ProfLorax

Thanks! And for all of the reasons you mentioned, Maryland does have a good placement rate. I talked to two graduating rhet/comp students, and they both had offers for TT jobs. Yes! And this coming from the resident pessimist. Thank you for your support! Speaking of Cs, most of the Maryland rhet/comp students and faculty presented at Cs last week, so it's nice to know that they are actively engaged with the discipline on a national level. Thanks, all! I am pretty sure I'm going to accept today. Ah!

Okay, I need some perspective from rhet/comp folks. Right now, I am leaning towards Maryland. While the lit folks are supportive, my rhet/comp friends think I'm crazy to choose an up-and-coming rhet/comp program over a well-regarded, established program like UMass, Miami, Illinois, or Arizona. Here are the facts: -Maryland is my only program that has offered all incoming students a first year fellowship. -Maryland has kick ass rhet/comp faculty: Jess Enoch, Shirley Logan, Jane Donawerth, and Melanie Kill (not to mention MITH). -Maryland recently reconfigured their program, so I wouldn't have to take any lit courses. -Maryland only offers 1-2 rhet/comp grad seminars each semester. Boo. But I can take rhetoric courses from Communications, and the three courses for the WGS certificate would count towards my nine required courses. -Maryland, like the others, has a near 100% job placement rate into TT jobs. -It's a very small cohort (1-2 new students each semester). This has pros (less competitive for rhet courses and admin positions) and cons (smaller community). -Maryland is super close to DC, which is awesome for personal reasons AND academic reasons (I am interested in activist rhetoric.) So, what do the rhet/comp folks think? Am I crazy??

Ah yes, I think this explains the difference in perspective! I hadn't taken a math class in eight years, so I really did have to re-learn lots of the formulas. I know everyone says the math section is easy, but I had forgotten everything, so I really had to work for that 50th percentile! Those who have recently taken a math class will not have to focus as much energy on preparing for the math test.

My perspective: Definitely review the AW section. When I first saw an AW prompt, I was completely stumped. I just really couldn't figure out what it was asking for. I did some review, read some samples, and scored 5.5 on the writing. Also, gotta agree with girl who wears glasses. Try with the math. I took the GRE twice within five weeks of each other. I didn't study or try on the math the first time, and I got in the fourth percentile. That just can't look good. So, when I redid the test, I basically just reviewed the math section of the Princeton Review GRE prep book. I didn't do that well on the math test the second time, but 50% is much better looking than 4%. But here's the real kicker: without any more studying for the verbal section, my verbal score also increased by 13%. I think because my brain was engaged the entire time, I was in problem-solving mode for the entirety of the test.

I was there too! But I was admitted to the Writing Studies program, so our paths didn't cross that much. Were you at the dinner at Jessica's house with the amazing guacamole? I decided to decline UIUC for a few reasons. The personal reason is that it is hard as hell to get there from California. My partner's dad is 80 years old with lots of health problems, so it's important to me that we can get home quickly if we need to. Also, I didn't feel like I really clicked with the Writing Studies program; the people are great, but the program itself isn't for me. With a bunch of retirements and new hires, I felt like the identity of the program is in flux, and I was surprised to see that composition studies is not really emphasized in the program currently. I will say that I was pleasantly surprised to see how developed Urbana-Champaign really is. I was expecting a much much smaller community given how it has been described by family and friends, but U/C is definitely much bigger than most of the towns where I've lived, albeit much more isolated. Also, the lit program seemed really tight-knit and supportive. Do you think you'll end up there?

Thanks. I feel like it's an obvious choice, and I just need others to point that out. No, I believe every first year UM student has no teaching responsibilities. There is a teaching practicum course that is required of all first year students, so we'd have a chance to bond then. But you're right; I've been teaching at a community college for three years now, and when I get to teach different sections but the same class, my life is so much easier! Depending on the week, prep time can be more intensive than grading. I totally agree about UM vs. Arizona in terms of rhet/comp status, and it's why this is a tough decision. I think UM is on the rise, though. They recently doubled their rhet/comp faculty, and they redid their program so rhet/comp students don't have to take any lit classes. Like U of A, they have a near 100% job placement rate for rhet/comp students. Still, there are some disadvantages: they don't offer as many graduate rhet/comp seminars (although, that should change soon). My rhet/comp friends all think I'm crazy to be leaning towards UM!

Right now, I am deciding between two different schools (University of Maryland and University of Arizona). I am trying to figure out how important money, teaching load, and visits are. Maryland has offered me a first year fellowship with no teaching responsibilities, and then a mixture of 1/1 and 1/2 teaching assignments. The no teaching first year seems like a huge advantage, so I can power through my coursework and stay on timeline. Additionally, Maryland has tons of resources for its students (publication workshop, the DC consortium, money for travel) and faculty who are invested in feminist and activist scholarship. I had a chance to visit Maryland, and I fell in love with the campus and clicked with the community. Maryland is also near DC, which puts me close to DC resources for research AND allows my partner to keep his current job. On the other hand, Arizona only has TAships available: a 2/2 load throughout all five years, with two opportunities to bring the teaching load to one class. Arizona's program has an amazing emphasis on community outreach and praxis, which excites me, but it I feel like the teaching load might consume my time and distract me from my scholarship. It provides a strong foundation in rhet/comp, but doesn't feature as much flexibility in course selection. Really, I am equally attracted to both programs, with money being the only difference. I haven't visited Arizona yet. I was originally planning on visiting during April, but I'm so tempted to save the money (they aren't able to fund student visits) and choose Maryland. Also, if I don't visit Arizona, my partner and I can use that vacation time to travel to Maryland and scope out the neighborhoods. I feel deep in my heart that Maryland is the right place for me, but I'm still anxious about making such a big decision. I guess the obvious solution is to just visit, but I can't until April, and like I said, would love to save the money and time. Ahhhh! I am just so ready to know where I'm going to end up. I want to know now, so I may be rushing this. Or maybe I'm being smart and going with my gut? I DUNNO. Help?

That is really funny you mention The Wire. I spent a few minutes deciding between The Wire and Mad Men because I hit "post!" My thesis is not available online or anything cool like that, and that is probably a good thing. The ideas were all sound, but I rushed to finish it, so I'm happy that it is currently hiding out in the library basement. However, I am thinking of re-approaching abortion rhetoric once I am back in school!

You had me until this moment. I agree that the existence of an inclusive and evolving canon is a necessity. As a literature student, I appreciated learning about the historical and literary developments throughout time; also, studying the canon gave me the ability to trace literary lineage from multiple texts. However, where I disagree, is the assumption that literary study about the canon has automatically more merit than literary study outside of the canon simply because of the status of the texts being analyzed. My MA thesis revolved around TV and poetry. I had to include poetry, but I didn't mind because I was able to devote an entire chapter to my favorite poet, Gwendolyn Brooks. However, I feel like my chapter analyzing the rhetoric surrounding the abortion narrative in Degrassi: The Next Generation was my most significant chapter. Why? Because I felt that analyzing how the stories of abortion are censored and circulated, how they resist the political spectacle, and how they affirm or complicate the assumptions surrounding abortion really fucking matters. Looking at how we tell the stories of abortion in public spheres not only supplied me with a wealth of material to analyze, it also, I believe, could have real, tangible effects on the political and interpersonal discourse surrounding abortion. I'm not saying that literature also doesn't have that power; I'm saying that texts from all sorts of medium do. Furthermore, it's critical to acknowledge how our definition of texts are evolving. Let me just quickly assume that the definition of great literature is the telling of a great story that also grapples with significant philosophical questions. Given that definition, if I were asked, what was the greatest piece of literature to emerge in the past five years, I would say Mad Men. The language, the stories, the characters, the symbolism, the grappling: it's all there. Yes, it's a TV show, but how is a weekly episodic telling of a story for popular culture any different from A Tale of Two Cities? How we tell stories and create texts is changing, and I believe we can both celebrate and teach the canon while reaching out to other forms of text for rich and significant literary study. ETA: The f-bomb in the second paragraph isn't meant to be aggressive, FYI. I just like how it sounds in that sentence. Great discussion happening here!

katja454: I PM'ed you!

Some other questions to consider: is the canon static or dynamic? What is the function of a canon? Should every field within English studies have to subscribe to the same core canon? Who or what gets to decide what is in the canon? And who or what should get that power? What merits a canonical text? Quality? Historical significance? Popularity?

Re: GRE Vocabulary-- there are quite a few good vocab flashcard apps for the iPhone. I deleted them immediately after taking the test, so I can't tell you the name. It did cost a few bucks. I liked studying on my phone because I always have it on me. I'd study while taking the bus, walking the dog, and getting ready for bed. It was awesome!

This is a great question for the DGS, who will be able to get you the most updated and accurate info. Each DGS I have asked has given me an honest and clear picture about placement. One hint: if the DGS tells you how many grads end up in "academic positions," make sure you clarify if s/he means just tenure-track positions or all teaching positions.

Hey ya'll! Just received my TOship offer from the Writing Program. Good luck, everyone!

Hey MercyHurst! I'm sitting in the airport, about to head to Champaign for my next visit day, so I thought I'd give you my perspective on Maryland after visiting yesterday. I want to write this all down while it's fresh in my head! First of all, it was beyond awesome to meet actual gradcafers. We really do exist in real life! And we totally rock. Second of all, Maryland is pretty frickin' awesome. Cicada123 and I went to campus early to explore, and UMD really is a beautiful place to study. I think that speaks highly to the sense of collegiality at Maryland that during lunch time, tons of current students popped by to say hi and introduce themselves, and they seemed to all know each other and get along well. I got to speak to a bunch of current grad students, and they all reported to be happy at Maryland. One of the common threads I observed amongst all the students was a ton of support for the each student's interest, even if that interest isn't directly represented by a specific faculty member in the department. During the grad student panel, lots of students talked about independent and co-independent study classes as opportunities to research specific topics that are not offered as seminars. I noticed a huge focus on keeping grad students on the five year time line. For students entering with an MA, we are expected to be done with coursework by the third semester, and onto the qual exams by the fourth semester. The dissertation prospectus is due the fifth semester, and so on. At first, I was worried I would feel rushed, but looking back, I think their focus on getting grads to their PhD in a reasonable time is a plus. Also, there seems to be a lot of flexibility within the program. If you enter with an MA, the only actual course required is 611, the introduction to college composition. The other eight courses are completely up to you. You are allowed-- even encouraged-- to take courses outside of the department. Any certificate courses actually count towards the English courseload, so it won't take an extra semester to finish up if you are interested in a graduate certificate. I asked about pursuing ASL as my second language because of my interest in disability studies and Gallaudet is in the DC consortium, and Sangeeta said that it could be done. The flexibility also applies to the teaching opportunities; most students teach several different courses during their time in the program, which helps in the job search. Sangeeta stressed that they really focus on professionalization, with the assumption that most entering students will be entering the academic career path. They have publication and dissertation workshops led by faculty frequently offered to grad students. There will be a new DGS next semester (they rotate), and no one seems to know (or be willing to share) who the new DGS will be. Sangeeta will be on leave next year, which is too bad because she was personable, funny, and really helpful. The current grad students are really friendly, but I didn't get the impression that they all hang out as a crew outside of classes. They all knew each other and seemed really engaged in conversations, but I didn't get that BFF feel among the cohort. But they were definitely collaborative and invested in seeing each other succeed. Plus, the incoming cohort seems really awesome. Lots of diversity in terms of interests. Other random notes: most grad students seem to live in DC, but a few live in College Park, Takoma Park, or even Baltimore. There is a free shuttle that brings students from the College Park Metro stop to campus.

To the original question: I still really don't know. I am torn among all of my choices, and I'm hoping the visits will help clarify my priorities. I am actually in a hotel in Baltimore right now for University of Maryland's visit tomorrow. (My still body doesn't want go to back to sleep because it thinks it's only 9PM-- not midnight. Sleep, dammit, sleep!) JohnBarblahblah: UMass seems great. Even though Peter Elbow and Anne Herrington will both be retired by the time we would start, it sounds like they will still be a part of the rhet/comp community. I've only talked to one professor, Donna LeCourt, and her awesomeness was clear. She was so approachable and welcoming over the phone! My only concern is really the small faculty, which means small course offerings. In fact, it seems like most of the schools I've been accepted to only offer 1-2 rhet/comp courses a semester, meaning that I won't really have any course selection power. Have you all noticed the same thing? And regarding winters, it seems I'll likely be facing a culture and weather shock wherever I end up! (Arizona may have calm winters, but their summers are brutal.) This California gal is going to have to sacrifice year-round mild weather to study rhet/comp!

So, what I hear you saying is that you are from the future, and this comp/rhet professor who is also an ASL translator for Obama is actually me in six years. Cool. Very cool. (No, seriously. That professor is living the dream! The Dream, I tell you!)

I have already contacted the DGS's at a few of the schools to ask if I could study American Sign Language as my second language. Given my interest in disability studies, it seems like the best fit! So far, the schools have been supportive. I imagine you'll just need DGS approval once you're in, and if you can show that it relates to your interest, you'll most likely have faculty support in many programs.

Hey gradschoolwannabe: I was accepted into the PhD program at UIUC, so I don't know about the MA. However, UIUC is having their visit days for prospective grad students this week. Maybe you could contact the department?

Congrats, Ken! I'll keep my fingers and toes crossed for that GTAship!

I haven't heard anything yet either. Hopefully, we'll hear soon!

Dear So and So, Thanks to your support and guidance, I will be attending the University of North Carolina at Chapel Hill this fall! -------- Something to remember: In six years, you will be able to say you have PhD from one of the top English programs in the country. No one on the job search is going to ask you how many schools you were accepted to oh so many years ago; rather, they will ask about your dissertation, teaching experience, and publications. The rejections may feel real and painful now, but at the end of the day, the acceptance is all that matters! And your letter writers know that. Be proud!

From the prompt, I would suggest thinking of this as less of a "fellowship letter" and more of a cover letter for a teaching position. I would divide up the letter according to the questions asked: One to two paragraph(s) on your teaching experience One paragraph on why you want to teach as a grad student (how this fellowship will help you meet your career goals) Did you need a cover letter when you applied for your current teaching position? If so, start there! Also, let me know if you'd like to read my cover letter for my first teaching position!