Advice

Essay Checklist

When writing academic essays, it may help to keep the following in mind:

  • Does the essay address all parts of the assigned question?
  • Does the essay have a title that is imaginative and gives the reader a sense of the essay's contents?
  • Is there a clear argument (a statement about reality that must be proven true)? Be sure to test thesis statement by assessing whether or not someone could plausibly take the opposite point of view.
  • Does the essay's introduction lead the reader from the general world to the specific topic and end with the thesis statement? Does the conclusion begin with a thesis restatement and lead the reader back to some general possibilities for future exploration?
  • Does each paragraph begin with a topic sentence explaining to the reader how the paragraph's content supports the main idea of the essay?
  • Is there an appropriate balance of my own writing and concrete examples drawn from other sources?
  • Does the essay flow logically and smoothly from one idea to the next? Could the paragraphs be rearranged into a more logical order? Do the transitions between ideas and paragraphs need to be more explicit?
  • Is the essay's tone sufficiently formal and objective for academic work?
  • Are references to other people's ideas acknowledged with proper citations?
  • Have I read the essay aloud to alert myself to redundant statements, convoluted sentences, grammar and spelling errors, and other rough spots?
  • Has a friend read over the essay and pointed out unfamiliar ideas that need to be clarified for the general reader?

 

Last Updated (Friday, 30 April 2010 09:15)

 

One Week to Return Assignments

When grading assignments in my classes, I strive to return them about a week after the due date.  Why one week and not overnight?

  1. There are almost always late papers. Since I like to grade all assignments at once to ensure equal treatment, I end up waiting a few days for papers to arrive.
  2. One week is a natural cycle. It is much easier to find time for major tasks in a week than it is to fit them into a particular day.
  3. Returning assignments in one week allows a bit of emotional distance from the work and more objectivity in its evaluation.

If we allow at least a week when making commitments, life is much more manageable.

Last Updated (Friday, 26 March 2010 21:51)

 

Choosing Master and Ph.D. Programs

The admissions process for professional degree programs (MBA, law school, public policy, medical school) is similar to what you went through to get into college: Earn a high GPA, complete application essays, and do well on a standardized test. Admissions committees look at this data and put together an incoming class of qualified students. So your best bet is to apply to schools that are well known in the field you want to study.

Master and Ph.D. programs in the arts and sciences are a bit different. The most important difference is that you are applying not so much to the school as to a particular mentor who will guide your study from start to finish. I tell my students who are applying to graduate school to think of it like a medieval guild. You are becoming a loyal apprentice to your mentor in return for knowledge, resources, and protection. For this reason, it is important to research carefully the professors who are working in your chosen field. Ideal mentors 1) have published important work in a field that interests you, 2) will remain at the present university for at least the 5-10 years for you to graduate and secure a job, 3) are powerful enough on university committees to secure grant funding and teaching assistantships for their students, 4) have a reputation for cooperation and benevolence toward students and colleagues, and 5) have enough clout in their field to write the letters needed to secure employment after you graduate. I was fortunate to have a very kind and conscientious mentor, but we've all heard the horror stories of advisers refusing to sign dissertations over minor issues, changing universities or retiring before their students were done, or not being powerful enough to help their students secure funding or jobs. Graduate school advisers can make or break academic careers, so choose wisely.

I recommend the book Getting What You Came For: The Smart Student's Guide to Earning an M.A. or a Ph.D. to anyone considering or attending graduate school in the humanities or sciences.

Last Updated (Friday, 26 March 2010 21:55)

 

Letters of Recommendation

When asking professors for letters of recommendation, it may be helpful to keep the following in mind:

Which professors to ask: The most effective recommendations come from professors who 1) know your work well, 2) graded your work highly in the past, and 3) are knowledgeable about the program to which you are applying.

How to ask: Professors are happy to write letters in support of good students, but they need answers to these questions: To what program are you applying? Why do you think I am the best person to write the letter for this particular program? When is the deadline for submission of letters? (Ideally, you should be asking 3-4 weeks in advance.) Do I mail the letter directly or will you be picking it up to include in your application packet?

Supporting materials: To be persuasive, a letter of recommendation needs to be as detailed as possible. So, it is very helpful if you provide a copy of your transcript (unofficial is fine), a statement of why you are applying to a particular program, a list of your jobs and extracurricular activities, and a copy of a research paper you have written on a relevant topic. Imagine professors who want to support you, but need to know a lot more about your past work and future goals to write positive and persuasive letters. Then, provide all the information necessary to help them write those letters.

Last Updated (Friday, 30 April 2010 09:15)

 

When Studying a Skill, Enjoy the Journey

Talking to several students who are studying Japanese in Tokyo reminded me of the first time I came to Japan eighteen years ago.

I had taken some Japanese language classes in college and thought I was doing pretty well until... I got to Japan and had a really tough time talking to people. After a month, I thought I was never going to improve and felt really frustrated.

My self-esteem had become too dependent on my language abilities. I finally realized that mastery of a skill was not nearly as important as the friends I was making along the way. They were delighted to share their language and culture with me and didn't really care how long it took me to catch on.

Last Updated (Friday, 26 March 2010 22:00)

 
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