva Conference partitioned the country at the 17th parallel. Officially signaling the end of French colonial rule in the region, the partition was meant to be temporary until reunifying elections could be held the following year.

Column: The U.S. Values Asian Work More Than Asian Lives

However, hostilities deepened between the communist-supported North and the French- and U.S.-supported South over the next decade. After the Gulf of Tonkin incident in 1964, the U.S. initiated bombing campaigns in North Vietnam, escalating its military presence throughout Southeast Asia, and solidifying its strategy of Cold War containment . That same year, Bùi moved to France to continue his studies at the Grenoble Institute of Technology.

After seven years in France, Bùi immigrated to the U.S. in 1971. He arrived just six years after the 1965 Hart-Celler Act, an important immigration reform ending various prohibitions on Asian immigration that had been central to U.S. policy since the 1882 Chinese Exclusion Act. It gave priority to immigrants from professional classes or those with specialized skills, allowing Bùi to immigrate due to his technical skills in engineering.

He was also able to immigrate because the U.S. was pouring resources into science and technology—especially the nascent field of computer science—in a Cold War race to establish supremacy in space exploration and military weaponry. In response to the Soviet Union’s launch of Sputnik and the Joe-4 hydrogen bomb test, the U.S. Department of Defense founded the Advanced Research Projects Agency (modern-day  DARPA ) in 1958 for research and development into emerging technologies “for national security.”

This same agency funded the University of Utah research project that recruited Bùi for his Ph.D. in 1971. It was here that he developed his now-ubiquitous Phong shading and reflection algorithms. Project leaders from the University of Utah would go on to found the company Evans & Sutherland, which developed visual computing systems related to military fighter jet training. Compellingly rendering F-16 Fighting Falcons within flight training simulators directly served the strengthening of the U.S. military. Glints along early digital renderings of missiles were almost certainly computed using the Phong reflectance model that Bùi developed.

Bùi graduated from Utah in 1973, and became a professor at Stanford. But his life ended tragically when he succumbed to leukemia in 1975 at age 32.

Just as the Cold War shaped Bùi’s migratory path and created his professional opportunities, the conflict may have played a role in his death. The same agency that had funded Bùi’s doctoral research, DARPA, had secretly introduced experimental chemical weapons into Southeast Asia during the Vietnam War.

The U.S. Veterans Administration lists leukemia as a “presumptive” illness for any veteran who served in Vietnam during the execution of Operation Ranch Hand (1962-1971), in which the U.S. military sprayed millions of gallons of carcinogenic herbicides throughout Vietnam, Cambodia, and Laos. These defoliants were known as “ rainbow herbicides ,” including the infamous Agent Orange, that contained dioxins known to cause leukemia.

Subsequent military disclosures have shown that the Bien Hoa air base, Than Tuy Ha ammunition dump, and Tan Son Nhut air bases were all spray sites or staging areas for Operation Ranch Hand in 1962. These sites formed a triangle around Lycée Jean Jacques Rousseau, the school in Saigon that Bùi Tường Phong attended that same year. It is impossible to ignore the possibility that these chemicals contributed to his early death.

Read More: Discovering Joy After My Family’s Traumas During the Vietnam War

While Bùi’s algorithms aimed to increase the realism of computer-generated representations, his own name and image have ironically been consistently misrepresented.

As he was one of the few Asian computer graphics researchers in the U.S. at the time, this mis-rendering reflects how anti-Asian racism has aligned with U.S. foreign and domestic policy. Abroad, the U.S. took the lives of nameless Asian civilians to contain Communism, resulting in the deaths and displacement of millions in Cambodia , Laos , and Vietnam during the Vietnam War alone. Domestically, the U.S. cannibalized the contributions of Asian scientists into U.S. society, including projects of foreign intervention, while treating them as a featureless and interchangeable labor force lacking any individual characteristics. This flattening of Asians caught between two imperial imperatives, their names and faces all blurring together, is reflected in Bùi’s technical legacy.

The citations for Bùi’s work, including the paper that proposed the metallic surfaces algorithm used in Terminator 2 (1991), have consistently muddled his given (first) name, and his family (last) name. In Vietnamese, the family name, Bùi, comes first. However, his family name has variously been cited in the decades after his death as “ Bui ”, “ Phong ”, and “ Bui-Tuong .”

Nevertheless, our close examination of his publications removes the ambiguity. The cover of his  dissertation  clearly delineates his family name from his  compound given name , and in his  final publication , he listed his last name as “Bui.” The preponderance of evidence suggests that he was Dr. Bùi, but the scientific literature misidentifies him as  Dr. Phong .

This also suggests that “Phong shading” is a misnomer, but for reasons that will likely remain unknown, Bùi did not contest the naming. While he may not have coined the eponym himself, he referenced it in his dissertation and final publication.

Bùi Tường Phong’s image has also been posthumously misrepresented. Until very recently, the  most common photo  of him online consisted of a misidentified photo of Vietnamese writer  Chu Cẩm Phong . Only in January of this year did a French Wikipedia user, perhaps one of his surviving relatives, upload a  photo  of Bùi that we verified with his Utah classmates.

Though Bùi Tường Phong did not live to see the global reach of his work, or to steward his own representation, we can commemorate him by remembering the full extent of his life and legacy: with all its turbulence and contradictions under U.S. empire. Phong shading not only rendered Buzz Lightyear’s spacesuit, but the Sidewinder missiles on simulated F-16s. By examining his life in a more global context, we can see how race and technology collude in the historical imperatives of war: in the past, present, and beyond.

Theodore Kim is an Associate Professor of Computer Science at Yale University, a former Senior Research Scientist for Pixar, a two-time Academy Award winner, and is currently writing a book on the racial biases baked into the algorithms for computer-generated imagery. Yoehan Oh is a Postdoctoral Associate and Lecturer in Computer Science at Yale University, where he is teaching a transpacific computing history course and writing a book about a sociotechnical history of the South Korean Internet giant Naver's platform machinery and its domestic survival and international expansions. Jacinda S. Tran is a postdoctoral fellow at the Charles Warren Center for Studies in American History at Harvard University, where she is writing a book about how the U.S. military “saw,” and subsequently destroyed, Cambodia, Laos, and Vietnam throughout the latter half of the 20th century.

Made by History takes readers beyond the headlines with articles written and edited by professional historians. Learn more about Made by History at TIME here . Opinions expressed do not necessarily reflect the views of TIME editors.

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Write to Theodore Kim, Yoehan Oh, and Jacinda S. Tran / Made by History at [email protected]