anonacademic

Do you like LL Bean?

I wouldn't worry about it. Read the comments and honestly ask yourself, Is this BS, or is this a good observation that I will take into account next semester? You're a new teacher, you will not be perfect. My department head at my CC said, "In your first few weeks, you'll make every mistake there is to make." So true. On the other hand, never forget that these students are NOT evaluators like a fellow TA or professor - in other words, their "evaluation" could be a little more....colorful. One way that this can manifest itself is through - gasp! - out and out lies. See this article, originally published in the Des Moines Register: Some Students Lie on Professor Evaluations. See also: Teacher Evaluations Aren't Constructive (Daily Utah Chronicle) How to Read Student Evaluations (Inside Higher Ed blog post) How to Beat Student Evaluations (eHow) - I LOVE the idea of passing out evals when the slacker students aren't there! Genius. At the end of the day, remind yourself that you will not be kicked off your TA position because of evals, which is more than us lowly adjuncts can say. I look at student evals kind of like the GRE - somewhat useful (I did learn some new words) but mostly an inexplicably necessary evil set up by faceless moneybags in the administration. Good luck! I'm sure this next semester will be better!

Huh, I got an email from the grad secretary, telling me they were missing my GRE scores & asking that I send them as soon as possible. It didn't seem like a big deal. I'm sorry your experience was so contrary!

I think it's both. If someone "wrote the book" on a certain topic/author/whatever, then you don't want to leave them out of your discussion. I deal with contemporary writers, so this isn't so much my issue, but I do face it on the theory end of things. But you also want to demonstrate that you're up to date & a part of the current conversation. (Thus the reason why many profs instill a "no work before 2000/older than 5 years" rule when assigning annotated bibliographies.) There's a lot you can do (and has been done) on Poetics, so pick the authors that say something pertinent to your discussion. I don't know any of those you listed, so I can't offer specifics there, but probably in a seminar paper you do not need to encounter every one of them. Have a rationale for why you pick certain works and be consistent - show the depth of your understanding of their work and how it connects/complicates your own. If you're applying with a BA, I wouldn't sweat it - I hear that the adcoms overlook this sort of thing. If you're coming in with an MA, they want to see a more sophisticated approach to the subject - and that includes the literature and how you react to it. If you turned in a writing sample that knocked your professor's socks off, then I really wouldn't worry about it! Demonstrating complex thinking and creative ideas is more important than the bibliography. (But again, as MM so rightly says, there are many differing POVs on this issue, and no adcom thinks alike - and frankly none of us know how they think period!)

Why don't you ask other Classics friends in your department? When I sat down with my professors to make my list, we based it off of (partly) what schools had a history of accepting or denying students from our program. I already had a rough idea of my "chances" from my friends. (This isn't so much a comparison between your and their relative abilities but understand that academia is highly political & some schools will never take someone from your department, no matter how amazing they are. Conversely, other schools love people from your program & have a history of accepting many.) Ask your profs/students already through the process from your program these questions - what schools they applied to/got in to, what their SoP looked like, what they used for a WS. If you are at a small liberal arts college where it seems your profs aren't as in touch with the larger world of research, yes, that could pose a problem. However (that was my case), their advice is much better than any you will get on an online forum. I'm confused about your other questions, particularly what is "relevant scholarship" - isn't it simply recent, relevant (i.e. pertinent to your topic) scholarship? Many of your other questions (such as guidelines for SoP etc) are answered & discussed at length in other humanities fora here - history seems particularly active, and I know that the literature forum has plenty on the topic. I know it's not specifically your field, and that your mileage might necessarily vary, but the answers I would give you (the answers you are trying to solicit) are already answered manifold. EDIT: The reason why I'm not attempting to offer any more answers (or expand those I gave) is not to be a jerk, but rather to safe myself some time. There are loooong answers to your questions - but fortunately for both of us they are saved forever on these fora. I do hope that someone from your field comes by to offer their perspective, which would certainly be more helpful than mine. Good luck.

Apparently there is a page of famous quotes by me! Excellent. Someone somewhat famous shares my name, exact, uncommon spelling and all. Fortunately it's not Paris Hilton OH GOD there are images! Forget Google - Google Images! EDIT: yesss! yesss! For unknown, completely unintelligible, inconceivable reasons, Sarah Palin pops up! Ridiculous.

Please tell me that is a Barn Burning reference! I like to point out to people that the humanities are the study of what makes us human, because I often receive incredulous looks when I say I'm in English (throwing in the PhD does get some respect, though). I don't know if it helps, but I feel validated!

Right, but the OP posted in 2011. Doesn't this seem a little fishy? I don't really understand the motives if it is - slander? Munchausen? - but I really don't understand why someone would post an honest rant, 2 years too late. Hopefully the OP will come back and clarify.

Not a problem! Congratulations on the Fulbright A student in my MA program was from Poland, too, and s/he was a TA. S/he was intimidated, naturally enough, by the fact that s/he is not a native speaker. I imagine that perhaps some of the less pleasant students might try to give you a hard time (especially if you are young, and a woman - a situation which seems to make students feel and act as though you are lesser than.) However, keep in mind that you are an English major, that you know English language quite well (I would not have guessed, small sample though it is, from your posts that you are a nonnative speaker). You are more than qualified to teach them. Besides, your school would not appoint you to the position if you were unqualified - there are plenty of other excellent candidates - that at least is cold comfort in our field's awful job market. TAing is a lot of work, which is why I suggest taking on only one class a semester. Whatever you do, don't let teaching get in the way of your classes. Good luck

My quick thoughts. I'm in a far different field, though. 1. Don't sacrifice what you want out of life for your partner. This is coming across fairly strongly in the "pros" section of your post. Want to eat better? Get a crockpot. Delicious, healthy, and so, so easy. 2. I'd wait until you get your master's, especially since you do say you love your program. 3. I'm not sure what this "being an artist" part means, or how it factors into your plans, since it's not listed in the "pros." However, I am in a field where many people are artists - creative writers - and I see no reason why being an academic and being creative would be mutually exclusive. Then again, my field (literature) feeds directly into creativity. On the other hand, I know of many contemporary poets who are computer programmers and the like, and who are very successful at both. If you want to spend time creating - computer programs or jewelery or whatever - do it in your spare time. I'd think the former would rise very organically out of your PhD work. The other things could be done during "down time" (which I know is limited) - while watching a quick 30 minute show at night, or on the weekends. If you're not taking this time out, you will get burnt out of your program. 4. If you do decide to do this, make sure that you have a financial buffer and a plan that keeps your toes in your field's pool. It seems like it would be very easy to get a computer programming job (or something with computers) to help pay the bills and maintain financial autonomy (do you really want an allowance from your partner?!). Transitioning back to school would be easier, in such a case. Do you have any professional experience as an artist? Have you spoken to your advisor/professors? Ask for their advice.

1. As the others have said, you'll most likely teach a comp class on your own - you're not so much a teaching "assistant" as an adjunct instructor (though you are much better paid than adjuncts). Perhaps you'll have a faculty member to report to - someone associated with the writing center and/or comp/rhet or similar - who serves as a mentor but who does not teach your classes. It's you and 20+ freshmen. Note that comp does not include literature at all. Often there's an overarching theme to the course, which gives context for the papers, but this is distinct from lit. Think large historical, ethical, philosophical issues - these provide the basis for many comp classes. But your school will tell you what they want you to teach, and how to teach it. 2. Schools that ask for more than one class a semester (one class/semester is often noted as a "1:1" schedule) are exploitative; avoid this if at all possible (I realize it might not be). A "2:1" or "1:2" (two classes in the fall semester and one in the spring or vice versa) schedule is far from ideal. 3. You may or may not be given training. Training could range from a few sessions before the start of the semester to the more enlightened approach of a semester or two of pedagogical training before you enter your first classroom. Hopefully you'll get more than a fistful of past syllabi and a book list, but don't be surprised if you don't. 4. Eventually, you may be able to move out of comp. This will vary between schools, however, so before making your final decision, talk with current grad students further down the line about what courses they can and do teach. 5. DO NOT GO TO AN ENGLISH PHD PROGRAM WITHOUT COMPLETE FUNDING - A TUITION WAIVER AND STIPEND. I add this with such emphasis because you say you're "considering applying to" TAships. Don't consider. Do it. Do yourself a favor. It does not affect your application either way, and many PhD applications automatically consider all applicants for TAships.

I think Medievalmanic has a lot of helpful insights - particularly the question of why you want to be there. You said you were looking to enroll in an MA program; are you looking to continue to a PhD? Why do you want that degree? The answers to these questions, and your ultimate career goals, will determine your relationship with your cohort much more than any age discrepancy. Depending on the MA program you go to, you can expect a lot of fresh-from-undergrad early 20 year olds or very few. Students who make it into a PhD program with funding are serious and dedicated, no matter their age, and you would not witness the shenanigans MM discussed (at least, one would hope). Two points I wanted to address specifically: The following I did not understand. Perhaps there were a lot of "blend" grad/undergrad classes at this school, but I could not imagine anyone from my MA program going to frat parties, and, as a youngster, the insinuation was vaguely insulting: Obviously, if you want to steer clear of Greek life like any normal person, you'll not fraternize with undergrads. There was a large mix of students at my program; some (old and young) chose not to interact with the larger group, and those who did (again, young and old) were not segregated along age lines. And they did NOT go to frat parties - there was a pub downtown that was a weekly (sometimes daily...) hangout; sometimes there would be potlucks, bowling, that sort of thing. That said, I absolutely agree with the discrepancies between what I wanted out of the program and what many of my cohort wanted, particularly situations like this: which drove me batty! They were often unsubtle about it, too, and might complain to the professor! Ridiculous! But I digress. However, this seems likely from any lower tier (or unscaled) MA-only program (and perhaps from more prestigious ones?), where students come for a degree for a job, not for learning or as a step toward the PhD. This is NOT to say you won't get a fabulous education or have an amazing, life changing time at said institutions (I am very thankful for the experience I had), but it's something to keep in mind. Good luck

I've just spotted another December 15 deadline (and I swear 2 months ago that it read "January 15"). http://www.temple.edu/english/grad/apply.html Thanks for reporting back. I guess Temple is rather infamous for this sort of thing.

Hi there I'm no expert in comp/rhet, but I do have a few things to chip in. First, I would recommend that you check out the Chronicle of Higher Education. You can read some articles for free, do job searches (which will help you see how many comp/rhet or other English jobs there are), and read the fora. (I might counsel you against posting, though; they can be vicious!) There's a lot of good information on there, and they discuss comp/rhet vs. English frequently. Second, I would not ever go to graduate school in the humanities without full funding. Don't do it. Funding is not part of the dream - it's a necessity. Third, keep in mind how long it will take to get your PhD. I assume it's as long as an English PhD (I think the average PhD takes 9 years to complete, although we like to say it'll take 6-7 years). Then you may have a few appointments that don't offer job security - adjuncting, VAPships, etc. It could be a long time before you are able to realize your dream of a family, house, and normal lifestyle. (Perhaps my least favorite aspect of this process - besides the lack of job prospects.) It sounds like you're passionate, and well-prepared. It'll be a difficult decision, and I'd explore the other options you list in addition. You might want to get a (funded!) MA first, which may qualify you for a Writing Director position. Good luck

Well isn't this troubling! Have you emailed them? It looks like both sites are "up to date" (both have "2010" at the bottom of the page). Perhaps the 12/15 date is a typo? The January 15 deadline is written out... but that's all I can come up with! I'd say email them, asap (certainly before you give them application fees!)

I did buy Microsoft Office for Macs when I switched, and I'm very glad I did. I am already familiar with it, so there are no problems there, but more importantly, it's fully compatible with PCs. I've found there to be far more PCs in the world than Macs and I would not want to risk incompatibility. I'm in an extreme backwater of a place, though, so these PCs are often rather ancient. In a more cosmopolitan place, perhaps this would not be a concern. However, you may be stuck sending all attachments as .rtf or .pdf files instead of .docx. Then again, I know nothing about iWork, so perhaps this isn't the problem I'm envisioning. Still, no other Mac users I know use it.

Ahhhhhhhh.... if the gradecafe results board is to be believed, someone has already been accepted to UC-Davis. *gulp* I'm applying to 7 schools, for American Lit. Good luck to us all!

Alas, no, I will have to decline for now. If I "scrubbed it clean" of identifying factors, there wouldn't be anything useful left! This is nothing personal, I simply have a keen interest in remaining anonymous I usually write a lot initially (my first five drafts of the SOP were long - three pages at least without a fit paragraph) then simmer it down once I've got all the information I need to. It helps that my writing sample directly links to my past and future research, too, in terms of being concise. I've been "simmering" since late summer." Working in the opposite direction takes just as much time, but I was stupid and forgot this school's requirement until soon before the deadline. Hence my difficulty bouncing from 500 to 1,000 words. In the end I worked it out to 850 words, which seems reasonable. I expanded my past and future research, but took an extra paragraph to talk about fit on top of the one I already had. Edited for clarity!

Gah! I meant endnotes That's what my sample has. I'm confident in the length (18 pages + WC + EN), I was just curious. That's good advice, though. Thanks!

I'll agree with the above. I highly doubt that, upon receiving your application, they'll go straight to "Word Count" then chuck your essay if it's over. Are you uploading the document? On the other hand, if you have time, it might be worthwhile to go through your sample and do some revisions - nothing major, but cut unnecessary parts, or revise to make things more concise. But I really wouldn't sweat it if your sample is strong. Just out of curiosity, does the page count include the footnotes?

^ Congratulations! That's a great score! Now I'm starting to feel the itch to call... However, I just realized that one of my applications actually uploads my scores as soon as the school receives them, so my sneaky plan is to check back tomorrow or Tuesday (presumably they'll have reached the school by then) and see if I can't circumnavigate the system by seeing my score on my application.

What? But how are people going to get me!? In all seriousness, I don't know how strictly this is followed. Is it a new addition to the most recent edition? Sometimes I feel that they make up rules in order to justify putting out a new edition of the handbook. In any case, I worked on an academic journal for awhile and we often added italics for emphasis during copyediting - and never batted an eye of italics were used correctly for emphasis in the first place. For what it's worth.

I am of exactly the same mind - and consequently in the same dilemma! I'm expanding my discussions of all three of the aspects of my SOP (past & future research and fit), but even including stream-of-consciousness rambling (that will be edited out!), I'm still 300 words shy. This school's department is huge, so maybe I'll discuss more than 3 professors? But perhaps 3 pages is sufficient? You would think top schools would require shorter statements, considering how many they "get" to read! EDIT: And I would wager it's necessary to have about 1,000 words - they wouldn't specify otherwise, and I don't want to take the chance that a short statement will automatically kick me out of the running. Although I was ranting and raving about this to my partner a little while ago, and ended up repeating "1,000 pages! 1,000 pages!" so add a pinch of salt for my diminished mental state

That is just disgraceful. They ought to offer you a refund! Not that you really have any desire left to interact with them, but still. Chin up! It'll all be worth it in the end.

I know I'm way behind the ball on this thread, but I have to chime in. Actually, I've found that the schools which list a 500 maximum were the easiest to write. I have everything I need - a concise explanation of my past research and how I'd like to expand it in the PhD, and a paragraph for fit. Everything is perfect; I don't say any more or any less than I need to (or so I think for now...). However, I just realized my big reach school requires 1,000 words - twice what I've been using - and I've been pulling my hair out, trying to rewrite passages that don't offer blather where there was once a clear explanation. Blah. But this has given me the excuse to re-read my writing sample all over again and work myself into another lather over how excited I am to *maybe* have the chance of expanding it... I guess there's the silver lining.