anxious_aspirant

Yeah, Storrs is in-the-middle-of-effing-nowhere, but the program is pretty enticing. I'm thinking I'm calling this deal closed, though. I hadn't thought to look at the past boards. takethiswaltz, do you know if your fellowship was something in addition to the package outlined on their site, or are they one and the same? (To hopefully clarify Isidore's conjectures above.) I think you're our best source of info...

No need to be ashamed of THAT in this forum . I'm just glad you guys show that there are others being equally irrational, so that I don't have to get meta-paranoid about my own paranoia.

Most people (non-academic careers), when I talk about getting a PhD, initially say, "How nice!" Then they ask how long it takes, and they look at me a bit strangely - total attitude change. This whole life-timeline norm is not conducive to these kinds of plans. I've had some semi-serious stuff (tenure-track relationship?) end because I'm not willing to "start a family," if I ever want one, until I've reached my goals. Factor in that I might need another application cycle (or more), and I'm looking at my 30s, too. The sad part is when others turn that into a guilt trip - as if being educated and having the career you REALLY want is selfish. Really, I think I'd be a better parent in that case. Not to mention that some guys call it quits when I say I'm not willing to physically bear their children. If that's not an experience to push me in the gender studies direction, I don't know what is. I could rant about preconceptions about family and age/gender all day. Apologies. But these "plans" do set us apart from the norm a bit.

Is the pervading view still that *both* acceptance posts were fellowships? As in, there are more acceptances to come? I know I asked before, but I wonder about the number of students they typically admit. Since there are some MA acceptance discussions here, I've become more dubious about holding out hope. Then again, I suppose every school has its own timeline quirks. Not that I expect any true solutions (aside from the official word), but perhaps for a while, I can be sustained by your conjectures.

To amend my earlier post, I worry about ALL of this. The most annoying part, perhaps, being that though test scores can surely keep you out, they don't really get you in. The results board consistently shows people getting in with significantly lower scores and GPAs than mine (not to sound bitchy - because I know I have more significant weak points in other areas, namely the SoP). And as a teacher myself, I'll be the first to admit that standardized test scores are a poor measure of skill. Yet, something in me wants them to mean something, because I did work for them. Also the idea that the reputation of your school is somehow a measure of the quality of work you did there - this isn't something I want to think about, but alas, must. It's not that my undergrad institution has a poor reputation, but it isn't so widely known - perhaps not a coincidence that the most positive response I've received is from a school not too far (geographically) from my undergrad? Have any of you admitted people or current students discussed these things with actual professors or DGS at your schools?? Would love to hear an "official" point of view. Sometimes I think my own professors were too encouraging, letting the fact that they know me and my work overshadow the adcomm's outsider perspective.

Or, conversely, unstated reaction to said schools: "Why...why don't you love me...?" *sniff* Like they're emotionally distant parents causing serious psychological damage. Too much? Probably.

I echo this question. I referenced my writing sample in my SoP and used it to transition into the more contemporary concerns I'd like to explore in future graduate study, but the connections are conceptual/theoretical, not era- or content-based. I do wonder if this was a problem. I submitted a supplementary writing sample about a postmodern text as a reinforcement, but of course, can't expect all schools to read past the initial sample when you consider the numbers. On the other hand, I can see the value in showing a range of expertise, seeing as I'm one of those without an undergraduate major in English. I'd be interested to hear from people who have been accepted about how their application materials "fit" together.

jma310 - *Thanks.* Don't know what I would have done if I hadn't found this forum recently! Good luck, all.

I'm *technically* applying "straight" from undergrad in that my BA is the only thing that "counts" toward anything (too many air quotes?) Time-wise, though, I'm not - have a masters in another subject, taught a couple of years since. kelannrob, I feel your pain. It's a struggle trying to interpret the info from schools and yet not read into it too heavily. The wait list emails for me (UMass) are encouraging and expound how great the chances are, and in the same breath I get the "no guarantees" caveat. I'll take it over rejection, but the vagueness of this thing is out of control. I've started emailing profs. at my wait-list school to get feedback on initial research ideas, especially if there are connections to their own work, just to start laying a groundwork in the off chance that I attend.

An acceptance right now might turn me into a believer. Divine light from the heavens and whatever else. Also, best thread title I've seen in a while. Instant reaction: YES. I think "Waiting list is NOT the end!" has become a personal mantra, hopefully with equally divine/revelatory qualities.

Has anyone else on here been crippled by self-doubt and feelings of academic inadequacy in the past? Because this process is just about the worst thing you could prescribe for said people. I started teaching high school 3 years ago and (this is going to sound worse than I intend it), I started to understand that I might be an intelligent person. Thank you, grad schools, for ensuring that that illusion crumbles. Hmph.

Same, same, same here, except I was more split between arts & lit when I was in high school. But I REALLY don't want to let this high school teaching thing go on for too long and just settle for it. Then again, I wonder if I should count myself lucky that I'm at a (public) school where I essentially design my own courses. And that I have a steady paycheck.

Ditto on the fraud thing. I could really sell a research interest I don't care about...but is that worth it...? Like you, I also teach HS (for the past three years). Nice to know I have job security...but i want so much more! I'm waiting on UConn and Northeastern, too. They're my last hope!

I'm still waiting on 3/6. I'm using it as an excuse to lament about my future, too, perhaps to a really unhealthy point. Plan B just makes me depressed...really, even just the fact that it's called Plan B. They really need to get going on this, I can't take the suspense.

I'm also worried about this to no end, also perhaps prematurely, but as an anxiety-ridden human being, I've clearly focused on my weakest point about these programs and blown it out of proportion. I posted this in another thread: "To all you lucky folks out there (of whom I am infinitely jealous) - Not sure if there have been posts about this before (couldn't find any good ones), but how do you guys expect to fare with your schools' foreign language requirements? They seem to vary school to school, and both of my advisor-type professors told me to pay no attention to language requirements. I took this to heart, since it worried me most about these programs. I'd have to add a second foreign language to my repertoire from scratch... So, my question is, are you really all trilingual, or are you planning on meeting the requirement other ways? Any specific info about your school or info that they've provided to you about it? Figured it would be good to get perspectives from you guys, as the luckier applicants, who might be planning this sort of thing. Thanks for any feedback. (& good luck being scholarly )" So, in case people didn't see it because it was unrelated to the actual thread topic, I'll echo yank and implore you to share your advice/experiences/advice from other professors you've heard.

To all you lucky folks out there (of whom I am infinitely jealous) - Not sure if there have been posts about this before (couldn't find any good ones), but how do you guys expect to fare with your schools' foreign language requirements? They seem to vary school to school, and both of my advisor-type professors told me to pay no attention to language requirements. I took this to heart, since it worried me most about these programs. I'd have to add a second foreign language to my repertoire from scratch... So, my question is, are you really all trilingual, or are you planning on meeting the requirement other ways? Any specific info about your school or info that they've provided to you about it? Figured it would be good to get perspectives from you guys, as the luckier applicants, who might be planning this sort of thing. Thanks for any feedback. (& good luck being scholarly )

Ditto, rawera. IT Crowd > Big Bang Theory.

To the original poster, if you want to supplement Sontag, DEFINITELY get a hold of Barthes's Camera Lucida. I encountered it in 2 art history courses before my lit theory seminar, and it all fit together well in the long run. A good supplement to Benjamin's "Work of Art in the Age of Mechanical Reproduction." To supplement the second post, I'd also supplement Madwoman with Spivak's later reflections on Jane Eyre and related texts. I use both in a Brit Lit course I teach to provide multiple views of the novel.

Ughh...don't say it...it would (most likely) be the end of the road for me. Does anyone know how many new PhDs they typically accept?

For when we all GET IN and spend our time reading student papers:

Thanks, Isidore and TripWillis. I've been really impressed with the supportive nature of these boards overall. You're gentle(wo)men and scholars, all.

Interview feedback: They were very relaxed and informal. I spoke with Peggy Woods (assistant director), who was a pleasure to converse with. Interesting tidbit was that they don't have a formal TA evaluation system. They're willing to let you keep going so long as you have an eye toward improving your teaching. Am I a lone wolf here as a waitlisted candidate who still interviewed? I noticed a bunch of wait list posts on the results board back when UMass was notifying - as I said before, the process seemed a bit odd to me. I want to take it as a good sign, but lean toward interpreting it as a paperwork error that put them in an odd position. Also, one must ask, I suppose...Any accepted to UMass who are leaning toward other offers? Stephen Clingman was really cordial, saying he'd give as clear a picture as possible as things progress, but I suppose it's more telling to ask you guys directly. This wait list is my glimmer of hope so far...

Again, let us know if you hear from these schools so we can follow suit if you're lucky enough to get some feedback. When I was applying for teaching jobs, this was really common; especially if you were one of the few to make the interview cut, schools were really open to talking to you about it afterward. Sometimes it can be infuriating ("I said that very clearly, weren't you listening??"), BUT it does give you a good idea of what to be SURE you emphasize, what you could have left out, etc. I remember professors giving me advice that (in the job market, at least) it gets you some points to ask, especially if you ever reapply.

I can't attest to any real insight into this from an admissions perspective, but if you're like me, I think we scholastic types tend to hone in on the weak points of our applications and get down on ourselves for them. My situation is kind of the opposite of yours; I have near 4.0 for undergrad and a 4.0 for a (non-English) MA, high GRES (discounting quantitative) - and yet the non-English thing is the piece on which I constantly fixate as the reason programs rejected me. In truth, I think we're all victims of the numbers game, and in reality the few weak points - undergrad GPA, that one GRE score, etc - are less influential than most think they are. If I were adcomm (how many times those four words have popped into my head recently...), I think I'd care way more about qualitative data (LORs, SOP, writing sample), since those really are what shows whether or not you can handle graduate-level scholarship. Anyways, a 3.4 isn't a bad GPA. I don't think it would raise major concerns about academic commitment if all those other pieces were top-notch. Also, your MA already attests to your graduate competency. To echo arrivant, your prospective programs will hopefully love you for that. Positivity, folks...we all need it! And if you find extra, pass it along

I'm there. Hope away - you'll teach what you love to people who don't love it, have no time for any of your own academic pursuits, and not make that much money. With all those cons, though, the thing that gets me is that I'll be doing the same thing pretty much every year, over and over again. (So...how much of a pro is job security, exactly?)