tinapickles
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Posts posted by tinapickles
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My letter said something similar:
The Graduate Admission Committee... has reviewed your application matierials and found that you are qualified both for admissions to out graduate program and for stipend funding. We cannot make you an offer of admission yet: the small size of our program constrains us at this stage from making offers to all who qualify.I contacted the Graduate Director and he informed me that I'm "roughly fourth" on the waitlist... I have no idea if that's a good thing or a bad thing.
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Did anyone else apply to this program and if so, do you have any information? I received a letter informing me that I am wait listed (and high-ish on the wait list... I think?). Anyone already attending and have any info about the program in general they'd like to share?
Thanks guys!
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Just saw the postal service notification on the results page and have already chewed half my fingernails off (a dirty habit that only resurfaces in the most dire of circumstances) in anticipation of tomorrow's mail.
I'm right there with you on the fingernail thing.... as in "nails, what nails?" It's a truly disgusting manifestation of my neuroses.
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So... probably safe to assume if you haven't received an email with glad tidings, you're not going to?
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One rejection under my belt and an obsessive need to check status updates every five minutes. It's made packing to leave India for home... difficult.
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I too was "denied" (a truly harsh way to put it!) but it's all good. They were low on my list.
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Are you talking about the writer's conference/retreat? If so, in the "writerly" circles, it's very prestigious. A number of writers attend and go on to publish. It does have, as well, a young writer's component.
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I know, I just did a thorough search of my spam folder and I feel like the craziest of crazies right now. I'm glad this can only go on for so much longer
Just have to say...I enjoy the fact your profile pic is Archimedes.
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I have this terrible fear that the office secretary who said she would email or call if some essential aspect of my application was missing has neglected to contact me in all the bustle, and so the adcom won't read my app, and so I won't get in... I'm not going to bother her but I'm still scared they'll never read it. I'm crazy. END THIS PROCESS PLEASE.
So I've been feeling really... serene about this whole thing. I mean, I figured, hey, I did the needful and it's in the hands of the adcom now. Right?
Umm.... yeah. Last night the nightmares started. The updated spreadsheet denoting all my rejections chases me around.
What the what.
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Right there with you, dudes/dudettes (and feeling punchy, apparently). I can't check my application status online either as I cannot, for the life of me, remember the login info--you have to call the help desk to reset the whole thing which just isn't possible for me here in India. *Sigh*
I have an MFA, so I assume if accepted, I'm starting off at the MA level. My interests lie in transatlantic representations of the intersection of science/technology and gender identity during the late 19th C. early 20th C. (which is such a mouthful).
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It just occurred to me that I need tax returns for a FAFSA? However, I don't/won't have them from 2010 as I didn't work... I spent the entire year in India with my SO living off of his dissertation funding. At a lost how THAT'S going to work...
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I have a strong interest in sci-fi as well and did some research. The conclusion I ultimately reached (after talking to a handful of graduate students) was that you can "do" a project on sci-fi just about anywhere. I talked to, for example, a friend of a friend who is currently attending U-Mass Amherst for his PhD and his dissertation focuses on zombies as representations of societal construct of the other; another friend-of-a-friend is working on post-apocalyptic literature at Binghamton. I think its partly how you want to frame your work and what you want to work on. I searched through the professors at each place I was interested in to see not only what their interests were, but what they've published. A number of them were interested in sci-fi and had published BUT the program wasn't necessarily sci-fi oriented.
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Hi all!
I'm applying to both Creative Writing AND Literature PhDs.
LIT
WUSTLUniv. of Texas-Austin
Univ. of Wisconsin-Madison
Univ. of Michigan--Ann Arbor
Penn
Cornell
Late 19th-Early 20th Century with an emphasis on transatlantic view/representations of science, literature, and gender/women
CRW
Ohio Univ.
USC
FSU
Univ. of Illinois--Chicago
Univ. of Missouri (maybe)
Good luck to everyone!
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This is late, but I want to clear this up for future searchers: if you plan on getting an MFA and getting an adjunct Comp job at a comm. college as a sort of "backburner" while you publish your creative stuff (because, let's face it, adjuncting at a CC forever is just not the way to live), you should attend an MFA program that will give you a Comp job as your TAship. MFA graduates don't generally teach CrWrit at a CC, they teach Comp, just like all the English MAs (and Ph.Ds); it's not the title of the degree (it doesn't really matter if it's MA or MFA, though you likely need a doctorate for TT CC job) but the teaching experience via graduate program funding. In fact, lots of MFA graduates I know are teaching Comp (not English or CrWrit) at comm. colleges, and they got their jobs because they had a fair amount of Comp teaching experience during their programs. Most MFA programs have their students teach Comp, not CrWrit, because it's what the university needs them to do.
This. As an MFAer I say completely and totally this.
It is not unusual for a person who was NOT an English Major as an undergrad to get an MFA, as an MFA is, largely, more of a workshop model of schooling. This means you spend a significant amount of time writing (and rewriting) and thus honing your craft vs. reading and analyzing books. This is not to say that there isn't a literature component to the degree, but it's usually very cursory (I took a grad total of 4 lit classes over a course of a three year MFA degree).
Sarandipity is 100% correct in saying that if you ultimate goal is to teach, and MFA is not necessarily the best method. The courses you will be offered to TA will be comp classes, not Creative Writing. Positive: you'll get some experience under your belt. She is also correct in saying that most MFAs, at the CC level and otherwise (at least until they establish their credentials as a writer--i.e. publish extensively) teach Comp Courses. I've did this for 3.5 years and it is a touch sould sucking AND does NOT allow you adequate time to work on creative pieces for publication. Teaching comp is, in my experience, an 80 hour a week job between meeting with students, grading papers, etc--and probably 2-3 courses at 2-3 colleges just to make ends meet. You will have, in all likelihood, have an average of 80 students. Which means if the average paper is 5 pages long, means 400 pages of grading NOT including all the homeworks, quizzes, and prewriting exercises you'll need to grade and turn around in a timely manner.
As for CREATIVE non-fiction--emphasis on creative--is vastly different from other non-fiction such as journalism. Creative non-fiction resembles fiction in format and technique; the only difference, really, is that the stories are true vs. made up. A number of programs are making room for non-fiction writers these days--PhD and MFA alike. Think memoir, travel narratives, true crime, etc. Incidentally, sales wise, non-fiction tends to outsell fiction...
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Forget about overall length and instead focus on making your introduction as strong as possible. Most committee members only read the first two pages or so before deciding to forward the application to the next round, so it's important to make your introduction a winner.
For the same reason I just mentioned, I don't think you need to cut the sample for the 10- or 12-page writing sample requirements. Seriously, the only way your writing sample is going to get a thorough, evaluative read is if you're down to the final round. And by that point, no one is going to nix your application on the basis of some bureaucratic nicety about page requirements.
What lifealive said. Focus on content vs. length. I've been advised to really focus on making the beginning and the end super strong (of course, you want the ENTIRE paper to be strong for that final round) for the specific reason that lifealive states--adcoms may read the whole thing, but more likely they're going to focus on the beginning and the end.
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Consider breaking down this question thus:
1. Why are you interested in pursing an MFA? What about attending an MFA program appeals to you?
2. How have courses, seminars, etc. have you taken/participated in helped prepare you for and MFA program? Mostly talk about your development as a writer and lead up to...
3. What are your goals for your writing? Think of this in terms of how can the program help you achieve these goals and help you develop your creative skills. Is there any specific attribute of the program--say, interning/working on a literary journal or maybe a unique workshop model--that you see being helpful?
I'd start there and see what happens. And then revise the living crap out of it.
With questions like the one below:
"Explain your interest in and preparation for graduate work in Creative Writing or discuss how this degree program could help you attain your professional and personal goals"
Are you meant to talk about your inspirations? your day job? you writing? How much of this is about your skill as a writer, and how much of this is a 'getting to know you' kind of essay?
I'm assuming the SOPs for mfas are vastly different from those required of someone applying for an ma- but how so?
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I hated writing one of these when I took a class on how to teach freshman composition. I remember our professor giving a bit of help on how to structure it and vaguely remember it being something along the lines of:
1. What are your objectives as an instructor? This should go beyond "to teach my students how to (whatever fundamental/technical aspect your teaching them in). This could be stuff like do you want to help foster critical thinking, or impart some sort of skill beyond what's learned in the classroom, etc. It should also address your role (beyond that of instructor) in your student's processes and what your vs. their responsibilities are (think of this in terms of "You can lead a horse to water, but you can't make it drink").
2. What methods will you use to accomplish #1? What means do you see as a necessary part of the process of helping your students learn?
3. What sort of system of evaluation do you intend to use? Do you think, for example, that the student should have a role in determining their grade (i.e. self-reflection) or do you believe that tests are the only way to evaluate students' performance? There's a myriad number of ways to evaluate student performance from quizzes, to peer review, to portfolio evaluation, etc.
4. Why do you want to be an instrutctor? In you case, you may want to address the skills that TAing will help you acquire.
I'd start there.
- Gingermick and anonacademic
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I'm sure this goes without saying, but double check specific application instructions. One of the schools I'm applying to, for example, asks that your name be indicated in the header AND the footer. Another asks for application ID number. Other than that kinda of stuff, I'm writing in MLA style and making sure that my .doc file and/or PDF have my last name as part of the file name.
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*shrug* I mentioned that discourse and was able to deftly describe that which was most pertinent to my own research without naming many names (only one, in fact) and did just fine.
This I do--I mention the "lenses" I anticipate exploring the topic through. However, I didn't go into great detail dropping names and "-isms." I also plan on discussing more how the structure of certain programs will help me better situate my project in the various discourses and how certain professors own work in various "isms" will further help.
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Since I'm not an -ist of any kind (I did go through an unfortunate deconstructionist phase in college, but the less said about that the better), I didn't mention a single critic in my SOP. I don't think you need to name-drop unless you feel a strong allegiance to a particular theoretical approach, or unless a specific critic has had a major influence on your work. Otherwise, save the name-dropping for your writing sample.
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I'm really hoping this. I'm not really an "-ist" either... yet. My interests are in representations of gender, sexuality, and marginalized groups, but I'm not certain if I'd say I'm one thing or the other. I tried to stress that one thing I really look forward to in the various programs I'm applying to is a in depth examination of theses theories in an attempt to better position my project argument.
I dunno... maybe that's a rookie mistake.
We'll see I guess! -
Hey all. I know everyone is busy--deadlines looming and all. However, I've recently revised my SOP hardcore and am hoping that some of you fine and kind people have a moment or two to spare to look over it. I will return the favor!
I'd prefer to email it to you, if possible. Please PM me if you are interested!
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Yup. That pretty much sums it up. I skipped a LOT--I'm not good with putting names with poems (novels and plays, not a problem, but poems for some reason KILL ME). A lot of my time was gobbled up by the reading comprehension--they seemed to be incredibly long and I felt like (though this just could be me) that there were more than usual number of Middle/Old English. I don't have a problem "reading" and "translating" them, it just takes ma long time.
I was kinda irritated by the theory questions. I spent a considerable amount of time reviewing theory and who was connected with what theory. However, I didn't get incredibly in depth about it so the theory questions (specifically how similar the theories were) really bogged me down.
I don't really have too much to complain about the test. It's been 10+ years since I've taken a survey class, about 4 since a theory class. I didn't expect to do stellar on this test. Also, from what I understand, it counts for very little of your application. So...I consider it a hoop jumped.
Those of you who had a clock in your classroom, consider yourself lucky.There was no clock in my classroom and I didn't have a watch (too hot to wear one in India--it gave me heat rash that lasted for a month--so I left it at home). I took this test in India and the proctor was a douche. He yelled at the room right off the bat because someone asked him to clarify directions, and I quote, "Do not ask me questions or I will not give you extra time." Then, once the test got started, he left the room so we couldn't even ask for a time check (we got a five minute warning, which according to the girl behind me who did have a watch, should have been a 10 minute warning, so I'm not convinced he didn't gyp us 5 minutes--which would have been all I needed to answer the last set of 6 questions). He came back exactly twice--both times he interrupted our test taking--once to take our answer sheet to check to make sure we'd filled out everything on it, the second time to record information off our test booklets. I almost went balistic on him the second time because he took the test booklet while I was in the middle of reading a question and then HELD ONTO IT while he answered some other test takers' question. I'm sure it was less than 5 minutes, but it felt like forever and I had to start all over again on that particular set of questions (i.e. re-reading the poem, re-reading the questions, etc.).
A little part of me want to lodge a formal complaint with ETS, the other part of me is like "you can't undo the did." So... meh.
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I'm taking it on Saturday as well, and also freaking out. I've been studying whenever I can for the last couple of months, but really intensively cramming during this week, mostly using the Hapax Legomena site and the Princeton Review book. I'll also try to review as much as I can from the Vade Mecum site. God bless the folks who put up those sites!
That's what I've been doing as well. I feel good about everything BUT the theory stuff....
I'm also taking it on Saturday, which is T-minus 17 hours for me (I'm in India).
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Well hello there!
Where are you applying to?
I'm applying to both PhD in Lit AND PhD CW/Lit (I call this hedging my bets. Others call it crazy)! So nice to meet you! I'm technically a creative non-fiction writer, but there are very few programs that offer non-fiction as an option so I'm also submitting as a fiction student (I write both). I've taught, published (only a TINY bit), and am interested in teaching non-comp classes... hence the PhD.
The GREs really chap my a$$. I'm taking the regular one this Thursday, and the Lit. November 13th. Aside from the stuff they sent me (for the Lit. test), I've checked out a few websites. This one, http://www.duke.edu/~tmw15/index.html, has by far been the most helpful. Starting Saturday it's all read, read, read, to try to re-familiarize myself with literature from my undergrad (which seems eons ago now...).
While I'm hoping to do well, I'm kinda of the opinion (at this point) that they're a touch superfluous. That being said, I don't want to give adcoms a reason to reject me so... study, study, study!
As for SOPs (I'd be interested to know how you plan to attack your SOP for the creative writing programs), personal statements, and analytical essays---working on it. Most are in some state of revising right now so we'll see how it works out I suppose!
Ohio University PhD Creative Writing
in Literary
Posted
I wonder if it works that way... Wouldn't it be lovely if it did!