GIVEAWAY: English Major Summer Essentials from eNotes

We are so excited to partner with eNotes for this incredible giveaway! eNotes is a tool for students AND teachers, and they offer thousands of study guides and practice quizzes in literature, math and science. eNotes also provides their members with access to a wonderful community of students and teachers to help answer questions. Their selection of 40,000 literature study guides, literature lesson plans, and more serve as an ideal resource for English majors and teachers alike. But that's not all... take a moment to explore the site for yourself!

One lucky winner of our giveaway will receive the FOUR fantastic prizes shown and listed below. It's quick and easy to enter this giveaway; here's all you need to know:

 

English Major Summer Essentials from eNotes

The winner will receive the following:

Entering is easy, and you have the chance to enter TWICE to double your chances of winning! Simply visit the eNotes Facebook page, and/or follow eNotes on Twitter:

Terms & Conditions

  • Entries must be received by Sunday, May 24th 2015 at midnight PST.
  • One winner will be chosen at random on Sunday, May 24th, 2015 at midnight PST. 
  • If we do not hear back from the winner by Sunday, May 31st, 2015 at midnight PST, another winner will be chosen at random.
  • Each winner will receive a One-Year Full Student Pass to eNotes.com, Kindle (6" Glare-Free Touchscreen), Yield Picnic Tote/Blanket, and Journal of Awesome.
  • All entrants agree that by entering the contest, they are giving permission to have their email address added to the eNotes mailing list.

 

A Word from eNotes:

eNotes works with thousands of English majors each year, so when we stumbled across Dear English Major we knew we had to do a giveaway! 

With summer upon us (can I get a hoo-rah?!), we wanted to arm you with English Major summer essentials. We ventured out into the streets of Seattle to find some fabulous items sure to put you in break mode. We're including a Kindle for the summer reading you've been meaning to catch up on, The Journal of Awesome to keep your writing chops in check with inspiring prompts, and the totally rad Yield Tote (which transforms into a picnic blanket!) to carry your new prizes.

Finally, to get a jump start on the upcoming school year, we're including a One-Year Pass to eNotes. While we know school is the last thing on your mind, we're hoping to help ease you further into summer mode by giving you this jumpstart. eNotes has the best and largest selection of literature study guides, chapter summaries, critical analyses, and more. This pass will give you full access to all the content you need for your 2015-16 English classes. 

For more than ten years we've been passionately promoting literature and helping students succeed. We're a close knit team of nerdy book worms (and English majors ourselves!) who produce the best academic content from our Seattle headquarters.

Please reach out to us if you have any questions, and best of luck in the giveaway!

Samantha 

sburton@enotes.com

Marketing Manager at eNotes

Posted on May 18, 2015 by Alyssa W. Christensen and filed under Giveaway.

Shin Yu Pai: Associate Partner for The Giving Practice at Philanthropy Northwest

Name: Shin Yu Pai

Age: 39

College & Majors/Minors:  University of Washington, MA in Museology; School of the Art Institute of Chicago, MFA; Boston University, BA in English

Current Location: Seattle, WA

Current Form of Employment: Nonprofit/Philanthropy

Where do you work and what is your current position?

I am an associate partner for The Giving Practice at Philanthropy Northwest.

Tell us about how you found your first job, and how you found your current job (if different).

Right out of my MFA program, I accepted a job as Manager of Docent Programs for The Dallas Museum of Art. My boyfriend’s mother enjoyed a close friendship with the then associate director for educational programs at the DMA. The museum was looking for someone who had a lot of experience with managing volunteers, producing programs, some teaching, and to a certain degree, an equity lens (I designed docent trainings that included Spanish-language content to help address the museum’s diverse audiences). Various nonprofit internships had exposed me to volunteer management and program planning, and during my grad school years, I taught through the Poetry Center of Chicago. My experience with creative writing came into play at the DMA in writing object labels and using creative writing exercises in the galleries to facilitate inquiry-based learning with all-age learners. I also wrote scripts for docents to use in gallery talks.

I recently changed career direction and am now a full-time consultant to philanthropic organizations. A few years ago, I had the opportunity to run a small family foundation that funded literature and language-related programs at a small liberal arts college in the Deep South. My role involved serving as a program grants officer - helping write funding proposals, program narratives, and evaluation plans, producing publicity, and writing reports. I dived into leadership programs and studies during that time and gradually moved towards higher level strategic roles in nonprofits that have drawn upon executive thinking and skill sets. After a short stint in the social service sector upon moving home to Seattle, I was drawn to going back to working in the philanthropic sector. I am particularly interested in working with philanthropic organizations involved in the arts, whether funding arts programs, or stewarding and caring for private art collections.

I continue to do some freelance writing on the side, for publications that have included The Stranger, City Arts, ParentMap, International Examiner, and Northwest Asian Weekly. I also edit manuscripts for Lawrence & Crane, a small press started by one of my classmates from the Jack Kerouac School of Disembodied Poetics. 

What was another writing-related job that was important in your career?

I worked as an acquisitions curator for The Wittliff Collections and acquired archives, collections, and secondary materials for the museum’s research collections related to literary authors and small presses of The Southwest, with a particular commitment to increasing representation by underrepresented artists, including women and artists of color. I proofread book galleys for the museum’s publishing imprint with UT Austin and wrote didactic labels for photographic exhibitions. I also curated a small press poetry exhibition for National Poetry Month.

What did you do in college to prepare for your post-grad life?

I worked as managing editor for SAIC’s student newspaper F Newsmagazine and learned about editorial production and managing a team of diverse content-producers. I completed internships and sought out roles at places like Chicago Humanities Festival and Poetry Center of Chicago. Looking back, I would have benefited from taking some design and typography courses, and/or arts administration coursework during my MFA program. You learn a lot of that on the job, but the formalization of that knowledge can be tremendously useful, and is why I decided to go back for a museum studies degree a few years ago.

What is your advice for students and graduates with an English degree?

Ongoing professional development is important. Invest in developing practical hard skills – coding websites, database management, reading budgets; think about the places of intersection in your life where you can parlay your love for language/writing into marketable skills – like managing social media campaigns, writing for advertising, etc. Be entrepreneurial in your work - all organizations need strong writers and an ace copywriter/proofreader. Find the places that best align with your values and sensibilities and where your skills can be put to good use.

You can find more about Shin Yu on her website, Shinyupai.com . You can also follow her on Twitter. 

Posted on May 17, 2015 by Alyssa W. Christensen and tagged Writing.

Enter to win a FREE copy of "From Graduation to Career Ready in 21 Days: A Guide for English Majors"

We're choosing THREE people to win this book for free! Entering is easy:

Giveaway Details

  • Entries must be received by Thursday, May 14, 2015 at midnight PST.
  • Three winners will be chosen at random on Thursday, May 14, 2015 at midnight PST. 
  • Each winner will receive an e-book download of From Graduation to Career Ready in 21 Days: A Guide for English Majors via email. The download includes a high resolution PDF, ePub, and Mobi files. Compatible with iOS, Android, Kindle, Nook, and more.
  • All entrants agree that by entering the contest, they are giving permission to have their email address added to the Dear English Major mailing list. Emails are never shared, and you may unsubscribe at any time. 

Entering is easy. Simply fill out the form below and visit our Facebook page using the link in the form. Winners will be contacted via email on Friday, May 15, 2015. 

If you have an English degree and are ready to find your first full-time job, then this book is for you. This simple, detailed guide is packed with the information and resources English majors need to successfully navigate the job search process in 21 days.

In this guide, you’ll learn:

  • how to find the right jobs to apply for
  • what you need to know about marketing yourself online
  • how to make yourself a more appealing candidate
  • what to do after you’ve received a job offer

...and everything in between.

When the competition for jobs is fierce, you can’t afford to cut corners. We show you exactly how to stand out and set yourself up for success: follow the instructions we provide each day in order to stay focused, make the most of your time, and ultimately land the job you’ve set your sights on.

DOWNLOAD chapter 11 from the book, "DAY 11: Tailor your resume for Job #1" for FREE! Click here. 

The Amazon reviews are in...

Invaluable Resource / Super Easy Read: DO IT!
Abi Humber

I wish I had this resource as an English-ish major, back when I was totally panicked about my future and questioning the validity of my degree. Alyssa was gainfully employed almost immediately after graduating with her English degree, and in the few years since has begun to build a veritable empire—this girl knows exactly what she's talking about. "From Graduation to Career Ready in 21 Days" breaks an enormously daunting application/preparation process into manageable, bite-sized pieces. This book reads like an encouraging email from an older sister or mentor—there is so much positivity woven into sage, tried-and-true advice, and the pages turn quickly. A must-read for anyone soon graduating with a degree in the arts—or anyone looking for a new job of any kind, even 15 years out of school.

 

Dear English Major

J. Palmer

I'm only a few pages into the book but I love it as the book is straight forward and insightful. I visit the authors web site and purchased the book based on everything she has posted there. I've used her information for job applications and while interviewing. Each time the information has helped me greatly. Looking forward to finishing the book this week!

 

Alyssa is the career coach I always wanted!

Grace

I wish this book existed when I was a senior in college! Transitioning from the college bubble into the real world is one big confusing and scary mystery, especially for liberal arts majors. UNTIL NOW. Seriously, Alyssa is the career coach I always wanted! She walks you through exactly how to leverage the skills you've worked so hard to earn in college and make them work for you in the job search. Her advice is practical, insightul and most importantly, actionable. You'll walk away from every chapter knowing exactly what to do and feeling empowered and excited to move onto the next chapter of life. I would recommend this book not only to English majors, but anyone with a liberal arts degree.

 

Great for soon-to-be English grads!

Lauren S. 

This book is AWESOME for anyone with an English Major coming out of college. Not only does it give you all the information you need to actually get a job after graduation, but the way it's structured makes it totally doable even when still in school. I'd highly recommend it for anyone who will soon be graduating with an English degree!

 

You worked super hard for four solid years to complete your English degree, and you deserve the chance to show off those hard-earned skills at a job you LOVE. You have what it takes. Are you ready?!

Posted on May 12, 2015 by Alyssa W. Christensen.

Amber Weyland: High School English Teacher and Writer

Name: Amber Weyland

Age: 26

College & Majors/Minors: Virginia Tech--B.A. in English Creative Writing and LLC (Language, Literature, & Culture); Radford University--M.S. in English with concentrations in Literature and English Education; Lindenwood University--M.F.A. in Writing

Current Location: Roanoke, Virginia

Current Form of Employment/Job Title: High school English teacher and writer

Where do you work and what is your current position? 

I work for Roanoke City Public Schools. Roanoke is the biggest city in Virginia west of Richmond. I teach high school English. I also tutor through a program called Apple Ridge and write prose and poetry.

Tell us about how you found your first job, and how you found your current job (if different).

Teaching for Roanoke City was my first post-graduate job. I worked several different jobs while in college. I also had the opportunity to work as an editor for Radford University while I was a graduate student, and I quickly realized that work was not something I could do 9-5 forever.

I applied for Roanoke City on a whim. I didn't know much about Roanoke, and the thought of teaching in an urban school district was terrifying. I grew up in a city, but being a student is obviously very different than being a teacher. I interviewed for a position at Patrick Henry High School my last week of graduate school while teaching as a long-term substitute in a rural school an hour from Roanoke. Roanoke called me less than a week later to offer me the position. I have no idea why I said yes when they asked, but I'm very glad that I did. Though I plan to teach college in the future, I cannot imagine teaching high school anywhere else.

What was another job that was important in your career?

Working as an editor for Radford University definitely made me realize that while I was particularly adept at editing. It also taught me that have no desire to work in the publishing world. The closest I'd like to come is working with a literary agent to have my own novels and short stories published.

I also worked a myriad of jobs to pay for college. Two jobs stick out to me: working as a crew trainer at McDonald's for two years and driving a transit bus for Blacksburg Transit for three years. Both jobs taught me just how incredibly hard I could work, and I learned a great deal about all kinds of people in that five year period.

What did you do in college to prepare for your post-grad life?

I wrote a lot in college. I had a few small pieces published through Virginia Tech's literary magazine, The Silhouette, and I was a finalist in the university-wide Steger Poetry Award contest. Even though these small time publications aren't something I would list on a CV, it did push me in the direction of bigger publications. I currently have two pieces out for review and I am working on two short stories and a four-book series.

I also spent a lot of time attending poetry slams and making friends with local artists. Having a community of writers is definitely an asset if writing is a career you'd like to pursue. Make connections. Make friends. Find other people that do what you do so that you have a support system and friends that are willing to comb through your manuscripts for errors.

What is your advice for students and graduates with an English degree?

When people tell you that an English degree is a waste of time, politely tell them they are incorrect. My friends from Virginia Tech have begun successful careers in publishing, education, and human resources. My friends from Radford have gone on to be professors, public school teachers, editors, librarians, English teachers overseas, and many more high-demand jobs. You can and will a job that you love if you market yourself, network, get involved on campus, and maintain your grades. 

Earning an English degree will teach you to communicate effectively as a writer and a speaker and to analyze and interpret people, literature, and problems in the work place. An English degree is a degree that can take you anywhere you want to go. Remember that when people tell you that you are wasting your time.

Posted on May 3, 2015 by Alyssa W. Christensen and tagged Teaching.

English Teachers & Professors Talk About Work-Life Balance

While many English majors may be tired of having people ask if they're going to be teachers, the stereotype is there for a reason—many English majors do want to become teachers! We know that teachers work incredibly hard, and we want to provide you with as much information as we can to help you make an informed decision about your career. We asked English teachers and professors what their work-life balance is like, and we received some excellent insight and information!

1. From Michelle Greco, Adjunct Professor and Freelance Copy Editor:

Goodness, most days, I don't feel like it's balanced! I don't have a typical day because my teaching schedule shifts depending on the day of the week. However, I do most of  my teaching in the mornings, which leaves afternoons and evenings open for rest, grading, and writing.

In a typical week, I'll focus on schoolwork and copyediting from Monday through Thursday. I usually have Fridays off and will use that day for errands, personal projects, or for any leftover work from the beginning of the week. I try to go to as many readings as I can, typically on weekends, to fill my creative well. Because I lead a freelance lifestyle, I have to be disciplined, relying heavily on my calendar and to-do lists to keep myself organized. Otherwise, I'd spend most of my time at home directionless and, probably, watching Netflix!

2. From Martha Cothron, Middle School Language Arts, Reading and Journalism Teacher:

My life might seem overwhelming to some but to me it’s just right. I'm a full time wife, mom, business owner, teacher, MBA student, mentor and volunteer. My day starts at 7am and ends around 11:30pm. I juggle my schedule with that of my husband, two kids, classwork for my MBA program, and foster parenting association I'm on the board for.

3. From Lorraine Hirakawa, Former English Teacher and Current Assistant Principal:

As an English teacher, I easily spent 9 hours a day at school, choosing to go in early for quiet prep time. After school, some days I would spend an hour working with students or two hours coaching the debate team. Typically, I would get home by 6, cook dinner, and spend the evening with my family before reading myself to sleep.

4. From Jasara Hines, AP English Literature and Associate Professor, Valencia College: Online Freshman Composition I and II:

Being a teacher requires significant work outside of work. Typically a teacher will have at least one small assignment to grade on a daily basis (that can sometimes equate to 100+ paragraphs or math problems, etc.). Obviously, this has to go home with the teacher. An English teacher can have this, plus essays and other lengthy assignments. I typically have essays to grade every weekend.

5. From Rachel Nenna, 5th Grade ELA/SS Teacher & Online English Adjunct Professor:

With teaching, my brain is never off. I am constantly trying to find better ways to do things. I come up with plans and then change them midway through a lesson. I often teach through experiences and life stories. I want my students to feel my passion for literature, not just see the passion. I am constantly on the go and am forever working on something, whether it is for my 5th grade students or my college students. I am also a mom of two and believe in getting my kids out there to experience their own experiences. My son is in jiu jitsu Monday through Thursday right after school, so I am hardly home during the week. I’m on Pinterest like most people are on Facebook, Twitter, etc. I am constantly connecting my daily life with my teachings. My students learn about the lesson through my daily life as well as my past life. My life is an open book, which I find makes my students trust in me more.

6. From Kate Miner, English/Language Arts Teacher & Department Coordinator:

If you ask my husband and children, I spend far more time with my school "family" than the one at home. I volunteer my time (and theirs) once a week for three hours in the evening to supervise our open-library time for students to come get help, work together, or use the wifi with their laptops. I also sponsor a club and serve on a few committees. I spend my evening hours grading, answering emails from parents and students about questions or concerns, and planning for the next days, weeks, or months. I attend curriculum meetings for the district after hours, as well as vertical team meetings with teachers from our feeder middle and elementary schools. However, on weekends, I give myself fully to my family (unless there's a school function for which I've volunteered). I've learned that I must try to get as much work done at work instead of bringing so much home. My sanity and my family are much more important than tomorrow's lesson plan's wow-factor.

7. From Tiffany MacBain, Associate Professor:

Work-life balance is very difficult to achieve for me, for the work in my profession expands to fill as much time as I allow it, and the work I do not do does not go away: it piles up. Because I am also the mother and primary caregiver of a young child, though, I have created boundaries where none existed before. For instance: except on rare occasions I do not email students or colleagues after 5pm or on weekends. On one weekend day, usually Sunday, I do no work. Perhaps one day I'll be able to say the same about the tother weekend day. This schedule suited me just fine when I was younger, but the truth is, it feels really uncomfortable these days. I would like, and I believe I would benefit from, more downtime.

My typical workday: Wake up early (between 5 and 7) and check email or read for class. With the help of my partner, care for my daughter and get her and me out the door. At work, finish prepping for my first class; teach; prep for my second class; teach; meet with students; deal with email; begin to prep for the next day's class or do some light grading. Go home. Make dinner; play with my daughter; go to sleep. On some days I have committee meetings thrown in there. Fridays and weekends I do the intensive grading. I spend some time every evening zoning out before bed, either online or with a crossword puzzle. I rarely read for pleasure, except during the summer.

8. From Allison Ryals, Middle School English Teacher:

I get up around 6:30, even though I set my alarm for 5:40. I get dressed and go to school. As soon as I walk in the building, there is usually something to do or someone that I need to talk to about curriculum or behavior problems. Students come in at 7:30 and begin reading their library books. At 8:00, we begin class. I have double-blocked classes, which mean students are with me for 90 minutes. We get a great deal of work done. I teach for the first half and students work in groups or on independent work for the second half. The days usually go pretty well, but sometimes teaching middle school is like stapling jello to a tree. I have meetings all week and parent conferences. I try to leave work by 4:00, but some days I do not leave until 6:00. I would like to think that I have a balance between work and my regular life, but I really do not. When I get home, I am exhausted and sometimes have activities to plan for the next day. I squeeze in dinner between my work things and grad school things. I try to do at least one fun thing on the weekend, but it usually ends up being sleeping in.

9. From Brett Ashmun, Full Time Graduate Student/Teaching Associate:

As a graduate student and teaching associate, my schedule may look a little different than most teachers. A typical week begins in a graduate class on Monday morning. After class I have an hour break then I teach freshman composition. Once I finish teaching, I hold office hours from three until five then it is time to head home and begin preparing for the rest of the week. On Tuesday (ah Tuesday), I am off all day. Any teacher knows that by “off all day” that doesn’t mean I am off, but it does mean I usually do not have any obligations that require a shower or a change out of my pajamas. Wednesday is my long day. I attend class in the morning, teach in the afternoon, hold office hours, and then attend a three-hour graduate class in the evening. Thursday is somewhat of a prep day. My only obligation is a three-hour graduate class in the evening. On Friday, I teach in the afternoon and hold an open conferencing/workshop for any writing students from three to five. While what I have mentioned are on the top of my list of priorities, I also have a book I’m trying to write, try to get published whenever possible, and deal with long phone calls from my mom and father-in-law. Lost in all of the busyness are my fiancée and my black Labrador. They truly keep me sane and are the best friends a man can ask for.

10. From Debrah Clark, Director/Teen Parent Educator:

There is no such thing as a typical work day, unless you consider the consistency of change and having to adapt on an hourly basis typical. Arrival to my office is the most peaceful time in the day. I grade, create, plan, reflect, and sometimes cry about the lack of resources teachers, students and families have. The teenagers arrive and the magic happens! I find that I teach the content less and the skills of being a human more. Role modeling and counseling sometimes take precedence over the daily plans. Caring for overwhelmed colleagues, data collection and processing, and professional development come next. I regularly reach out to the community for resources and guidance in this adventure. Teaching is an adventure. When I do go home, I struggle with shortchanging my own children due to my thoughts and concerns about my teenagers at school. I struggle with not being present enough at my own children's school due to the workload. I love this work, but it takes an emotional toll.

11. From Dr. Dana Key, Assistant Principal, University Adjunct Professor, and State Department of Education ACCESS teacher:

A typical teaching day would include 100-150 students in a high school setting with classes ranging from regular English to AP English or Literature. On a block schedule there are four classes a day, one of those would be a planning period. For the three classes of 90 minutes, there are blended classes with technology infused to the regular state mandated content to enrich and empower students. I am not a skill and drill teacher, so there are a lot of project-based learning opportunities, reading of required materials, and many writing assignments that help to polish writing skills. The planning period is used for meetings with departments, class level, and parent conferences; the remainder if any time remains is used for grading and planning; however, I usually have two or three hours daily that I work from home. There is never enough time to finish everything at school.

12. From Tina Bausinger, Professor of English:

I'm getting the hang of MOSTLY finishing work at work—though there are times I have to grade/plan on the weekends or after hours. I don't mind, really. It's true what they say about loving your job and feeling like you are never really working. I make a general lesson plan on Sundays, and fine tune it daily. A friend of mine who is also a teacher and I meet up for coffee and companionship. It's not unusual for one of us to ask advice of the other. Plus, coffee! Always my best friend. I teach five college level classes during the week (one English Comp I, three sections of English Comp 2, and one section of World Literature). I have ten hours a week (minimum) in the office, but I'm usually here early and I usually leave late. I try to grade all assignments as soon as possible.

13. From Alexia Brooks, Lecturer in First-Year Composition:

I only teach Monday, Wednesday, and Friday from 8a-10a, so after I leave class, I head to my office on those days and prep, grade, and respond to student emails. I will typically stay on campus until 3p or 4p if I've had enough coffee that day to keep myself going. When I leave campus, though, I turn my email off. I let my students know about this on day one. I tell them that I will be available from 8a-4p on those three days, so they can email me or stop by my office to get clarification on something, but that when I go home, I unplug. I have found that this really helps me maintain a life outside of teaching. Now, sometimes I will have to stay later or keep my email on if we have a major assignment due, but for the most part, I try to maintain this boundary.

On Tuesdays and Thursdays, I don't teach, but I will turn my email on from 8a-4p to allow my students to communicate with me. On those days, I grade for a few hours, but I also run, write, and watch Netflix.

I typically work one day in the weekend, but I always try to have Sundays off from email and grading so I can recharge for the next week. It took me a while to stop feeling guilty about this, but I told myself that I am no good to my students if I'm overworked and stressed out.

14. Samantha Glassford, Adjunct English Instructor and Professional Writing Tutor

As an adjunct, there is rarely a day where I'm in only one place. I teach at three different colleges, and tutor in a writing center. Because I spend my day time teaching/tutoring, my nights are usually for grading and emails. If I have a busy week or a long paper due in a class, the grading typically spills over into the weekend. Sunday nights are usually for prepping lesson plans. I currently am not married and don't have kids, so I don't mind working all the time. Not only do I enjoy it, it keeps me busy.

If you are an English teacher or professor and would like to contribute your answers to this blog post, fill out this form!

Posted on May 3, 2015 by Alyssa W. Christensen and filed under Teaching, Articles, Featured Articles.

A Beginner’s Guide to AWP (The Down & Dirty Edition)

The Association of Writers and Writing Programs conference was a couple weeks ago, and upwards of 11 (or 12 or 14, depending on who you spoke to) thousand writers, publishers and their ilk convened on Minneapolis for four days of literary…well, everything. Between panels, the book fair, off-site events, and AWP-sponsored dance parties, there was a little bit of everything.

That being said, an event like this is overwhelming and it isn’t just because most writers have some innate fear of large crowds brought on by the countless hours staring at a screen, alone, maybe in the dark. It can be overwhelming to even the most well-adjusted of us. 

So with that in mind, I present a few helpful tips on how to navigating AWP:

1. Find the free food and booze.

Traveling is expensive and as a student or a young writer, money isn’t necessarily coming in hot and heavy, so it’s important to know when and where you can get free food and booze during the convention. There’s plenty of it, you just need to know where to look. Use the AWP guide to read up on offsite events and follow writers and publishers on social media to see what they say as well. 

2. Know your hashtags.

The official hashtag for next year will be #AWP16, but there are others that writers avail themselves of during the event. Skim through twitter for a few minutes and you’ll come upon them. Flex your creative muscles and use hashtags like #AWPPickupLines and your followership will grow in no time.

3. Find the thruster.

If you went to AWP’s open bar events this year, you will know whom I’m talking about. This is not a practical tip as much as a way to derive pure entertainment out of your experience. At the dance parties at night there was a gentleman who really took to hip thrusting. To seemingly any song and with no one around. This won’t benefit your career, but it’ll be fun to watch if he’s there next year.

If you have food, booze, social media, you’ll be set. You’ll still get star struck when someone like Roxanne Gay or TC Boyle walks by, but with a little liquid courage or a free doughnut, but at least you’ll be able to tweet it after.

Be sure to also check out A Beginner’s Guide to AWP (The Practical Edition)!

About the Author

Sam Slaughter is the author of the chapbook When You Cross That Line (There Will Be Words, 2015) and the novel Dogs (Double Life Press, 2016). His other work has appeared in McSweeney's Internet Tendency, Midwestern Gothic, and Heavy Feather Review, among others. By day, he works as a copywriter for a lifestyle company. By night, he is the Book Review Editor for Atticus Review, a Fiction Editor with Black Heart Magazine, and a Contributing Editor with Entropy. He can be found on his website, www.samslaughterthewriter.com and on Twitter @slaughterwrites.

Posted on April 27, 2015 by Alyssa W. Christensen and filed under Articles, Featured Articles.

A Beginner’s Guide to AWP (The Practical Edition)

The Association of Writers and Writing Programs annual conference—this year held in Minneapolis—is, in short, a wonderful experience for writers, publishers, and anyone related to the industry of putting words in some sort of order for the benefit of his or herself and others. The conference is also chaotic, overwhelming, and can send even the most hearty writer into a tailspin of “My god why am I even here” and “I’m never going to be as good as X.”

This list, as compared to my previous piece on AWP, has some practical advice on how to tackle AWP head-on and come out of it, hopefully, wanting to come back (and not wanting to curl up in a ball in the corner of a dark room for a month).

1. Pack light (or pack another bag).

If you’re flying, pack light. You’re going to see 50+ books that you will want in addition to the 15 that you’ll be handed as you meander the aisles of the book fair. Make sure that you’ll have space for these books. Your guard will probably be down during the book fair and before you know it, you’re going to be trying to figure out how to lug 65 books home between a personal item and your carry-on luggage.

““If you’re flying, pack light. You’re going to see 50+ books that you will want in addition to the 15 that you’ll be handed as you meander the aisles of the book fair.””

2. Support indie lit.

In connection with the point above, go in knowing you’re going to buy X amount of books (3-5 is a nice number). Find the authors or the presses that you really love and buy from them. Many times, you’ll be able to get the author to sign the book as well (AWP has a handy guide for when author signings are). This not only helps support the indie lit community, but you get some awesome new books out of the deal.

3. Bring business cards.

Before you go, get business cards made up (Vistaprint is great and pretty cheap, but there are many sites out there and, often, you can find a good sale). Networking is a big part of AWP and, if you have business cards, you’ll be able to network that much easier. Make sure to have a few on you at all times—you never know who you’ll run into.

4. Pack your charger.

If you’re wandering around all day, you’re also likely to be using your phone. Bring your charger with you while you wander so that you don’t find yourself out at 8 p.m. in a city you don’t really know, without a phone (having an accountabilibuddy helps, as well and not just because the word is fun).

5. Get out there and talk.

I realize talking to strangers can produce crippling anxiety, I get that, but the book fair is great in that sense because, if you see someone behind a table, you can just go up to them and (simply) they can’t run away. It sounds terrible to say that way, but this is a great chance to talk with writers, editors of journals, and publishers, about their work, your work, et cetera. Don’t be forward about things (IwantyoutopublishmeprettypleasewhatdoIhavetodotomakethathappen?!) but also don’t be afraid, once you’ve established rapport, to talk with them about work. 

6. Embrace the awkward.

These conversations, for the most part, are going to be awkward. If you realize that now and embrace it, the entire ordeal will go a lot smoother. Don’t strive to make them uncomfortable, of course, but if you’re face to face with your literary idol, realize that they understand that you probably feel very, very awkward.

Be sure to also check out A Beginner’s Guide to AWP (The Down & Dirty Edition)!

About the Author

Sam Slaughter is the author of the chapbook When You Cross That Line (There Will Be Words, 2015) and the novel Dogs (Double Life Press, 2016). His other work has appeared in McSweeney's Internet Tendency, Midwestern Gothic, and Heavy Feather Review, among others. By day, he works as a copywriter for a lifestyle company. By night, he is the Book Review Editor for Atticus Review, a Fiction Editor with Black Heart Magazine, and a Contributing Editor with Entropy. He can be found on his website, www.samslaughterthewriter.com and on Twitter @slaughterwrites.

Posted on April 27, 2015 by Alyssa W. Christensen and filed under Articles, Featured Articles.

How to Navigate Your Job Search in 21 Days

The first year out of college can be a tough one for any graduate, not only those with English degrees! But rest assured, English majors: your skills are indeed practical and sought-after by many employers. We’re not saying that finding these awesome jobs will be easy, but there are PLENTY of things you can do to successfully navigate the job search process!

There are a few crucial tactics you need to know in order to make a smooth transition from studying Shakespeare and Steinbeck to full-time employment, and From Graduation to Career Ready in 21 Days: A Guide for English Majors will guide you every step of the way in 21 days. 

Each of the 21 days outlined in this book is packed with important information that will help you to stand out and set yourself up for success!

Week 1

We’re not gonna lie—Week 1 is intense. Do some yoga. Light a candle. Keep calm. Prepare yourself to work hard and kick some serious butt in the job search and application process. By the end of this week, you will have transformed from a brand new college graduate into a viable job candidate with the resume, portfolio, and wardrobe (yep, we go there!) to prove it. 

Here’s what this week looks like:

  • Day 1: Do your research. 
  • Day 2: Look the part. 
  • Day 3: Create a resume. 
  • Day 4: Collect your writing samples.
  • Day 5: Own your online presence.
  • Day 6: Create an online portfolio.
  • Day 7: Connect with alumni.

Week 2

Roll up your sleeves and make a cup of coffee (or two, or three…). Week 2 is filled with exciting stuff, and this is the week you’ll choose your first three jobs to actually apply for. By the end of this week, you’ll have resumes, cover letters and writing samples that have all been meticulously and thoughtfully tailored to the jobs at hand. Resist the urge to cut corners, and do your best to give this week 100%—not only are you trying to successfully land your first full-time job, but you’re practicing and honing skills that you’ll use for the rest of your professional life!

Here’s what this week looks like:

  • Day 8: Get organized.
  • Day 9: Choose the right jobs to apply for.
  • Day 10: Research the jobs you’re applying to. 
  • Day 11: Tailor your resume for Job #1.
  • Day 12: Learn how to write a cover letter. 
  • Day 13: Compile job application #2. 
  • Day 14: Compile job application #3.

Week 3

This week, we begin with officially submitting those three applications you’ve toiled away on. Take a moment to enjoy and appreciate what you’ve accomplished, but then it’s back to work! You’ll be preparing for interviews and learning how to make yourself a more appealing job candidate. 

Here’s what this week looks like:

  • Day 15: Hit the “submit” button and officially apply!
  • Day 16: Plan your follow-up strategy.
  • Day 17: Prepare for interviews.
  • Day 18: Practice answering interview questions.  
  • Day 19: Review the basics.
  • Day 20: Keep learning and bulk up your resume.
  • Day 21: Congratulations, new professional!

You worked super hard for four solid years to complete your English degree, and you deserve the chance to show off those hard-earned skills at a job you LOVE. You have what it takes. Are you ready?!

Posted on April 23, 2015 by Alyssa W. Christensen and filed under Articles, Featured Articles, Job Search Resources.