klader

I don't (think I) suffer from alcoholism, but I do drink way more than I did during undergrad and perhaps am a bit concerned. Every weekend a group of us goes out and I drink a LOT and get pretty intoxicated. It's become a ritual, really, and people have already dubbed me as "the drinker" of the group. I always have people to drive me and we all have a really good time and bond, and I'm still productive (I have a young liver and have no hangovers). Sure, it's probably not wise to get drunk every weekend, but like rising star mentioned, we always go during happy hour and we always get food after. We are being responsible about it that way, I suppose, but yeah, I do feel like grad school has encouraged me to drink more than I normally would to combat the stress, which isn't always healthy, I know.

Yes, start with study groups, and they'll probably naturally evolve into "hanging out" groups. This is a lot harder when you have such big classes, but start by maybe talking to the people sitting next to you. If you sit by the same people often enough, ask to exchange phone numbers for class, ask to study, etc. Hopefully this can happen smoothly and then progress to friendship. I don't think it's necessarily an age thing... I'm one of the 22/23 year-old grad students and one of my closest friends here is 30 and we hang out with the other 22/23 year-olds and have a lot of fun. It probably has more to do with the size of the classes. It's definitely a lot easier to make friends in super small seminars, but that's not the only way. Good luck!

There's some great advice already here on this thread, but to address more of the social/friendship part of your question: your cohort is a GREAT way to form quick and powerful bonds. At my program, we had a teaching practicum before the official semester began, and we bonded in those two weeks and, even though we're all in different tracks of the English program, we continue to go out together on the weekends, hang out in our offices between classes, grab a drink on Wednesday nights because we otherwise might explode, go grocery shopping together, go read together in the library, etc. I've found that people tend to be very social and welcoming to others (at least where I am), so if/when someone/a group asks you to study with them, grab a coffee with them, etc., GO! Even if you don't know if you all "click," give it a try. There are some people in my program I hung out with in the beginning and haven't really hung out with since because I found others who better fit my personality type/shared my interests, and that just happens naturally. Sometimes you just "click" with people. You make each other laugh, you start creating inside jokes, you feel comfortable around them, you want to hang out with them outside class and outside school, you tell them your problems, they tell you their problems, they're sympathetic to you, etc. I suppose that can be said about romantic relationships as well, but even at the friend level, I find that it all just sort of happens. You don't necessarily look for it, but you need to be ready for it in case it happens. Grad school is weird because it's so intense and there's lots of pressure and work, but the people in your program understand that better than anyone, so they're great to hang out with. Margarita Mondays with my cohort is something very near and dear to my heart, and it's the little things that bring people together and make their shared graduate experience more pleasant and enjoyable.

@Bumblebea, I'm sorry to have taken it that way! A part of me knew you probably didn't mean anything like that, but I think I was just riled up from some heated debates on the topic from one of my seminars Yes, PhDs do need to be able to market themselves flexibly, and I think it's awful how people have to try and learn basically two fields in order to get a job. In an ideal world, they would hire enough people to do each job, but I think we all know that's probably never going to happen. It's only going to get worse, unfortunately.

I get paid rather handsomely for an MA student, but I also had to pay for my own health insurance and my own student fees, so I suppose it evens out. I haven't gotten a full paycheck yet, but I got about a half check and that basically covered my rent, utilities, and food. I'm guilty of going out with my cohort probably too frequently, so I know that doesn't help. My one tip for any grad student is go WORK YOUR BUTT OFF THE SUMMER BEFORE YOUR START so that you can have a cushion. I didn't realize how expensive moving costs and health insurance and car repairs and such would be - I paid probably like 4k before I even got my first paycheck. I'm fortunate to have some savings to dip into because I've slaved away every summer like forever. If you can't save up enough money, though, don't be afraid to take out a loan. It's better than credit card debt, and you deserve to live more comfortably and not worry about how you're going to afford dinner the next day. I second cooking yourself, too. Sometimes simple meals can work - I used up a taco kit last week, for example, and, including the costs of the kit and meat and everything, it broke down to about $0.77 a taco. You can't even buy it at Taco Bell for that! Rice is always a cheap staple, as is canned food. There's also free food around campus - my department has thus far given us like 3 free lunches and let us take home leftovers, my writing center gave us dinner once and the director always buys us snacks, etc. So, while small, that helps you don't have to go buy a $10 bagel from the coffee shop or something. And my department has a coffee pot and coffee, so you can save some $ and get your cup of Joe there instead of Starbucks

While I understand where you're coming from with your statements, I just want to point out that, at least to me, this feels a bit like a slap in the face - doing "something" or "anything" related to writing studies that doesn't "really... take THAT much effort" when some people devote 6+ years of their lives studying this stuff and striving to make improvements in the field. Perhaps I am just being overly sensitive here, but I feel like this is the kind of attitude that undercuts rhet/comp studies. It's "just a thing on the side to do" in order to get a coveted literature job; it's something you don't need to have studied since you were in undergrad to attempt to break into. Of course you are no doubt qualified for your job and probably were hired for reasons far beyond your ability to sell yourself as someone who could do rhet/comp stuff, but I sense in parts of your response flecks of the general, dismissive attitude toward rhet/comp that makes me feel sad for my field. Again, I know I am most likely just being overly sensitive, and I don't mean to personally attack you in this comment. I think it's just worth mentioning that this kind of attitude - whether you really expressed it or not - can still easily find its way into conversations such as this.

Honestly, I don't think I'd be able to survive my classical rhetorical theory seminar if I didn't love this field so much. I'm an MA student, but I'm definitely not in comp/rhet because I think the job market will be better - I'm in it because I believe in what the field is doing for composition and for rhetoric itself and because I want to be a part of it. I think we have more to do and accomplish. Other people might only be studying it because they think it's more marketable, though, but I feel like those people won't be as extra competitive as they think they are if their hearts aren't in it. As others said, you shouldn't study something unless you love doing research in that area, and a clear disconnect can only hinder one's progress.

Thanks for all the insight, all! I appreciate it. Since I am the instructor of record (and a younger female), I do want to preserve any authority I may have, but I also want to be seen as approachable and have an easygoing class atmosphere. So, while I won't blurt out on the first day that I'm a first-year MA student teaching for the first time, I think I will introduce myself as a grad student and tell them a little about my research interests and share a fun fact or two. I agree that students do react positively to confidence, so hopefully that along with my passion for the field can balance out any doubts about my "credentials" as a new grad student

And also, I did talk to other grad students in my department and they were mixed. Some had great experiences with being honest and saying they were new to the whole thing, and others said they just kept their status vague.

Oh dear... I feel like I may have already done too much damage by telling one student about it. They asked a question like, "how does that work? Being a grad student and teaching?" and I answered honestly - I work for the university as part of my admission to the program (and the university waives my tuition), and that this also pairs well with what I'm studying (composition and rhetoric). I think I still maintained an "older" ethos and conducted myself professionally and talked about our class and my field. Maybe it's just the nerves and anxiety of getting ready to teach for the first time, but did I commit a faux-pas already?

Hi y'all, I couldn't find any other threads on this topic, so apologies if they do already exist. I'm a new MA student and am the instructor of record of a course. I was talking with others in my program about this, but I wanted to pose the question here: should I come out and tell my students, "I'm a new MA student here and I'm excited to teach you all," should I just introduce myself as a graduate student, or should I not even say anything about that? Obviously I won't lie and say I'm a tenured professor or anything, but I was just wondering what the best approach is. I am a young-looking female fresh out of undergrad, by the way. I actually met with one student already and told them I was a new grad student here, though I didn't say at which level. I'm hoping I didn't lessen my credibility already! The consensus seems to be that it's a personal choice, but I wondered what others thought about it.

Are you applying for an MA or PhD? FWIW, I was in your shoes last year (as an MA applicant) with a different distribution of scores - 151 V, 151 Q, 5 AW. I ultimately decided not to retake it because, for me, I didn't have that much time to study harder and, when I thought about it, half the programs I was applying to didn't even require it, which made me think that the rhet/comp field generally doesn't care that much about it. However, I do think that I missed out on a special research award because my scores weren't high enough for the grad school, so I do regret that. I think fellowships for PhD students in particular might put some weight on GRE scores. If I had more time (like you do, I'm guessing), I would retake it. But if you end up not re-taking it or if you do retake it and score about the same, I really don't think it'll be *too* big of a deal. I got into 3/4 programs that required the GRE with my score, so it didn't make too much of a difference for me. But, YMWV.

Lucky guess on my part re: the challenge to non-directive tutoring! Your project sounds interesting, and I think it offers a fresh perspective. Nothing to be embarrassed of, in my opinion! I've seen writing center folks challenge a lot of well-established norms when they present at conferences. Your project, I'm sure, is based on research, and with that, you are offering another take on something (as unpopular or uncommon as it may be). It also shows that you're not afraid to take a risk, which, as I'm actually learning about in one of my textbooks right now, is an important thing to learn how to do when writing/teaching writing. Sounds good to use a term paper from a graduate course, but will it be finished by the time you apply in the fall (i.e., will it be the final paper due in December, and are you going to be submitting your applications before that?)? I ask this because I originally planned on doing something similar but it backfired on me - I wanted to use my capstone paper as my writing sample, but I wasn't able to turn it in until December 18th-ish, and I needed to finish up half my applications before this since they required me to submit my application before my recommenders could upload their letters. Since most professors are on break between the time the semester gets out - Jan 1 (most of my deadlines), I had to get everything submitted in early Dec/Dec 15th-ish to give them time to upload their letters to all my schools, so I ended up not having time to submit my capstone paper. This is just something to consider if time will be sensitive to you! And yeah, I totally think using a WC director is a good idea! I had mine write me a letter, too. I balanced my letters so that I had one professor each talk about my academics, teaching, and research. My WC director covered the research part since I presented at a few WC conferences, and I'd say yours can chat up your research as well since she supervised your research projects.

Thanks for all the responses and help! To answer your questions, @TakeruK, I'm in the composition and rhetoric division of my university's English department, so while they do offer other English seminars, they're in, say, Renaissance literature or 20th century American literature, which is not the kind of things that I study in comp/rhet (so not the kinds of courses that I'm actually qualified to take, either. I have almost 0 literature experience). Part 1 and part 2 are actually the two sequences of rhetorical theory. They offer part 1 and part 2 of rhetorical theory during the fall and spring semesters one year and then part 1 and part 2 of composition theory the next year. So, part 1 and part 2 of rhetorical theory will not be available to me again (unless I stay at this university for my PhD); however, I'm only required to take 2 out of the 4 theory courses, so I could just take part 1 (which is one I really want to take because of the professor and content) this semester and take part 1 or part 2 of composition theory next year (in addition to the other requirements I need to take). There are typically only two comp/rhet courses offered each semester (one of the 4 theory courses plus a special topics course, which was unfortunately canceled this semester and replaced with the part 2 course), so everyone basically takes the theory courses and the special topics course (plus maybe another course that might help your research). I also discovered that part 2 is being taught by a renowned scholar at my school, so I really would like to take it and learn from him (and perhaps get him on my MA thesis committee, too!). I'll of course double check this course pattern and my options with the DGS, but given that I won't be able to take either part 1 or part 2 again, should I just buckle down and do it? I want to take all of the rhetorical theory and composition theory courses so that I can gain a better understanding of my field and be in good shape for PhD applications (we also have MA comp exams, so I feel like the reading I'd do in these courses could help prepare me for that). I'll only be taking 2 courses + a year-long teaching practicum requirement both semesters during my first year but will be able to take 3 courses a semester during my second year, thus giving me more opportunities to find electives to support my thesis research. Thanks again for the input!

Oh my!! I need to get on your level. My class schedule changed and I may be taking two heavy theory/reading classes, so learning how to read more effectively is crucial! My problem is that I lose focus after a while and, eventually, I may not start to comprehend as much information. I've found that my longterm memory is turning out to be horrible - I read a lot of studies one of my textbooks keeps referencing about two and a half years ago, but I can barely remember what they were about!! Does anyone have any tips on how to better keep track of information when you have to read so much? Perhaps keeping a document of annotated bibs or something?

Actually, in my opinion, I feel like something that challenges the more mainstream aspects of WC studies could look well (if your arguments are solid and such)! A lot of scholarly writing challenges and complicates existing viewpoints, so if your project is able to demonstrate that and is written well, then I might consider using it (after revisions and advice from faculty, of course). For example, if you challenge the idea that non-directive tutoring is always better and offer a thoughtful argument filled with session observations, secondary sources, etc., I feel like that would show a.) Your understanding of the field and what people are saying about it and b.) Your ability to think critically and find faults or holes in existing research/scholarship. That's just one way to look at it, though. I don't think your projects will be viewed in a negative light because, after all, you are coming out of undergrad and you did your own research projects while there. And if one of your projects was invited to be revised for publication (and was ultimately accepted), it may not be as "crappy" as you think it is When it comes to your writing sample, you want to submit something that reflects your best writing and best critical thinking. If either of your projects can fit that bill, then I'd say to go ahead and use one of them! I don't think you necessarily have to play them up as anything too fancy - the admissions committee will recognize the merit of completing independent research projects. That's an important achievement for an undergraduate and will be useful because grad school definitely has more independent projects than undergrad programs. What's most important is that your chosen sample offers them a taste of your best writing, shows the committee the kind of work you can do, and leaves them feeling impressed in some way (or, at least not UNimpressed). What was your feedback from professors on these projects? Was it positive? Do you have ideas on how to improve it/sophisticate it? Maybe you can use these projects as a base and re-work them a bit, perhaps fixing some of the methods and design (time permitting, of course).

It sounds like you have a good amount of experience under your belt already. What's your GPA? If it's on the higher end, then this paired with your existing activities puts you in a competitive position (especially at the MA level). Regarding what else you could possibly do, is there any way for you to get some teaching experience at the college-level? You've already got some secondary teaching experience, and college-level teaching experience could help even more. At my undergrad institution, for example, they offered an upper-level class where I served as a professor's undergrad TA. I helped the professor design classroom activities, responded to the students' weekly forum posts, helped lead class discussion, taught a couple classes on my own, held meetings with the students at the writing center, etc. It really helped me gain an understanding of what I'd be doing as a writing instructor and also helped bolster my application. Also, have you taken any rhet/comp courses? It might be beneficial for you to start learning about the field now. If you can't take a course in the field, maybe try reading up on it by leafing through the field's major journals to learn about how the field developed and has expanded (if you haven't learned about this already, that is). That'll be helpful for when you craft your SoP because, if you can indicate that you understand and appreciate where the field has come from, it'll give you a good advantage (at least I'd imagine). The SoP is hard, but you should really focus on how each particular program can help you become the scholar/person you want to be. You definitely can tie in your WC experience and show how you're already devoted to helping others learn how to write, and depending on your specific research interests, you can also tie it in to work faculty are already doing and show how you would fit in with the department. I don't know anything about those programs, unfortunately, but hopefully others can chime in. Best of luck!

Thanks, @fuzzylogician! I don't have an assigned advisor, and I did set up a meeting with the DGS for next week. I do wish to continue on for the PhD, so I was thinking about maybe taking some kind of research methods class offered in the education department or something. Do you think that would be useful? I'm already exempt from the language requirement because I double-majored in undergrad, so that isn't an option, either.

Hi there, I'm writing because I'm in a bit of a quandary and could use some advice. I'm starting my MA in the fall, and one of the courses for which I was registered was canceled at the last minute. Its replacement (one of only two seminars offered in my particular concentratration) is basically part 2 of a theory sequence. I'm also taking part 1 of the theory sequence (the only other seminar offered), and while the two are designed to be taken in any order, they typically are NOT taken in the same semester (part 2 is usually offered in alternate years, but they were in a bind and needed to offer it this fall). I talked to the part 1 professor about this, and he said that it would indeed be very challenging to take both at once due to the reading load and the content but that, since I studied parts of these theories/field as an undergrad, I'd be ahead of the game, which would help me get through it all. However, I'll also be teaching for the first time, tutoring a few hours/week at the writing center, and presenting at a national conference this fall, so I fear that taking two such heavy, important classes during my first semester would crush me. I'm also relocating to a different state and living on my own for the first time, so I know I'll be going through a tough enough time as it is. I've heard that grad students usually take elective courses outside their departments to complement their studies, but how can I effectively do that when I'm just getting started?? I have a vague idea of what I want to study, but not enough to know what kind of extra knowledge I could use. I feel like I would just be choosing a random class to stay full-time and keep my tuition waiver. Given the circumstances, what would you all recommend that I do? I want to get the most out of this semester content-wise, but I also don't want to burn out. Thanks in advance!

Welcome, fellow rhet-comper! From what you've listed here, I would say that you definitely seem like a competitive applicant. You have writing center experience (which is very valuable), undergraduate thesis experience (which, I'm guessing, will shape your writing sample), an excellent GPA, hopefully a decent GRE (and by decent, I mean not failing. The GRE is usually just a requirement to pacify the graduate school), and you've taken on leadership roles (the TA position and developing a new WC program), which are all things admission committees look for! Now on to your other questions (from my own personal and of course limited knowledge): 1.) I don't think it *really* matters if you do an English MA with a rhet/comp concentration or a true rhet/comp degree. To be honest, I don't know of very many "true" rhet/comp degrees. This has to do with a lot of longstanding politics and the structure of academia itself: most rhet/comp programs are still housed in the English department. Some are in their own departments, of course, but most aren't, which affects little things like what the degree can be called and stuff (do you have an MA in English with a concentration in Rhetoric and Composition, or do you have an MA in Rhetoric and Composition?! And is the field called Rhetoric and Composition, Rhetoric and Writing, etc?!? So much at play here.). I feel that a well-respected English MA with a rhetoric and composition concentration (which, sometimes, means you STILL take all comp/rhet courses but the degree is simply housed in the English department) can help you get into a good PhD program just fine. It's all about what you learn, and each program has their own unique things to offer. 2.) I'm a Midwestener myself, so I'll let other people help you on this (you did list some great programs already, though!) 3.) There don't seem to be as many programs that offer the joint MA/PhD for comp/rhet, but I think you'd still apply for the MA. You do obtain the actual MA degree from these programs first and then move on up to PhD standing (after doing whatever procedure the university requires), but I'm not sure how they want you to apply. Hopefully another member here can answer that or, actually, you might want to ask the program before you apply. 4.) I don't think there's any benefit in reaching out. Of course you should do so if you have any questions, but I wouldn't expect any kind of "one-up" from it. It's funny how different that is in the sciences! 5.) Again, I'm not familiar with this, but in the end, you just want to end up in a program where you can learn about rhet/comp AND teach (and in a program that's a good fit for you!). Most good rhet/comp programs will get their MA students teaching comp right away, which isn't always the case with literature programs (so I've heard). If a certificate program like UMD can do that for you, then great! Well, I hope that helps! This is an exciting yet stressful process, and I wish you the best.

Oh, yes!!! I know the feeling. Started my work day at 4:30 this morning, in fact, and when I'm older, I don't ever want to live around cows and cornfields It's so true that, after growing up on a farm, you keep the work ethic and apply it to basically everything else you do as you go through life. It rubs off on you after a while and becomes a part of you. Whether you're researching Isocrates all night or picking corn all morning, you get 'er done

Wow, what a great thread! Thank you, @Butterfly_effect and everyone else who shared their stories. I grew up on a farm and have never really been rich/had nice things. My parents were able to pay all the bills and provide food and clothing and such, but any leftover money went back to the farm and back into the business (or to other things... but that's another story). I went to college without taking on debt due to scholarships and grants, and I also worked my way through college to make extra money (both at the farm and at my university). I definitely understand the struggle, but I realize that I was probably still better off than most thanks to the scholarships and steady (albeit quasi exploitative) work. I'm probably going to be making more money with my stipend/extra jobs than I do at the farm, which is weird to me. I totally can feel those of you who say that the stipends don't seem that low because, to me, it feels like a lot of money for not too much work (it's a lot of work, of course, but when you're used to working 70 hours a week and getting paid peanuts, it definitely feels like moving on up in the world!). In the end, I feel grateful to have grown up understanding the value of hard work and a dollar. It definitely wasn't easy growing up and watching all my friends have fancy toys, cars, vacations, etc. while I had to work/have used things, but I feel like it's part of who I am (and perhaps a part of who all of you are, too). Sometimes I feel like I wear it all as a badge of honor

Oh, wow! That does work out smoothly. For some reason I thought it had to be renewed right around the actual birthday. Thanks, @rising_star!

FWIW, my home state (A) and new state (B) don't have inspections, and my car is registered in my mom's name. I was told by my insurance company that I can drive my car with state A insurance/license plate around in state B because I am simply borrowing it from my mother for school and I am still a state A resident. All they want is my new mailing address to have on file. So, all I have to do is be home when my mom renews the tags and everything on her birthday, which is luckily during the summer. I'm also fortunate that my university will pay all OOS fees, so of course this might not work if your university wants you to apply for residency to get the better tuition rate. It's much cheaper for me to do it this way because I'm still in that age bracket where my own plan would be ridiculously expensive!

I'm starting my MA in rhetoric and composition and am technically taking 14 credits in the fall (it's because we have a teaching practicum that starts before the regular semester yet is still billed/counted for the fall semester. So, I don't think it'll be too awful!!). In addition to the teaching practicum, I'll be taking the next part of the teaching practicum (basically a weekly class period to check in/troubleshoot anything), a rhetorical history class, and a public rhetorics class. I love classical/historical rhetoric and am excited to learn more about it, but I haven't done anything with public rhetorics and am kind of intimidated! I'm also writing a conference paper to present at a national conference this semester and might submit a proposal to present something at a local conference as well, so I'll be busy. Anyone else trying to do conferences during their first semester? I'm worried about it, actually, because I know the transition to graduate school is going to be hard enough as it is.