repatriate

Hah, I meant you get it from "cognition and culture." I usually don't have to explain much more than that; linguists both a) understand both words and know why the two things might be interesting to investigate together. But, basically, the particular orientation under which I work aims to discover patterns in cognition that are not culturally determined (kind of counterintuitive from the name). Linguistic universals/universal grammar would fall under this domain of inquiry, but it extends beyond that. An example that might be of particular interest for linguists is the development of theory of mind. A researcher in my field would ask, "Does theory of mind follow the same pattern of development regardless of cultural input?" A perhaps-less-interesting-to-linguists example might be to what extent men and women share the same mate preferences across cultures. Does that answer the question well? [i ought to add that the field as a whole is broader than this. Not everyone is looking for cognitive universals; some are interested in how cognition influences culture or how culture influences cognition.]

Thanks. I feel better about it know that they really are in a tough situation. I understand why they wouldn't want to offer admission to someone who is holding onto to the spot just in case they don't get in anywhere else. But I still wonder about whether schools are actually allowed to ask these questions, as my mentor suggested they may not be. But then, where would such rules originate? Accrediting agencies? Council of Graduate Schools? Anti-discrimination laws?

This is exactly why my mentor mentioned hesitation. He said anything that showed uncertainty would be a kiss of death. As in, by the time you take a deep breath and say, "Well," they've already made up their mind not to admit you. But his experience is with clinical psychology admissions, which is more cutthroat than many other fields. (Admission rates at top programs hover in the low single digit percentages.) He's also a generally cutthroat, ambitious type guy.

I don't want to give too much detail, but they have told me a bit about the funding structure of the department and the availability of funds for this year that makes this somewhat more credible than I would otherwise be inclined to believe. But without that information, my reaction would be exactly the same.

Yep. It was phrased roughly like this: School 1: Please be frank. Tell us how serious you are about our program. This has never happened before, but this year, if we offer a student a space and they do not accept, we lose that spot and can't admit someone else. School 2: I want to get a sense of where this program ranks for you. Is it a safety school, someplace you're really excited about? I am going to go to the committee and advocate for your admission, so I want to know that you're really interested. Talk about pressure! Anyone else get questions like these?

Way back in 2007, my mentor told me that every interviewer would ask this and that any hesitation and any answer other than "top choice" will eliminate your chances. So far, this question has been asked in some form in two of three interviews. My mentor also told me that this question is technically not allowed (but that obviously doesn't matter once they've asked). Does anyone know of a rule like this?

Exactly! The problem isn't so much picking out the vocabulary (though sometimes 'cognition' is a bit much, and I imagine 'agent,' too) as it is making the academic un-academic while still being accurate. You're welcome! I like that, and I think you'll have more success with it than I have.

I don't have any special insight into admissions being but an applicant myself, but I am an American working on an MA at a UK university in the School of History and Anthropology (if this name sounds familiar, PM me if you think it might be the same institution and I can answer specific questions) who is now applying to US PhD programs. Coming here was the best professional and personal decision I have ever made. A: I don't know the structure of the course you are considering, but my taught MA is fairly small in comparison to US degrees (and I'm told this is common for UK taught degrees in humanities and social sciences): 2 courses per semester plus a 50-page dissertation that is a research proposal rather than a research report. Some US faculty don't know this and think the degree is equivalent; others will know, but they will still view it as additional training. I know that the degree is not viewed the same way as an American MA would be (by those who are aware of what a UK taught MA is like), but I also know that the caliber of the faculty here is stellar. I cannot overemphasize the importance of this for applications. Training under well respected experts is worth more than taking 64 credits under OK faculty at an American school. On top of that, I got a fantastic LOR with an important name attached to it, and, at least in my field, who you know can really help you. B: I'm saw your other post on this, and I think the comments you get there will be more useful. I'm doubt that studying overseas will have any effect on this. C: I don't think this is a concern if the school is, as you say, well regarded in your field of study. If profs at the PhD programs you are applying to respect the profs under whom you are studying, that is the important thing. I don't know what your specialization is and I'm not in history, but if you are planning on studying non-US history, I would imagine studying overseas would actually help you rather than hurt you. Another way to look at it (and it was recommended to me that I stress this in my applications) is that you love your discipline so much that you were willing to give up your home, friends, family, whatever else and go to an unfamiliar place where you know no one so that you could pursue it. How could an adcom look down on that? If it helps, I have heard back from 3 schools: 1 rejection (from a program that is dead broke this year) and 2 interviews (waiting on final admissions decisions). Last year, without the MA and associated LOR, I got 5 rejections. I am convinced that enrolling in my current program is what made the difference.

No love for the occasional posters? Ouch. Dear schools, Please consider the restraint and modesty required not to post too much on the GradCafe and give first priority to the occasional posters. Much love and best wishes, Repatriate

I've learned to just wince and say "basically psychology" first. Before that conversations went like this: X: What are you studying? Me: I'm getting a masters in cognition and culture. X: What and culture? Me: It's like psychology meets anthropology. X: So what do you study? Me: My research topic is.... I haven't figured out a way to say, "We look for the underlying, universal patterns in human cognition by testing them cross-culturally," in a way that is interesting to non-academics. But I love meeting a linguist; you guys get it right away.

Googling "two body problem academia" will turn up a great deal on the topic of applying with an SO. Most of it is for faculty positions, but there is some for grad students, too. Here's a blog post discussing the adcom side of this process: http://science-professor.blogspot.com/2009/02/2-body-grads.html (also worth checking out the post linked there)

Funny, my primary field of interest is cognitive/social psychology (with some anthropology, religious studies, experimental philosophy thrown in), but I tell people my backup plan is to switch to physics--though physics is totally unrelated to my current research area.

Not quite like this, but I did have an animated, fascinating, and enjoyable phone interview with a prof last year, who praised my application. A few days later, I got a very kind email, again praising my application, stating that our research interests just didn't align as well as with other candidates, so I wouldn't be invited to on-site interviews to follow. He assured me that I would get in somewhere, just not there. Perhaps other faculty don't have as much tact as this prof did, but his candor and praise really helped me not be hurt by the rejection. In the end, I was grateful to have that fantastic conversation with a fantastic mind. As one mentor told me, consider this stage of the process your opportunity to interview faculty as much as it is theirs to interview you. Better for you and/or the prof to find out now that you don't quite mesh (in interests, work habits, professional needs, etc.) than to find that out when you get to school.

I think you are right that criticizing the test is not the best way to do this. Instead, you might want to explain why other features of your profile show that this score isn't indicative of your ability to write excellent papers. For example, you might point out high marks in writing classes, an excellent AW score, an enclosed writing sample, or other things that demonstrate strong facility with writing (awards, publications, etc.).

My topic is interdisciplinary, but involves dev psych. I only applied to one developmental department, but I am very excited about my application there. I don't know if separate posts on the forums are useful, but posts on the results page are extremely helpful--to this year's applicants and to future applicants.

My embarrassing blemish is my undergrad performance. I nearly flunked out, got a 1.7 my first semester and a 1.8 my second. That put me on academic probation. After that, I got a diverse mix of grades and continued to flunk or withdraw a class or two every semester--until I finally withdrew from the university partway through a semester (3.5 years in). I took a year off, got my act together and returned, steadily raising my cum. GPA, to a final, not-very-sparkling, 3.2. I graduated 6.5 years after I started with a degree not in the field to which I am applying. On the bright side, all of this has made me a better, more committed student and doesn't seem to have made me untouchable by great programs. I have an interview next week with a fantastic program and spoke with my POI there about nomination for a fellowship today. Hooray for sometimes overcoming our negatives?

I'm not a spouse/partner of an applicant, but an applicant who has a spouse. I just wanted to say how fantastic it is to have a supportive spouse through this, like you seem to be. My husband is likewise willing to pick up an move wherever I go, and he has even stayed home working (and living with my cat!) while I am spending a year abroad working on my MA. He even keeps track of when my assignments are due and asks me how I am doing on them. Every day, I am amazed that he is willing to do this for me and I wonder why and how I managed to find someone who would be willing to do so much for me. So to any spouses/partners out there, I hope you know you are appreciated for the sacrifices you make for your grad applicant SO.

If you do write about it, don't dwell on creating excuses. Instead, acknowledge it and then create a compelling argument for why this blemish is not an indication of your true academic abilities and potential, which are reflected in your most recent grades and experiences.

Just some thoughts based on your example sentences. Consider revising the sentences by enhancing them rather than simply rephrasing them. I realize that your examples might not reflect actual sentences in your statement, but consider changes like the following: I did this. --> Doing this taught me about . . . I did that. --> While doing that, I realized . . . I hope to work with Professor XX. --> Working with Professor X would be an excellent match because . . . I want this. --> This would further enhance the skills in Y I developed while at Institution Z. I will do that. --> By doing that, I will contribute to the existing scholarship in . . . I hope I can learn about xyz. --> Learning about xyz under the supervision of Professor X would the perfect preparation for my career as . . . By creating complex sentences like these, you might be able to combine sentences you already have. Best of luck with your admissions whatever you decide.

As someone who has had similar problems in writing (started in high school when I refused to write an essay for an exam, even after being given a special second opportunity), I would strongly recommend you make at least some revisions. But set small goals and keep reminding yourself that you have what is already a strong essay; the changes you are making are just extra steps. Try to remove as much of the pressure as possible. For example, you might decide to do 1 pass each day up until you hand it in. Every time, just have a goal to edit 1 sentence in every other paragraph. At the end of the four days, you will have changed 2 sentences in each paragraph and you will have broken up the monotony of the structure so that it no longer stands out as a feature. You could also make a list of standard ways to revise sentence structure (e.g., combining two simple sentences into complex or compound sentences, changing passive/active voice, using introductory phrases and clauses, etc.) to use as a reference to help you identify sentences that can more easily be reworked.

And the department at CMU that I applied to has a fee-bearing, paper only application. Queen's University Belfast (UK) has a free application. You can also apply for fee waivers at several schools through one central form: http://www.cic.net/Home/Students/FreeApp/Introduction.aspx Granting a fee waiver is up to the departments, and you have to meet some basic minimum criteria (3.0 GPA). The schools are: University of Chicago University of Illinois at Chicago University of Illinois at Urbana-Champaign Indiana University Indiana University/Purdue University at Indianapolis University of Iowa University of Michigan Michigan State University University of Minnesota Northwestern University Ohio State University Pennsylvania State University Purdue University University of Wisconsin-Milwaukee

I actually had a very similar situation and got some really helpful advice on this forum. The thread is here: I got an address for paper submissions and asked prof 4 to mail his, but this might not work for all departments. I think the best bet is to call and also be up front with the writer.

I think what you have so far is good. You'll want to talk about specific skills, knowledge and characteristics you have such as leadership and initiative. You might the discuss creativity, theoretical understanding, and familiarity with relevant literature you have shown in working on your thesis. If you are in a small, collegial department, you can mention that you have a good reputation and are regarded by the faculty as having great potential as a statistician. It's also a good idea to throw in some comparisons to other students the prof has seen, like the PhD student but other students at your level as well. You can also add in things that would appear on your CV that might impress the professor and would demonstrate relevant skills. What makes a LOR stand out is the anecdotes and personal examples that illustrate features of your character. These say your advisor knows you and that what you've done has left an impression. Have you asked any particularly brilliant questions? Did you start work on your thesis ahead of the other students in your class? Have you held any leadership positions in the department, or served on any committees? Did you get to choose your thesis advisor? Was the choice a particularly apt one for your topic? You might use that to show an understanding of the field and literature. Is you advisor excited about your chosen topic? Enthusiasm from an established expert in the area could inspire confidence in others. You mention the exercises your adviser has given you; perhaps you've shown remarkable work on these, completed them quickly, come up with novel solutions? Generally, just think about what character traits and skills are important to potential advisors (ability to work independently, creativity, work ethic, etc.) and all the things you do to give off the impression that you possess them.

Funny you should mention that. 2 volunteered to write such a personal note to a few of the faculty at this school when he saw my list, but he is also writing a formal letter and has said that a an endorsement from 4 would be even better because of 4's tighter connections. Honestly, I realize I am worried about an over abundance of blessings. I just want to choose the course that will cause the least offense to those who have been kind enough to offer their support, encouragement, and time to help me. I think discussing the situation with the department and with 4 will be best. Thanks for all of the advice!!

Thanks. There is a lot of good advice on this forum. Sorry, I don't think I wrote that clearly. The graduate school says to send any hard copy letters to the appropriate department, but the department to which I am applying says they must be submitted online. So basically, the department rules on this one, and their policy is online only. But in poking around some more, I saw directions for mailing an SOP if the upload fails, so maybe there is some hope. Either way, I will call tomorrow. I realize that in the best world, we shouldn't take things personally and be understanding, but I don't want my letter writer, whom I respect and who has done a lot for me, to see the un-ask as basically saying, "Thanks for agreeing to do that favor for me but I got an even better offer so you're no longer needed." Of course, that's not what I'd say, but it's one possible interpretation of the situation The writers are: A respected researcher in the discipline but a different sub-discipline with whom I had a great RA experience A famous big-name in the sub-discipline at my current grad program who is excited about my proposed research topic and knows several of the faculty somewhat well A respected researcher in the same field but different discipline (i.e., would fall under a different program in a the same department were 3 at my target school) and a collaborator of 1 whom I've TAed and RAed for A respected researcher in the sub-discipline at my current institution who knows well all of the faculty of the program and earned his PhD from a connected program at the same school 1, 2, and 3 are currently listed. The letter from 3 is probably weakest is terms of clout, probably strong in content, and perhaps weak in style. The letter from 4 is best in terms of clout, but perhaps not as strong in content since 4 doesn't know me as well as the other writers.