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“What you’ve said is all very interesting, but isn’t this really an outdated question in light of…?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What you’ve said is all very interesting, but isn’t this really an outdated question in light of…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