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Bumblebee9

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Everything posted by Bumblebee9

  1. is good at putting all her eggs in one basket :(

  2. I like this. Now to win the lottery...and teach some students at Yale.
  3. Trying to stave off despair...it's too early for that!

  4. It might be, S. We should do coffee again sometime...
  5. The best way for me to quit obsessing is to ban myself from thegradcafe.com. I find myself coming here too often to check the results page, while I have way too much to do! I just noticed an early acceptance into the program I applied for on the results page, so now I'm freaking out--obsessing about the possibilities. Should have stayed off that page...
  6. Hi LongGone, I was in an MFA program and received a GA my first year and a TA the second and third years. Applying for GA/RA/TAs are a good idea. They get you further into the field, give you experience working in the field, help you make connections with the students and professors in the department, and help you make connections for the future job market and/or PhD programs. RAs generally help 1 or 2 professors with research, GAs generally do something for the entire department, but there are two kinds of TAs. The first kind of TA is an assistant in lecture courses (usually in literature/film). These aren't as "fun" because you are pretty much a grader, and the professor may give you one or two class periods in which you actually get to teach. It is a good place to start, however, if you don't have any teaching experience or if you don't want to teach composition. The other type of TA is the one I had. You are responsible for teaching one section of first-year/basic composition, with between 20 and 30 students depending on the school. You have complete control of the classroom--you are the instructor. Some schools call these Graduate Student Instructorships since you are the instructor and answer to no one on a daily basis. You make the syllabus, sometimes choose the textbook, create lesson plans, choose the major writing assignments, assign the homework, grade the assignments, have office hours (usually 4 a week), etc. Most schools require a short summer TA workshop and a first semester TA workshop to help you develop techniques and materials as you work your way through your first course. Where I went, students who spoke English as a second language generally taught ESL sections of composition. If the TA didn't have a good enough grip on English/composition the first or second semester, they usually worked in the Writing Center first, tutoring students one-on-one. TAing is a stressful job, especially when you are just starting your own master's level learning; however, the benefits usually outweigh the difficulties. You are usually still required by the department to take at least 6 credits a semester (2 courses--full time grad student). I taught 1 class and took 3 to 4 classes a semester (10-16 credits). The second+ semesters you teach, the job becomes easier because it requires less prep time as you develop effective lesson plans. If you are offered a GA/RA/TA take it! The process will usually involve a writing sample, general application, and interview (in person or via phone).
  7. Awesome articles. TAs in particular are vulnerable to negative student evals because they are new (and students can sense this) and young and idealistic. I've worked for 5 deans now, and they all said the same thing--except for the one at the for-profit professional school, but that one doesn't count--you should not have perfect evals. If you as a TA, adjunct, instructor, or professor have perfect evals, you are not doing your job. Your job is to get students to learn, which is often a tension-filled process that some students react negatively to. This is reflected in their evals. It doesn't mean anything. If you have consistently negative evals all noting the same weaknesses, that's another story. But very few teachers fall into this category. I, personally, have only observed one instructor in the last four years that could not handle teaching and was, in fact, making the students stupider when they entered the classroom because she was giving them misinformation and being clear as mud. This was a TA and still, after the head honcho observed her, she retained her TAship for the following year with a bit of extra training over the summer. She actually received pretty nice scores on her student evals because she wasn't making them do much work... Food for thought about how students try to "punish" and "reward" us. What are more important are peer, supervisor, and dean observations. These are the real people that can give you feedback on your instructional techniques.
  8. Closetgeek, Unfortunately, you need to do both simultaneously if you want all of your bases to be covered. I applied to one PhD program last year with somewhat awful materials because I didn't have much time to work on my SoP and writing samples while trying to finish my 200 page thesis on time. (If you can't tell, time management for research has always been a problem for me). The month after I submitted my PhD materials, I started applying for jobs--part time jobs because I knew I would accept a PhD offer if I was lucky enough to receive one or I'd be spending the next year preparing for the next application season and hoping to get in fall 2011. Well, the latter materialized, so in February, I suddenly found myself graduating with a masters in three months and with no job prospects. I peppered the job market with even more applications and actual started interviewing during school. I had a bit different problem. I knew early on that I was wait listed for the PhD program but unlikely to get in. My problem was that some jobs might want me to start before I'd actually graduated and completed my TAship. Balancing these issues is very delicate, but you should be upfront with people about deadlines. You don't have to tell perspective employers that you want to attend a PhD program--this will likely not get you hired since most employers are looking for long term employees. However, you can tell them during the interview that you are pursing a couple of options right now, and might not have an answer immediately or be able to begin working until May (or whatever the situation is). Either the employer would wait for you or they won't. I got six job offers this way--four part time jobs teaching that I actually took. People like it when you are upfront with them...
  9. Being in -20 degree weather right now (actual temp)--I say don't let weather stop you. If funding is more important, go with the funding factor. Yes, some places have really crappy weather, but you're not outside all the time. (I think I live in just about the worst possible spot right now for consistent crappy weather not related to national disasters). Usually, you'll live very close to campus, even within walking distance. Most universities in bad weather areas have completely enclosed walkways (above or underground) to get you from one building to another. Clothing is getting very high-tech... Plus its always nice to get a snow day or flooding day off every once in a while
  10. Expecting to hear next week or the following--the sooner the better for more reasons than one...

  11. Yes, it really depends on the field, the program, and even the size of the department. I'm applying to one program that requires applicants to have a master degree for a number of reasons. But the top reason: they are a very small department (subfield of English offshoot) and can be as picky as they want in searching for the most qualified candidates. Interestingly, their masters degree is terminal (more private sector-oriented than teaching degree) and does not automatically gain you entrance into the PhD program--usually does not. That being said, there are always exceptions to "the rules." If you've got a contact who knows all about your situation and encouraged you to apply, I'd say pursue this with at least a phone call.
  12. I agree with KRC--apply for the jobs you want because you are likely qualified. I experienced this same problem last year, when I needed something to keep me going until the next PhD application season. My terminal masters was enough to get me plenty of part time jobs teaching (usually very good money) and one part time job completely unrelated to my education that pays $13 an hour, full health insurance, and I can do basically whatever I want (grading) while I'm there. You can try to get a full or part time job in the business sector, though. The only concern about that is whether or not you get accepted to a PhD program. If you get accepted somewhere, you'll have to leave after probably 3 to 6 months of employment, which most businesses don't like--unless you get a temporary job. If you don't end up getting accepted, because let's face it, there are 100+ applications per spot and everybody is qualified at this level, you have a nice job to tide you over until next application season. Either way, you will find something that you'll be more or less happy with. Pepper the market with applications for jobs you are interested in or that you find appropriate enough to your educational background. No one can figure this out for you, though. I submitted somewhere are 60 applications an received 4 adjunct teaching gigs and my "health insurance job." I would suggest not limiting yourself to only $50,000+ a year jobs since these are tough to get right off the bat, masters or no masters. Occasionally, just keeping your head above water is most important.
  13. If it helps, I can throw in my experience with a master's degree and why I am seeking a PhD. With a master's degree, I have had tons of job offers--as part time and/or long term adjunct. I've been teaching at a university, professional college, and technical college (residentially and online). However, I've only had one fulltime permanent interview/teaching demo at a tech college. (I was passed over for a candidate who had been adjuncting there for several years--and rightfully so. They knew her and what she was capable of). I actually have too many composition/developmental writing courses right now, and working part time in a writing center--like most adjuncts. You are able to make a living this way. I've met career adjuncts all over the place. And you actually make good money...sometimes really, really good money. The problem: you are part time with absolutely no long term commitment. So, if the institution wants to cut classes or save a little money, adjuncts are the first thing to go. This could be a reduction in the number of courses they offer you per semester, or it could be a complete "See ya." There is no job security and no health insurance (usually--different if you work part "fulltime" at a state college). So, to create any type of stability, you have to work at two or three (or more) institutions just to know you will have SOME courses next semester. As an adjunct, you are also the last person to be scheduled for courses and writing center shifts, so you find out about next semester as early as three months ahead of time (if you're lucky) and as late a one week ahead of time. You also have to take or leave what they give you--which means all evening/night or early morning courses and shifts, usually. Some days I get up at 5a.m. and teach/tutor until 9p.m. Makes life difficult. At some point, most adjuncts give this up and work part time for a business of some sort (with stability and health insurance) and adjunct 2 or 3 courses a semester. Plus, you don't get to know your fellow instructors very well being a "gypsy scholar" as one of my professors put it. Getting a PhD is often the only way to become more competitive for those hard won fulltime jobs. I have a masters degree, teaching experience is just about every subfield of English, I'm published, and I continue to do independent research. But still, I'm no different from hundreds of other applicants with the same or similar experience. Getting a PhD doesn't guarantee fulltime employment in com-rhet, but it does give you more experience, better research abilities, and more connections. (In addition, I didn't feel like my education was done at the masters level--I'm raring to get back.)
  14. Yes, the writing sample is really important--I never said it wasn't. (Also note, there are some MA programs that only require a writing sample if you are applying for a GA/TA/RA). But often times due to the number of applicants, admissions committees weed out potential admits via the SoP, which is usually considerably shorter than the writing sample. I believe many institutions read through the entire application of each student; however, for those applicants that can't articulate what they want to study (in some form) and why they would be a great fit, their writing samples receive less attention from the get-go. Imagine, as a committee of six or eight people, reading 300+ applications, each 20+ pages in length, within two months--in addition to your regular teaching load of 3 to 5 courses and other committee work at the program and institutional level. Bottom line, you've got to impress with your SoP.
  15. I didn't apply to Ohio State, but I've also been told it's a great writing program (from one of my graduate school professors who went there). I know MN is difficult to get into because they don't accept many MA students: 1 last year and 3 the year before. My contact there spoke very highly of Iowa's program, where she'd gotten her MA/PhD, but the whole cornfield thing got me. She also talked up Washington.
  16. Beefing up PhD application with college teaching experience...

  17. Waiting for my dream program. There are plenty of English adjunct spots out there (hardly any full time/tenure-track positions, though). Since graduating in May with an MFA, I've had too many job offers. Teaching English fall 2010: 2 courses @ professional college, 3 courses @ tech college, 1 @ university. Spring 2011: 4 @ tech college, 2 @ professional, 1 @ university. I have no free ...

  18. In talking with many professors at various institutions (and working as an adjunct faculty member at a few), I've heard that the general order of importance is: SoP/SoO (focus/interests/outlook matches department/faculty--all about fit) Writing sample (if required) Letters of recommendation GPA (and other indicators of academic performance) GRE (generally used more for funding/TAs,GAs,RAs/institutional records) CV (if optionally submitted) This varies by institution, of course...
  19. Hello, I applied for a couple Midwest programs. Did you check out Iowa State? They have a really strong professional writing PhD. Are you applying for MA/MS or PhD programs?
  20. I have an interview next week (though they didn't call it an interview, just a "meeting to discuss teaching experience and types of students/environment at the college") for an adjunct position for a summer literature course. What should one bring to such an interview? They've already responded positively to my past TA/internship experiences. I asked in an email if they would like me to bring any previous course materials (syllabi, writing assignments, observations, student evals, etc.) but got no response to that question, only info about where to come for the interview. I was thinking about creating a mock-up syllabus for that class/topic, listing texts I would use, tests/major writing assignments, and so on. I'm also going to bring a copy of my CV and teaching philosophy. Anything else? Is creating a syllabus overkill?
  21. has one adjunct spot lined up for spring 2011

  22. From the creative writing side -- the divide between critic and artist is pretty huge in most cases. Ever since the field of English began divesting itself of everything that doesn't have to do with literary criticism (creative writing, composition, journalism, technical writing, etc.), the number of academics who pursue criticism and becoming an artist has dwindled. The name of the game was always "narrow your focus." If you pursued multiple foci you risked not being taken seriously. The general consensus at my school is that creative writing is a craft and literary criticism is a tool. (I disagree with this for many reasons, not least of all because being an "artist" is disparaged since it is viewed as easier/less work and ultimately less useful). Some departments are moving beyond this largely 20th century view (in light of postmodernism) and note it on their websites.
  23. I'm still wait listed at the program I applied to. My status, however, still says "sent to program." The program did not need to give me an answer before April 15th despite being a member of the CGS and whatever other committees/councils. My guess is that you are still wait listed. The program would know. And programs have switched applicants from "rejected" to "accepted" before. I do think that the chances of being admitted get slimmer with each day though . I have heard of people getting accepted into PhD programs in late August.
  24. I think this is largely an undergraduate phenomena, called Tufts Syndrome. Graduate schools seem to be less concerned with acceptance vs. admit rates. I agree that from my experience applying this time around (and as a graduating masters student) that schools want the best students for their programs (based on fit, experience, creating a cohort, academic/career promise, whatever). Next year I'll just have to submit a better application (Now that I have time--nothing but time!).
  25. I would not ask why you didn't get admitted to their program unless you know your POI on a personal level. Professors/schools don't have to justify their choices to students/applicants. And sometimes decisions are arbitrary. Let's face it, most people applying at this level are qualified and ready to do the work, so how ad com committees decide on 10 to 20 students out of 300 to 700 applicants is beyond me. You can, however, ask the program or your POI what you can do next year to make your application more competitive. This is essentially asking the same thing, but it is phrased much more like "please help me improve/stand out" than "why didn't I get into your program" (accusatory). You'll get exactly the same information without possibly burning any bridges. IF you get a response...some POIs/programs don't respond to these inquiries (especially if they note this in your rejection letter).
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