NOW ACCEPTING APPLICATIONS:

This may be especially of interest to folklore grad students!  

NOW ACCEPTING APPLICATIONS:

Americorps VISTA Refugee Project Worker
January to December 2013
40 hours/week
Education award, living allowance, some benefits
MUST apply online by Saturday, December 1, 2012
Interviews will be conducted first week of December

Seeking culturally sensitive individual with teaching experience and writing skills to work with refugee community members in Logan.  Will work closely with Utah Dept of Workforce Services.  Develop curriculum, cultivate community resources, provide training, and complete other projects designed with community members to empower them to move beyond poverty.

Apply at www.americorps.gov <http://www.americorps.gov/> , search for the state of Utah, then choose Utah Refugee VISTA Project.

There are over 200 refugees and asylees living in Cache Valley from countries such as Burma, Thailand, Eritrea, and Somalia.  The VISTA worker will spend time with community members, working with them to develop training programs and curricula that will meet their needs.  Examples of potential trainings might include financial literacy, women’s health, dental wellness, job preparation, or citizenship. She/He will also focus on educating the wider Cache Valley community about refugees and on developing the local Refugee Community Council, comprised of volunteers and employees of organizations that serve refugees.  Currently, the Utah Dept of Workforce Services is providing assistance and advocacy for these community members.

Preferred applicants will have experience working with people from many cultures, a teaching background, and strong writing skills.  A willingness to work a flexible schedule, the ability to roll with whatever comes, and dedication to helping people develop the tools they need to be successful won’t hurt either.

For application questions, contact Ayelen Butler at 801-691-8522 <tel:801-691-8522> .  For job description questions, contact Nelda Ault at 435-792-0324 <tel:435-792-0324>  or nault@utah.gov.

KBS World Radio

There's some great Korean studies-related discussions over at KBS World's website.

• Professor Charles Montgomery on Modern Korean Literature

• Darcy Paquet, Film Critic & Specialist in Korean Cinema

• Prof. Emanuel Pastreich on Korean Studies

• Michael Elliot on Mastering Korean Language

• Journalist and Consultant Michael Breen

• Sonia Kim, the Only Native English Teacher for the Blind in Korea

• Rusty Shaw on Korean Sign Language

bonus: On vimeo, there's a pretty interesting series by user "semipermanent" called "The Expat Life" which chronicles foreigners in Korea that do other things besides teach English. Not bad at all.

Willa Cather Birthday Celebration!

Here’s a heads-up for an event you won’t want to miss! Your colleagues, the Cult of the Catherites, will host a birthday celebration in honor of Willa Cather on Friday, Dec. 7, as part of the Logan Gallery Walk. St. John’s Episcopal Church (85 East 100 North), starting at 5:30 but feel free to come and go, stopping by as you wish (Gallery Walk runs from 6-9). We’ll have an ongoing program of music and readings related to Cather’s works. There will be a wonderful sung version of Ave Maria plus seasonal piano music by the virtuoso Bonnie Moore plus some readings of Cather’s Christmas and winter scenes. We’ll also have birthday cake (recipe from the Cather cookbook), an information table, and a gift table with Cather-related Christmas items (these are actually quite nice and most are inexpensive). Willa Cather’s great-nephew, Jim Southwick, and his wife Angela will be here as well. Make sure we’re one of your Gallery Walk stops.

We seek additional help, especially from graduate students who might want a service line for your cv. We’d appreciate volunteer readers, cake bakers, servers, gift table attendants, etc. Just let one of the cult members know you’d like to help: Evelyn Funda, Susan Andersen, Bonnie Moore, Shelly Halling, and Steve Shively.

The Willa Cather Foundation is holding birthday events across the country, partly because 2013 will be a big year in the Cather world: the 100^th anniversary of O Pioneers!, a mass market edition of Cather’s letters (out in April from Knopf) with associated NPR and New Yorker features, an international seminar in Flagstaff (see the poster and call for papers on Shively’s door), and more.

Willa Cather Birthday Celebration! Come Join!

A FUN OPPORTUNITY FOR COMMITTEE AND COMMUNITY SERVICE WORKA

ll graduate students and lecturers are invited to join the organizing committee of December Night with Willa Cather, an event to mark the anniversary of Cather’s birth on December 7. This event will be one of several around the country to celebrate Cather’s birthday, and it is a good opportunity to help with a local community literary event—something you can list on your c.v. as committee work and/or service. As part of the December Gallery Walk, we’ll be hosting activities at St. John’s Episcopal Church in downtown Logan starting at 5:00 Friday evening, including:

·       Readings from Cather’s works about Christmas

·       Music (a soprano solo of Ave Maria as well as some piano music)

·       Birthday cake made from a recipe in the Cather cookbook

·       Cather-themed gift items for sale

·       Meet and greet time with Jim and Angela Southwick from Heber City (Jim is Willa Cather’s great nephew). 

Much of the planning work has been done, but we still need lots of help. Please join us if you’d like to help with a worthy cause and if you’d like to enhance your c.v. with service on a special committee. Here are some of the areas where you might help:

·       Readers

·       Setting up gift tables

·       Setting up an information table

·       Making signs

·       Gift table clerks

·       Serving cake and beverages

·       Making beverages (probably hot chocolate)

·       Clean up 

So far the organizing committee includes Susan Andersen, Evelyn Funda, Bonnie Moore, and Steve Shively. Talk to any of us if you’d like more information. Feel free to show up at our next meeting on Wednesday, Nov. 14 at 1:00 in the Swenson Room, or let us know you’d like to help.

Publishing or Hercules Redux

By Evelyn Funda 

There’s an old adage in academe, a dire threat that has everyone in higher education shaking in their boots at one time or another: “publish or perish.” It’s that simple. Do or die. And while that saying was originally coined for those working toward tenure in their first university jobs, increasingly publication expectations are affecting people earlier and earlier in their careers. A decade ago it was rare that the newly minted PhD applying for a job had more than one or two publications, and those may well have been in regional publications or small circulation journals. Today it’s not uncommon for candidates for tenuretrack jobs to have book contracts for their dissertations, and even candidates for adjunct teaching positions at two‐year colleges or those applying for non‐teaching jobs (perhaps in non‐profit organizations or public relations work) are likely to have a publication or two listed on their CV. The reality is, if you want to stay in this business, you’ve got to do your research.

A couple of years ago I did an informal survey of our department’s tenure track faculty, asking them where and what kind of work they first published (For a detailed discussion of the survey results, see page 6). Almost all of our faculty began by publishing things like book reviews, notes, literary encyclopedia entries. They published in lesser‐known publications, they published work on topics that didn’t end up being their field of expertise, or they co‐authored something with a professor (although co‐authoring is the exception rather than the rule in the humanities). In other words, they got their publishing feet wet a little at a time. They paid their dues.

When I began this newsletter in 2005, I also surveyed our department’s graduate students about what where their biggest graduate school concerns, and the issue of how to publish was at the top of their worries. To some degree, I thought at the time, this was putting the cart before the horse. Here were students just forming their thesis committees,

learning the ropes of teaching, and proposing thesis projects that they would spend the next year or more working on.  Ultimately, graduate students expend much more time and effort on those things than they do on getting something into print, and a book review or an entry in a literary encyclopedia means precious little if your thesis isn’t completed. But publishing looms large in academe, and students fear it as much as they understand its importance.

Case in point, last spring I sent out the “Call for Papers” for this very issue of IMR to graduate students just completing their first year of Masters degrees in our program. I had already asked Sarah Stoeckl, former USU graduate student and  now PhD candidate at the University of Oregon, to write an essay about publishing while in graduate school, but my goal was to also get current USU students to use the summer to reflect on their first year and write brief notes about  the wisdom they’d learned. I wanted to

use the opportunity to model for our grads the submissions process, and I expected several students to have something to say. No problem, I thought—with an online newsletter I didn’t have to worry about too much material.

The result? Overwhelming silence. So I extended the deadline. Again, nothing.

 

I’ll admit, I was briefly annoyed (fleetingly wondering if summer fun was more important to students than their careers) and then I was mystified (how could students pass up such a shoe‐in opportunity, I thought).

But what I really think is at play here is that students tend to see publishing as a Herculean task, to be performed by only those with special powers. But the moral of the tale of Hercules is that even a demigod has to take it one task at a time. Publishing is a process, and Sarah’s essay “Portrait of the Scholar as a Young Professional, or Thoughts on Publishing While in Graduate School” offers some manageable tips for slaying the dragon.

I’d like to challenge every reader to spend some time during the coming weeks to plan to take at least one small step toward publishing: research a gradfriendly venue (take a look at Watermark where Sarah published, for instance), go through your seminar papers and determine which one might be a candidate for submission, read a book like The Grad Student’s Guide to Getting Published (this is out‐of‐print now but used, cheap copies are available on Amazon), or start a writing group with your peers and start talking about ways

to publish your work.

Portrait of the Scholar as a Young Professional, or Thoughts on Publishing While in Grad School

By Sarah Stoeckl, University of Oregon

It is a truth universally acknowledged that a graduate student in possession of a good paper must be in want of time and energy for publishing it. For those of us in the Humanities the mere act of jumping through required hoops proves plenty to keep us distracted from extraneous considerations such as PUBLISHING. Whether in the process of reading,

researching, and writing for classes; reading, researching, and writing for exams; or reading, researching, and writing for dissertations and theses, we are busy folks. Many of us are also teaching, doing service for our departments, and/or balancing relationships to families, friends, pets, and non‐graduate work. The thought that we should (even must) cram more work into already overfull schedules, just so we can face a daunting job market, makes many of us want to lie down and take a nap instead. However, publishing is important—as graduate students and as professional scholars. It’s what separates the smart kids from the closers. I’m here to say it’s also less daunting than it initially seems to be.

I have had a fair bit of experience with various aspects of publishing as a graduate student. During my master’s program at Utah State University I worked on the journal Western American Literature (WAL) and learned firsthand the intricacies of copy‐editing and the ins and outs of accepting/rejecting essays for publication. I also wrote entries on four authors for a literary encyclopedia. In the last two years of my PhD program at the University of Oregon I have written a book review on a collection of essays on May Swenson and placed two essays for publication—one in the online, graduate journal Watermark and another in the peer‐reviewed Willa Cather Newsletter and Review. Finally, I have had three essays sent to multiple journals roundly rejected, damned with faint praise, or encouraged to resubmit with substantial revisions. Thus I do know a bit about what (and what not) to do to publish during graduate school, and I can offer a few points of advice:

1. Take heart! We have unique opportunities to publish during graduate school because we are regularly churning out papers for seminars (and dissertations/theses). In forcing us to produce, and in giving feedback on that production, professors and mentors provide us with an institutional level of scholarly and creative support we will never receive again. Take advantage of this opportunity,  particularly if you are proud of a piece of work and you know it addresses new and interesting ideas about the topic.

2. A seminar paper is not a journal article; you will need to do some work to prepare it for publication. To begin, incorporate your professor’s suggestions and consider talking to her about what she thinks would make it publishable. You may also need to do some of (possibly all) of the following: fill in research gaps, expand or clarify ideas, fulfill the requirements of the journal to which you’re submitting (check websites), write a cover letter (make sure you correctly spell the names of the editor and the journal), and copy edit— seriously. Go over it yourself, enlist a friend, but clean your prose like you do your teeth before visiting the dentist.

3. Publications, particularly at the beginning of your career, are never a waste so there’s no reason to lose sleep over whether or not PMLA or Fourth Genre will accept your essay (they probably won’t—yet). It is perfectly acceptable to start out with book reviews or “notes,” to work outside your main field/focus, or to publish in grad student/online/ less prestigious publications. These venues help you build a publication record, as well as enhance your experience and confidence. Having said that, I’m not “sorry” I wrote encyclopedia articles because I learned a lot about writing and researching during the process, but sometimes these types of publications can be a great deal of work for very little gain. Book reviews are not independent, original work and, as such, are not, in the long run, going to impress many; whereas, encyclopedia entries can require a great deal of research and time to write, especially if they are not directly related to work you are already doing. The best tactic is to do enough of these to establish a record, and once you’ve done one or two of each, your time may be better spent on more relevant publications.

4. Once you’ve paid your dues, don’t remain content with less prestigious publications. As you progress in your abilities and your knowledge, do place work in more prominent venues and/or in locations that will have more bearing on jobs you’ll apply for. This is another great place where professors in your specialization can advise you on not only the biggest journals, but also the ones respected within your shared field, the one in which you plan to research, teach, and be paid (i.e. Medieval studies, critical theory, or pedagogy and rhetoric). Publication says to a hiring committee: “She can complete work.” But publication in a relevant journal or book says: “Her work is important, interesting, and thorough.” In searching for “relevant venues” you can also look to societies or associations that connect to your work and may have their own journals, as well as examining “works cited” lists from books and essays that you have used to see what places publish in your area.

5. You’ll never publish anything if you don’t send it out. Daunting. Time consuming. Overwhelming. Necessary. Again, you have a great resource in professors who know the field so ask where they recommend trying to place your essay. You can also peruse the MLA bibliography and JSTOR for journals that seem to publish similar things; examine the texts on your own “works cited” page for where they appeared; regularly check University of Pennsylvania’s CFP’s site (http://call‐for‐papers.sas.upenn.edu/), which mostly has Calls for Papers for conferences but also for books and journals; search online for societies focused on specific authors or fields, which frequently have publication information; and check your department’s pile of CFPs (ask the office staff if it’s not obviously located). (Hint: You improve your odds of acceptance if you respond to a specific CFP.) Make a list of possibilities. Then check the journals’ websites (which most have now) and the journals themselves for approach, content, and requirements that match your essay. Making sure your paper fits a particular journal before sending it out is simply professional; it also increases the likelihood that it will be accepted.

6. Use your connections. For example, my book review was written for WAL (where I’d worked for two years), and they reviewed the book in part because professors at USU were its editors. As with most other professions, networking is part of the business. Your professors are a resource for advice and information, but also for connections. Enhance those connections yourself. You can network at conferences, with visiting  professors/speakers, and with fellow graduate students that you meet or who preceded you in your program. If it’s relevant at all, remind editors of how you’re  connected to them when you submit your essay, abstract, or proposal. This can appear in your cover letter, an email, in person, or all of the above.

7. Be professional and patient. Remember that academic business frequently moves slowly. In general, do not submit your essay to more than one venue at a time. Simultaneous submissions are rarely acceptable, especially in scholarly research. You should hear promptly that they’ve received the essay, but it may take longer to receive a final decision. It will likely be 3–6 months until you know if it has been accepted/rejected. If it takes longer to hear back from them, feel free to email or call in a request for information about your essay’s status, but don’t pester unnecessarily. If the journal rejects the essay, or even accepts with requested changes, try very hard not to take it personally. Incorporating other people’s opinions is something you will have to do for your whole career, not to  mention the next years of school. If it’s a rejection with advice and encouragement to resubmit, huzzah! This means they find merit and relevance to your essay and want you to improve it before re‐sending to their (likely) welcoming place. Do not pass this opportunity up.

8. Publication of dissertation chapters poses its own unique complications. I’ve heard most commonly that publishing 1–2 chapters of the diss before going on the job market is wise, but not more. Ideally, your dissertation will become a book and book publishers will want to see that you’ve proven yourself but still have something new to say. You also want to keep in mind time, here in particular but also in general. Just to prepare an essay, send it out, and have it accepted by a publication takes time, while its appearance in the journal or book can take months to more than a year. Preferably, you want to apply and interview for jobs with the ability to say part of your dissertation is “forthcoming,” if not already published. Ultimately, you should organize these decisions in consultation with your dissertation chair.

9. Lastly, when you achieve your first, fifth, or fifteenth publication, update your CV! You can even list a work as “forthcoming.” The only thing more satisfying that adding to your professional record is seeing your work in print.

Survey Says: On Publishing in Early Career

By Evelyn Funda

In September 2007, I sent out a survey to our department’s faculty, both tenure‐track and lecturer‐track (just over 40 faculty members), asking them a variety of questions about  how they established a record of publication. What follows is a breakdown of the  responses. Also see the sidebar at right for quotes from respondents.

Overview:

More than 70% of respondents published while they were in graduate school, and almost 30% of those had first published while they were in a Master’s program.

Publishing Genres:

More than 50% of respondents listed book reviews as one of the first 2‐3 things that they published. 22% did entries for literary encyclopedias. 65% published a critical essay of ten or more pages, most of which were in peer reviewed journals (although 62% of these respondents also had published in other genres, including book reviews & literary encyclopedias) 35% had one of their first publications in a regional journal.

How They Got Published:

43% respondents said that one of their first publications was solicited directly by a book or journal editor. 39% submitted to a specific journal on recommendation of a colleague or prof. 30% originally submitted their work in response to a call‐for‐papers.

65% say that one or more of their early publications originated from writing assignments they had done in a class, and 56% say early pubs were based on work previously presented at a conference. 65% said they had acted on the encouragement and guidance of grad school professors. Lessons Learned:

While most of the above is self-explanatory, I want to emphasize a few important tips.

• Be visible to set yourself up for success. A significant number of respondents had presented their works at conferences prior to publication, and many of their early pubs were solicited by editors.

• Vary your early publications. For the most part, respondents didn’t put all their eggs in one basket. By publishing in a variety of genres (i.e., book reviews as well as critical  essays), they proved they could handle different audiences.

• Finally, if a prof says send it out, do it. Many respondents chalked their success up to contacts, either at their university or contacts they made at conferences. The point is, however, that they acted on advice they received.

Applying to PhD Programs, After an MA

by Christine CooperRompato

My experience is personal and anecdotal, based on my own application to Medieval Studies and English PhD programs, friends’ applications to English programs, and three years of coordinating the Medieval Studies Program admissions at the University of Connecticut. You are strongly encouraged to talk to faculty in your specific fields about their experiences!

 

Questions to consider:

 

• What is it that you eventually want to do? Teach college students and research/ write papers? Do you like this career enough and can live with the stress of knowing it may take a year or more to find a job teaching? Or would you prefer a more stable career that would allow you to work in a university setting, without (as much) teaching/ researching (like reference librarian)?

• Are you prepared to commit the next four to seven years working on your PhD? Do you like what you do on a daily basis now?

• It’s quite common to feel MA burnout in the second year. If you are experiencing this now, do you think it’s a burnout that will pass, or has it permanently colored your attitude toward graduate school?

• Can you support yourself (through teaching and loans) and still live in a way that is not destructive to your psychological/physical self?

 

The Application.

 

The application will consist of the following parts:

 

• Actual graduate school application (name, contact information, etc).

 

• GRE scores that you will order to be sent to each program. You will need the general exam and probably the subject exam. Study! Remember that if you retake the exam, both sets of scores will be sent to the school. The admissions committee sees all the scores.

 

• Official transcripts, both MA and undergrad. “Clean up” your transcript before you apply—incompletes don’t look good and raise warning signs to admissions committees.

 

• Statement of purpose (a.k.a. personal letter/letter of introduction).

Each program may ask for something slightly different, but in general this is your chance to let the admissions committee know who you are intellectually and what you are interested in. Generally 2–3 pages. For specific suggestions, see pg. 4.

 

• Writing Sample: This should be an example of your best scholarly research/writing (approx. 15–25 pgs, but requirements will vary). If you are using a paper you wrote for a class, revise it and make it as close to “perfect” as possible.

 

• Letter of Recommendation from faculty members (not employers/ friends/clergy) who know you well (at least three). Make sure you talk to your recommenders in advance. If possible, give several months warning. Provide any cover letters that they need to fill out, stamped/addressed envelopes, etc. Your job is to be organized and plan ahead of time (you’ll get a better letter that way). Recommenders might also ask to see your statement of purpose and writing sample—ask them what they need to write the letter for you.

 

• Other: You may be asked to include other supplementary material, including a vita, supplementary writing sample (for example, encyclopedia articles you’ve written), statement of teaching philosophy, etc.

 

• Application fee (ballpark: $50‐$100).

[Remember that it’s your job to make sure everything arrives in a timely manner and is filed correctly. Expect delays and lost materials. Call the schools to make sure your application is complete (don’t expect them to contact you), and make certain you send the materials to the correct departmental addresses. Start early, don’t panic, and don’t be rude. Administrative assistants talk to faculty, so be warned that if you are a hot‐head with a secretary on the phone, the admissions committee will probably hear about it.]

 

Who reviews the applications?

The graduate school will ensure that you’ve met certain requirements (you’ve fulfilled your MA degree by the start date of your PhD, paid your application fee, and met minimum university GRE requirements, etc.), but the decision is up to the admissions committee that the individual department forms. Who is on the admissions committee? The committee membership often  changes every year, so there will probably be no way to predict who will be on it. Some schools will identify the head of the committee as a contact. Committees will weigh the parts of the application differently. The most important parts of the application may likely be your statement of purpose and letters of recommendation. Some programs will insist on minimum GPA and GRE scores that are higher than what the graduate school itself requires.

 

Steps to finding good programs:

Where you do your PhD is very important. Few people will ever ask where you did your MA, but you will carry the name of your PhD institution with you wherever you go. You want to find a program that has a good name in your field. This doesn’t mean it has to be an Ivy League—different schools are known for strengths in different areas.

1. Talk to your professors.

Make a list of programs they mention. Consider whether you want to do an English degree, or if you would prefer a related field (American Studies, Medieval and Early Modern Studies, Comparative Literature, etc.)

2. Research programs on the web.

Look at class descriptions, faculty profiles, student profiles, resources, etc. Remember that websites are designed to show off the program, but are often only as good as the people who made them—a poor website doesn’t necessarily mean a poor program. I recommend that you look at private colleges/universities, all “University of state” programs (the main campus usually has the PhD program, and also universities with “state” in the name (like Utah State U). The Modern Language Association website (www.mla.org) has useful advice for choosing and applying to graduate programs (click on “reports”). Also check sponsoring associations in your field; the American Studies Association website, for example, lists schools with PhDs.

 

When checking out schools, consider these important factors:

• Find out the resources available at each school (Who gets TAships, and for how long? What are the library resources?)

• Find out what the job placement rate is: What percentage of PhD graduates get jobs? Where have recent graduates gotten jobs?

3. Request application materials from each school you’re interested in.

Some won’t send costly catalogs and will instead direct you to the website where you may read the materials and apply online. Consider the materials closely, but remember they are promotional.

[Be careful of basing your decision entirely on the promotional material. For example, the UCONN medieval studies program used to include all the emeritus faculty on its brochure. It made the program look very well staffed, but in reality half of those listed were retired. It turned out many applicants didn’t know what “emeritus” meant and were applying to work with specific people who  had retired years before.]

 

4. Attend conferences in your field.

Talk to faculty members and graduate students at those conferences (their affiliations will be listed on their nametags or in the programs). Invite them for food/drink and ask them questions about their programs’ strengths. (If appropriate, ask what the weaknesses are). Be prepared to talk about your interests. Are these people you would be excited to work with?

 

5. Read secondary literature.

Find researchers whose work you find interesting or whose writing you admire.  Then correspond with them about your project (or about the program in general) to make certain you can work with them.

[Maybe they’re planning on taking a research leave the following year or retiring—they will not tell you their personal plans, but at least you’ll know if they are encouraging of your application. Do your research! Make certain that professor is still at the university. When I was applying for my MA in medieval studies, I read articles by Wendy Harding from UCONN and wrote in my application that I wanted to work with her. It turned out she was a graduate student. If I had done my research, I would have figured that out.]

 

6. Visit the campus.

If you’re serious about a program and have financial resources/time, arrange a campus visit. Tour the library, make appointments to meet with faculty who you’re interested in working with, ask to meet some graduate students (you’ll learn what the program is REALLY like!). Some schools are more encouraging of campus visits than others, so be sure to phone ahead—don’t just show up and expect people to meet with you. If a campus visit isn’t feasible, ask for the names of graduate  students who would be willing to answer questions about the program via email or phone.

 

7. Funding Assistance:

Find programs that will support you with a teaching or research assistantship for the full length of your program. They won’t be able to promise you funding, but they can say something like, “Most students are fully funded for x years while they work on their PhDs.”

Applying to PhD Programs, Part II:

by Christine CooperRompato

Your “Statement of Purpose” (also known as “letter of intent”) should be a polished, professional document that highlights accomplishments, achievements, and interests, and it should set out a tentative plan of study and show why you would be a valuable asset to their program. Think about these general questions:

 • Why is your MA thesis work (and coursework) valuable and interesting?

How have your MA studies led to your applying for a PhD?

• What topics do you plan to research in the PhD program?

Why are these avenues interesting & worthy of study?

• Do you have a tentative dissertation project?

If you do mention a specific project, it’s important to make sure someone can work with you on it.

[I once saw an extremely qualified candidate rejected from the UCONN medieval studies program because he said he wanted to work on medieval Hebrew manuscripts. Since there were no professors qualified to direct that project, his application was rejected. If he had done his research on the school before he sent his application, he would have known there were no professors there who worked in that field. When I applied for my PhD program in medieval studies, I included a paragraph on my intended dissertation topic, “The Representation of Islam in Medieval English Literature.” I mentioned some texts I planned to work with, why it was an important topic, and how I had prepared myself to work on the topic. The committee afterwards mentioned that by including the project description, they were reassured that I would be focused and would finish the program on time (always a big concern since PhD students tend to hang around too long). I later changed my topic completely.]

• What resources would you make use of at the school?

Do they have fantastic library archives you can’t wait to get your hands on? Is there an active women’s studies program that will supplement your studies?

• Is there anything interesting or unusual (academically) about you?

Are you bilingual? Have you worked interesting jobs or performed significant community service related to your professional career? (For example, tutoring English at a prison).

• Are you interested in teaching?

Remember that you also want to be considered for a TA‐ship, so it may be appropriate to discuss your teaching experience. Some schools may ask for a separate letter stating your teaching philosophy.

Try to set the tone right

Aim for confident, interesting (and interested in your subject), engaging, professional,  smart, but not cocky or arrogant. You want to convince the admissions committee that, if they invest time and money in you, you will be an asset to the program and will ultimately

be able to land a good teaching job.

Be sure to seek comments & suggestions on your letter before you send it out! Show it to your recommenders and take their suggestions seriously.

Do NOT begin your “Statement of Purpose” with the following (all actual

examples I’ve seen!):

·       I’m Stephanie and I’m 27 years old.

(Your name is on the application, and this is a rather meaningless opening. Also avoid references to age).

 

·       Since my recent divorce, I’ve been really depressed so I’ve decided to apply to graduate school. (Too much information! They do not want to hear about your personal problems).

·       I’ve wanted to be a medievalist ever since I was first given Legos as a child. (This was written with a quill pen on fake parchment! Cutsie will not convince them of your readiness for a PhD program).

·       I want to get my PhD for the fun of it. (Programs put a lot of time and energy into training a candidate to be a professional. Why waste their time if you’re not going to be a professional).

One last suggestion: In general, it’s a good idea to leave out faith references in your application. I remember the admissions committee at UCONN was baffled by several personal statements signed “God bless” and “May God guide you in your decision process.” Assume that the admissions committee will be comprised of professors of a variety of religions, and a number will have no religion. 99% of the committee members will believe that faith references do not belong in an academic application. If, however, religious experiences have formed a significant part of your intellectual and professional development, by all means include relevant information. For example, if you’ve been on mission abroad, you can say something like, “I’ve spent several years in x country, where I became fluent in x language, which I intend to continue studying …”).

Suggestions for the Writing Sample

·       Check out the programs to see how long the sample should be. Often they won’t give a specific page number. If that’s the case, a 15–25 page paper would be appropriate. Don’t send your entire thesis (unless they ask for it!)

·       Make sure your paper is perfect. It will be read for quality/complexity of thought, development of ideas, prose style, etc. Show it to your recommenders before you send it and ask for revisions suggestions.

·       Pay attention to details. Get the citation format right. Include a title and page numbers.

·       Choose an appropriate writing sample. Don’t send a paper on medieval poetry or creative writing if your application claims that you want to work on twentieth‐century American prose.

·       If you have a publication in a good journal, by all means send an offprint as your writing sample.

[Typical PhD Timeline  (This can vary from program to program) 1st and 2nd year: coursework 3rd year: comprehensive exams (oral or written exams on your areas of specialization) & writing of dissertation prospectus. After this is completed you will be called “ABD.” 4th year onwards: “Dissertating.” (One year is extremely fast.)]