TMP

You said this person is "acting" for this semester. What happens in the spring? I'm assuming that your spring semester is your final semester, at least it's supposed to be. I should ask... who is really signing you off to graduate? This woman, or the adviser on sabbatical? Honestly, I'd lose my trust in the original graduate adviser for betraying your confidence in him for a second opinion. As someone pointed out, you meant to write this e-mail to say that you were just a bit confused and just simply wanted another opinion to be sure that you understand what is being asked of you. I asked for second opinions a lot when I was in my MA and word never go to my adviser that I was undermining my confidence in her ability to advise me well. (Perhaps there was simply not a lot of transparency between faculty members.) Unfortunately, as everyone has said, you will lose this battle. It's just a class that you don't want to take and by taking this, it won't cost to another class in the spring. Remember, you just need to pass. Muster a B and you'll be fine.

No. Don't unless they ask for it. Chances are greater that your e-mail with attachment may go to the spam folder because their e-mails don't "know" your e-mail yet. Also, it's kind of obnoxious.

Do any of them have a PhD? Your referees must have a PhD to write a LOR- they can asset your ability to complete the degree.

Minimum required. Your department will want you to be ABD stat so it can pay for fewer credits. I'd be quite careful about mentioning pursuing a master's in another department- your department didn't bring you in for that. I'd wait until you actually settle in before asking about this possibility.

What Riotbeard said. It's not fun compete with the PhD students for individual attention. Trust me. It's also worth looking into seeing what kind of credentials teachers have in private schools- where did they get them from? That's where, I tihnk, you should start.

If she's generally reserved, then her choice of words for your project "has potential" are invaluable. She's basically encouraging you to pursue it further for a future publication and may be open to working with you. So go in and say, "Hi, I'm curious. What do you mean by this project has potential? Can you elaborate a bit? I really like this project a lot but i'm not sure..." Make her feel useful.

You'll be able to discuss your (real) ability with your adviser and the department once you're admitted and enrolled. They'll want to make sure that you can pass the exam on the first try so they'll work with you. Also, generally how exams are conducted and graded are out of department's control- only under the foreign language department's control. Some foreign language departments have specific dates that one can sit in. You, your adviser, and the person conducting the exam will work together. Judging from your interests, it sounds like they want MORE than Latin. Latin is already required for Renaissance/medieval. Check the department's requirements for foreign languages for MA students. They may be thinking French or German. Also, don't be afraid to contact the DGS and say that you're uncertain whether or not your second major in Latin would make your a competitive applicant and would it be necessary to pursue another language before applying.

All of that is relatively irrelevant to what you really want to get out of your PhD- what do you want to study? What interests you? What is your writing sample like? What brings you to the PhD at all? And if you're not interested in American history, do you have foreign language(s)?

Use the search function. It's been discussed every year. Interesting perspectives.

For Latin America, they do expect strong reading proficiency in Spanish. You can demonstrate this through completing an upper level course in Spanish or use primary sources in Spanish in your writing sample. If they can see the evidence that you can read more than just basic signs, it's fine. Don't worry- most Latin Americanists pick up the other language while in graduate school. It won't be that difficult. As for your minor, pick one that you're actually interested in. Nobody really looks at minors because they're really only less than 5 classes as opposed to 8-12 classes for the major. Most people choose minors to complement their majors. I knew that I needed a specific 'area studies" minor for my research interests but it wouldn't be enough to convince the PhD admissions committee that I had a solid background. That's why I went for a MA-proving that I was competent in that subject. But of course, that's only because my research interests are ridiculous- extremely long history with multiple languages (and one can only do so much)! You're more fortunate than I am.

rosadel, not to put a damper on your plans, you may want to consider delaying your applications to Fall 2014 if you must wait until the final semester to actually write your senior thesis. Your writing sample will be the top three most important factors in determining admissions (at least make it to the final round) and one cannot afford to mess this one up. It is one piece that you have total control over in terms of quality (the other being your statement of purpose). Further, you will give your thesis adviser a wonderful opportunity to get to know you as a potential future scholar and as a person- which will make for a much stronger LOR. Your senior thesis writing experience will be much closer to what you will encounter every semester in graduate school. Your professor will also really teach you the craft- of researching and writing. What you learned in your required historical methods (or something like that) class is only on the very surface. Though I did my senior thesis in the fall semester of my senior year, I didn't really learn the craft until the spring semester when my adviser took me under her wing and taught me as much as she could about crafting a strong research paper. Though I didn't use it for a future writing sample (other than to get into MA programs), but it set me up quite nicely for my MA thesis writing experience (my MA adviser was very much... hands off during the actual writing process). I had much success- I ultimately used a chapter of my MA thesis for writing sample for the PhD programs. Also, consider this, when you say "late 20th century," what time period are you talking about exactly? Be aware that there are still a number of historians who are reluctant to touch anything after 1980, especially after 1989. You'll have to test out your ideas to several professors in PhD programs and see how they feel about working with you in the period you're interested in. One of my mentors refuses to look at anything after 1950s because, as he said jokingly, "It's my childhood!" Think about it. Also, I won't be the only one saying this but... really, really enjoy your senior year to its fullest. Though I had a wonderful senior year, sometimes I wonder if it would've been a bit less stressful if I didn't apply to graduate schools. Then again, my thesis was FAR more stressful than the waiting period!

Doesn't matter as long as you have some understanding of the "big" questions that are being asked in the field and you have the necessary languages. They won't ask questions that way but would be curious to know your train of thought as how you came to be interested in X, not in Y anymore.

Wait until October. Give them time to wade through their (overflowing) inboxes.

Don't worry about it. That's what MAs are for- to get you prepped for the PhD with various professionalization opportunities.

I was interviewing for full time jobs and working as a camp counselor for entering first graders!

Like you, I started thinking about the PhD in my sophomore year. I did go to a top-20 LAC but it's not quite known for sending students off to PhD programs. Most of the professors were out of touch with the graduate admissions process. At least you're in a program with a MA option that have sent people off to PhD, your professors will know how to direct you and prepare you. Just because you're at a state school and only a rising sophomore, there is no excuse of delaying your communication with professors. Professors love it when undergrads show interest in them and their work. Just... don't mention graduate school off the bat- you don't know what their responses will be like and they barely known you to make any sound judgment. Give them at least a year. So when you return in September, go ahead and e-mail some people or drop by their office hours. They know that sophomores are exploring different majors so they will anticipate you asking questions. I WISH I had asked MORE questions as an undergrad! It wasn't until my junior year I felt comfortable enough to go to office hours and have engaging conversations. As for the name-brand, I stand by my first sentence above. Further, your background and experience at SFSU will add diversity to any PhD program. Some PhD programs care more about diversity than others (usually top public and Yale) and those may be the ones you want to aim for. If any program lists their graduate students and education, look through them to get a sense. Do enjoy undergraduate. Do the ECs that you like. Hang out with your friends. I did a lot of tutoring in K-5 and now looking back, I realized how much I really enjoyed teaching and am looking forward to being a TA when my turn comes around. I did some history-focused internships that helped really decide on the PhD in History, not a MA in Museum Studies. I am a very strong proponent of study abroad. As a transnational historian, I've found living in the Middle East and Europe to be my biggest influences in how I approach history and determining my thematic interests. People do get in without studying abroad but I just think the experience (on top of daily exposure in target language) can unsettle anyone and encourage them to re-think what's important to them because they're out of their comfort zone and direct influences from their professors and peers. I agree with SToF about bottom line. Though I went to a strong LAC and a name-brand MA program, my GPA was just above 3.0 and I had horrible GRE scores (just over 1000), my application was as competitive as this other applicant whom my current adviser also accepted. This person received 4 other fellowship offers from "top-notch" programs (my guess that one of them just HAS to be Berkeley). I received a prestigious fellowship offer from another program that's*slightly* above my own and it's quite special to get one of these fellowships. It's your hard work that matters and professors like to see that. You have to show yourself to be a deserving applicant. And yes, it's extremely nice to be able to go into graduate school without any debt. Oh... what I'd do with that a couple of hundred dollars that I am currently paying out of my stipend towards loans from my MA program... I'd just LOVE to be able to go shopping on a regular basis. And maybe travel a little more often.

I would kind of agree with DaPHDer. I've done it before at the BA and MA levels and will be doing one for this coming academic year in my PhD program. Personally for me, I like that extra push to work harder because I want to outshine other students. I'm just competitive that way... also it just brings the best out in me. Certainly, I would say to your adviser, "Well, I need to take that Core course. I'm still figuring out what to take for electives...." Pause for a moment and see how your adviser responses. If he acts like he doesn't give a damn, then say what you really want to say and include your adviser's course in the mix and see how he responses from there. If still nothing, then he REALLY doesn't give a damn so you should feel free to take what you want to take and be sure to acknowledge that his course looks interesting but just doesn't fit in with your current goals (which is to get to know other professors). But if he does say "Take my course" then you DO have to take it. It's an opportunity for him to see how you interact with your colleagues and respond under (additional) stress. My adviser is still adamant that I take her research seminar with other students in the spring.... without thinking much of whether or not I'd be really ready (which I am not so sure). She thinks i"m ready.... which means a little extra stress for me to work hard this fall to make sure I get my language up to speed and find a decent research topic (that may be a departure from my current project). In my experience form being in such classes where I've seen advisers and advisees, it's quite interesting to watch the dynamics. There are advisers who DO want their advisees in their classes because it puts pressure on them to be the best teachers possible. They are more likely to share their experiences as scholars. They are more likely to be clearer in their intellectual thinking. They are more likely to actively engage the class to assure that the advisee is getting all sorts of feedback. (I had one POI say that he loves seminars for his advisees because they get a variety of feedback, not just him.) It is true that in such cases, the adviser is more likely to engage the advisee than other students, largely out of assuring that the advisee IS learning but also is capable of disagreeing/agreeing with the adviser in front of the class in a professional way. It's also an opportunity to be treated as colleagues. If your adviser is anything like that, he's a rock star. Remember, it's not all about you.

Thanks- I think you've just basically nailed it! My previous adviser barely showed any interest in me other than being.. well. a student. I tried to engage a bit of personal lives at times but it never lasted, it was just always business. With this new adviser wanting to know more about my personal life (as well as sharing a bit of hers), it was like... WHOA, someone actually is asking how my running is going! It's certainly a change when you have an adviser who sees you as a whole person and takes the philosophy that what happens in your personal life affects your work life/scholarship. (and I actually believe in it as well) Right now, I hope that she knows it's going to take time for me to *believe* that she IS available and responsive and for me to actually listen to her. I didn't have a good reaction in our last face-to-face meeting when she tried to give me feedback on course selections (which prompted this thread). I thought, "Who died and put you in charge?" When I resisted her advice, she realized that I wasn't used to be given such feedback, she had to (a bit sharply) remind, "it's MY JOB as an ADVISER to give constant feedback, whether you like it or not. Because if I don't then I'm NOT doing my job." She's stubborn and I'm sure she will keep working with me on this until I *get it* that things are really okay and I'm now in a much better advising situation. (at least I hope that she doesn't know that I do have a serious habit of asking for second opinions from other faculty members to make sure the advice was legit and I plan to break that.)

Well, I did! But not by choice (long-time forumites know it). I simply did not receive offers for 2 cycles straight before landing a couple in my third try. It was really difficult... there were VERY few jobs in the US for someone with a MA (and not much work experience) and zero teaching experience (not to mention that there's an abundance of people with social studies teaching certifications). First year out of the MA, I looked for jobs for 5 months and decided that there were just no jobs for me, so I went off to Germany to study German and live in Europe for a while. I loved it and it really did help me figure things out- what did I really want to study? What aspect of social history was I interested in? What topics in BOTH German and American news was I interested in? (Ethnicity, immigration, and national identity) It helped me to create a sharper SOP. After I was rejected everywhere (well, nearly, had an unfunded offer and a waitlist) and came back from Germany, I searched for jobs again while working as a camp counselor (highly recommended!). In my last cycle of job search, I think I applied to like 10 jobs and landed at least 6-7 interviews. But I think every interviewer realized that though I'd do well, I simply wouldn't fit in and be 100% happy. What did I do? I landed an internship at my old workplace. It was the best professionalization experience that I could ever ask for. I was around colleagues who cared about scholarship and education in our field. They boosted my morale and helped me believe that I could do the process again and get back into academia. Some of them worked with me to teach me academic writing on my writing sample. Others taught me new skills. The internship paid next to nothing but I came out of it as much better prepared for the PhD rpogram that my new adviser hardly needs to teach me anything right now like publishing a journal article or how to create a syllabus. If I had my way really, I would've gone straight to PhD from the MA because I KNEW what I wanted to do and had the energy to keep going (I had that fire in my belly). So I kind of see these two years as a mixed and bittersweet blessing. But you have a bird in hand and there are no jobs... TAKE IT.

Thanks, fuzzy. I've been thinking about your post and I agree. I do have certain habits- like simply not expect any responses over the summer or when adviser's away and not taking her advice seriously (and then run to other professors for more concrete advice!).. Per to kat's suggestion, I'll try to be a bit clearer about exactly what i'm used to and reassure my new adviser that everything she is doing is right by my book... it's just ME! She's going have to be patient and not be offended if it seems like I'm taking her advice with a grain of salt rather than a weight of gold. I've been in this "involved" relationship with my undergrad adviser but it's been four years and i"m just so conditioned to this.. it's not like I don't know how to be in such a relationship... just not in the habit of things. I've also gotten used to being very independent with my research to the point where I'll share my research and show papers to relevant people. If the adviser isn't relevant, she doesn't read drafts. Now this new adviser wants to see everything so she'll have to ask.

Verbal. I hardly studied for the math portion. But it is true that you do need good scores on both in order to get university-level funding which is more difficult to get than departmental level.