dimanche0829

My guess is that they aren't going to deal with it very well. Many programs enforce word limits not only because they have hundreds of apps to sift through, but because they want to challenge you to be clear and concise. It's supposed to be difficult, and word count matters. Remember: every aspect of your application packet counts and it only takes the tiniest slip to give adcoms a reason to bust out the "Rejected" stamp. I would avoid going more than 10% over the stipulated word count.

You certainly wouldn't be the first to apply to 14 schools, BUT you shouldn't apply just to apply in the hopes of getting in somewhere, anywhere - this is the easiest way to get rejected. Instead, focus on applying to schools that fit well with your goals and apply to a range of schools (reach, solid, safety). Also, I wouldn't worry about upsetting your professors. Writing LORs comes with the job, and you'll find that most will ask you how many schools you're applying to before agreeing (and if they don't, you should tell them). Some professors will also ask to see your writing sample and SOP so that they can better prepare their LOR. Hope this helps, and good luck!

I grew up in the midwest...this is our healthy! J/k, of course. I've mostly had it at restaurants. They've all used real bacon, nicely crisped, but I definitely remember some vanilla undertones. The bacon provided more of a salty quality than anything else. I don't recall a meaty or smokey taste.

My guess would be that no one engaged with it because they don't know much about it...probably due to lack of reading - especially if they are sticking to character likes/dislikes. I have to say that my professors have been making more of an effort to lead discussions away from the surface level and will usually ask a bunch of follow up questions to those who start at surface level. If nothing else, it certainly calls attention to those who haven't done the readings, but it helps keep class interesting. Most professors at my school made some big changes for this school year, largely adopting the policy that students are allowed only two absences before their grade suffers 1/2 to a full letter grade for each subsequent absence (with exceptions being granted to those who can prove they weren't just sleeping in), lengthening papers from the usual 5 pages to 7-10, or more, and increasing the weight of participation in class from 10% to 25% of the total grade. Should be interesting to see how things pan out here in my final semester.

You should focus on selecting your writing sample based on your best work, not necessarily topic (though I cannot imagine that there is any specific cutoff on time period). It is more important that you demonstrate a solid ability to perform research, use the research appropriately, and provide original thoughts, all in a nicely proofread and edited package. This might pose a challenge with new works, but it shouldn't be impossible for your desired book. Hope this helps!

There's a lot of maybes and what-ifs on your table right now and I'm sure it's uncomfortable, but I second the first response. Enjoy your relationship for what it is and talk about the heavy stuff once you start to know the definites. With any luck, you'll both be able to make it work. If not, just remember that, at the end of the day, you need to do what's best for you. Good luck!

If you ever have the chance, and you like bacon, try some bacon ice cream. Best stuff I've ever had.

Some schools will allow scores to be received after app deadlines, so long as the test was taken PRIOR to the app. deadline. As with most things grad-school related, it really just depends on which schools you're applying to. Most schools will indicate their requirements on the website, but if you can't locate the info a quick e-mail to the program won't hurt.

Chubby Hubby PS: Never ever look at its nutrition label. So depressing, but so worth it sometimes!

Oooooh, go for Bildungsroman! If your school is anything like mine, there will likely be many opportunities to fill up on 17th/18th c. lit along the way.

I'm curious: for those of you taking undergrad/grad/other courses, what sort of goodies are on your plate this semester? Here's what I'm taking: Development of the English Language Rise of the Novel Contemporary American Literature Gender and Modernism in Literature The Victorian Period in Literature 2nd half of Senior Honors Project

Ha! I think a lot of it depends on the classes being taken and general comfortability. Now that you've entered a higher grade level, you've probably got some added confidence that younger folks might not have found just yet. I'm on Day 2 myself and am happy that, so far, my undergrad peers are much more engaged in class discussions and are more interested in bouncing ideas off one another. I'm taking another grad course this semester, too - because what's life without a little chaos - and only hope I'm not as dead as I was last semester, where I spoke mayyyyybe twice.

I sold out on my handbag for a messenger bag today when I walked into Crate and Barrel, of all places, and saw that they had my favorite Marimekko bags.

That seems pretty darn intense. You're the only one who knows how much you can handle, but I would probably burn out after 3 or 4 weeks of that schedule. It's not the quantity of studying that will help you ace the test; rather, it's the quality. The key is really going to be making sure you are studying the right material and giving your brain enough down time to process all of the information you're trying to feed it. Just my .02. Good luck!

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I'm not sure about your specific program, but a lot of people do masters and then PhD. You really just need to weigh the pros with the cons and see what works best for your situation: Unfortunately, most masters programs are unfunded...and expensive. Are you willing to go into debt for your program? Additionally, most universities will not allow you to transfer all of your masters classes over to a PhD, which means you will have to take additional classes. Getting your PhD will likely take longer, as a result. It is generally easier to get accepted to a masters program than a PhD program, though. Requirements are usually a little less intense and competition is reduced. Hope this helps!

You'd be surprised at how much info you can still retain by skimming. At first it will be tough because you're not used to skimming, but over time you will become an expert at being able to pinpoint the important bits while glossing over all the other stuff you don't need. Between skimming texts and scholarly articles, and of course writing, you'll still be able to retain what you need to know.

Something tells me you're not the first person from your undergrad who's wanted to apply to grad school. I'm sure others' transcripts have been in a similar format and I'd be willing to bet that adcoms are smart enough to put the pieces of a transcript together - especially considering that every school formats them differently You're going to have to briefly address/explain the time you took off in your application packet, which will help sort out any potential issues on your transcript. Don't bother adding in an "unofficial" transcript, though. Adcoms have to review hundreds of applications and it is not a good idea to try and bog them down with additional documents out of paranoia. Most adcoms won't consider/review any items that they did not request. I've never heard of anyone being rejected from grad school just because of a disorganized transcript, so fret not. You'll be fine.

Here's my own, personal break-down: I consider my reach schools to be top tier. I'd love, love, love to go to them and would darn near chew my own arm off to attend. My safety schools aren't top tier, but they have a reputable program that fits well with my interests. My last resort schools are either A) in the mid-lower 2nd tier, or a mix of schools I hadn't planned on attending for various reasons. For example, I live with my partner in Los Angeles. Ideally, my school will be within close proximity to the LA area, but I am applying to schools a little farther north to keep my options open. In all cases, the school must appeal to my interests. Everyone has their own strategy when it comes to applying, though. There is no one right way to do it. You just need to examine your intended schools and be comfortable with their program.

An assumption can always be made; whether or not it is a safe assumption, however, is a whole nother can of beans. While a program may be easier to get into with lower requirements, lowered requirements opens graduate school doors to a larger pool of applicants: those who have competitive stats and are applying to safety schools, and those who have done OK in school but not well enough to meet the minimum app req's of the good schools. Nevertheless, those candidates who have less-competitive stats may be able to win the adcom of a good school over with stellar LORs, SOP, writing sample, and ability to demonstrate a solid fit into their program. It's certainly not easy, and varies from program to program, but it's always worth a shot. Keep in mind, though, that lower stats could create an issue with regards to program funding. Candidates should always apply to a range schools - reach, safety, last resort - and pick the program that fits their passions appropriately.

I mostly agree and have never verbally announced my feelings about the issue (recognizing that there may be mitigating circumstances beyond a student's control that account for the lapse in assignment completion), but it is difficult to avoid worrying about others' non-participation in a class discussion when it reaches the point of disrupting a class discussion. I have been in more than one class where the majority of students consistently and, in some cases proudly, fail to complete class assignments - something that becomes obvious to the professor, who then spends 20 minutes of class time lecturing us on the importance of reading. This is where my patience runs low...quietly low. I'm not sure you read my statement in its intended context. I wrote the statement in response to another poster, to indicate why I think discussion-based courses are more productive than lecture-based - meaning: because there are so many possible interpretations, and to help students develop an ability to formulate/support their ideas (which I personally believe is incredibly important), I don't find lecture-based courses to be particularly effective. I recognize, of course, that I am in the same boat as everyone else and, therefore, must also strive to develop my own communication skills. I certainly appreciate your feedback and recognize that there will always be room for personal growth and development; however, I was hoping to keep this topic on track with learning more about everyone's class style rather than an open critique and analysis of my own personal style. Part of the reason why I shared my initial story was to demonstrate that an overly aggressive demeanor can create negative consequences. It's something that happened quite a long time ago, though, and I have since continued to make strides to be more accomodating and constructive toward my peers.

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Yeah, taking the GRE has a funny way of turning your brain into mush! I'm sure you did great, though! Interesting, I've never thought about the possibility of applying to both programs. Most of the schools I'm applying to treat them as separate departments, so I imagine you'd be able to apply to both, but that's just a guess. Hmmm, anyone out there have any insight on this?

I joined the site, but have yet to actually participate on the site. It was neat for the 5 minutes I was on it, but I haven't had much desire to log back in.

I see your point, and agree that most class discussions are filled with nonsense, but I also think most lecture-based courses on modern literature are counterproductive. There can be any number of interpretations and people should learn how to formulate and discuss their ideas.