part 5 notes

• Their slow, deliberate delivery is a core professorial conceit.
• gesture widely, expansively.
• remember to pause.
• Nod sagely, think deeply, inhale
• Then respond to the questiom

• 上升语调会让你的陈述句听起来像疑问句
• communicated through a strong falling tone at the end of every sentence

• maintain a level gaze and steady eye contact
• take up all the space to which you’re entitled

• 女性申请者需要注意：
  • 不要用手指卷头发
  • 不要玩珠宝
  • 不要持续的，对每个回复都微笑（代表了顺从）
• 通过录像来看自己是否有如下的奇怪动作：
  • 盯着天花板看
  • 回避性的眼神
  • 歪头
  • 晃脑袋
  • 分散注意力的手势
  • 耸肩

• 避免使用 insecure words(try, attempet, hop,wishi)等

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.

• 准备 10-15个可能会被问到的问题
• 每个写出 1-2分钟的 outline
• 练习到烂熟
• 不要死记硬背，那样可能会让你听起来像个机器人
• 使用 outline 作为重点的标记点，确保回答涵盖这些重点
• 面试是对话，不是独白
  • 给于面试者回复的机会（“tell us more”）
  • 如果时间不够，转到下一个问题

• 我们的目标不是分享所有我们知道的东西，而是精确的回答符合招聘者要求（或是回答指定问题）
  • 比如（Tell us about some classes you would develop for us,）不是让你用 20分钟解释在你脑子钟的 n 个班级。而是让你用 5分钟解释两个不同 level（比如入门/高级），然后解释这些东西与招标的要求有什么关系。
• 对目标学校做一些研究，把 faculty 以及其研究和发表都拿出来看一看。
• 对所有的面试的基础问题都需要做准备，练到 second nature
  • 镜子前练习
  • mock

任何面试问题都会基于以下的内容提出：

• dissertation
• 短期和长期的发表计划
• Your place in the field
• 教过的课，包括 genneral 和 specialized
• teaching philosophy
• Your interest in program building
• Your understanding of the financial and organizational context of the department

“What you’ve said is all very interesting, but isn’t this really an outdated question in light of…?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What you’ve said is all very interesting, but isn’t this really an outdated question in light of…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。

• 时间：三分钟以内
• 结构：
  1. “My dissertation, [title], examines [the topic].”
  2. “Specifically, it analyzes [the specific phenomena studied].”
  3. “I use X methods and Y theory to establish [the method and theory foundation]
  4. “I discovered/found that [observations and findings].”
  5. “I conclude that [core argument].”
  6. Bonus sentence on contribution: “While many scholars have argued that X should be understood as Y, my research reveals that X can be better understood as Z, showing the importance of P to the study of Q [statement of contribution to a field].”

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

• 快速而有条理的
• 从过去到现在到未来的，贯穿六年 TT 的

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：

• Title and optional short sketch of topic
  • 标题应该 engaging
  • 如果是新课，标题下面简要的描绘一下课程的主题。如果是已有可成，那么无需再解释。
  • 范例：

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.”

* Main Takeaway point

• 一句话描述你希望学生从你课程中学到的要点
• 范例

“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.”

* Textbook/readings:

• 用一两句话介绍课程中需要的 reading
• 范例

“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.”

* Broad organization/road map of the course with “landmarks”

• 用一两句话快速的介绍可成的组织结构（从头到尾，不要详细介绍）
• 范例：

“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.”

* Assignment

• 一句话介绍你的作业（最好是能让别人记住的）
• 范例：

“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.”

* Conclusion

• 一句话将课程与其他课程的 catalog, curricuum, department agada 联系起来。这是证明你理解你教的东西必须运作在一个大的课程框架底下
• 范例：

“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.”