Recurring Questions about Professionalization

This is the time of the year when people are thinking about applying to graduate programs, adjusting to graduate school, and applying for academic jobs. I have been mentioning a few of my blog entries that have to do with professionalization, so I thought it might be useful to highlight some of them here.

Finding a suitable graduate program

Writing a statement of purpose for graduate program application

Applying to the Master's Program in TESOL at ASU

Requesting letters of recommendation

Advice for new graduate students

Read everything

Read everything again

Read widely

Academic job search

Requesting someone to be a reference for a job application

Recommendation Letter Revisited

I've made a small change to the list of documents a job candidate might consider providing to their would-be recommendation letter writers. Specifically, I've added the following:

• A brief sketch of when and how you met the writer of the recommendation letter, what courses you have taken with that person, and any other special projects you have worked on with/for that person (if it's not already clear from the CV).

This is important even if you think you have been working closely with that person because memories fade. Maybe I'm beginning to realize this because, as I grow older, my memory is beginning to fail me (sigh). But even when I have--or think I have--a vivid recollection of the first encounter, sometimes it turns out not to be the real first encounter. Cognition is a funny thing.

The last thing you want on the job market is a recommendation letter that indicates that the person doesn't really know you.

Teaching Writing at ASU

Writing Programs at ASU is one of the largest writing programs. As such, we are always looking for enthusiastic writing teachers who can contribute to our ongoing effort to provide quality writing instruction to our students.

I addition to classroom teaching, there are many opportunities for professional development--workshops, lectures and conferences. Many writing teachers also gain valuable professional experience by participating actively in curriculum development, mentoring, and conference organization.

Here are some of the current job postings for writing teachers in the Writing Programs at ASU:

Instructors Positions: Four courses/semester. Nine-month appointment. Submit: Letter of application, vita, 1 page statement of teaching philosophy, unofficial graduate transcripts, and 3 letters of recommendation about teaching ability. To meet the first deadline, applications must be postmarked by January 2, 2008; then if not filled postmarked by the 1st of each month thereafter until search is closed. PLEASE DO NOT send your application letter, vita, letters of reference, etc, separately. We do not accept incomplete applications. AA/EOE. AA/EOE

• Instructors in Composition and Rhetoric -- Required: MA in Rhetoric and Composition or in a related field; post-secondary teaching experience in composition. Applicants who are not native English speakers must provide evidence of having received a minimum score of 55 on either the SPEAK test or the TSE. Desired: Evidence of graduate coursework in Rhetoric and Composition if degree in related field; Ph.D. in Rhetoric and Composition or related field; evidence of effective teaching; evidence of attendance/presentations at Rhetoric/Composition professional conferences. Send materials to Search Committee, (Instructor, Rhet/Comp), attn. D. Baker, English Department, Writing Programs, Box 870302, Arizona State University, Tempe, AZ 85287-0302.
  
• Instructors in rhetoric and composition with an emphasis in professional writing -- Required: MA in Rhetoric and Composition or in a related field; graduate-level coursework in business, professional and/or technical writing; post-secondary teaching experience in composition or business / professional / technical writing. Applicants who are not native English speakers must provide evidence of having received a minimum score of 55 on either the SPEAK test or the TSE. Desired: Evidence of graduate coursework in Rhetoric and Composition if degree in related field; Ph.D. in Rhetoric and Composition or related field; evidence of effective teaching; evidence of attendance/presentations at Rhetoric/Composition professional conferences. Send materials to Search Committee, (Instructor, Professional Writing), attn. D. Baker, English Department, Writing Programs, Box 870302, Arizona State University, Tempe, AZ 85287-0302.

Faculty Associates -- Required: MA degree in English or in a related field; post-secondary teaching experience in composition required. Applicants who are not native English speakers must provide evidence of having received a minimum score of 55 on either the SPEAK test or the TSE. Desired: Evidence of graduate coursework in Rhetoric and Composition; Ph.D. in English; Evidence of professional development; Evidence of effective teaching. General information: Teach one to four composition courses/semester. One semester contract, eligible for renewal. Submit: Letter of application, vita, one page statement of teaching philosophy, unofficial graduate transcripts, SPEAK test or TSE score (if applicable) and 3 letters of recommendation about teaching ability postmarked by 5:00 p.m., February 1, 2008; if not filled, the first of each month thereafter until search is closed, to Search Committee (FA, Rhet/Comp), attn. D. Baker, ASU English Department, Box 870302), Arizona State University, Tempe, AZ 85287-0302. PLEASE DO NOT send your application letter, vita, letters of reference, etc, separately. We do not accept incomplete applications. AA/EOE

Writing Programs
Department of English
Arizona State University

References for a Job

I've written on the topic of requesting a recommendation letter, but what about asking someone to be a reference (i.e., listing that person on your CV or resume)?

Of course it depends on the situation, but the same general principles of requesting a recommendation letter also apply.

• Don't assume that the person can (or is willing to) serve as your reference. Ask for their permission to have their names included--before you include the name on your resume or CV.
• Ask for the preferred contact information. Some people may wish to receive those phone calls at home while others may not like to be bothered at home. Others may prefer email over phone.
• Provide some information about the job. Who is the employer? What's the nature of the job? (Summer job? Permanent job? Internship?) Is there a job description? In what ways do you think you qualify for the job?
• Provide the timelines. When is the application deadline? When will they be scheduling the interviews? When does the job start? This type of information will help your prospective reference to anticipate when they might receive the call.

It would help if you could provide the documents that you would normally provide when you ask for a recommendation letter.

You would want the person to say that you are well organized and considerate, and has strong communication skills (among many other things). If so, it would help if you could demonstrate those skills when you make the request.

Disciplinary Multicompetence

As I was thinking about future hiring plans for our linguistics program (broadly defined to include applied linguistics and TESOL), I stumbled upon a document at the Linguistic Society of America (LSA) website that provided job interview tips to job skeekers in linguistics.

The tips are rather generic, but they can be helpful for people who don't have mentors who can provide much help with their job search. But what struck me the most is the introductory paragraph:

At present academic jobs are scarce and they are likely to remain scarce for the remainder of the decade. On top of this, some people think that linguistics has been hit particularly hard. Getting even one job offer these days is an achievement. Do not allow academic elitism to deter you from taking a job that you feel fairly good about, or to make you dissatisfied with such a job. (You can increase your chances of getting job offers if you have done significant work within more than one subfield, within related disciplines, in more applied areas of linguistics and/or in an internship in a non-academic setting).

In the current institutional and intellectual climate, it's becoming increasingly important to have more than one subfield, developing multiple specializations in several related disciplines, and having some real application.

At the same time, most fields, if they are making any progress, are becoming increasingly complex and specialized, and it's often difficult to find people who are well-prepared and genuinely committed to multiple subfields or disciplines, or to "applied fields."

In a sense, I have made a career out of being an interdisciplinary researcher who insists on being a bona fide member of multiple disciplines. Even as a graduate student, I regularly presented at conferences in multiple areas, and I've published in multiple fields and subareas.

When I was on the job market, having all of these qualities were certainly helpful--I was able to find many positions that fit my areas of expertise in applied linguistics, TESOL, and rhetoric/composition, and to receive job offers in all of those fields. And I've actually held positions that involve working with graduate students in all three fields. (In fact, my current job entails all three of them.)

It's not always been easy because disciplines have a way of defining their members not only by what they are but also by what they are not. When I was just starting out, it was challenging because if I said I specialized in second language writing, writing specialists tended to see me as a second language person, and second language specialists tended see me as a writing person.

As a result, educating people that second language writing is both (and more) became one of my major research and professional priorities. Now that second language writing is a well-recognized (and coveted) subfield of both rhetoric/composition and applied linguistics/TESOL, I don't feel the need to explain or justify what I do or who I am.

Interdisciplinarity is also not easy because of the increasing tendency for specialization that make it increasingly difficult for people to keep up with multiple fields. Some of the things I do to keep myself up-to-date include:

• accepting requests to review manuscripts and proposals on a wide range of topics in various fields
  
• teaching graduate courses on various topics
  
• buying all the books that are related to my subfields--even when I don't have the time to read them (Yes, I did that even when I was a graduate student.)
  
• attending conference presentations on topics I am interested in but not familiar with
  
• conducting research in various disciplinary contexts (It's writing-to-learn principles in action.)
  
• reviewing the tables of contents of major journals periodically and reading interesting articles that are not directly related to my own research

Even with all the difficulties, I hope current and future graduate students will make conscientious effort to develop multiple specializations and actually be a committed member of multiple fields--instead of making a multidisciplinary gesture as a way of getting a job (and end up feeling like a misfit for the rest of their careers).

L2 Writing Jobs

L2 writing has become a popular field of specialization--a lot of job ads in both composition and second language studies mention it as part of desirable qualifications.

Here are two position openings at Indiana University of Pennsylvania that may be of interest to L2 writing specialists. It makes a lot of sense because IUP has many graduate students who are interested in L2 writing.

POSITION 1

Indiana University of Pennsylvania
TESOL/Second-Language Composition
Assistant or Associate Professor

Indiana University of Pennsylvania invites applications for a tenure-track position at the Assistant or Associate level, to begin in Fall 2008. We seek a teacher-scholar whose major research interest is in English second-language composition at the university level. The ideal candidate would focus particularly on social and cultural issues and the integration of English second-language and native composition research agendas. Secondary fields may include instructional competence in applied linguistics, sociolinguistics, research methodology, language assessment, literacy, cross-cultural communication, discourse analysis, or computer-mediated communication/learning as these relate to English second-language learning and teaching.

Candidates must be qualified to teach doctoral, master’s, and undergraduate courses, and must demonstrate excellence in teaching and scholarship. Participation in the graduate program also includes teaching graduate students during one five week summer session (with additional compensation).

The IUP English Department’s commitment to broad faculty participation in the liberal studies offerings requires that all faculty are prepared to teach first year college writing, research writing, and introductory literature. Active participation in departmental service and student advising is also expected.

Doctorate in hand at the time of appointment. Candidates must communicate effectively and perform well during the interview process which may include a teaching demonstration. All applicants must be work eligible.

Send a letter of application, CV, transcripts, three current letters of recommendation, writing sample, and a one-page statement of teaching philosophy to: Dr. John Marsden, Recruitment Chair, Dept. of English, 110 Leonard Hall, Indiana University of Pennsylvania, Indiana, PA 15705 USA. Please see announcement at www.english.iup.edu. Review will begin November 15 and will continue until the position is filled.

Indiana University of Pennsylvania is a member of the Pennsylvania State System of Higher Education. IUP’s more than 13,000 students represent nearly
every state and more than eighty foreign countries. Total faculty and staff number approximately 1,700. IUP’s quality has been recognized in many national publications, and the university has been ranked as a Carnegie Doctoral/Research University—Intensive. For more information about IUP, visit our website at www.iup.edu.

IUP is an affirmative action/equal opportunity employer committed to excellence through diversity and through providing equal employment to minorities, females, veterans and disabled individuals.


POSITION 2

Indiana University of Pennsylvania
TESOL/Second Language Teacher Education
Assistant or Associate Professor

Indiana University of Pennsylvania invites applications for a tenure track position at Assistant or Associate level, to begin in fall 2008. We seek a teacher/scholar with expertise and an established publication history in second language teacher education and one or more of the following: second language teacher development; second language composition; second language teaching theory and practice; and/or world Englishes.

Candidates must be qualified to teach doctoral, master’s, and undergraduate courses, and must demonstrate excellence in teaching and scholarship. Participation in the graduate program also includes teaching graduate students during one five week summer session (with additional compensation).

The IUP English Department’s commitment to broad faculty participation in the liberal studies offerings requires that all faculty are prepared to teach first year college writing, research writing, and introductory literature. Active participation in departmental service and student advising is also expected.

Doctorate in hand at the time of appointment. All applicants must have documented scholarship in second language teacher education, training and expertise in teaching, and a demonstrated commitment to service. International teaching experience preferred. Candidates must communicate effectively and perform well during the interview process which may include a teaching demonstration. All applicants must be work eligible.

Send a letter of application, CV, transcripts, three current letters of recommendation, writing sample, and a one-page statement of teaching philosophy to: Dr. John Marsden, Recruitment Chair, Dept. of English, 110 Leonard Hall, Indiana University of Pennsylvania, Indiana, PA 15705 USA. Please see announcement at www.english.iup.edu. Review will begin November 15 and will continue until the position is filled.

Indiana University of Pennsylvania is a member of the Pennsylvania State System of Higher Education. IUP’s more than 13,000 students represent nearly
every state and more than eighty foreign countries. Total faculty and staff number approximately 1,700. IUP’s quality has been recognized in many national publications, and the university has been ranked as a Carnegie Doctoral/Research University—Intensive. For more information about IUP, visit our website at www.iup.edu.

IUP is an affirmative action/equal opportunity employer committed to excellence through diversity and through providing equal employment to minorities, females, veterans and disabled individuals.

A Growing Department

One of the exciting things about coming to ASU is that the English Department is actively growing--new positions are shooting up like bamboos. This is quite a change from what I'm used to.

Here is a message from Neal Lester, our Department Chair that speaks to the excitement about the new direction that the Department--and the University--is taking:

October 18, 2007

Dear Colleague:

Movement, Change, Possibilities . . . the spirit and energy that is Arizona State University (ASU). Named one of “America’s Best Colleges” by U. S. News and World Report, ASU is a Research I university located in a thriving metropolitan area. The Department of English, located on the Tempe campus, embraces with excitement the local, national, and global opportunities afforded by the evolution of ASU as a New American University. Comprised of highly accomplished researchers, excellent teachers, and active members in community and professional organizations, the Department offers degree programs in comparative literature, creative writing, English education, linguistics, literature, rhetoric and composition, and TESOL. We are a robust, broadminded group rooted in tradition but always reaching toward greater invention, collaboration and achievement. New thought, new expression, and new ways of experiencing language and culture constitute the heart of our vision and work.

Recognizing the Department’s important role in creating and sustaining ASU as a New American University, President Michael Crow has made a special commitment to the English Department to build our faculty ranks. This year, eight new faculty joined us: Jessica Early (English Education and Rhetoric/Composition), David Hawkes (17th Century British Literature), Heather Maring (Medieval Studies), Paul Kei Matsuda (Linguistics and Rhetoric/Composition), Richard Newhauser (Medieval Studies), Simon Ortiz (Indigenous American Literatures), Bradley Ryner (Renaissance Studies), and Robert Sturges (Medieval Studies and Queer Studies). These new colleagues are already advancing both the mission of the Department and ASU to engage in intellectual fusion, harness research to specific social and cultural purposes, and develop research and pedagogy that are socially embedded and globally engaged.

This year, we will continue to strengthen and grow our focus on literatures, languages, and discourses in these concentration areas: Borderlands; Cultural and Cross-Cultural Encounters; and Technologies. Toward that end, we are pleased to announce searches for the following positions:

• Professor in Modern American Fiction
• Professor in Creative Writing/Fiction
• Associate Professor in English Education
• Associate Professor in Rhetoric/Composition with specialization in New Media
• Assistant Professor in Rhetoric/Composition with specialization in Community Literacy
• Assistant Professor in Native American Linguistics/Semantics
• Assistant Professor in Applied Linguistics/TESOL with a specialization in CALL
• Assistant Professor of Postcolonial Studies
• Assistant Professor in English Education with a specialization in ESL
• Assistant Professor in 19th Century/Early 20th Century American Literature

We expect to hire a significant number of new faculty members the following year as well. Clearly, this is an exciting time in our department as an infusion of new thinkers re-invigorates an already strong community of teachers-scholars-citizens.

The Phoenix metropolitan area is a unique place to live, offering many cultural options outside of the campus environment. Located in the gorgeous and surprisingly fecund Sonora Desert, the Phoenix metropolitan area boasts a rich Southwestern heritage as well as a vibrant arts and culture scene. From museums to extensive hiking trails in over seven regional parks, the Phoenix area provides something for everyone.

Specific details about all of our job advertisements are on the Department of English website at http://www.asu.edu/clas/english/employment.html. To speak with me about the program or to discuss any of the positions, please call (480) 965-3535, or e-mail me at neal.lester@asu.edu.

Thank you for circulating these positions to interested candidates.

Sincerely,

Neal A. Lester, Chair and Professor of English
Foundation Professor
Parents Association Professor
Bebbling Family Dean’s Distinguished Professor
Arizona Humanities Council Distinguished Public Scholar

Assistant Professor in Applied Linguistics: Computer Assisted Language Learning (CALL)

Assistant Professor in Applied Linguistics:
Computer Assisted Language Learning (CALL)

Required: Ph.D. in applied linguistics, English, TESOL or related field by the time of appointment; college level teaching experience appropriate to rank; ability to develop and teach graduate and undergraduate courses in Computer Assisted Language Learning and TESOL; and a compelling promise of ongoing, high-quality scholarship in any area of applied linguistics and TESOL.

Teaching load is 2/2 for tenure-track faculty with a significant research agenda. Teaching opportunities are at undergraduate, masters and doctoral levels.

Applicants must send: Cover letter, curriculum vita, three letters of recommendation, and representative writing samples to Chair, CALL Search Committee, Department of English, Arizona State University, P.O. Box 870302, Tempe, AZ 85287-0302. (no faxes or e-mails) Application Deadline: Postmarked by November 23, 2007; if not filled, then every Monday thereafter until the search is closed. All applications acknowledged. A background check is required for employment. AA/EOE.

A Composition Studies Job at UNH

Here is the ad for one of the composition studies position at UNH. Please direct all questions to the Search Committee.

======================================

University of New Hampshire
Assistant Professor of English
Composition and Technical Writing: Tenure-track Faculty Position Full-Time, Regular Budgeted Position

The Department of English invites applicants with a broad background in Composition Studies and a specialization in technical writing for this position beginning September 2008. The individual will teach first-year and intermediate writing courses; develop and teach a graduate technical writing course; develop advanced undergraduate courses in technical writing; and teach and advise in an established doctoral program. The position will at some point include writing program administration.

Ph.D. in Composition Studies or related field by 8/08.

Applicants for this position must apply with the department directly.
Send letter, dossier, vita, writing sample, and self-addressed stamped envelope by November 1, 2007 to: Composition Studies Search Committee, English Department, University of New Hampshire, Durham, NH 03824.

The University of New Hampshire is a major research institution, providing comprehensive, high-quality undergraduate programs and graduate programs of distinction. The University actively promotes a dynamic learning environment in which qualified individuals of differing perspectives, life experiences, and cultural backgrounds pursue academic goals with mutual respect and shared inquiry.

UNH’s main campus is located 75 miles north of Boston, near the New Hampshire seacoast and a short drive to the White Mountains. Total enrollment is 13,000.

The University seeks excellence through diversity among its administrators, faculty, staff, and students. The university prohibits discrimination on the basis of race, color, religion, sex, age, national origin, sexual orientation, gender identity or expression, disability, veteran status, or marital status. Application by members of all underrepresented groups is encouraged.

Academic Job Search

Academic job search for Ph.D. candidates in my fields (applied linguistics, rhetoric and composition, TESOL) usually begins in the fall of the final year of dissertation when you have at least one or two chapters written and approved by your committee chair.

When you go on the job market for your first tenure-track job, do an all-out search (i.e., applying for all the positions you wouldn't mind taking) rather than a limited search (i.e., applying for selected positions).

In most cases, it would be wise not to start a job search just to "test the water." Whether you are applying for a few positions or many, it will be a half-time job. Unless you already have a lot of publications under your belt, the time is better spent focusing on writing for publication. If you go on the market prmaturely, you are likely to waste your and your advisor's time (as well as the search committees' time). Even if you get an offer, the demand of the new position might make it extremely difficult to finish your dissertation, and you may waste your precious time you should be spending for earning your tenure.

In late September, MLA (Modern Lanugage Association of America) publishes the larges job list of the year (aka the October List), listing many tenure-track positions. A majority of tenure-track positions have early to mid-November deadlines, though it's beginning to change. Many rhetoric and composition search committees set earlier deadlines, trying to grab the best candidate before anyone else.

Job ads are also circulated through The Chronicle of Higher Education as well as relevant websites and mailing lists in the field.

After the initial screening, the first round of job interviews for entry-level positions often take place at MLA, which is usually scheduled at the last few days of the calendar year. Interviews for linguistics jobs often take place at LSA (Linguistic Society of America), which is usually scheduled right after MLA.

Increasingly, institutions are using phone interviews in November or December instead of having interviews at conferences.

Some of the documents you will need to prepare include:

• Job application letters
• Curriculum vitae (aka CV, vita)
• Dossier, including: Three letters of recommendation
• Undergraduate and graduate transcripts
• Writing samples (published articles and book chapters, dissertation chapters, manuscripts under consideration, etc.)
• Teaching portfolio, which might include: Teaching philosophy statements, descriptions and rationale for courses taught, sample syllabi, and teaching evaluation.

You may not use all of these for the initial application, but once you make the first cut, you will find that different hiring committees ask for different sets of materials. Even if you don't use all of them, the process of developing these documents will help you prepare for the interviews.

If you are planning to apply for positions that involve graduate-level teaching, you might want to develop your "ideal" syllabi for some of the core courses (e.g., composition theory, research methods) and a course in the area of your specialization.

For more information about the job search process in English, see:

Showalter, English, Howard Figler, Lori G. Kletzer, Jack H. Schuster, Seth R. Katz. The MLA Guide to the Job Search: A Handbook for Departments and for PhDs and PhD Candidates in English and Foreign Languages. New York: MLA, 1996.

This is a helpful guide, except there is a passage that seems to encourages English departments to discriminate against nonnative English speakers.

Letters of Recommendation

Part of your dissertation committee members' job is to write letters of recommendation for you. Do not hesitate to ask. But your request for recommendation do need to be courteous, informative and--yes--early. Make your request at least two or three weeks in advance.

To make it easier to develop a strong and specific recommendation letter, provide the following information/documents:

• A description of the job, grant, or award you are applying for (If you are applying for multiple jobs, provide a representative job announcement or a description of the kinds of jobs you are looking for.)
• A copy of your application letter and/or application form. (If you are applying for multiple jobs, provide a representative sample.)
• A copy of your most recent curriculum vitae (CV). (If you are applying for positions outside higher education, provide a copy of your resume.)
• Any additional material about your research, teaching or service (e.g., major publications, teaching portfolio, teaching philosophy statement).
• A sentence or two about what aspect of your work you want emphasized in the letter (but try not to sound demanding in your request).
• A brief sketch of when and how you met the writer of the recommendation letter, what courses you have taken with that person, and any other special projects you have worked on with/for htat person (if it's not already clear from the CV). New!
• The address to which the letter should be sent; if it's an online dossier service (e.g., Interfolio), then provide instructions (or links to the instructions page).
• An SASE, if applicable (for campus mail, provide a large, self-addressed envelope).
• A waiver form provided by the dossier service (if applicable; see below).
• The date by which you need the letter. (This is important.)

In some cases, your committee members might say "no" to your request. Don't take it personally--the person is probably doing a favor by not writing anything less than a strong letter.

In addition to your committee members, consider asking other people who have an intimate knowledge of a certain aspect of your work as a student, teacher, or researcher. But don't ask someone to write this important letter just because the person is a well-known figure and you happen to know this person's email or have had a few drinks with that person. That doesn't count as "intimate knowledge" in this case.

Asking someone who has worked with you on a professional committee is good, especially if the person can attest to your work ethic and dedication to the field; but it may not help unless you have other people writing strong letters focusing on your intellectual capacity and your potential as a productive teacher and/or researcher.

What about that big figure who has said good things about your presentation at a conference or have read and commented on your manuscripts? I still wouldn't count on the person to write a strong letter based on those brief encounters. You really have to establish close working relationships with several faculty members and perhaps other people in the field.

Recommendation letters are not worth anything if the applicant does not waive the right to see them. If you are planning to apply for multiple positions, establish a credentials file (aka. dossier). Some institutions provide their own dossier services for graduate students; others outsource. Some of my former students have used a service called Interfolio with good results. (No, I'm not being paid to endorse this service.)

Your dossier might include three letters of recommendation and undergraduate/graduate transcripts from all post-secondary institutions you have attended.