Continuing our roundtable on “How NOT To Write Your Second Book,” we are pleased to have Paul Erickson, the Program Director for The Humanities, Arts, and Culture; and American Institutions, Society, and the Public Good at the American Academy of Arts & Sciences, talk about Fellowship Applications.
When I was asked to participate in a roundtable on how not to write your second book, I felt like a bit of an outlier, since my CV makes it clear that the best way to not write a second book is to never have written a first book. So instead of giving advice on how to write (or how not to write) a second book, I will share some thoughts on how to ask (or how not to ask) for fellowship support to write a second book, based on 9 years I spent as Director of Academic Programs at the American Antiquarian Society in Worcester. I hope that these suggestions will be useful to anybody thinking about applying for fellowships, but will be directed at Junto readers who are contemplating how (and when) to apply for fellowship support for second book projects. Continue reading →
We continue our roundtable on “How NOT To Write Your Second Book” with a post by Kathleen DuVal, Gray Distinguished Term Professor at the University of North Carolina and author of Independence Lost: Lives on the Edge of the American Revolution.
If you are reading this, you probably have a goal for yourself that in a certain number of years from now—say ten—you won’t be saying to yourself or others, “I don’t feel any closer to finishing my second book than I was ten years ago.” But you probably also don’t want to be saying, “All I have done for most of my adult life is to try to work on a book every spare minute, or feel guilty about not working on a book.”
In hopes of keeping either of those from happening, I suggest thinking of the second book as a job. I mean that in two ways. First, (if you really do want to write a second book) researching and writing it should feel like work that is part of your job, work that you have to do. But second, this book should feel like part of your job in that your job is just part of your life, alongside the other important pieces of your particular life. Continue reading →
This week we are privileged to feature a roundtable that was organized by Emily Conroy-Krutz and Jessica Lepler and presented at SHEAR’s 2017 conference. It was such a wonderful discuss that it deserved a broader audience. We are grateful that they all agreed to share their remarks in blog-form. Today we feature Emily and Jessica’s introduction, with individual contributions posted each day between now and the weekend.
How do you start a new book that’s on a wildly different topic from your last book? Or written in a different style? And how do you write a book while teaching new preps and serving on committees? What if you’re also raising kids and caring for aging family members? If a book could be articles, should it be articles? In a packed conference room on a hot Saturday in July, five incredibly generous, funny, and thoughtful scholars shared their tips and tricks for “How Not to Write Your Second Book,” and the laughter and nods around the room suggested that the comments, questions, and conversation spoke to concerns that are widely shared among mid-career scholars and that had sparked the creation of the SHEAR Second-Book Writers’ Workshop (2BWW). Continue reading →
Carla Gardina Pestana, The English Conquest of Jamaica: Oliver Cromwell’s Bid for Empire (Cambridge: The Belknap Press of Harvard University Press, 2017).
It is an exciting time to be a scholar of Caribbean history. From conferences to publications, the past decade has seen historians of early America, Latin America, and the Atlantic world turn to the Caribbean for insights into the development of empire, slavery, race, and commerce. In this resurgence of Caribbean historiography, the seventeenth century has emerged as a pivotal period. That said, by taking a relatively well-known event like the Western Design, UCLA Professor and Joyce Appleby Endowed Chair of America and the World, Carla Gardina Pestana, demonstrates the value of exploring the early Caribbean in her new book The English Conquest of Jamaica: Oliver Cromwell’s Bid for Empire. Pestana’s work aptly shows the profound intellectual pay-off for historians willing to explore the seventeenth-century Caribbean with bigger questions about imperialism, race, religion, and gender. Continue reading →
This is the final post in our series on Teaching Amid Political Tension (read Part I, Part II, Part III). Today’s post is by Sean Trainor, who teaches history, writing, and professional communication at the University of Florida. His writing has appeared in The Atlantic, TIME, Salon, The Chronicle of Higher Education, The Junto, Early American Studies, and elsewhere. He co-hosts the weekly podcast Impolitic.
To be perfectly honest, the current age of turmoil has had a minimal impact on the content of my courses. Long before Donald Trump emerged as a presidential contender or Pepe the Frog became an absurd, menacing presence in Americans’ collective consciousness, I had been teaching a politically engaged curriculum that focused on the intersection of racism, sexism, inequality, imperialism, and jingoistic excess in American history. I had designed these courses as a kind of rebuttal to what I saw as the defining sins of American life, and insofar as Donald Trump gleefully embodies these sins, my courses have aged well in the era of his presidency.
When asked to contribute to this roundtable, my mind immediately turned to a 100-level course I taught this past spring, “Turning Points in American History.” Though the course had been designed as a “greatest hits” of the US history survey, I decided that I wanted to interrogate the concept of memory as it relates to the Revolution, the Civil War, and more centrally, the shifting understandings of Freedom and Rights in the US. I intentionally chose materials that would trace these changing ideas over time and highlight the legacy of the Revolution in the Civil War, the 1960s, and our own moment today. Ultimately, I wanted to get my students to talk about the 2015 controversy that arose around the Confederate flag after Dylann Roof entered the Mother Emanuel Church in Charleston, SC and brutally murdered parishioners as they prayed. This, I hoped, would push them to consider the continued relevance of these moments—of history—for today. In forcing them to confront the ways the past still shapes our society and culture, I hoped they would be motivated to work towards a better future.