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I was interested in teaching and intrigued by the teaching assistantship that the program offered.

Though I was unsure what exactly my plan was post-graduate school, I was certain I wanted to teach in some respect. The GTA position not only allowed me to gain experience teaching but would also allow me to work closely with college students.

I’ve chosen to pursue the thesis option. As an undergraduate I did not write a thesis. At this stage, I’ve decided to apply to Ph.D. programs and believe writing a 60-70 page paper will help prepare me for the much more daunting task of writing a dissertation.

When I first arrived, I felt extremely “out of practice.” It had been years since I was a student and I felt most behind in my writing. Through a combination of encouragement from my advisors and constant practice, my writing improved each semester.

After receiving my M.A. I plan to apply to Ph.D. graduate programs. My hope is to eventually conduct my own research and continue to teach.

Bartending and applying to Ph.D. programs.

I usually arrive at campus around 7:45 in the morning and spend about an hour responding to emails/organizing my day. I typically make a to-do list for the day and spend about 4 hours reading or writing. Around noon on MWF, I take a break and go over my lesson plan for teaching. From 1:10-3:10, I teach. Afterward, I usually spend another hour or two grading/commenting on student drafts or continuing reading from earlier. On Tuesdays and Thursdays, I usually try to break and go outside for a bit before returning and continuing to read/write for a few hours before I attend my own classes from 4:35-7:35. Most days, I’m on campus for 9-12 hours.

Incredible. I don’t know if I’ve just been extremely fortunate with my office-mate but it’s been wonderful sharing an office with her. I’m not sure how I would have made it through graduate school without her. We talk through difficult readings and assignments, read and comment on each other’s work, and support one another through times that feel especially challenging. We’ve also become really good friends outside of school.

Awesome. Though GTA’s don’t get to teach English majors, it’s both challenging and rewarding to win over students from other disciplines. Almost all of my students come to the first day of class completely disinterested in reading and writing. I make it a personal goal to engage them in the material and meet them at their level to help improve their writing.

None.

Your students have to take your class. They never choose to take it. Unlike many college courses, your students don’t initially want to be in your class. 

By allowing myself a break. The work is and will feel overwhelming. You must allow yourself time away from school. Like I mentioned above, my weekdays are completely dedicated to my studies and teaching. However, on the weekends, I take time to myself. I don’t always take the whole weekend off (it’s just not possible sometimes) but I make it a point to step away from school sometimes. That way, when I return, I am energized and focused.

I am so grateful for the relationships I’ve built with my professors and advisors. The community in this department is extremely supportive. 

I am very fortunate in that I’ve taken classes with all the faculty members I’ve chosen to work with. While the classes can sometimes feel like they are very specific to a certain topic, the professors are almost always open to students bringing in outside material. The workload is… a lot. You read at least a book a week per class (usually) along with secondary readings for that text (again per class.) A lot of courses expect you to write weekly responses and present at least twice over the course of the semester. Most classes require one final long essay at the end of the semester. Additionally, your teaching load (especially in the Spring of your first year and Fall of your second year) is pretty intense. You have 22 students per class. And during those two middle semesters, you teach two class. That’s 44 drafts to comment on and 44 papers to grade - and there are four portfolios per semester. Time management is essential - but since the program really focuses on community, it’s helpful to have a cohort of peers going through it with you.

I am especially interested in Victorian literature, the Gothic, queer and feminst theory.

Yes, I have been fortunate to present at multiple conferences both here at ����̽̽ as well as at other universities. I presented at multiple conferences at ����̽̽ as well as at a conference in Houston and one in Washington, D.C. In Houston, I presented at the Society for Compartive Literature and the Arts conference. The conference theme was “Monstrosity and the Topography of Fear” and I presented what would eventually turn into the first chapter of my thesis: queer manner in Robert Louis Stevenson’s Dr. Jekyll and Mr. Hyde.

I also presented at Georgetown University’s Graduate Student Conference. Their theme was “Anguish” and I presented a more refined version of the same chapter listed above.

The most memorable part about attending conferences as a student was feeling comfortable presenting. At the beginning of my first semester, I was terrified of public speaking. But by the end, I felt comfortable and confidant in my work.

How supportive my fellow graduate students are. We challenge and debate each other but there is a respect we all have for one another that really helps create an environment that encourages hard-work and productive conversations.

Burlington is wonderful in the summer and fall. Winter can be long, dark and cold but if you ski or snowboard, it’s a great place to live. If not, you’ll have lots of time to get all of your work done! Also, the surrounding mountains and smaller towns in Vermont are really amazing in the warmer months.

Since we’re such a small program, a lot of the time it feels like the culture at ����̽̽ is the english department. We spend most of our time in this one particular building (though we are encouraged to take classes outside the department!) It’s very clear that a lot (though not all) of the professors really love to work with graduate students and the community is very supportive.

Get in touch with current GTA’s! They are very friendly and would love to give you more information about the program.