Sigaba

Other people have posed similar questions, but I would absolutely regard it as a legitimate portion of the test and, as a result, treat it worthy of effort.

Even if you question its validity as an indicator of writing and analytical skills, it's still a component of the test. Nobody really likes it, and a lot of departments state that it is not a major consideration. However, some programs and institutions require a minimum score on all 3 sections. It would be a shame if you missed out on a fellowship or even admission because you didn't participate in a simple 5-paragraph essay exercise. All you need to do is achieve a 3.5 or 4.0 to be safe; just read a couple of sample essays beforehand and it won't be a problem.

I would also be curious if anyone has done it and if there were any consequences. The AW section is not demanding of time -- and, frankly, brainpower. Worst-case scenario: can you imagine being rejected from your #1 school because your missing AW score drew negative attention? That would suck.

I'm not planning to do this, but it's fun to think about: since the AW score is a bit pointless for many disciplines, has anyone ever thought to just skip it, accept the 0, and save an hour's/45 minutes worth of thinking over nothing?

Even better - has anyone ever done this? If so, how did it work out for you?

Edit: Sorry for the typo!

I think loosemygrip gave the link merely to highlight his own opinion, rather than lay the foundation for it.

I can see why one person's distaste in a school could make others a little combative, but the judgment of art really is a personal experience and is therefore subject to personal taste. Loosemygrip thinks the art produced by Yale students is terrible, you think it's good, but you're both right!

So I am in the Playwriting MFA at a great school that shall go un-named. I applied to like 8 schools last year, got into 3, and went to the best one. I like it fine and all, but I really want to re-apply to Yale and Brown (I applied to them last year and was rejected). Will my re-applying to Yale and Brown really upset the professors at my un-named program??? I dont want to upset them because they are great people and its a great program, but I'm just.... anal about certain things and I want what I want... Please, any advice on this would be greatly appreciated!!! Thank you!

Are you sure you want a grad student writing you a LOR? Don't you know any profs who can write for you?

I understand, I really didnt think it could damage the credibility of the recommender if I asked to see the LOR, I know he would make a great recommendation but I just wanted to know what he was putting on it, since he was the tutor of my thesis and I plan to mention the work I did with him on my SOP.

Could it just be that your current advisor has different standards than your old advisor? Not only because you're in a different field, but because you're pursuing a higher degree. The expectations of a PhD student who will soon be on the job market will be inherently higher than of a beginning PhD student, and those will be higher than of a MA student. When someone is at the point where they're producing good results, an advisor may choose to start being very strict about the actual writing (whereas before they might concentrate only on the contents--you have to choose your battles). Structuring a strong argument and presenting it in a convincing way are not skills that necessarily come naturally to everyone, even if they are good writers. At the same time, if the comments you are getting from your advisor are unclear, you should schedule a meeting to go over the comments together. Or, if you decide you really don't get along with her or that her advising style does not suit your needs, I agree with everything Sigaba wrote above about how to go about switching advisors.

I am applying to Northwestern's graduate school and they are requesting an "optional" diversity statement on their application. I am at a loss to figure out if I should do this or not. I don't really consider myself diverse, traditionally speaking. I am a white female from a suburban, lower middle class family. The only thing really "diverse" about me is my socioeconomic status..I am low-income, but aren't pretty much all 20 somethings just starting their career? I'm from a military family and am the first of my family to earn a bachelor's degree, but I'm not really sure if either of those things qualifies me for being "diverse" enough to write a statement about it. I've also done a fair share of traveling, but I don't consider that to be too unusual this day in age, either.

Has anybody else had to try to figure this one out? What did you end up doing? I don't want to look like I'm just writing the essay for the sake of writing it, but I don't want to NOT write it if it could help me out in some way.

I just never thought this would be a problem and always thought I could even read them and even make suggestion before they sent it. Now that I know I wont even see them after they wrote them it is really stressing.... Do you know what might be the reason for this?

nehs--

Thanks for your reply. One additional question. When you're reading course materials, do you find yourself taking short naps?

Clio11's emphasis on individual differences is, IMO, a good point to consider. You spend time talking about what you don't do well relative to your classmates. But what about the things you do well? (Knowing how to ask for help is a great skill to have.) Are there ways you can "play to your strengths?" Would you feel comfortable organizing a study group and inviting classmates from whom you could learn the skills you want to develop?

In regards to your reluctance to talk in class, please remember two things. First, the only stupid question is the one that you don't ask. Second, a professor's office hours may provide a good opportunity for you to discuss some of your concerns, to get some feedback, and to demonstrate what you know.

Precisely how do you know that comparing numbers is "obviously" more helpful?

Do successful applicants get in primarily because of their numbers? Are other factors--including academic pedigree, LoRs, the SoP, interviews, correspondence, and behind-the-curtain discussions--that display an applicant's potential, punctuation, and personality are less important? What about the departmental politics and economic calculations that factor into the deliberation?

Do successful applicants get a debriefing that tells them why they were admitted and others were not? Or are they left to read the tea leaves and make guesses that, no matter how well founded and educated, are still guesses?

Precisely how do you know that comparing numbers is "obviously" more helpful?

Do successful applicants get in primarily because of their numbers? Are other factors--including academic pedigree, LoRs, the SoP, interviews, correspondence, and behind-the-curtain discussions--that display an applicant's potential, punctuation, and personality are less important? What about the departmental politics and economic calculations that factor into the deliberation?

Do successful applicants get a debriefing that tells them why they were admitted and others were not? Or are they left to read the tea leaves and make guesses that, no matter how well founded and educated, are still guesses?

hi

its really important to write in thank you note to your interviewer. It can make or break your chances of getting a job. Here are few links that can help you

http://getgoodatlife24.blogspot.com/2011/05/email-thank-you-note-after-interview_26.html
http://getgoodatlife24.blogspot.com/2011/05/email-thank-you-note-after-interview.html
http://www.squidoo.com/interview-thank-you-note

didn't think this one through, did ya?

finding out the stats of students accepted into the programs you are interested in is obviously more helpful in estimating your own chances compared to discussing imaginary cutoff stats with other current applicants - people who are potentially just as clueless as yourself. that's just a waste of time.

i've already asked for, and received great advice on the "officially grads" forum, and none of them cared that i was posting as someone who has yet to apply. in fact, they seemed like they were happy to share.

so go ahead and ask others who have just as little experience as you do about the process if it makes you feel better. i'd rather get advice from a collection of people who have fresh and first hand experience about what works and what doesnt than people who are merely hoping that "this" or "that" works.

I completely disagree. "Officially Grads" is primarily for current graduate students to discuss, well, grad school. The "applications" forums is to discuss "applications". Posting "what are my chances" threads in the Officially Grads forum will do nothing other than annoy the native population, and clutter it with threads that clearly belong in the forums that are dedicated to their existence.

It's kind of like those special few that post 18 different "what are my chances" threads in all the different subforums to increase their chance of being seen- more people will see them, but it will also invariably frustrate more people, lead to more work for the mods, and probably in the end decrease useful feedback.

First, do not freak out. You are going to make it through this experience. Any graduate student worth his or her salt can do three things consistently--sleep in any position, no matter how uncomfortable the surroundings; turn any topic into a viable research project; and find ways to stay fed.

I recommend that you develop a matrix of different housing options. Program into this matrix the cost of breaking your lease. See if you can develop an option where there's still a net savings.

If breaking your lease is simply something you cannot do, keep the following in mind for next time. One can get a lot more bang for the buck by renting a room in an apartment/house than by living alone. The key will be to make sure you and any prospective housemate vet each other carefully. If you're in a seminary, you will have no trouble finding a good place to stay--it is a renter's market.

If your school is reasonably close to mass transit, consider getting rid of your car. To calculate the amount you'd save from not having a car, multiply the number of months you drive in a month by $0.56. (This value excludes the savings one can get by negotiating a lease without parking privileges.) You may qualify for a student rate metro pass. If you're in the L.A. area, you'll find that the LAMTA is reliable enough for your needs during the week (if not during the weekends).

To the extent possible, skim off some of the money you're getting now and put it aside for the lean times ahead.

Give thought to offering your services as a tutor on craigslist. If you travel this route, make sure that your rate is competitive and that all of the tutoring sessions take place in a public space.

Give thought for asking your friends and relatives for gift cards for the coming holidays, ideally for gift cards from area super markets. At worst, ask for Starbucks gift cards. (Nothing imparts a sense of omnipotence like a Starbucks card with $100.)

In regards to you not receiving your stipend during the summer months, double check to see if you can get your tuition covered for summer school courses. If so, max out the number of classes you can take. Spend as much time in the stacks as you can stand. Keeping busy intellectually will help dull the edge of hunger. And of fear. If you play ball, the summer is a great time to work on your midrange game. (I suggest you do this indoors. It will be better on your knees and the time will pass more quickly.)

If you don't have membership to COSTCO, find someone who does. In the months leading up to the summer, stockpile inexpensive food stuffs. Before you do so, I recommend that you get a good sense of what kinds of inexpensive foods you can handle physically and psychologically. (If you're going to be eating the same basic foods over and again, you want to make sure it isn't something that enhances depression or tears up your stomach. In regards to the former, I recommend Nescafe, Splenda, and evaporated milk. In regards to the latter, I recommend that you avoid the cheap ramen noodles and go with varieties that are more expensive--your stomach will thank you.)

In regards to the logistics of the summer move, ask around. Someone will know someone who has a truck. Someone else will know someone who has a place to store stuff. Everyone will need help moving. (And if you're good at the basics of shrink wrap, you'll find yourself in demand.) You put these people together and pool resources, you will find a way.

Remember at all times to keep your sense of perspective and your sense of humor. Acknowledge that you face a serious challenge but don't be overwhelmed. You will make it through.. Keep in mind that you are intelligent, that you are resourceful, and that there are people around you who will help. Use your intellect and your resourcefulness to develop and to implement solutions. This may include finding a dozen ways to make PB&Js. It may also include finding a nice groove where you're so involved with your studying that the lean days of the summer fly quickly. It may also involve reading the autobiographies/memoirs of senior scholars and other luminaries in your field. When you read about what they went through during similar phases in their lives, you'll smile to yourself and know you're just continuing the tradition.

HTH.

FWIW, I transferred after earning my M.A. My initial institution wasn't working out for me. As I was completing the requirements for the M.A., I told a couple of professors that I was considering a change. I took a semester off. I applied to a program in Southern California and that institution's history department and graduate school were quite eager to have me.

In some ways, transferring was the best decision I've ever made. In others, it was among the worst. Paradoxically, the reasons why are almost exactly the same for each evaluation.

So, before you commit to making a change, do yourself a favor. Print out, read and then re-read Sparky's post and make sure you know the answers to all of her questions.

HTH.

Kelkyann--

I recommend that you identify the professors in your department who are excellent teachers and that you ask them for guidance on how to improve those skills you think are deficient.

Also, if your program requires you to do coursework outside of your department, consider the value of doing that coursework in your institution's school of education.

Second, consider the value of handing out a student evaluation form to your students at the end of each class. This practice may provide useful feedback that allows you to make on the fly adjustments and to avoid fixing stuff that isn't broken. (Shoot me a PM with an email address if you want a template.)

Third, if you do take Sparky's guidance and go to a graduate student support group, I strongly recommend you pay careful attention to the motivation of the group's members. If your focus is on becoming an outstanding teacher, associating with those who have different goals may not be the most efficient use of your time.

HTH.

My suggestions are these:

Before the assignment
Give students as much guidance as you can on what they need to do to earn high marks.
Provide study questions that help them focus on the relevant course materials.
If you're the one writing the assignment, use these discussions to figure out the class's overall strengths and weaknesses.
So if you realize many members of the class don't understand G, you can either provide additional instruction or decide not to put G in a graded assignment.
(You can always circle back to it in a subsequent assignment.)
Expand office hours so students can get guidance
Facilitate the formation of study groups.
If possible, go the these study groups and provide additional tutorials.


During the assignmentDevelop rubrics that you'll use to evaluate the students' performance.
If the assignment is an exam, observe the students as they take it.

If students are really struggling, you may be in for a long couple of nights.
[*]Discuss with the professor the guidelines for evaluation he or she has in mind.
[*]As students hand in the assignment, provide them an opportunity to complete an evaluation form.


When grading the assignments
[*]Figure out how you want to approach the work.

[*]Do you want to grade one assignment from beginning to end?
[*]Do you want to look at everyone's' response to Part I before going on to Part II? (I recommend this method.)
[*]Another method is put aside assignments that are proving difficult to evaluation. In my experience this category includes work that is going to fall between a -/+ for a B or a C.

[*]Resign yourself to the fact that you've got some grinding to do.
[*]As much as possible, pay attention to how you feel. Do not take out your anger over the situation on your students.


In my experience, the pre assignment prep work was the most helpful. It helped students to get focused on the assignment and to allay some of their concerns. It helped me to understand where they needed additional support and to get a good sense of how they'd respond to specific questions. When it was time to pitch questions with my boss for the exam, I would offer a bunch of fastballs, but no curveballs. (And certainly, no softballs.)


HTH.

It's not ideal but you can take loans. Rates are as good as they'll ever be (it's essentially no interest counting inflation) and they don't have to be paid until you get out of school.

Also, assuming your Bachelor's is also in religious studies, I would look into religious schools in the area. You don't need to be certified to teach in private schools. I don't know your faith but in my school (Catholic) the religious (i.e. nuns) aren't getting any younger and the school has been hiring especially part-timers for whom they don't have to pay benefits. So it won't kill you as far as time is concerned, and you'll make about $50/hr.

What are you interested in studying within history of gender? The awesome thing about women's history, after all, is that there have pretty much always been women. Political, legal, intellectual, economic history? What region, what era sets your soul on fire? History academia works according to geographical and occasionally chronological divisions; you don't, typically, get a job in "women's history," but you might get a job in Latin American history, having written your dissertation on women in labor movements in 20th century Guatemala. Graduate programs tend to categorize students and, by extension, applicants, similarly.

The best way to look for programs is to look at recent books and journal articles that resemble the kind of work you want to do, methodologically, in something approximately the time and place in which you plan to specialize. What professors wrote those books and articles? Hit up Google; chances are that at least a handful of them are tenured profs at universities with strong doctoral programs.

Look at programs that are explicitly in History of Gender, but don't be afraid to apply to straight-up history programs. I'm certainly not in a women's/gender studies dept, but the majority of my papers have something to do with gender issues. You learn ways to tailor your class projects to your interests, even if the class at first seems like completely foreign terrain.

As for MA programs, primarily look for places where there are professors who do women's history and which offer funding. There have been several threads in the past about funded MAs that you could browse through. Time-place may be less important as a criterion for master's programs, too, so if you're categorically not ready to pick a subfield yet*, it might be wiser to hold off on PhD apps this cycle.

* Yes, some people switch radically once they're in a PhD program. But if the very thought of narrowing it down makes you go all queasy inside--like it did for me when did my master's apps--it's probably a good idea to consider limiting your applications to master's programs, simply b/c you're probably not 'historically mature' enough for a PhD program.

you should contact any potential advisor, give them a one-to-two sentence summary about your interests, and ask if they plan to take on new graduate students. if they say yes, include them as a PA in your SOP. if they say no, don't.

also, in general, i would recommend working with scholars that have published recently. if you want to be a historian of the next generation, you need to be trained by a historian that is employing current historiographical trends (at the very least) and pushing the boundaries of the discipline in his/her own work (ideally). someone that hasn't published in two decades also probably hasn't read anything new in two decades either, so regardless of how much overlap there is in your topics, they may not be positioning you in the best possible way to make real contributions to your field.

Structured procrastination. I am very productive when I have several things going at once.

Deadlines. I am good at meeting fake deadlines.

Lists. I have daily, weekly and semester-long do-to lists with (fake or real) deadlines. I will almost always meet my actual deadlines.

She may be trying to remake you in her own image. Is there any way you can get copies of what she's published and see if she's giving you nudges so you can be more like her?

Simultaneously, you can arrange to have face to face meetings with her so she can clarify her comments. At the end of the meeting, make sure the two of you are on the same page as to what changes you are and are not going to make. If you make the changes she wants and then she still gives you feedback, the dynamic may be more complicated.

Concurrently, take another look at how you're reacting to this situation. While you should be proud of the fact that you have two M..A.'s, they are in different fields. Sometimes, the fact that the fields are related makes it harder (not easier) to adjust to a new field. Could it be that you're bringing interdisciplinary sensibilities and she has a more conventional/traditional approach to the field?

If you've not done so already, you may need to decide that the two of you simply don't have good chemistry and that you may need to find a different adviser. If it goes this way, please make sure that your reasons for making the change have nothing to do with what anyone else thinks of her--good or bad. Base your decisions solely on your ability to work with her AND your ability to work with your new DA.

If you make this transition, I strongly recommend that you remain professional in how you discuss this with grad. students and faculty members in your department. If you make a switch, and someone asks you why, just talk about your relationship with your new DA and say NOTHING negative about your old one. Keep in mind that faculty members have relationships and those relationships can be very complicated. So, even if everyone thinks Professor B is the biggest jerk in the world, that doesn't mean they're going to tolerate doctoral candidate F straying from his lane and running his mouth.

HTH.