augustquail

It's funny to hear how a science person thinks about the writing. I'm an english person, but also analytical in nature, so I found the argument essay to be like a fun puzzle too (although doing it in 30 minutes was a bit of a crunch). But the way I conceptualized--and maybe this will help other science people who are analytical--the issue essay was like an argument essay in disguise. There are still the same logical fallacies, the same assumptions, etc. you just have to disclose them more subtly and put them in a context. In a sense, you have to be able to understand the assumptions of the issue more deeply in a contextual sense, but you don't have to explain them as well as in the argument essay. And you can point out problems on "either side" of the issue.

So I assume a lot of you are going to take the lit test tomorrow. I took the princeton review practice test last night, and it did not go well at all!! The test is so LONG. The princeton review likes to say that there's a "guessing bonus" and not a "guessing penalty," but if you guess on 70 questions there's definately a penalty! I have a billion flashcards, but it's just hard to memorize all those poetic terms when I never had to learn them before. And also--don't know if this is just the princeton review, or if it reflects the real test: there are only 3 so called "theory" questions. Three. And you barely have to know anything to get them right. Did anyone take the test in april and have only 3 theory questions? I thought it was supposed to be a bigger part of the test now. So I'm feeling pretty nervous about it--how about you guys? What kind of last-minute studying are you doing? Did anyone get a *good* practice score?

It can take quite a while for your scores to be sent to schools, so I doubt you would be able to take the test in a month and be sure they reach their destinations in time. Although a 580 does complicate things, your GPA may make them look twice. Was your GPA within your English major really excellent? If so, I think this will probably get you through the first round, if you have great LORs and a great wriitng sample. There isn't really any telling, but it seems risky to wait a month and spend more time and $ on another test.

Duke is one of my top choices and it definately has the best admissions FAQ that i've seen so far. It directs prospective students to not only look into faculty research areas but to read some of their work, and also says that if there are specific faculty members you want to work with, to absolutely mention them and to mention why. This is just one school, but I've seen similar things on a lot of websites.

On some applications, I know I will be mentioning some professors because I use them in my writing sample. I don't feel confused about that at all. But your advisor's thoughts have definately made me uneasy, since it is not my advisor's advice and is different than anything i've heard about 'fit' paragraphs before. I completely understand how it would seem presumptuous to assume a professor's interests fit yours, but don't adcom committees read SOPs too? My worry is that if Idon't mention the names, they will think that my 'fit' paragraph is a generic one, not tailored to their program, and that I didn't do my research. Almost all of the prompts I've read ask you to descibe why School X's dept and faculty interests specifically fits with your interests; how would you do that without mentioning members of their faculty? Has anyone else been told *not* to mention professor's names in fit paragraphs?

Yeah, I don't think it should keep you from applying--although it is definately something to be mindful of. A year or two ago there was a cross-listed grad Eng/Fre class taught my David Wills; I think it was reading french theory in french (ahhh), and I'm pretty sure discussion was largely in french too. My guess is that they will continue to offer classes like that, especially since there won't be any after 2012 in the other departments. There are other language resources in the area, though I can see it might be a pain to take something outside of the university during the year (there's always summer though). There is a Language Learning Center in Delmar (right near albany, 20 minute drive from campus) that specializes in French (though they have italian and spanish too). They have two different levels of advanced classes (each with 4 sub-levels, i think) so i'm sure you'd be able to find something. I think the main teacher is a native speaker, and on wednesdays they have this french meet-up group for people of all levels to hang out and speak french. I'll be taking a intermediate II class there this fall sometime. I'll let you know how it is!

Oh my god this is fucking terrible! Public education is really taking blow after blow. shit. Anyway--is taking french classes integral to your work? The English dept. must make accomodations for students passing their lanuage requirement exams, and I know there are facutly that have comp lit or french backgrounds and could definately still do this. These cuts definately suck but unless you're really far away from proficency, they shouldn't stop you from doing your work (I think). This is a pretty optimistic view though. I wonder how it will affect the French grad classes? I imagine they have new French ph.d students this year who are five years away from completing their work, and it said everyone was going to be able to finsh their major requirements. They should just get rid of the math dept instead.

I finished my MA thesis in dec of 2009, and I was only working with two professors on that, so I hadn't seen my 3rd recommender in a while. That being said, I took three courses with her and I think it's generally a rule that if you've stood out as a student who has excellent potential they don't forget you. I definately have worried about it though, thinking "how will they know who I am?" but professors only get very special students sometimes, I think, even at really great schools. Maybe this is totally wrong, but it's my impression. I think I had kept in contact with my thesis advisor because I asked her for recommendations since I finished my thesis (for nonacademic jobs). She was always happy to do it. If you're really worried about them forgetting you, just make sure you include your full name in your email! And offer to send them papers you wrote in their class. My second reader for my thesis told me she took 2 years off inbetween her master's and her ph.d. And she got into U of Chicago. I think that many people take a year or two off, and professors expect to hear from students a few years down the line.

I've written an extremely *rough* draft of my statement of purpose; it's actually only a stub, becasue I try to articulate my interest in a historical field (i'm applying to english phd programs) and my theoretical interests. I thought tthat the example SOP was quite good. The author certainly comes off as someone who undersands her interests, has a great deal of potential interests, and can write about these interests with ease. I never really thought about opening an SOP with a quote. If I found a good one, I may use it, because I think if its well worked into the statement it won't be cheesy. It certainly solves the problem of the "beginning," which I'm a little lost about right now. In the current draft I launch into my interests without much introduction. Right now I'm mostly stumped because of my confusion about the organization of the statement. I know exactly what I want to say, but I don't quite know what order these things should come in. I want to articulate my interest in my field and articulate my theoretical interests, but I also need to describe my MA thesis and connect it to my current/proposed work. The coursework I took as an MA student is really important as well and influenced my choice in subfiedl. I'm in a bit of a difficult situation because whereas my thesis focuses on a contemporary event, my proposed field of study is 18th/19th century american and transatlantic lit. However, I think this discrepancy could work in my favor, since the project originally began as an investigation into the effect of the Haitian revolution on race paranoia and racial structures of New Orleans. I guess my main question is about this last issue: the original proposal was connected to 18th century american lit/political situation. But given the constraints of length and time of an MA thesis (you only have a semester to write it, and it's only supposed to be 60pages, whereas mine was 90) I realized that my project was more of dissertation project. If I mention this, will it make me seem like I'm unable to gage the scope of a project or its appropriateness, or will it show that I have a great deal of interest and ability to conduct serious research? I'm sure it's all in the wording, but if anyone could give me their opinion it would be much appreciated.

good job on the verbal, though! That's a great score! I'm jealous:)

About presentations/conferences....I didn't do any as an MA student, but as an undergrad i presented at an undergrad research conference. the topic isn't really relevant to my current interests....is it worth mentioning?

Someone mentioned "Dean's List" awards as being irrelevant...what about departmental awards or honor societies like phi beta kapa? worth putting on there?

I think this may be a more dissertation outline than a thesis outline. Before I wrote mine, my professor said something with about 2-3 chapters, a intro and a conclusion. This was the outline of my thesis: Title Page Table of Contents Abstract Introduction Chapter 1 Chapter 2 Chapter 3 Conclusion Bibliography It was about 90 pages, but the requirement was only 60 pages. I got a little carried away (it didn't help that my proposal was more of a dissertation topic than a thesis topic haha). I would consult your university's guidelines for precise formatting requirements, just to be safe.

I've been mostly reading the English dept. application requirements, and it's weird...I don't think I've come across any detailed prompts. I think most of them just tell you to write about your intellectual interests and research experience/questions. I'm definately going to look again more closely though.

Do you have access to the Norton anthology of american lit? (I think there are a billion volumes). Your library probably has some. I'm finding the first volume of the English lit one very helpful.

+!1 for this. I've never hear #4 though--is this basic practice? I would just assume that they would assume that of course you want to research and teach. But assuming is dangeorus, I know!

I guess my post up there is a little redundant...I competely didn't see yours! It's strange to me too to see that someone doesn't know them; then again, I'm an Americanist. I read the souls of black folk for an undergrad class and then again for a grad class; but for the grad class I had to buy his complete works, and wow, the man was prolific! Have you ever read his kind of marxist stuff? It's amazing.

W.E.B DuBois and Phillis Wheatley. Yup-Americans. DuBois wrote poetry but is mostly known for "The Souls of Black Folk" and "The Souls of White Folk." He is awesome. Wheately was a slave and wrote poetry, that's all I know. I haven't actually read anything by her (yet!)

thanks...I just thought I was going to get in the high 700's because of all my practice tests:( About the math...TRIANGELS and EXPONENTS. Learn the rules about those things, you're sure to see them on the test!

yeah, so, I took the GRE today, and I DID NOT get a 790! I got a 670. Wtf? My practice tests led me to believe i would score in the high 700's, and I don't even know how I got a670. There was only one word I didn't know, and I guess the meaning correctly, at least according to my dictionary. I think a 670 is around the 95th percentile....so I'm hoping you guys are right and it'll get me by! Because I don't think I can afford to retake this test. BTW, my combined score is a 1270. If that even matters.

I'm glad someone posted about GRE anxiety...because I'm definately having it! When I took the SAT's, I didn't really care, because I knew that I was going to a school I didn't want to go to, simply because I couldn't afford to go to BU But now i *really* want to get into the programs I'm applying to...so this test really matters in getting me through the first hoops of the admissions process. I'm taking the test on thursday (eep!), so I try to tell myself when I'm looking at a difficult question, "ok, the right answer is HERE, so I'm just going to figure out which one it is!" It sounds retarded, I know, but I often feel so powerless when taking stupid standardized tests that it reminds me that my score is basically in my hands. When it comes to the math, I have found myself just rushing through the whole thing on the practice tests because I JUST WANT TO GET IT OVER WITH! I'm so filled with anxiety about my score that I just want it to be done...So that's not a very helpful thought either. I guess the trick is trying to train your brain into proceeding calmly and not rushing, and replacing those thoughts of terror with thoughts of optimism!

I would definately not bother with this since the people over at ETS are a bunch of assholes who 1) make way too much $ off tests 2) use your time in order to conduct their research for FREE (i mean, you really pay them in the end!)

Honestly, the most difficult thing for me on the AWA is the blandness of the "Argument" prompt. The issue one can usually be manipulated into being interesting, the the prompts for the AWA are the driest things in the world in my opinion. I don't know about the rest of you, but both practice tests I took had prompts that were about marketing/business decisions. "Should Sun-Beem facial cleanser launch a new campaign to combat a negative reputation?" I mean, who gives a shit? What kind of argument is that?

this is good to know, since i am applying to 10+ schools and they only send 4 scores for free!

I just got two essays graded through the princeton review livegrader ($6). I got a five on the issue essay, which I did write creatively and not at all in their cookie-cutter shape. The comments I got were "well written, good examples, nice structure," and to improve my score they said to "proof read," - I had 2 typos, and to "make my key ideas stand out more clearly" (which i think means putting different "topic sentences" in front of my content paragraphs.) Do you think the princeton livegrader is comparable to the ETS service? Also--how long did it take you to get your essays graded? (i take the test on thursday, so i wouldn't want my $ to be wasted).