I read our roundtable on second book projects while filing away information for the future. As I made those mental files, I also found myself making a list of some of the more mechanical issues I encountered while turning my dissertation into my first book. That book isn’t done—it’s back in the press’s and readers’ hands for the moment, so I’m sure I might have some additional ideas down the line—but today I’d like to offer a preliminary list of stuff I wish I’d known. I also hope that other Juntoists will chime in with their experiences; several of us have published books now, or will very shortly do so. This isn’t the first time I’ve written about the dissertation-to-book process, but I think of some of the things I’ve written before as general advice for scholars in different fields. Today I wanted to offer some more general advice, and to also delineate some thoughts that are pretty specific to historians. Continue reading
It’s a fun time for me to be a Juntoist. I joined the blog while I was ABD, on the brink of defending my dissertation. I had thoughts about research and writing, many untested theories about teaching, and opinions about where historians needed to eat when visiting archives in different cities. This was a blog for junior early Americanists, and I didn’t think too much about how the blog would grow and evolve over the next several (!) years. Definitions of junior scholars (“early career researchers” here in the United Kingdom) vary across the UK. The Arts and Humanities Research Council’s definition is someone within eight years of the PhD or within six years of their first academic appointment. Within my faculty, ECRs include “level 4” staff within four years of being hired or recently hired. Thus when I passed my probation, was promoted to level 5, and became a permanent member of staff, I became a non-ECR by my faculty’s definition but still eligible to apply for AHRC ECR funding and funding from other schemes. All this is a long way of saying that I’m a Not So Early Early Career Researcher™ about to embark on her first sabbatical, and would like your advice about how to approach this period of leave. Continue reading
When I swam in college, I had a teammate named Liz, who probably swam every event in the meet lineup at least once during the three years I swam with her. This versatility is unusual in a swimmer; we tend to be specialists who have one to three events we hone over the course of four years. But Liz’s ability to take on different events, distances, and strokes made her a perfect (or unfortunate, depending on how you see it) candidate for the ironman of all swim events: the 400 yard individual medley. Shorter than the mile by far, but just as grueling because of its demand that swimmers be proficient in all four of the strokes, this race was one I never had to swim. I was a middling backstroker, and my coaches used to make me swim breaststroke when they wanted a laugh. I was a butterflyer, an occasional middle-distance freestyler, and a relay sprinter—but I knew the theory of the 400 IM. You had to pace yourself on the ‘fly, especially if you weren’t great at it, work the underwater kick off the walls on the backstroke, keep the breaststroke long and strong, and get the hell off the wall and head for home with everything you had left in your lungs for the freestyle.
Remember, way back when, when I said I’d check in to talk about the book-writing process? Those of our readers who’ve written a book or two probably thought that promise was hilariously ambitious, and I’m inclined to agree. Continue reading
Before I even started teaching I knew that one of the most difficult parts of the job would be teaching writing. It’s not that I consider myself a great writer; I know I’m prone to tangents, and I’ve never met a dash, comma, or semi-colon I didn’t want to use. It’s just that I find writing pretty intuitive. For informal pieces like this one, I tend to write the way that I talk, and for more structured academic writing my first drafts are pretty crappy—but they get written and then ironed out in my editing process. The takeaway here is that I’ve had to think hard about how to teach writing because the process of writing isn’t really one that I had to articulate before I had students. Knowing that many of you are almost ready to collect first essay assignments, I thought I’d talk a bit today about how we teach writing to students. My Wandering Essay lesson plan is one of the meanest, most productive approaches I’ve used because it makes clear the fact that writing is a process. Here’s how you do it: Continue reading
Earlier this spring, we had the great pleasure of sitting down and enjoying a lemon chiffon pie with Gil Kelly. Gil recently retired after spending about thirty years as the Managing Editor of Publications for the renowned Omohundro Institute of Early American History and Culture. In his long and storied career, he has worked on many of the books that have proved to be foundational for early Americanists of all sorts. He was kind enough to share some of his wisdom with us, and we’re now returning the favor. May you learn as much as we did! Continue reading
Confession: I hated John Demos’s The Unredeemed Captive when I read it in graduate school. So much so that whenever my future roommate and I became frustrated by the vagaries of our PhD experience, we’d lapse into extended wailing cries of “EUNICE!” that stretched across apartments, parking lots, and doubtless a library lobby or two. I’m not sure why it seemed so funny to us, but then, comprehensive exams do strange things to graduate students’ psyches. Continue reading