part 5 notes
International candidates, take note that in the United States, a firm handshake and steady eye contact are cultural practices that are associated with a range of virtues such as maturity, reliability, and authority.
问题：
“Tell us about your plans to revise your dissertation into the book.”
消极类回答：
Well, the dissertation isn’t really in a publishable state yet. My third chapter is still missing some major elements on the prewar period that I need to add. I will need to visit the University of Tokyo library to access some of that material. I haven’t really submitted the manuscript to a press yet because I’m waiting to resolve issues like that before I do.
积极类回答：
My former mentor has invited me to visit and use a collection of prewar materials at the University of Tokyo library this summer. I’ll be incorporating that material into my third chapter, and in the meantime, I’ll be drafting a proposal of the book to send to presses next fall.
Look forward to what you will do, not backward to what you have not done.
任何面试问题都会基于以下的内容提出：
“What you’ve said is all very interesting, but isn’t this really an outdated question in light of…?
遇到这种情况，有礼貌的回避： 问：
What you’ve said is all very interesting, but isn’t this really an outdated question in light of…
回答：
Thank you for raising that question. Indeed at first glance it might seem that with the advent of X, the question of Y is less urgent, and that has even been argued by scholars such as P and Q. However, I would suggest that while X has raised important new questions, the issues of Y remain unresolved because they require a different kind of attention to [and so on back into the current of your project].
问：
: Doesn’t your conclusion contradict what Nelson has proven with regard to X?
回答：
I’m glad you brought that up. Nelson does address a similar theme in his research. However, Nelson’s question is really a different one from mine. While he focuses on X, I actually begin from the perspective of Y. A perspective on Y helps us to keep the focus on Q, which is critical in light of recent changes [and so on back into the current of your project].
总的来说，思路是把事情尽量转到你自己的研究上。
答完以后的结尾也要强有力，不能说：
Um, did that answer your question?
而是要说：
Next question?
不要摇摆不定，卑躬屈膝，道歉。大声自信的表达自己，表现的像一位有话要说，有见解的年轻学者。
这个问题是个 quantitative 的问题，关于你是否能获得 TT 的问题。这个问题实际上是在考验你 “whether you understand the nature of a publication arc for purposes of tenure.” 提问者需要知道的是你是否有一个
发表路径。范例如下：
“As you can see from my CV, I already have an article out based on the dissertation, in the Journal of X. I am currently finishing a revise and resubmit of another chapter from the dissertation for the Journal of Y. After that is complete I will turn my attention to a book proposal, and plan to have that completed and submitted to presses by the end of the fall semester. I am considering the University of X Press and the University of Y Press. I expect to have the book manuscript finished by spring 20XX. After that I’ll be turning my attention to a major second project, which I can describe in more detail if you are interested.”
这个问题主要是看你有没有制定教课的计划。大概的模板：
I would like to teach a course called Japan Imagined. It will explore representations of Japan in Western accounts from the seventeenth century to the present, focusing on shifts that accompany Japan’s changing political and economic status vis-à-vis the West.”
“The point I want students to take away is that our image of ‘Japan,’ which students imagine as timeless, has actually shifted continually to reflect Western economic and political anxieties.”
“We’ll read John Dower’s War Without Mercy and Anne Allison’s Millennial Monsters, among other texts, to get a sense of the scholarship on the politics of representation in a context in which Japan actively produces its own global self-representations. I’ll also have students read primary documents such as Portuguese explorer accounts, Commodore Perry’s journal, and WWII propaganda.”
“We will start with Portuguese explorers and move through Commodore Perry and the American ‘opening’ of Japan, WWII and the occupation, and Japan’s rise in the 1980s, ending with the ongoing recession and the transnational circulation of Japanese anime, manga, and video games.”
“I have the students play video games such as Tekken and Pokémon, do an in-class demonstration of the Japanese cultural and linguistic elements in each game, and report on the ways these elements are discussed on the American Internet discussion boards devoted to the games.”
“In this way students gain a foundation in contemporary Japanese history and Japan’s image vis-à-vis the West that they can carry forward with them into more advanced courses in the major and their senior project.”
整体的范文：
“I would like to teach a course called Japan Imagined. It will explore representations of Japan in Western accounts from the seventeenth century to the present, focusing on the shifts that accompany Japan’s changing political and economic status vis-à-vis the West. The point I want students to take away is that our image of ‘Japan,’ which students imagine as constant, has actually shifted continually to reflect economic and political anxieties. We’ll read John Dower’s War Without Mercy and Anne Allison’s Millennial Monsters, among other texts, to get a sense of the scholarship on the politics of representation in a context in which Japan actively produces its own global self-representations, and I’ll also have students read primary documents such as Portuguese explorer accounts, Commodore Perry’s journal, and WWII propaganda. The course will start with Portuguese explorers and move through Commodore Perry and the American ‘opening’ of Japan, WWII and the occupation, and Japan’s rise in the 1980s, and end with the ongoing recession and the transnational circulation of Japanese anime, manga, and video games. In the class, I have the students play video games such as Tekken and Pokémon, do an in-class demonstration of the Japanese cultural and linguistic elements in each game, and report on the ways these elements are discussed on the American Internet discussion boards devoted to the games. In this way students gain a foundation in contemporary Japanese history and Japan’s image vis-à-vis the West that they can carry forward with them into more advanced courses in the major, and their senior projects.”
你的课程会提供给很多不在你专业领域内的学生。为此你需要设计一系列的 seminar 来做这个事情。The theory semilnar 是这个系列的基石。专业领域内的问题：需要有一个计划。
Graduate students at different levels will have different needs. First-year graduate students will be struggling to simply adapt to the demands of graduate school, and for those students, I would focus on helping them navigate the expectations of the program, its requirements, and basic academic reading and writing skills.
Mid-program students who are involved in establishing their dissertation projects will need assistance in formulating an original research project, and then gaining a command of the theoretical schools of thought and the various methodologies necessary to conduct it. Teaching skills in grant writing is also important at this stage.
With more advanced students I focus on academic writing skills, and work with them to plan ahead for conferences and presenting work in public.
As graduate students finish the program I would focus on the job market and other professionalization skills such as fellowships, post-docs, and networking. Overall I want to support students in both their scholarly growth as well as their professional development.
这个问题的实际上是提问者希望了解你贯穿终身教职期间的学术轨迹（ scholarly trajectory, through tenure.）这个轨迹应该表达你的研究：
第二个项目应该通过发表，funding 来体现；证明的是你的学术成果不是昙花一现，而是可持续的。这个项目对是否能拿到 Tenure 至关重要。
这个一般是属于下嫁时要证明你可以适应 low rank 的目标学校。范例：
“I have a commitment to the type of teaching that is done at Rural College, a commitment that has grown stronger the further that I have moved in my career. I look forward to hands-on work with students, and appreciate the campus’s commitment to X. In addition, my family resides in the area/my research will thrive in the area/I have a personal connection to the area.”
你需要以事实为基础去表达合理的情感，而不是直接说说你是完美匹配这个学校的人。注意上面例子的最后一段提到了家庭：这个联系只有在申请边远城市的二线学校才值得提。没有人选名校的理由是家人住得近。
一些不好的回答示例：
• “No.”
• “Uh, I guess not. I can’t really think of any offhand.”
• “I’d like to ask about your spousal hiring program.”
• “What is your department’s relationship with the dean?”
• “How is your department viewed on campus?”
你提出的问题都是在展示你为该工作做好了准备，且也与学校也做好了合作的准备。
某些学校会给你来一场像聊天一样的非正式的“面试”。这种面试更像是对话，但你也需要做好之前提到过的准备。对话过程中需要确保对话快速而有效的进行，准备一些话题给面试前后闲聊用（可以是刚听到的，很精彩的专题讨论）。
同时注意不要太过执着于该对话。该离开的时候需要离开。