This essay examines the uneasy relationship that Arturo Islas’s The Rain God has had with narratives of identity, focusing on how the representation of Felix’s sexuality makes him a problematic figure for certain strains of Chicana/o and queer studies. In other writings, Islas criticizes Quinto Sol, the chief publishing house of Chicano literature…[Read more]

This handout explains in clear and simple terms what a strong thesis statement should–and should not be. Examples of the four main types of ‘weak’ thesis statements are given, along with four corresponding ‘strong’ thesis statements. I have successfully used this handout in workshopping students’ thesis ideas.

This handout explains in clear and simple terms what a strong thesis statement should–and should not be. Examples of the four main types of ‘weak’ thesis statements are given, along with four corresponding ‘strong’ thesis statements. I have successfully used this handout in workshopping students’ thesis ideas.

This handout explains in clear and simple terms what a strong thesis statement should–and should not be. Examples of the four main types of ‘weak’ thesis statements are given, along with four corresponding ‘strong’ thesis statements. I have successfully used this handout in workshopping students’ thesis ideas.

Introduction to the edited volume Bridges, Borders, and Breaks: History, Narrative, and Nation in Twenty-First-Century Chicana/o Literary Criticism.

In late 1991, an editor at the Sunday New York Times Book Review asked me to write a feature article about that uniquely American genre, the Indian captivity narrative. When the editor called, I was dean of the College of Humanities at the University of Arizona. I accepted the Times assignment in hopes that writing this article might prove a…[Read more]

This handout explains in clear and simple terms what a strong thesis statement should–and should not be. Examples of the four main types of ‘weak’ thesis statements are given, along with four corresponding ‘strong’ thesis statements. I have successfully used this handout in workshopping students’ thesis ideas.

This handout explains in clear and simple terms what a strong thesis statement should–and should not be. Examples of the four main types of ‘weak’ thesis statements are given, along with four corresponding ‘strong’ thesis statements. I have successfully used this handout in workshopping students’ thesis ideas.

This handout explains in clear and simple terms what a strong thesis statement should–and should not be. Examples of the four main types of ‘weak’ thesis statements are given, along with four corresponding ‘strong’ thesis statements. I have successfully used this handout in workshopping students’ thesis ideas.

This handout explains in clear and simple terms what a strong thesis statement should–and should not be. Examples of the four main types of ‘weak’ thesis statements are given, along with four corresponding ‘strong’ thesis statements. I have successfully used this handout in workshopping students’ thesis ideas.

Lecture/class notes on George Orwell’s Nineteen Eigthy-Four. I’m sharing my teaching notes (rough) for works that may be helpful to others and are widely taught.

How to Revise a True War Story is the first book-length study of O’Brien’s archival papers at the University of Texas’s Harry Ransom Center. Drawing on extensive study of drafts and other prepublication materials, as well as the multiple published versions of O’Brien’s works, John K. Young tells the untold stories behind the production of such k…[Read more]

This article reconsiders Richard Wright’s Native Son by comparing divergences between the published novel and an earlier typeset manuscript. It argues that such revisions render protagonist Bigger Thomas an icon of global class conflict rather than a national figure of racial tension. By revealing the continuities among critical essays that…[Read more]